1.Understand PMBOK knowledge areas and process groups and their role, relevance and impact on project management best practice and PMI’s Code of Ethics. 2.Critically compare and contrast project management approaches and their appropriateness for managing a variety of project types, including IT projects.

ASSESSMENT BRIEF

Subject Code and Title Assessment

Individual/Group

Length

Learning Outcomes

Submission

Weighting

Total Marks

Context:

PROJ6000 Principles of Project Management

Assessment 3 – Project Charter development

Project Charter development

2,000 words

Successful completion of this assignment will result in achievement of the following subject learning outcomes:

1.Understand PMBOK knowledge areas and process groups and their role, relevance and impact on project management best practice and PMI’s Code of Ethics.

2.Critically compare and contrast project management approaches and their appropriateness for managing a variety of project types, including IT projects.

3.Apply appropriate project management (including IT project management) tools and techniques, paying particular attention to risk management.

By 11:55pm AEST/AEDT Sunday in the first week of Module 6 (week 11)

40%

40 Marks

Project leadership is about inspiring the project team to do their best from the outset. This requires a combination of verbal and written communications and a range of applied leadership skills. One of the foundational documents that helps “kick-off” the project is the Project Charter. This is a document that describes the entire project in a short, succinct and presentable document that can be shared with project staff or other stakeholders to

PROJ6000_Assessment 1 Brief_081118.Docx Page 1 of 5

commence the project in earnest. It also helps clarify the project context, the project team roles and the goals of the project.

In this assessment you will be given a project case study to use in order to develop a Project Charter. Though all students will receive the same case study, it is expected that each student will think about the project from their own perspective as an up-and-coming project manager. Use your own style based on your critical thinking of what it means for you to lead a project. That will help you formulate your unique Project Charter.

Instructions:

1.Read the case study provided by your lecturer. This will form the basis for your Project Charter, because you will assume that you are the project manager for this project.

2.After reading the case study start developing your project charter. This needs to be a 2000-word report (+/- 10%) and must use a minimum of 6 references (academic literature and industry publications. The case study is a 7th reference).

3.The Project Charter must include the following headings and be written as if you were presenting it to the project team that will build this project. You are the project manager. The contents of the Charter are:

a.Background to the project

b.Reasons for the project

c.Project objectives

d.Constraints, limitations and risks

e.Leadership structure (project manager and his or her senior aides: list the roles and explain what each does in the project. You need to cite 4 roles)
f.Project risks and their mitigation

g.Project stakeholders and how to interact with them

h.The vision of the project and the type of project team culture you wish to promote in your team

Output and Submission:

Submit your completed assessment by the end of the first week of Module 6 (Week 11) on Blackboard.

Learning Resources:

Elias, A. A. (2016). Stakeholder analysis for Lean Six Sigma project management. International Journal of Lean Six Sigma. https://lesa.on.worldcat.org/oclc/6862439489

Patanakul, P., Iewwongcharoen, B., & Milosevic, D. (2010). An empirical study on the use of project management tools and techniques across project life-cycle and their impact on project success. Journal of General management, 35(3), 41-66.

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https://web.stevens.edu/ses/documents/fileadmin/documents/pdf/PeerasitPMtoolsandsuc cessPublished.pdf

Assessment Criteria:

The assessment will be graded using the Learning Rubrics below. This is an individual assignment and it is worth 40%.

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Learning Rubrics – Part A

Assessment Attributes

Content, Audience and Purpose

25%

Correct citation of key resources and evidence

25%

Fail (0-49)

Demonstrates no awareness of context and/or purpose of the assignment.

Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas.

There are mistakes in the APA style.

Pass (50-64)

Demonstrates limited awareness of context and/or purpose of the assignment

Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed.

There are no mistakes in the APA style.

Credit (65-

74)

Demonstrates consistent awareness of context and/or purpose of the assignment.

Demonstrates use of high quality, credible and relevant resources to support and develop ideas.

There are no mistakes in the APA style.

Distinction (75-84)

Demonstrates an advanced and integrated understanding of context and/or purpose of the assignment.

Demonstrates use of good quality, credible and relevant resources to support and develop arguments and statements. Shows evidence of wide scope within the organisation for sourcing evidence

There are no mistakes in the APA style.

High Distinction (85-

100)

Consistently demonstrates a systematic and critical understanding of context and purpose of the assignment.

Demonstrates use of high quality, credible and relevant resources to support and develop arguments and position statements. Shows evidence of wide scope within and without the organisation for sourcing evidence

There are no mistakes in the APA style.

Effective written Communication

25%

Difficult to understand with no logical/clear structure, poor flow of ideas, argument lacks supporting evidence.

Audience cannot follow the line of reasoning.

Information, Information, Information, arguments Expertly presented; the
arguments and arguments and and evidence are very well presentation is logical,
evidence are evidence are well presented; the persuasive, and well
presented in a way presented, mostly presentation is logical, supported by evidence,
that is not always clear flow of ideas clear and well supported demonstrating a clear flow
clear and logical. and arguments. by evidence. of ideas and arguments.
Line of reasoning is Demonstrates cultural Engages and sustains
easy to follow. sensitivity. audience’s interest in the

Knowledge and understanding

25%

Limited understanding of required concepts and knowledge

Key components of the assignment are not addressed.

Line of reasoning is often difficult to follow.

Knowledge or understanding of the field or discipline.

Resembles a recall or summary of key ideas.

Often

conflates/confuses

assertion of

personal opinion

with information

substantiated by

evidence from the

research/course

materials.

topic, demonstrates high

levels of cultural sensitivity

Effective use of diverse

presentation aids,

including graphics and

multi-media.

Thorough Highly developed A sophisticated
knowledge or understanding of the field understanding of the field
understanding of or discipline/s. or discipline/s.
the field or
discipline/s. Discriminates between Systematically and
assertion of personal critically discriminates
Supports personal opinion and information between assertion of
opinion and substantiated by robust personal opinion and
information evidence from the information substantiated
substantiated by research/course materials by robust evidence from
evidence from the and extended reading. the research/course
research/course materials and extended
materials. Well demonstrated reading.
capacity to explain and
Demonstrates a apply relevant concepts. Mastery of concepts and
capacity to explain application to new
and apply relevant situations/further learning.
concepts.

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