ASSESSMENT BRIEF 01
Subject Code and Title PROJ6006: Organisational Behaviour and People
Management
Assessment 01: Participation in Discussions
Individual/Group Individual
Length Approximately 250 words for the main post and minimum of 2 responses to other students.
Learning Outcomes 1, 2, 3
Submission End of Module 2 and 3
Weighting Module 2 = 10% and Module 3= 10%
Total Marks 20 marks
Context:
• Students will practice professional communication with peers
• Students will discuss Organisational Behaviour concepts, as they relate to Project Management, in a group setting
• Students will practice communication of personal perspectives on project case analysis and the development of project teams
By participating in discussion threads, students will practice the skill of professional communication and thought sharing with colleagues. They will also have the opportunity to apply Organisational Behaviour theory to practical situations by discussing case studies and project management scenarios applicable to the theories. In addition, participants can synthesize lessons of the module by applying them to current or prior professional experiences.
Instructions:
To participate in the discussions, complete the required module readings and research prior to class.
Face-to-Face students will participate in the discussions, during class, in week 2 of Module 2 & 3. The main post will be written in class, the student will then write a minimum of 2 responses to other students posts.
Online classes will submit their main post to the discussion board. The student’s ability to see other student’s posts is activated only after they make their first post to the discussions.
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Discussion 1: Shared Reflection/Discussions topic - Due end of module 2
Through reflecting on the case study presented in module 1 learning resources, describe one or more of the types of power, defined by Shenoy, which could be demonstrated positively or negatively by the leader of the team. Further discuss how a project manager can use this type of power to impact the performance of the project team and improve the likelihood of project success? What benefits can be gained from using more than one source of influence when leading a team? Is there a difference between influence and manipulation? Justify your answer.
Respond to at least two or more colleagues' postings, offering further support or potential challenges to using the power types in a Project Management capacity.
Discussion 2: Shared Reflection/Discussion topic - Due end of module 3
What advantages are there to groups/teams comprised of members from around the globe? How would these advantages be different in complex projects? What challenges do you believe a PM will face in managing a project group over international boundaries? How can you prepare for, or minimise these challenges?
Respond to at least two or more colleagues' postings, offering further support or potential challenges in globally located teams.
Subject Learning Outcomes:
• Critically analyse the use of ‘power’ in organisations to achieve project outcomes, the management of stakeholder objectives and the impact this has on the agency of project teams.
• Develop and apply a range of leadership and communication strategies to achieve project success for all stakeholders.
• Reflect on your performance as a project manager in a range of situations, drawing on feedback from others in addition to progress against achievement of outcomes.
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Learning Rubrics
Assessment Attributes Fail (Unacceptable) (0-49%) Pass (Functional) (5064%) Credit (Proficient) (65-74%) Distinction
(Advanced) (7584%) High Distinction
(Exceptional) (85-100%)
Issues and challenges on managing teams.
15% Confuses logic and emotion.
People management information are taken from reliable sources but without a coherent analysis or synthesis.
Lacks evidence from the view point of people management experts. Resembles a recall or summary of people management and systems, their associated risks and implementation processes.
Conflates/confuses assertion of personal opinion with people management information
substantiated by evidence from the research/course materials.
Attempts to synthesise citation from people management sources.
Viewpoints of people management experts are taken as fact with little questioning. Supports personal opinion with evidence from reliable people management sources.
Demonstrates a capacity to explain and apply people management concepts, their associated risks and implementation processes.
Identifies logical flaws in the evidence from people management sources.
Questions viewpoints of people management experts. Discriminates between assertion of personal opinion and people management sources.
Capacity to explain
and apply people management
concepts, their associated risks and implementation processes is supported by robust evidence from research/course materials.
Questions viewpoints of people management experts.
Analysis and evaluation reflect growing judgement, rigor and adaptability. Discriminates between assertion of personal opinion and people management sources substantiated by robust evidence from the research/course materials.
Questions viewpoints of people management experts and offers critical analysis of information taken from outside sources.
People management information is taken from sources with a high level of interpretation/evaluation to develop a comprehensive critical analysis or synthesis.
Identifies gaps in knowledge. Exhibits intellectual independence, rigor, good judgement and adaptability.
High Level of personal autonomy and accountability 15% Does not reflect upon own learning.
Is unreliable and/or untimely in successfully completing tasks.
