ASSESSMENT 3 BRIEF
Subject Code and Title PROJ6003 - Project Execution and Control
Assessment Project Status Reporting
Module 4-5 Discussion Forum
Individual/Group Individual
Length 1000 words (+/- 10%) or equivalent
Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include:
b) Critically reflect on the project leadership and communication skills required to maximise project outcomes in the execution, control and closure phases of projects.
Submission Due by 11:55pm AEST/AEDT Sunday first half of Module 6 (Week 11).
Weighting 20%
Total Marks 100 marks
Task Summary
In this assessment, you will further analyse the case study that was introduced in Assessments 1 and 2. You will participate in the discussion with your classmates demonstrating your understanding of Project Status reporting by:
Identifying effective project status reports and discussing their challenges and pitfalls, explaining the difference between the status reports provided for teams, sponsors, and steering committee considering their unique needs, as well as creating and justifying a sample of a status report that would be submitted to a chosen stakeholder of the project from the given case study.
This assessment allows you to practice professional communication with peers, either face-to-face or virtually.
Note: At the discretion of the Learning Facilitator, this assessment can be delivered in class as a presentation/discussion, using recordings or writing directly on the discussion forum. This might require to initiate the task ahead of the submission deadline and will be communicate by the Learning Facilitator.
Please refer to the Task Instructions for details on how to complete this task.
Context
As a Project Manager, you are managing the execution and control of the project, but you are also ensuring that your stakeholders are aware of the project’s progress with the level of detail that they need. How would you communicate project progress and status to key stakeholders? How would you ensure that they have sufficient information to make key decisions and assist you in further progress of your project? This will depend on the stakeholder group, their power and interest and their communication preferences and requirements.
Task Instructions
To complete this assessment task, you must:
1. Ensure that you have read the given case study and resources from the subject, as all as any additional research you may find relevant and that will add value to your report. Review your subject notes, as well the Lecture slides and any other information provided by the Learning Facilitator in support of this assessment.
Note: At the discretion of the Learning Facilitator, this assessment can be delivered in class as a presentation/discussion, using recordings or writing directly on the discussion forum. Options of can be combined to suit class size and schedule.
2. Prepare a script/essay for the main post/presentation to be submitted on the discussion forum of 850 words (+/-10%) containing:
a) Identify, at least 3, effective status reports used in project management.
b) Discuss challenges and pitfalls for each of these status reports.
c) Explain the difference between the status reports provided for teams, sponsors, and steering committee considering their unique needs.
d) Create and justify a sample of a project status report that would be submitted to a chosen stakeholder of the project from the given case study. OPTION 1 – Discussion in class – Presentation & Responses If presenting in class (F2F/Virtual/Online):
3. You will, then, present your script and respond to at least one (1) other classmate in class.
• Students will have between 5-8 minutes to present their script.
• Students can use a number of visual aids to support the presentation.
• Students will provide a response between 2-3 minutes to another classmate’s presentation.
• Students will be marked for the presentation and response to other classmates in class and the scripts they have submitted on the forum.
OPTION 2 – Discussion in writing or as recording on Blackboard – Presentation & Responses If submitting on the discussion forum – recording/written post (F2F/Virtual/Online):
3. You will, then, present your script and respond to at least one (1) other classmate on the discussion forum directly, either in writing or as a recording, as instructed by the Learning Facilitator.
a. If submitting a recording:
i. Students will have between 5-8 minutes to present their script.
ii. Students can use a number of visual aids to support the presentation.
iii. Students will respond to at least (1) other classmate either in writing (250 words) or as a recording (2-3 minutes).
iv. Students will be marked for the recording and response to other classmates on the forum and the scripts they have submitted on the forum.
b. If submitting only a written discussion:
i. Main post submission will contain 750 words (+/-10%).
ii. At least one (1) responding post to a classmate of 250 words (+/- 10%). iii. Students will be marked for the main post and response to other classmates.
