PROJ6003 Project Execution and Control

Solution.pdf

During project execution, project managers ensure that project work is completed as specified in the Project Management Plan and according to project requirements. Requirements may change throughout the course of a project. Changes need to be controlled, ensuring all of their impacts upon the project are managed effectively and are incorporated into existing management plans and project baselines. 

The process of directing and managing project work requires project managers to take on numerous responsibilities and to exhibit characteristics such as attention to detail, constant communication and effective leadership. 

Instructions: 

For this Assessment refer to the assessment case study found in Key Learning Resources. 

PROJ6003_Assessment 1 Brief_July 2019.Docx Page 2 of 9 

There are two parts for this assessment: 1 Discussion Forum (Part A) that prepares students to write a Change Management Plan (Part B). 

Each student will construct an initial response in approximately 500 words to the following questions and post on the Module discussion forums. Students will be graded individually on how students demonstrate/share project change management theories and contribute to the general discussion of the topic over weeks 2, 3 & 4 as well as their 250-words written response. The initial and responding posts must be submitted by the end of Module 2 (Total 750 words). 

Part A: Module 1-2 Discussion Forums 

Managing Project Changes 

Why is change management a necessary component of project management? Consider the given case study, critically analyse and identify key issues that could lead to any necessary changes in the project. What processes or strategies do you think would work best to perform the identified change requests from the case study? 

Output: 

Part A – Complete your posts by the end of Module 2. 

Part B: Change Control 

Based upon the given case study, in groups or as an individual, develop a report on change control. In the report: 

1. Identify changes required for the case study. Critically analyse their impact on scope, time, 

cost, quality of the project and the techniques used to manage them. 2. Explain what processes are involved in submitting a request to deal with the changes 

necessary from your analysis of the case study. 3. Identify and discuss options to satisfy each change request and any risks associated to the 

options. 4. Complete the change request/control form provided or one that is used from a workplace. 

The written part of your change control report should consist of 1500 words/student. 

If you work in group, nominate a group leader and this group leader will submit the assessment on behalf of the group. 

Output: Complete and submit your change control report by the end of Module 3. 

PROJ6003_Assessment 1 Brief_July 2019.Docx Page 3 of 9 

Learning Resources: 

Heldman, K. (2013). PMP Project Management Professional Exam Study Guide (7th ed.). Indianapolis, IN: Wiley 

• Chapter 8: Developing the Project Team (Read the section on ‘Directing and Managing Project Work’) 

• Chapter 10: Measuring and Controlling Project Performance (Read the section on ‘Managing Perform Integrated Change Control’) 

• Chapter 11: Controlling Work Results (Read the sections from ‘Managing Cost Changes’ to and including ‘Validating Project Scope’) 

ProjectLibre. (n.d.). ProjectLibre: Open source replacement of Microsoft Project [Software download]. Retrieved from projectlibre.org/home 

Project Management Institute. (2013). A guide to the project management body of knowledge (PMBOK Guide®) (5th ed.). Newtown Square, Pennsylvania: Project Management Institute. 

• Section 3.5: Executing Process Group 

• Section 3.6: Monitoring and Controlling Process Group 

• Section 4.3: Direct and Manage Project Work 

• Section 4.4: Monitor and Control Project Work 

• Section 4.5: Perform Integrated Change Control 

• Section 5.5: Validate Scope 

• Section 5.6: Control Scope 

• Section 6.7: Control Schedule 

• Section 7.4: Control Costs 

• Section 11.6: Control Risks 

Snyder, C. S. (2013). A project manager’s book of forms: A companion to the PMBOK guide (2nd ed.). Indianapolis, IN: Wiley. 

• Change Log Template (Word document) 

• Change Management Plan Template (Word document) 

• Change Request Template (Word document) 

Wysocki, R. K. (2012). Effective Project Management: Traditional, Agile, Extreme (6th ed.). Indianapolis, IN: Wiley. 

• Chapter 6: How to Launch a TPM Project (sections ‘Recruiting the Project Team’ to ‘Assigning Resources’). 

• Chapter 7: How to Monitor and Control a TPM (Read the sections from ‘Managing Project Status Meetings’ to and including ‘Putting It All Together’). 

Assessment Criteria: Please refer to the following learning rubrics for assessment criteria on each part. 

