ASSESSMENT

BRIEF
Subject Code and Title PROJ6001 Integrated Project Management

Assessment Assessment 1: Project Management Processes and Life

Cycle Report (2 parts, Individual / Group report)
• Part A: Module 2 Discussion activity: Change
requirement and Project life cycle
• Part B: Individual / Group report

Individual/Group Individual / Group

Length Part A: Min 500 words

Part B: Max. 3000 words
1. Formulate appropriate project life cycle and
Learning Outcomes
integrate project management process groups to
deliver successful project outcomes.

Submission Part A - By 11:55pm AEST/AEDT Sunday end of Module 2

Part B - By 11:55pm AEST/AEDT Sunday end of Module 3

Weighting 40% (Part A: 15%; Part B: 25%)

Total Marks 40 marks

Context:
Imagine the voluminous processes which are needed to successfully complete a project. As
a project manager, you must see the big picture and coordinate the integration of these
processes throughout a project life cycle (PLC). You begin by considering common elements
to most projects. In addition, you reflect on the process of integration by considering the
steps necessary for beginning a project. For good project management, it is not only
necessary to work towards a successful final project. Each phase of PLC must be designed,
evaluated and assessed based on specific project management approach. As a project
manager, you determine how project management process groups are incorporated into
each phase of project life cycle. These decisions might be based on the ultimate goal and
characteristics of the project, the stakeholders’ objectives or the budget, among other
elements.

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Instructions:
In this assessment, students are to work individually or in groups of 3-4 to complete a
project management report to Executive Management using PMBOK (PMI, 2013) as a guide.
Students assign project management roles and responsibilities to the group members.
This assessment is divided into 2 parts.

Part A – Discussion activity: Change requirement and Project life cycle

To begin Assessment 1 Part A, students will be given a scenario based on approved project.
They will identify change requirements of the project and critically analyse how the
requirements introduce changes to the project management plan, process groups and life
cycle of the project. Students are encouraged to analyse the case and share personal
thoughts with group members in the class, and actively seek feedback and inputs from
facilitators. The individual and group should organise discussion notes and upload it on the
Blackboard accordingly.
Assessment 1 Part A is due by the end of Module 2.

Part B – Individual / Group Report

After the proposed changes to the project management plan and the formulation of project
management processes and life cycle, students (individual or in group of 3-4 students) will
elaborate and incorporate discussion outcomes from Assessment 1 Part A into a report. The
report should be structured using an appropriate business style / format with maximum of
3000 words. The key contents of the report should include but not limited to: Change
request analysis; Change details in the project management processes and each stage of
project life cycle; Integrated change control; and justifications to the required changes that
occur.

Assessment 1 Part B individual/group final report is to be submitted at the end of Module
3. For the group final report, each group must nominate a group leader to upload the
group final report on Blackboard. Only one submission is required for each group.

Note: Participation and contribution to discussion forums consist of one original post and at
least one response/feedback/critique to a peer’s posting. Your learning facilitator will also
provide to individual student’s summative feedback on the postings to prepare students for
their assessment submission.

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Learning Resources:
Burke, R. (2013). Project Management Techniques (2nd ed.). US: Burke Publishing.

Project Management Institute. (2017). A guide to the project management body of

knowledge (PMBOK Guide) (6th ed.). Newtown Square, PA: PMI.

Project Management Institute. (2013). A guide to the project management body of

knowledge (PMBOK Guide) (5th ed). Newtown Square, PA: PMI.

Project Management Institute. (2013). Managing change in organisations: A practical guide.

Newtown Square, PM: PMI

*The above are suggested learning resources. Students are encouraged and may be
required to search further for specialist resources in order to complete their assessments.

See the learning rubrics in the following pages for details on the assessment criteria

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Learning Rubric: Assessment 1 Part A – Change Requirement Posting Activity

Assessment Fail Pass Credit Distinction High Distinction
Attributes (0-49) (50-64) (65-74) (75-84) (85-100)
Actively contribute to
Contributes to change change requirements
Contributes to change
requirements analysis, Contributes to change requirements analysis, analysis, a sophisticated
formulation and requirements analysis, formulation and understanding of project
integration but work formulation and integration and work management plan,
accomplished lacks integration and work shows insight, and processes and life cycle.
Contribution of the
insight, and shows shows insight, and shows thorough understanding
change requirements Systematically and critically
limited knowledge or understanding of project of project management
through various Fails to contribute to understanding of project management plan, discriminates between
project stages, change requirements plan, processes and life assertion of personal
management plan, processes and life cycle.
formulating analysis and / or processes and life cycle. cycle. opinion and information
appropriate project formulation and Supports personal substantiated by robust
Discriminates between evidence from the
life cycle, and integration group Resembles a recall or opinion and information
assertion of personal research/course materials
summary of key ideas. substantiated by
integrating project activity. opinion and information and extended reading.
evidence from the
management process substantiated by robust
Often conflates/confuses research/course
groups evidence from the Mastery of concepts and
assertion of personal materials.
research/course
opinion with information application to new
65% materials and extended
substantiated by Demonstrates a capacity situations/further learning.
reading.
evidence from the to explain and apply

research/course relevant concepts. Contribution is
Well demonstrated
materials. comprehensive, and
capacity to explain and
advances the group’s task.
apply relevant concepts.

