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Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College
55 Regent Street, Chippendale, Sydney 2008: XXXXXXXXXX
PRV12007; CRICOS 03048D
Approved:
arguments are not
well supported.
well supported with
elevant arguments.
Summary
(20 marks)
The article’s main
topic(s), aim/
purpose, key points
and conclusions are
missing, unclear,
inaccurate and/or
i
elevant.
The article’s main
topic(s), aim/
purpose, key points
and conclusions are
generally evident,
ut may be vague,
incomplete, or have
some inaccuracies.
The article’s main
topic(s), aim/
purpose, key points
and conclusions are
identified and
summarised
accurately in most
parts. Some
information may be
i
elevant or
inaccurate.
The article’s main
topic(s), aim/
purpose, key points
and conclusions are
identified and
summarised clearly
and accurately,
providing a good
overview of the
article with minimal
i
elevant or
inaccurate
information.
The article’s main
topic(s), aim/
purpose, key points
and conclusions are
identified and
summarised clearly,
accurately and
precisely, providing
an excellent
overview of the
original article.
Reference and
Formatting
(10 marks)
Assignment is not
presented as per APIC
assessment
presentation guidelines
and includes
insufficient application
of APIC Harvard style of
eferencing.
Assignment show
some adherence to
APIC assessment
presentation
guidelines and APIC
Harvard style of
eferencing.
Assignment mostly
adheres to APIC
assessment
presentation guidelines
and APIC Harvard style
of referencing.
Assignment completely
adheres to APIC
assessment presentation
guidelines with few
inconsistencies with APIC
Harvard style of
eferencing.
Assignment completely
adheres to APIC
assessment presentation
guidelines and APIC
Harvard style of
eferencing.
Assessment 3: Reflective Journal ( A and B)
Due date: Week 7, Week 9
Group/individual: Individual
Word count / Time
provided:
XXXXXXXXXXwords
Weighting: 20% ( 10% each)
Unit Learning Outcomes: ULO-3, ULO-5
Assessment Details:
This assignment requires you to think deeply and write about your learning experience and the topic
(s) content you have experienced and learned over the past two weeks (Week 7 and Week 9).
You are required to write two reflective journal entries one about your learning experience and the
topic (s) you learned in (Week 6 and Week 7) that is Reflective Journal (A) and it is due on Sunday of
Week 7, and one about your learning experience and the topic (s) you learned in (Week 8 and Week
9) that is Reflective Journal (B) and it is due on Sunday of Week 9.
It is recommended to visit the SLS page for more information about this type of assessment via this
link https:
apic.instructure.com/courses/39/pages
eflective-learning-journal
In writing you reflective learning journal, you will need to follow the following strategy to write your
journal entry:
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Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College
55 Regent Street, Chippendale, Sydney 2008: XXXXXXXXXX
PRV12007; CRICOS 03048D
Approved:
DIEP (Describe, Interpret, Evaluate, Plan) Strategy. Source: (RMIT University–adapted from Boud, D
1985, Reflection: Turning Experience into Learning)
https:
emedia.rmit.edu.au/learningla
content/writing-academic-reflection-0
See below for explanation of each criterion in DIEP
Mainly you need to select one of the main topics discussed in week 6 and week 7 and write your
eflection on the selected topic.
You required to write XXXXXXXXXXwords to describe your learning experience.
You can use the following questions to guide your writing entry:
• What did I read for this topic, apart from the notes? (Include information and references
from a range of sources)
• What was the most interesting thing I read for this topic - why was that?
• What material didn’t I find interesting – why was that?
• What did I previously think was true, but now know to be wrong?
• What did we not cover that I expected we should?
• What have I changed my mind about as a result of this topic?
• What is one thing I learned in this topic that I may be able to use in future?
• What am I still unsure about? What would I like to learn more about?
• What issues(s) interested me and would I like to study in more detail?
• What are my ideas for action, based on this topic?
