ASSESSMENT 1 BRIEF

Subject Code and Title PROJ6001 Integrated Project Management

Assessment Assessment 1: Project Management Processes and Project Life

Cycle Report
• Part A: Discussion activity: Change requirements and
Project life cycle (Individual)
• Part B: Project Life Cycle and Integration report
(Individual / Group)

Individual/Group Individual / Group

Length Part A: Min 500 words per student

Part B: Max. 2500 words per report

Learning Outcomes 1. Formulate appropriate project life cycle and 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 45% (Part A: 15%; Part B: 30%)

Total Marks 45 marks

Context:

Imagine the voluminous processes, which are needed to successfully complete a project. As a project
manager, you should see the big picture and coordinate the integration of these processes throughout
a project life cycle (PLC). You begin with considering common elements to most projects (Five phases
and Ten knowledge areas), and reflecting on any changes happened, and later incorporating the
change requirements into each phase of PLC. As a result, relevant project elements and processes
can be integrated and managed holistically.

Project Integration requests that each phase of PLC must be carefully designed, evaluated and
assessed based on specific project management approach. It is your decision, as a project manager,
on what process groups are incorporated, and how Integrated Change Control (ICC) to be carried on.
These decisions might be based on the ultimate goal and characteristics of the project, the
stakeholders’ objectives or the budget, among other elements.

PROJ6001 Assessment 1 Brief.docx Page 1 of 8



Instructions:
In this assessment, students are to work individually or in groups (max 4 members) to complete a
project management report to Executive Management, using PMBOK 6th Edition (PMI, 2017) as a
guide. As a group, students assign project management roles and responsibilities to the group
members. A project case study will be provided. 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 the selected case study.
They will identify change requirements of the project and critically analyse how the requirements
introduce changes to the project management plan, process groups and project life cycle. 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/or groups should organise
discussion notes and upload it on the Blackboard accordingly.

Assessment 1 Part A is due at the end of Module 2. The discussion can be arranged in a “Main post
and Responding post” format, or In-Class discussion notes format.

Part B – Individual / Group Report: PLC and Integration report

After the proposed or identified changes to the project management plan, the formulation of project
management processes and Project Life Cycle, students (individual or in group of 3-4 students) will
elaborate and incorporate discussion outcomes from Assessment 1 Part A into the report. The report
should be structured using an appropriate business style / format with maximum of 2500 words. The
key contents should include but not limited to: Change requirements identification and 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 is to be submitted at the end of Module 3. Each group must nominate a
group leader to upload the group final report on Blackboard. Only one submission is required for each
group.

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Learning Resources:

Project Management Institute. (2017). A Guide to the Project Management Body of Knowledge
(PMBOK Guide) (6th edition.). Newtown Square, PA: PMI.

https://ebookcentral-proquest-com.ezproxy.laureate.net.au/lib/think/detail.action?docID=5180849

Project Management Institute. (2013). A Guide to the Project Management Body of Knowledge
(PMBOK Guide) (5th edition). Newtown Square, PA: PMI.

http://ezproxy.laureate.net.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=
ip,url,uid&db=nlebk&AN=565869&site=eds-live&scope=site

Sanghera, P. (2018). PMP® in Depth: Project Management Professional Certification Study Guide for
the PMP® Exam. Apress.

https://ebookcentral-proquest-com.ezproxy.laureate.net.au/lib/think/detail.action?docID=5528907

Dionisio, C.S. (2017). A Project Manager's Book of Forms: A companion to the PMBOK guide - Sixth
Edition. John Wiley & Sons.

https://ebookcentral-proquest-com.ezproxy.laureate.net.au/lib/think/detail.action?docID=5116553

Herholdt, J. (2012). Managing Change in Organisations. Knowres Publishing.

https://ebookcentral-proquest-com.ezproxy.laureate.net.au/lib/think/detail.action?docID=3544742