PROJ6003_assessment 1 brief_July 2019.docx Page 4 of 9 

Learning Rubric – Assessment 1 Part A: Modules 1-2 Discussion Forums 

Assessment Attributes 

Distinction (75-84) 

High Distinction (85-100) Contributes to identifying tools or techniques of sourcing project data and developing processes and measures to manage project change 

60% 

Fail (0-49) 

Pass (50-64) 

Credit (65-74) 

Contributes an identification of both tools and techniques of sourcing project data and analyses or evaluates their value towards the processes to measure and manage project change, with added insight that extends knowledge available from sourced data. 

Critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials 

Constructive feedback to peers 

30% 

Fails to contribute to the 

Contributes an 

Contributes an 

Contributes an identification of tools or 

identification of tools or 

identification of both tools 

identification of both tools techniques of sourcing 

techniques of sourcing 

and techniques of sourcing 

and techniques of sourcing data and/or developing 

project data. 

project data without citing 

project data and analyses processes and measures to 

evidence from the 

or evaluates their value manage project change. 

Resembles a recall or 

research or readings. 

towards the processes to summary of key ideas. 

measure and manage Demonstrates capacity to 

project change. explain and apply relevant concepts. 

Supports personal opinion and information substantiated by evidence from the research/course materials. 

Fails to offer any feedback. 

Offers feedback but rarely 

Offers feedback that is 

Offers constructive 

Always offers detailed constructive or useful. 

sometimes constructive or 

feedback regularly. 

constructive feedback that No support or 

useful. 

is specific and appropriate. encouragement to peers. 

Feedback is not always 

Formulates the merits of clear or specific to guide 

Feedback is provided with 

alternative ideas or 

Expertly articulates the No awareness or sensitivity 

peers. 

examples to guide peers. 

proposals and 

merits of alternative ideas to diversity amongst peers. 

communicates them to 

or proposals and Little support or 

Some support and 

peers. 

communicates them encouragement to peers. 

encouragement to peers. 

effectively to peers. 

PROJ6003_assessment 1 brief_July 2019.docx Page 5 of 9 

Offers support and Demonstrates little 

Demonstrates some level 

encouragement to peers. awareness of and/or 

of awareness of and sensitivity to diversity 

sensitivity to diversity 

Demonstrates a high level amongst peers. 

amongst peers. 

of awareness of and sensitivity to diversity amongst peers. 

Provides expert assistance, support, and encouragement to peers. 

Consistently demonstrates a high level of awareness of and sensitivity to diversity amongst peers. Use of academic and discipline conventions and sources of evidence 

10% 

Poorly written with errors in spelling, grammar. 

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

There are mistakes in using the APA style. 

Is written according to academic genre (e.g. with introduction, conclusion or summary) and has accurate spelling, grammar, sentence and paragraph construction. 

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

There are no mistakes in using the APA style. 

Is well-written and adheres to the academic genre (e.g. with introduction, conclusion or summary). 

Demonstrates consistent use of high quality, credible and relevant research sources to support and develop ideas. 

There are no mistakes in using the APA style. 

Is very well-written and adheres to the academic genre. 

Consistently demonstrates expert use of good quality, credible and relevant research sources to support and develop appropriate arguments and statements. Shows evidence of reading beyond the key reading 

There are no mistakes in using the APA style. 

Expertly written and adheres to the academic genre. 

Demonstrates expert use of high-quality, credible and relevant research sources to support and develop arguments and position statements. Shows extensive evidence of reading beyond the key reading 

There are no mistakes in using the APA Style. 

PROJ6003_assessment 1 brief_July 2019.docx Page 6 of 9 

Learning Rubric – Assessment 1 Part B: Change Control Report 

Assessment Attributes 

Credit 

Distinction (65-74) 

(75-84) 

High Distinction (85-100) Identifies and analyses change and its impacts to scope, time, cost and quality on global projects 

35% 

Fail (0-49) 

Pass (50-64) Fails to contribute to 

Contributes to identifying 

Contributes to identifying 

Contributes to identifying 

Contributes to identifying identifying or analysing 

tasks required to 

tasks and resources 

tasks and resources 

tasks and resources change and its impact on 

implement change. 

required to implement 

required to implement 

required to implement the project 

the change. 

the change and 

the change and provides Demonstrates limited 

estimating the time 

a project schedule to awareness of possible 

Clearly articulates the 

needed to complete 

complete those tasks. implications of making 

impact of change on 

those tasks. change. 

projects, identifying and 

Develops a critical analysing each of the key 

Contributes to 

analysis and evaluation Minimal analysis of 

change contributors. 

presenting a coherent 

of the impact of change change impact 

impact analysis. 

and examines associated risks involved Contributes to identifying options to satisfy change 

Contributes to identifying and assessing their 

options which are impact on project 

aligned with project outcome and success 

outcome and stakeholder wishes, to satisfy change and assess impacts on project outcome and success. 