4. The essay/script should consist of the following structure:
a. A brief Introduction paragraph that will also serve as your statement of purpose for the discussion—this means that you will tell the reader what you are going to cover in the discussion.
b. Body paragraphs in which you will cover all four (4) requirements listed above (a to d). This section will contain the information that is required to demonstrate your understanding of the case study and key Project Management concepts under discussion by applying them into your project.
i. Any visual aids – tables/diagrams/illustrations – can be used to support the discussion.
c. A brief Conclusion paragraph summarising any findings or recommendations from the discussion.
i. There should not be any new information in the conclusion.
d. A list of References providing every source cited within your report.
i. Only cited sources are listed in the References.
ii. They should be listed alphabetically. iii. They need to be valid and linked with the topic/content provided within the report.
Referencing
It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here in the Academic Writing Guide found via the Academic Skills website.
Submission Instructions
In submitting the written portion of your Assessment 3, you will use the Assessment link in the main navigation menu in PROJ6003 – Project Execution and Control. The link will take you to the discussion forum where you will select the existing thread created by the Learning Facilitator and reply to the first post by the Learning Facilitator and write directly on the forum (do not attach files). The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
If submitting recording/pictures:
If your submission includes items (illustrations, recordings), you may attached them by clicked to add content and selecting to insert local files, click ‘Browse Your Computer’ to attach your extra files.
Academic Integrity
All students are responsible for ensuring that all work submitted is their own and is appropriately referenced and academically written according the Academic Writing Guide. Students also need to have read and be aware of Torrens University Australia Academic Integrity Policy and Procedure and subsequent penalties for academic misconduct. These are viewable online.
Students also must keep a copy of all submitted material and any assessment drafts.
Assessment Rubric
Assessment Attributes Fail
(Yet to achieve minimum standard)
0-49% Pass
(Functional) 50-64% Credit
(Proficient)
65-74% Distinction
(Advanced)
75-84% High Distinction
(Exceptional) 85-100%
Identify different status reports and critically analyse their
challenges and pitfalls
Percentage for this criterion = 20% Fails to contribute to the identification of different status reports and their challenges and pitfalls by:
• Identifying other project reports that are not status reports.
• Critical analysis of their challenges and pitfalls are missing.
• Key components are missing from the discussion. Demonstrates limited awareness of project status reporting.
• A generic discussion of status reports focused on aspects and not format/use/content – e.g. only based on frequency.
• Challenges and pitfalls are addressed for status reports in general and not specific to the ones identified. Shows some understanding of project status reporting.
• Provides a discussion of different status reports.
• Challenges and pitfalls are addressed for each specific status reports with minor errors present in the analysis.
Presents a coherent and detailed analysis of project status reports.
Well demonstrated capacity to explain status reports and their challenges and pitfalls, including making connections with the case study. Critically analyses and evaluates project status reports with detailed challenges and pitfalls that are well linked with the case study and its key stakeholders.
Contribution is comprehensive and advances the class discussion.
Explain the difference between key stakeholders in regards to their information
needs
Percentage for this criterion = 20% Fails to demonstrate knowledge in stakeholders and communication management by:
• Not addressing
stakeholders in the discussion.
• Lack of explanation of the differences of each stakeholder.
Limited awareness of stakeholders and communication management principles.
Resembles a recall or summary of key ideas.
No link between the analysis of stakeholders and the status report suited for them.
Demonstrates awareness of the communication needs and preference of key stakeholders.
Link between the analysis of stakeholders and the status report suited for them is ill-developed.
Demonstrates advanced knowledge of the communication needs and
preference of key stakeholders.
Link between the analysis of stakeholders and the status report suited for them is well-developed. Demonstrates high level of communication and stakeholder analysis by identifying the uniqueness of each key stakeholder with added insights into how to engage them.
Link between the analysis of stakeholders and the status report suited for them is very welldeveloped, including examples to support discussion.
Develop and justify a sample project status report for the given case study
Percentage for this criterion = 20% Limited application/recommendat ions based upon analysis.
No status report sample is provided. Resembles a recall or summary of key ideas.
Provides a sample status report that is generic and not aligned with the case study or its stakeholders.
