Free Sample
PROJ6003 Project Execution and Control
Solution.pdfDuring 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.
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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.
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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.
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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.
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