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
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 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.
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.
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

Learning Rubric: Assessment 1 Part A – Change Requirement Posting Activity
Assessment Attributes Fail (0-49) Pass (50-64) Credit (65-74) Distinction (75-84) High Distinction (85-100)
Contribution of the change requirements through various project stages, formulating appropriate project life cycle, and integrating project management process groups
65% Fails to contribute to change requirements analysis and / or formulation and integration group activity.
Contributes to change requirements analysis, formulation and integration but work accomplished lacks insight, and shows limited knowledge or understanding of project management plan, processes and life cycle.
Resembles a recall or summary of key ideas.
Often conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/course materials.
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.
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. 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.
Assessment Attributes Fail (0-49) Pass (50-64) Credit (65-74) Distinction (75-84) High Distinction (85-100)
Constructive feedback to peers and teamwork
25% Fails to offer any feedback. No support or encouragement to group members. No awareness or
sensitivity to diversity amongst group members. 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. 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. 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. 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.
Time Management
10% Fails to deliver the assigned tasks on time and/or is of poor quality.
Often forces the group to make last-minute adjustments and changes to accommodate missing work. 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. Delivers most of the assigned tasks on time.
Recognises and accommodates the group in making lastminute adjustments and changes to any missing work. Delivers all the assigned tasks on time.
Leads the group in making last-minute adjustments and changes to any missing work. Delivers all the assigned task before deadline.
Leads the group to assure work is completed and no last-minute adjustments and changes are required.
Learning Rubrics: Assessment 1 Part B – Individual / Group Report
Assessment Attributes Fail (0-49) Pass (50-64) Credit (65-74) Distinction (75-84) High Distinction (85-100)
Contributions to change requirements, changes in the project management plan, project management processes and project
life cycle, integrated project management, and justifications to the required changes
60% Fails to contribute to change requirements and group activity.
Limited knowledge of change management.
Understands change management principles and processes, and some of the impacts on project and staff.
Contributes to change
requirements and group activity
Resembles a recall or summary of key ideas.
Conflates/confuses assertion of personal opinion with information from the research/course materials.
Articulates how to facilitate team’s involvement in the change process.
Communicates the need for change and strategies to support new ideas and processes.
Understands the role of culture on change. Supports personal opinion and information substantiated by evidence from the research/course materials.
Demonstrates a capacity to explain and apply relevant concepts.
Advocates processes to enable continuous improvement.
Suggests a plan to develop individual and team commitment to new solutions.
Articulates strategies to encourage knowledge sharing under different change scenarios.
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.
Elaborates a process to create innovative solutions.
Identifies a framework to foster a continuous improvement cycle of learning within the organisation.
Anticipates obstacles and suggests ways to alleviate obstruction.
A sophisticated understanding of project management plan, integration, processes and life cycle.
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.
Effective communication, professionally presented business
report
30% 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.
Effective use of diverse presentation aids, including graphics and multi-media.
Use of academic and
discipline conventions and sources of evidence. Proper referencing style.
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.