You can use the following example as reference:
Adapted from RMIT University: https:
emedia.rmit.edu.au/learningla
content/sample-reflection-0
This week’s recommended reading on resource management and planning presented the
idea of collect requirements through questioning to clarify the client needs and to establish
the project’s work
eakdown structure (WBS) (Smith XXXXXXXXXXThe article gave a real-life
example of this concept whereby groups of five people were asked to build a tower from
straws. The facilitator said it would be judged in terms of strength, eight, and how
aesthetically pleasing it was. Each group did the task cooperatively and finished it in the
prescribed time. However, the facilitator pointed out that all groups built the tower without
much attention to project management techniques in terms of asking clients for
clarification for planning, resources allocation and so on. No group had asked a single
question about the purpose, constraints, resources or stakeholder needs. The group
displayed what is commonly described as ‘groupthink’ (Ahmed & Lee 2015; Jones 2016).
This example illustrated to me a critical aspect of project management.
The insight
Describe
Understanding the importance of clarification is key to my understanding of project
management. It strengthens my use of PM tools and techniques. Asking and clarifying
questions about different types of resources in a project (work, equipment, materials)
allows project managers to identify what resources are needed for project effectiveness
(PMI 2017).When we want to designate who or what is accountable for accomplishing tasks
in our project schedule I can use PM tools to assign tasks and responsibilities. All this is
possible only if requirements are clarified through questions.
Interpret
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Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College
55 Regent Street, Chippendale, Sydney 2008: XXXXXXXXXX
PRV12007; CRICOS 03048D
Approved:
A major benefit of understanding the critical role of questioning in project management is
that it might give me more confidence about asking questions. It changes my view of
questioning government authorities. In my job as a project manager in the reserve bank in
Phnom Penh I traditionally would not feel able to question my superiors in these projects. I
would try to establish the requirements and resources in some other way. I thought I could
avoid asking questions by transfe
ing lessons learned from one situation to another. I could
do this by using a framework as a predictive aid to resourcing (Crawford & Pollack 2014).
But now I feel I am required by my position to determine the dimensions and resources of a
project. Knowing the role of questioning to achieve objective clarity for a specific purpose is
very valuable for me to give me confidence in my position as a project manager in
government projects.
Evaluate
I believe this new understanding will be useful throughout my degree and in my future
professional and private life. In my degree studies, I will endeavour to clarify the critical
aspects of project planning by using a questioning technique that allows for understanding
objective dimensions, and also any subjective aspects. In my practice as a project manager
in Cambodia I will use questioning to clarify the project goals and objectives with all
stakeholders. In my life I will question my own assumptions about what is expected of me
efore I jump in (and build any more towers).
Plan
Marking Criteria and Ru
ic: Reflective Journal will be marked out of 100 and will be weighted 20%
of the total unit mark.
Marking Criteria
Not satisfactory
(0-49%) of the
criterion mark)
Satisfactory
(50-64%) of the
criterion mark
Good
(65-74%) of the
criterion mark
Very Good
(75-84%) of the
criterion mark
Excellent
(85-100%) of the
criterion mark
Description of the
topic and learning
experience (20
marks)
Description of the
topic or learning
experience is
unclear, vague
and/or not
elevant to the
unit content.
Description of the
topic or learning
experience is
asic, general
and/or somewhat
elevant the unit
content.
Description of the
topic or learning
experience is clear
and relevant to
the unit content
ut may be
general.
Description of the
topic or learning
experience is clear
and focused.
Description of the
topic or learning
experience is clear
and focused on
the specific
aspects that
challenge and/or
interest the
student.
Reflection on the
topic and learning
experience (30
marks)
Minimal reflection
is evident. Few
connections are
made with key
unit concepts.
Reflection is
limited to
description of
general opinions
and behaviours
without reflection
on underlying
assumptions,
habits or values.
Limited reflection
is evident. Some
connections are
made with key
unit concepts.
Contains
description of
opinions and
ehaviours with
some reflection on
underlying
assumptions,
habits or values.
Reflection
demonstrates
some degree of
critical thinking in
discussing key unit
concepts.
Explanations,
inferences and/or
examples may be
somewhat vague
or
underdeveloped.
Reflection
demonstrates
some connection
etween student’s
personal
assumptions,
Reflection
demonstrates
critical thinking in
applying, analysing
and/or evaluating
key unit concepts.
Clear connections
are made through
explanations,
inferences, and/or
examples.
Reflection
demonstrates
elevant
connection(s)
etween student’s
personal
assumptions,
Reflection
demonstrates a
high degree of
critical thinking in
applying, analysing
and evaluating key
unit concepts.
Insightful and
elevant
connections made
through
contextual
explanations,
inferences and
examples.
Reflection