Blames others for inefficiencies and inaction. Reflects on own behaviour and impact on others, modifies behaviour when necessary.
Uses adequate reflection for own learning.
Takes responsibility for own actions and completes tasks independently on time. Reflects on own behaviour and impact on others, modifies behaviour when necessary.
Uses reflection for own learning.
Takes responsibility for own actions and completes tasks independently on time.
Demonstrates resilience by balancing priorities and managing time. Reflects and evaluates on own behaviour and impact on others, modifies behaviour when necessary.
Uses appropriate reflective strategies for own learning.
Takes responsibility for own actions and completes tasks independently on time.
Demonstrates resilience by balancing competing priorities,
managing time effectively and overcoming obstacles. Critically Reflects and analyses own behavior and impact on others, modifies behaviour when necessary.
Applies critical reflective practice for own learning.
Takes responsibility for own actions and completes tasks independently on time.
Demonstrates effective resilience strategies by balancing competing priorities, managing time effectively and overcoming obstacles.
Sensitive to diverse and complex contexts.
Knowledge and understanding of the management of stakeholder objectives and the impact this has on the agency of project
teams
15% Shows limited understanding of the management of stakeholder objectives and the impact this has on the agency of project teams.
Does not address key components of stakeholder objectives. Resembles a recall or summary of key ideas about stakeholder objectives.
Addresses the impact of stakeholder objectives on project teams. Demonstrates clear understanding of the concept of agency.
Supports personal opinion and information substantiated by evidence from the research materials.
Explains management of stakeholder objectives and applies to the concept of project teams. Elaborates clearly the relationship between managing stakeholder objectives and the agency of project teams.
Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research materials. Critically discriminates between stakeholder objectives, their management, and the impact these have on the agency of project teams.
Supports personal opinion and information by robust evidence from the research materials and extended reading.
Analysis and application of leadership and Limited synthesis and analysis of communication Demonstrates analysis and synthesis of communication Well-developed analysis and synthesis of Thoroughly developed and creative analysis and Sophisticated and/or creative analysis,
communication strategies for
project success
15% strategies to achieve project success and/or insufficient identification of stakeholders.
Limited application/ recommendations for leadership strategies to achieve project success. strategies to achieve project success.
Applies recommendations for leadership strategies to achieve project success.
However
insufficiently
identifies all stakeholders and their relation to project success. communication strategies with application of recommendations to achieve project success linked to analysis/synthesis.
Applies recommendations for leadership strategies to achieve project success.
Sufficiently identified stakeholders in relation to the project success. synthesis of communication and/or leadership strategies to achieve project success.
Well demonstrated identification and analysis of stakeholders. synthesising new and existing knowledge of communication and leadership strategies to achieve project success.
Critically analysed relationship of stakeholders in relation to project success.
Recommendations
are clearly justified based on the analysis/synthesis of project success.
Participation and
contribution
15% Fails to participate in any discussion. Fails to add any contribution to the post of others. Rarely participates in discussion forums Additions to the post of others are superficial and lack insight. Frequently participates in discussions.
Contributions to the post of others show insight and advance Participates in all discussions.
Contributions to the post of others show insight and add depth to the topic Participates fully and actively all discussions.
Contributions to the post of others show insight and take the
Gives constructive
feedback to peers
15% Fails to offer any feedback.
No support or encouragement to peers.
No awareness or sensitivity to diversity amongst peers. Offers feedback but rarely constructive or useful.
Feedback is not always clear or specific to guide peers.
Little support or encouragement to peers.
Demonstrates little
awareness of and/or sensitivity to diversity amongst peers. Offers feedback that is sometimes constructive or useful.
Feedback is provided with examples to guide peers.
Some support and encouragement to peers.
Demonstrates some level of awareness of and sensitivity to diversity amongst peers. Offers constructive feedback regularly.
Formulates the merits of alternative ideas or proposals and communicates them to peers.
Offers support and encouragement to peers.
Demonstrates a high level of
awareness of and
sensitivity to diversity amongst peers. 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 peers.
Consistently demonstrates a high level of awareness of and sensitivity to diversity amongst peers.
Effective
Communication 10% Difficult to understand for audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence.
No effort is made to keep audience engaged, audience cannot follow the line of reasoning.
Little use of presentation aids, or the presentation aids and material used are irrelevant. 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. 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