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ASSESSMENT BRIEF
Subject Code and Title PROJ6000 Principles of Project Management
Assessment Assessment 4: Personal Reflection
Individual/Group Individual
Length 1500 words
Learning Outcomes Successful completion of this assignment will result in
achievement of the following subject learning outcomes:
1. Understand PMBOK knowledge areas and process groups
and their role, relevance and impact on project
management best practice and PMI’s Code of Ethics.
2. Critically compare and contrast project management
approaches and their appropriateness for managing a
variety of project types, including IT projects.
3. Apply appropriate project management (including IT
project management) tools and techniques, paying
particular attention to risk management.
4. Critically reflect on the leadership styles necessary to
succeed in a range of project management situations,
including in IT project management, and their personal
capacity to succeed in those situations.
Submission By 11:55pm AEST/AEDT Sunday First Half of Module 6
Weighting 20%
Total Marks 20 Marks
Context:
At the beginning of your learning journey on this subject, you were encouraged to reflect on
your learning experience and knowledge obtained from the learning modules through
discussions and participation. This assessment will provide an opportunity for you to reflect
on your learning, document lessons learned, identify global project management, including
IT project management, practices you hope to adopt in your career. In short, your reflection
is a tool for developing knowledge and professionalism in all matters relevant to you as a
project manager and leader.
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Instructions:
By the first half of Module 6, you will be required to submit a 1500-word reflection of your
learning throughout the subject using the given/approved case study.
NOTE: Master of Business Information Systems students must use an IT project as an
example in this assessment.
Your reflection should include project management knowledge you have gained throughout
the previous learning modules in this subject and appropriate use of additional resources
elated to this assessment.
Based on what you have learnt in this subject, describe project management practices,
implementation and competencies of the project team that result in success and/or failure
in the given project. In particular, you should reflect on the importance of teamwork and
leadership in project settings. Critically analyse how you could enhance or improve the
success rate of the project.
Include references to readings and additional resources discovered.
Output and Submission:
Submit your completed assessment at the first half of Module 6.
Assessment Criteria
This assessment will be graded using the Learning Ru
ic below. It is worth 20% of the
marks available for this subject.
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Marking Ru
ics - Personal Reflection
Assessment Criteria
Fail
Unacceptable
Pass
(Functional)
Credit
(Proficient)
Distinction
(Advanced)
High Distinction
(Exceptional)
% Points 0-49% 50-64% 65-74% 75-84% XXXXXXXXXX%
Effective Communication
25%
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.
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.
Information,
arguments and
evidence are well
presented, mostly
clear flow of ideas and
arguments.
The audience is mostly
engaged, line of
easoning is easy to
follow.
Information,
arguments and
evidence are very well
presented; the
presentation is logical,
clear and well
supported by
evidence.
Engages the audience,
demonstrates cultural
sensitivity.
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.
Knowledge and
understanding
25%
Limited
understanding of
equired concepts
and knowledge
Key components of
the assignment are
not addressed.
Knowledge or
understanding of the
field or discipline.
Resembles a recall or
summary of key ideas.
Often
conflates/confuses
assertion of personal
opinion with
information
substantiated by
Thorough knowledge
or understanding of
the field or
discipline/s.
Supports personal
opinion and
information
substantiated by
evidence from the
esearch/course
materials.
Highly developed
understanding of the
field or discipline/s.
Discriminates between
assertion of personal
opinion and
information
substantiated by
obust evidence from
the research/course
A sophisticated
understanding of the
field or discipline/s.
Systematically and
critically discriminates
etween assertion of
personal opinion and
information
substantiated by robust
evidence from the
esearch/course
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evidence from the
esearch/course
materials.
Demonstrates a
capacity to explain and
apply relevant
concepts.
materials and
extended reading.
Well demonstrated
capacity to explain and
apply relevant
concepts.
materials and extended
eading.
Mastery of concepts and
application to new
situations/further
learning.
Reflection
30%
No attempt to
demonstrate
connections to
previous learning or
experience.
Little to no attempt to
demonstrate
connections between
learning experience
and material.
Analysis is defensive or
lack of depth.
Inconsistently draws
connections between
the experience and
materials.
Sometimes defensive
or one-sided in
analysis.
The reflection
demonstrates
connections between
the experience and
materials.
Demonstrates a non-
defensive ability to
critically appraise and
discuss on the topics.
The reflection
demonstrates
connections between the
experience and material
from other courses; past
experiences; and/or
personal goals.
Demonstrates an open,
non-defensive ability to
critically appraise and
discuss on the topics.
Reflection Journal Guidelines
What is Reflective Learning?
For students, the pursuit of learning and knowledge growth demands a methodological approach in
order to verify actual understanding of the theory and relevance of the problems being addressed
within the context of a specific topic or subject.
Knowledge as such is not gained passively but is in essence the combination of both experience
and theory, which as a consequence, promotes deeper learning. Importantly, the process
necessitates consciously thinking about a question or problem and in turn, analysing and including
what you have accomplished or learned previously. Notably, this provides a framework for
developing life-long learning and indeed, enhancing your knowledge and commitment to learning.
Reflective learning also provides us with a process of being able to internally examine issues of
concern. New or different experiences initiate inquiry which result in a changed conceptual
perspective, either positively or negatively. The implications of which impact you personally
manifestly through change and knowledge growth.
So why use a Reflection Journal?
One of the most potent means to learn, reflect and make sense of our learning is by maintaining a
journal. In both academic and professional life Reflection Journals provide an effective vehicle for us
to organise, prioritise and record our experiences and expectations in order to foster insight and
assist our creative thinking. In simple terms, a reflection journal allows you to write about and reflect
on your experiences as they relate to the course content and theoretical concepts and frameworks
discussed. Journals are also crucial for developing problem-solving skills, time management and
importantly, to facilitate an efficient means of summarizing observations and changes which impact
on your cu
ent perspectives. Based on questions posed for each topic throughout this course, you
will be able to build on and record, what you have learned. This will form the basis of your
Reflection Journal (RJ). Importantly, as a discipline, you should copy and paste your online
submissions week by week – ready for submission at the end of the course.
The Process Rational
As alluded to learning is stimulated by the reflective integration of theory with experience; simply
eading about various concepts and techniques does not cause learning to occur. The process of
eflective learning encourages ‘active learning’ in as much as the documentation of significant
issues in a reflection journal are used to formalize and summarize your critical and reflective
thinking in a written format. This in turn, demonstrates and cements your knowledge and
understanding of the course materials, by documenting the lessons learned.
There are generally three major facets of a Reflection Journal, these include:
a) Theory: You need to be able to demonstrate that you have understood the theoretical
elements of the question or problem posed. Notably, you can derive this from the prescribed
eadings and from the course material (or indeed, from references/text you may have
personally sourced).
) Practice: Based on the theoretical concepts learned from the course, you need to be able to
demonstrate how you can apply this theory in a practical work-related sense.
c) Reflection: The reflection component is the 'personal insight' part of your response and as
such, documents the lessons learned.
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ens University Australia Page 1 of 2
The following expands upon these three components:
a) Theory: You need to develop a
ief summation of what you understand about the theory.
And, in addition, draw upon the prescribed readings and other course material. It is crucial
that you demonstrate your understanding of the various concepts, frameworks and/or models
and be able to concisely present a conclusion - relevant to the topic or problem.
) Practice: It is essential that you utilize the theory you have learned from the course-work. So
you need to consider the application of the theory from a practical