*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

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

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Fail
Assessment Attributes
(0-49)
Fails to offer any feedback.
No support or
Constructive feedback
encouragement to group
to peers and teamwork
members.
No awareness or sensitivity
25%
to diversity amongst group
members.
Fails to deliver the assigned
tasks on time and/or is of
poor quality.
Time Management
Often forces the group to
10% make last-minute
adjustments and changes to
accommodate missing
work.
PROJ6001_Assessment 1 brief June20.docx
Pass
(50-64)
Offers feedback but rarely
constructive or useful.
Feedback is not always
clear or specific to guide
peers.
Little support or
encouragement to group
members.
Demonstrates little
awareness of and/or
sensitivity to diversity
amongst group members.
Delivers some of the
assigned tasks of
compromised quality, but on
time. Minimises the need for
the group to make last-
minute adjustments and
changes to accommodate
missing work.
Credit
(65-74)
Offers feedback that is
sometimes constructive or
useful.
Feedback is provided with
examples to guide peers.
Some support and
encouragement to group
members.
Demonstrates some level of
awareness of and sensitivity
to diversity amongst group
members.
Delivers most of the
assigned tasks on time.
Recognises and
accommodates the group in
making last-minute
adjustments and changes to
any missing work.
Distinction
(75-84)
Offers constructive
feedback regularly.
Formulates the merits of
alternative ideas or
proposals and
communicates them to
peers.
Offers support and
encouragement to group
members.
Demonstrates a high level
of awareness of and
sensitivity to diversity
amongst group members.
Delivers all the assigned
tasks on time.
Leads the group in making
last-minute adjustments and
changes to any missing
work.
High Distinction
(85-100)
Always offers detailed
constructive feedback that is
specific and appropriate.
Expertly articulates the merits of
alternative ideas or proposals
and communicates them
effectively to peers. Provides
expert assistance, support, and
encouragement to group
members.
Consistently demonstrates a
high level of awareness of and
sensitivity to diversity amongst
group members.
Delivers all the assigned task
before deadline.
Leads the group to assure work
is completed and no last-minute
adjustments and changes are
required.
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Learning Rubrics: Assessment 1 Part B – Individual / Group Report

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

Contribution is comprehensive,

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Difficult to understand for
audience, no logical/clear
structure, poor flow of
ideas, argument lacks
Effective supporting evidence.
communication,
professionally No effort is made to keep
presented business
audience engaged,
report
audience cannot follow the
line of reasoning.
30%
Little use of presentation
aids, or the presentation
aids and material used are
irrelevant
PROJ6001_Assessment 1 brief June20.docx
Information, arguments and
evidence are presented in a
way that is not always clear
and logical.
Attempts are made to keep
the audience engaged, but
not always successful. Line
of reasoning is often difficult
to follow.
Presentation aids are used
more for effect than
relevance.
Information, arguments and
evidence are well
presented, mostly clear flow
of ideas and arguments.
The audience is mostly
engaged, line of reasoning
is easy to follow.
Effective use of
presentation aids.
Information, arguments and
evidence are very well
presented, the presentation
is logical, clear and well
supported by evidence.
Engages the audience,
demonstrates cultural
sensitivity.
Carefully and well prepared
presentations aids are
used.
and advances the group’s task.
Expertly presented; the
presentation is logical,
persuasive, and well supported
by evidence, demonstrating a
clear flow of ideas and
arguments.
Engages and sustains
audience’s interest in the topic,
demonstrates high levels of
cultural sensitivity.
Effective use of diverse
presentation aids, including
graphics and multi-media.
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Poorly written with errors in
Use of academic and spelling, grammar.
discipline conventions
Demonstrates inconsistent
and sources of
use of good quality, credible
evidence. Proper
and relevant research
referencing style.
sources to support and
develop ideas.
10%
There are mistakes in using
the APA style.
PROJ6001_Assessment 1 brief June20.docx
Is written according to
academic genre (e.g. with Is very well-written and
introduction, conclusion or adheres to the academic
Is well-written and adheres Expertly written and adheres to
summary) and has accurate genre.
to the academic genre (e.g. the academic genre.
spelling, grammar,
with introduction, conclusion
sentence and paragraph Consistently demonstrates
or summary). Demonstrates expert use of
construction. expert use of good quality,
high-quality, credible and
credible and relevant
Demonstrates consistent relevant research sources to
Demonstrates consistent research sources to support
use of high quality, credible support and develop arguments
use of credible and relevant and develop appropriate
and relevant research and position statements. Shows
research sources to support arguments and statements.
sources to support and extensive evidence of reading
and develop ideas, but Shows evidence of reading
develop ideas. beyond the key reading
these are not always explicit beyond the key reading
or well developed.
There are no mistakes in There are no mistakes in using
There are no mistakes in
using the APA style. the APA Style.
There are no mistakes in using the APA style.
using the APA style.
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