Little to no justification provided for the sample.
Demonstrates a capacity to explain and apply relevant concepts into the development of the status report.
Justification of the report is ill-developed or unclear in regards to the stakeholder of the case study.
Well demonstrated capacity to explain and apply relevant concepts into the development of the status report.
Justification of the report is well-developed and aligned with the stakeholder from the case study.
Highly sophisticated and creative application of concepts into the developed of the status reports, including the use of trending software in the field.
Justification of the report is very well-developed and presents additional insights that contribute to further learning.
Effective
Communication
Adheres to structure of report and word count requirements. Appropriate use of terminology, paragraphs, sentence construction, spelling, and grammar.
Presents using a range of techniques to engage and sustain audience’s interest. Specialised language and terminology from Project Management is rarely or inaccurately employed.
Meaning is repeatedly obscured by errors in the communication of ideas, including errors in structure, sequence, spelling, grammar, punctuation and/or the acknowledgment of sources.
Difficult to understand for audience, no logical/clear structure, poor flow of Generally employs specialised language and terminology from Project Management with accuracy.
Meaning is sometimes difficult to follow.
Information, arguments and evidence are structured and sequenced in a way that is not always clear and logical.
Some errors are evident in spelling, grammar and/or punctuation.
Presentation is sometimes difficult to follow.
Information, arguments and evidence are presented in a Accurately employs specialised language and terminology from Project Management.
Meaning is easy to follow. Information, arguments and evidence are structured and sequenced in a way that is clear and logical.
Occasional minor errors
present in spelling, grammar and/or punctuation.
Presentation is easy to follow. Information, arguments and evidence are well presented, mostly Accurately employs a wide range of specialised language and terminology from Project Management.
Engages audience interest. Information, arguments and evidence are structured and sequenced in a way that is, clear and persuasive.
Spelling, grammar and punctuation are free from errors.
Engages audience interest. Information, arguments and evidence are very well presented; the presentation Discerningly selects and precisely employs a wide range of specialised language and terminology from Project Management.
Engages and sustains audience’s interest. Information, arguments and evidence are insightful, persuasive and expertly presented.
Spelling, grammar and punctuation are free from errors.
Engages and sustains audience interest. Expertly presented; the presentation is logical,
Percentage for this criterion = 20% ideas, argument lacks supporting evidence.
Limited use of engaging presentation techniques. (e.g. posture; eye contact; gestures; volume, pitch
and pace of voice)
way that is not always clear and logical
Sometimes uses engaging presentation techniques (e.g. posture; eye contact; gestures; volume, pitch and pace of voice) clear flow of ideas and arguments.
Uses engaging presentation techniques (e.g. posture; eye contact; gestures; volume, pitch and pace of voice) is logical, clear and wellsupported by evidence.
Confidently and consistently uses a range of engaging presentation techniques (e.g. posture; eye contact, expression; gestures; volume, pitch and
pace of voice; stance; movement) persuasive, and well- supported by evidence, demonstrating a clear flow of ideas and arguments.
Dynamic, integrated and professional use of a wide range of engaging presentation techniques (e.g. posture; eye contact, expression; gestures; volume, pitch and pace of voice; stance; movement)
Constructive feedback
to peers
Percentage for this criterion = 10% 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.
Correct citation of key resources and evidence
Percentage for this criterion = 10% Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas.
Referencing is omitted or does not resemble APA.
Different formats are provided and references do not align with content. Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed.
Referencing resembles APA, with frequent or repeated errors.
Different formats are provided and references do not fully align with content. Demonstrates use of credible resources to support and develop ideas.
Referencing resembles APA, with occasional errors.
References align with content. Demonstrates use of good quality, credible and relevant resources to support and develop arguments and statements.
Shows evidence of wide scope within the organisation for sourcing evidence.
APA referencing is free from errors.
References align with content. Demonstrates use of highquality, credible and relevant resources to support and develop arguments and position statements.
Shows evidence of wide scope within and outside the organisation for sourcing evidence.
APA referencing is free from errors.
References align with content.