Contributes to formulating a process to forecast potential change to minimise it and develops a strategy to manage change and stakeholder 

PROJ6003_assessment 1 brief_July 2019.docx Page 7 of 9 

communications effectively. Develops processes and measures to manage changes to scope, time, cost and quality on complex global projects. 

40% 

Fails to contribute to the development of processes and/or measures to manage changes to scope, time, cost and quality on complex global projects. 

Identifies processes and measures to manage changes to scope, time, cost and quality on complex global projects but resembles a recall or summary of key ideas. 

Conflates/confuses assertion of personal opinion with information from the research/course materials. 

Contributes to the development of processes and measures to manage changes to scope, time, cost and quality on complex global projects. 

Shows understanding of integrated change control. 

Supports personal opinion and information substantiated by evidence from the research/course materials. 

Demonstrates a capacity to explain and apply relevant concepts. 

Contributes to the development of processes and measures to manage changes to scope, time, cost and quality on complex global projects. 

Work shows insight and thorough understanding of integrated change control. 

Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials. 

Well demonstrated capacity to explain and apply relevant concepts. 

A sophisticated understanding of the development of processes and measures to manage changes to scope, time, cost and quality on complex global projects effectively and understanding of integrated change control. 

Critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials 

Critically applies concepts to new situations/further learning. 

Identifies a framework to foster a continuous improvement cycle of learning within the organisation. 

PROJ6003_assessment 1 brief_July 2019.docx Page 8 of 9 

Information, Effectively 

Difficult to understand 

Information, arguments 

Information, arguments 

arguments 

Expertly presented; the communicates 

for audience, no 

and evidence are 

and evidence are well 

and evidence are very 

presentation is logical, logical/clear structure, 

presented in a way that 

presented, mostly clear 

well presented, the 

persuasive, and well 20% 

poor flow of ideas, 

is not always clear and 

flow of ideas and 

presentation is logical, 

supported by evidence, argument lacks 

logical. 

arguments. 

clear and well supported 

demonstrating a clear supporting evidence. 

by evidence. 

flow of ideas and Attempts are made to 

The audience is mostly 

arguments. No effort is made to keep 

keep the audience 

engaged, line of 

Engages the audience, audience engaged, 

engaged, but not always 

reasoning is easy to 

demonstrates cultural 

Engages and sustains audience cannot follow 

successful. Line of 

follow. 

sensitivity. 

audience’s interest in the the line of reasoning. 

reasoning is often 

topic, demonstrates high difficult to follow. 

Effective use of 

Carefully and well 

levels of cultural Little use of presentation 

presentation aids. 

prepared presentations 

sensitivity aids, or the presentation 

Presentation aids are 

aids are used. aids and material used 

used more for effect than 

Effective use of diverse are irrelevant. 

relevance. 

presentation aids, including graphics and multi-media. Uses academic and discipline conventions and sources of evidence 5% 

Poorly written with 

Is written according to 

Is well-written and 

Is very well-written and 

Expertly written and errors in spelling, 

academic genre (e.g. 

adheres to the academic 

adheres to the academic 

adheres to the academic grammar. 

with introduction, 

genre (e.g. with 

genre. 

genre. conclusion or summary) 

introduction, conclusion Demonstrates 

and has accurate 

or summary). 

Consistently 

Demonstrates expert use inconsistent use of good 

spelling, grammar, 

demonstrates expert use 

of high-quality, credible quality, credible and 

sentence and paragraph 

Demonstrates consistent 

of good quality, credible 

and relevant research relevant research 

construction. 

use of high quality, 

and relevant research 

sources to support and sources to support and 

credible and relevant 

sources to support and 

develop arguments and develop ideas. 

Demonstrates consistent 

research sources to 

develop appropriate 

position statements. use of credible and 

support and develop 

arguments and 

Shows extensive There are mistakes in 

relevant research sources 

ideas. 

statements. Shows 

evidence of reading using the APA style. 

to support and develop 

evidence of reading 

beyond the key reading ideas, but these are not 

There are no mistakes in 

beyond the key reading using the APA style.