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Assessment Fail Pass Credit Distinction High Distinction

Attributes (0-49) (50-64) (65-74) (75-84) (85-100)
Offers constructive Always offers detailed
Offers feedback but Offers feedback that is
feedback regularly. constructive feedback that is
rarely constructive or sometimes constructive
Formulates the merits of specific and appropriate.
useful. or useful.
Fails to offer any alternative ideas or Expertly articulates the
Feedback is not always Feedback is provided
feedback. proposals and merits of alternative ideas or
clear or specific to guide with examples to guide
Constructive No support or communicates them to proposals and
peers. peers.
feedback to peers encouragement to group peers. communicates them
Little support or Some support and
and teamwork members. Offers support and effectively to peers. Provides
encouragement to group encouragement to group
No awareness or encouragement to group expert assistance, support,
members. members.
25% sensitivity to diversity members. and encouragement to
Demonstrates little Demonstrates some
amongst group Demonstrates a high group members.
awareness of and/or level of awareness of
members. level of awareness of Consistently demonstrates a
sensitivity to diversity and sensitivity to
and sensitivity to high level of awareness of
amongst group diversity amongst group
diversity amongst group and sensitivity to diversity
members. members.
members. amongst group members.

Fails to deliver the Delivers some of the

assigned tasks of Delivers most of the
assigned tasks on time Delivers all the assigned
assigned tasks on time. Delivers all the assigned task
and/or is of poor quality. compromised quality, tasks on time.
but on time. Minimises before deadline.
Recognises and
Time Management Often forces the group the need for the group Leads the group in
accommodates the Leads the group to assure
to make last-minute to make last-minute making last-minute
10% group in making last- work is completed and no
adjustments and adjustments and adjustments and
minute adjustments and last-minute adjustments and
changes to changes to changes to any missing
changes to any missing changes are required.
accommodate missing accommodate missing work.
work.
work. work.

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Learning Rubrics: Assessment 1 Part B – Individual / Group Report

Assessment Fail Pass Credit Distinction High Distinction
Attributes (0-49) (50-64) (65-74) (75-84) (85-100)
Elaborates a process to
Advocates processes to
enable continuous create innovative solutions.
Articulates how to improvement. Identifies a framework to
facilitate team’s
Understands change foster a continuous
involvement in the Suggests a plan to
management principles improvement cycle of
develop individual and
and processes, and some change process. learning within the
team commitment to
Contributions to of the impacts on project organisation.
Communicates the need new solutions.
and staff.
change requirements, Fails to contribute to for change and strategies
Anticipates obstacles and
changes in the project Contributes to change to support new ideas Articulates strategies to
change requirements suggests ways to alleviate
management plan, requirements and group and processes. encourage knowledge
and group activity. obstruction.
project management activity sharing under different
processes and project Limited knowledge of Understands the role of change scenarios. A sophisticated
Resembles a recall or culture on change. understanding of project
life cycle, integrated change management.
summary of key ideas. Supports personal Discriminates between management plan,
project management, opinion and information
assertion of personal integration, processes and
and justifications to substantiated by opinion and information
Conflates/confuses life cycle.
the required changes assertion of personal evidence from the substantiated by robust
opinion with information research/course evidence from the Discriminates between
60% from the materials. research/course assertion of personal
research/course materials and extended opinion and information
materials. Demonstrates a capacity reading. substantiated by robust
to explain and apply evidence from the
relevant concepts. Well demonstrated research/course materials
capacity to explain and and extended reading.
apply relevant concepts.
Mastery of concepts and

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application to new
situations/further learning.

Contribution is
comprehensive, and
advances the group’s task.

Difficult to understand
Information, arguments Information, arguments Expertly presented; the
for audience, no Information, arguments
and evidence are and evidence are well presentation is logical,
logical/clear structure, and evidence are very
presented in a way that presented, mostly clear persuasive, and well
poor flow of ideas, well presented, the
is not always clear and flow of ideas and supported by evidence,
Effective argument lacks presentation is logical,
logical. arguments. demonstrating a clear flow
communication, supporting evidence. clear and well supported
of ideas and arguments.
professionally Attempts are made to by evidence.
No effort is made to The audience is mostly
presented business
keep the audience engaged, line of Engages and sustains
report keep audience engaged, Engages the audience,
engaged, but not always reasoning is easy to audience’s interest in the
audience cannot follow demonstrates cultural
successful. Line of follow. topic, demonstrates high
the line of reasoning. sensitivity.
30% reasoning is often levels of cultural sensitivity.
Little use of presentation difficult to follow. Effective use of Carefully and well
presentation aids. Effective use of diverse
aids, or the presentation prepared presentations
Presentation aids are presentation aids, including
aids and material used aids are used.
used more for effect graphics and multi-media.
are irrelevant than relevance.

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Is written according to
academic genre (e.g. Is very well-written and
with introduction, adheres to the academic
Is well-written and
conclusion or summary) genre. Expertly written and adheres
Poorly written with adheres to the academic
and has accurate to the academic genre.
errors in spelling, genre (e.g. with
Use of academic and spelling, grammar, Consistently
grammar. introduction, conclusion
sentence and paragraph demonstrates expert use Demonstrates expert use of
discipline or summary).
construction. of good quality, credible high-quality, credible and
conventions and Demonstrates
and relevant research relevant research sources to
sources of evidence. inconsistent use of good Demonstrates consistent
Demonstrates consistent sources to support and support and develop
Proper referencing quality, credible and use of high quality,
use of credible and develop appropriate arguments and position
relevant research credible and relevant
style. relevant research arguments and statements. Shows extensive
sources to support and research sources to
sources to support and statements. Shows evidence of reading beyond
10% develop ideas. support and develop
develop ideas, but these evidence of reading the key reading
ideas.
are not always explicit or beyond the key reading
There are mistakes in
well developed. There are no mistakes in
using the APA style. There are no mistakes in
There are no mistakes in using the APA Style.
using the APA style.
There are no mistakes in using the APA style.
using the APA style.

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