PROJ6003_Assessment 1 Brief_July 2018.Docx Page 1 of 9 ASSESSMENT BRIEF Subject Code and Title PROJ6003 Project Execution and Control Assessment Assessment 1: Change Management (2 parts) Part A:...

PROJ6003_Assessment 1 Brief_July 2018.Docx Page 1 of 9

ASSESSMENT BRIEF
Subject Code and Title PROJ6003 Project Execution and Control
Assessment Assessment 1: Change Management (2 parts)
Part A: Module 1-2 Discussion Forum
Part B: Change Control
Individual/Group Part A: Individual
Part B: Individual/Group
Length Part A: 600 words
Part B: 1000 words/student
Learning Outcomes 1. Draw on tools and techniques of sourcing project
data, develop a range of processes and measures to
manage scope, change and quality on complex global
projects.
Submission Part A: Post by end of Module 2.
Part B: By 11:55pm AEST/AEDT Sunday end of Module 3
Weighting 50% (Part A: 15%; Part B: 35%)
Total Marks Part A: 15 marks
Part B: 35 marks
Context:
During project execution, project managers ensure that project work is completed as specified in the
Project Management Plan and according to project requirements. Requirements may change
throughout the course of a project. Changes need to be controlled, ensuring all of their impacts upon
the project are managed effectively and are incorporated into existing management plans and project
aselines.
The process of directing and managing project work requires project managers to take on numerous
esponsibilities and to exhibit characteristics such as attention to detail, constant communication and
effective leadership.
Instructions:
For this Assessment refer to the assessment case study found in Key Learning Resources.
PROJ6003_Assessment 1 Brief_July 2018.Docx Page 2 of 9

There are two parts for this assessment: 1 Discussion Forum (Part A) that prepares students to
write a Change Management Plan (Part B).
Each student will construct an initial response in approximately 350 words to the following questions
and post on the Module discussion forums. Students will be graded individually on how students
demonstrate/share project change management theories and contribute to the general discussion of
the topic over weeks 2, 3 & 4 as well as their 250-words written response. The initial and responding
posts must be submitted by the end of Module 2 (Total 600 words).
Part A: Module 1-2 Discussion Forums

Managing Project Changes
Why is change management a necessary component of project management? What processes or
strategies do you think would work best to analyse changes and perform a change request on the
project in the given/approved case study? Recall any tools or techniques you have used to stay
organised and keep professional projects on track. How have these tools and techniques helped you
to manage changes? Perhaps you created schedules using software like ProjectLi
e or Microsoft
Project. Or, potentially, you created a task list using MS Word or an application on your mobile device.
Maybe, you used an issue tracking software to monitor progress.
Output:
Part A – Complete your posts by the end of Module 2.
Part B: Change Control
Based upon the given/approved case study, in groups or as an individual, develop a report on change
control. In the report:
1. Identify what processes are involved in submitting a request to deal with the changes
necessary from your understanding of the case study.
2. Identify and critically analyse changes required and the impacts on scope, time, cost and
quality of the project and the techniques used to manage them.
3. Identify and discuss options to satisfy each change request and any risks associated to the
options.
4. Complete the change request/control form provided or one that is used from a workplace.
The written part of your change control report should consist of 1000 words/student.
If you work in group, nominate a group leader and this group leader will submit the assessment on
ehalf of the group.
Output:
Complete and submit your change control report by the end of Module 3.

PROJ6003_Assessment 1 Brief_July 2018.Docx Page 3 of 9
Learning Resources:
Heldman, K XXXXXXXXXXPMP Project Management Professional Exam Study Guide (7th ed.). Indianapolis,
IN: Wiley
 Chapter 8: Developing the Project Team (Read the section on ‘Directing and Managing
Project Work’)
 Chapter 10: Measuring and Controlling Project Performance (Read the section on ‘Managing
Perform Integrated Change Control’)
 Chapter 11: Controlling Work Results (Read the sections from ‘Managing Cost Changes’ to
and including ‘Validating Project Scope’)
ProjectLi
e. (n.d.). ProjectLi
e: Open source replacement of Microsoft Project [Software download].
Retrieved from http:
www.projectli
e.org/home
Project Management Institute XXXXXXXXXXA guide to the project management body of knowledge
(PMBOK Guide®) (5th ed.). Newtown Square, Pennsylvania: Project Management Institute.
 Section 3.5: Executing Process Group
 Section 3.6: Monitoring and Controlling Process Group
 Section 4.3: Direct and Manage Project Work
 Section 4.4: Monitor and Control Project Work
 Section 4.5: Perform Integrated Change Control
 Section 5.5: Validate Scope
 Section 5.6: Control Scope
 Section 6.7: Control Schedule
 Section 7.4: Control Costs
 Section 11.6: Control Risks
Snyder, C. S XXXXXXXXXXA project manager’s book of forms: A companion to the PMBOK guide (2nd ed.).
Indianapolis, IN: Wiley.
 Change Log Template (Word document)
 Change Management Plan Template (Word document)
 Change Request Template (Word document)
Wysocki, R. K XXXXXXXXXXEffective Project Management: Traditional, Agile, Extreme (6th ed.).
Indianapolis, IN: Wiley.
 Chapter 6: How to Launch a TPM Project (sections ‘Recruiting the Project Team’ to ‘Assigning
Resources’).
 Chapter 7: How to Monitor and Control a TPM (Read the sections from ‘Managing Project
Status Meetings’ to and including ‘Putting It All Together’).
Assessment Criteria:
Please refer to the following learning ru
ics for assessment criteria on each part.
http:
www.projectli
e.org/home
http:
ezp.tua.edu.au/login?url=http:
search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url,uid&db=nlebk&AN=565869&site=eds-live&scope=site
http:
ezp.tua.edu.au/login?url=http:
search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url,uid&db=nlebk&AN=565869&site=eds-live&scope=site

PROJ6003_assessment 1
ief_July 2018.docx Page 4 of 9

Learning Ru
ic – Assessment 1 Part A: Modules 1-2 Discussion Forums
Assessment
Attributes
Fail
(0-49)
Pass
(50-64)
Credit
(65-74)
Distinction
(75-84)
High Distinction
(85-100)
Contributes
to
identifying
tools or
techniques
of sourcing
project data
and
developing
processes
and
measures to
manage
project
change
60%
Fails to contribute to the
identification of tools or
techniques of sourcing
data and/or developing
processes and measures to
manage project change.
Contributes an
identification of tools or
techniques of sourcing
project data.

Resembles a recall or
summary of key ideas.

Contributes an
identification of both tools
and techniques of sourcing
project data without citing
evidence from the
esearch or readings.

Demonstrates capacity to
explain and apply relevant
concepts.

Contributes an
identification of both tools
and techniques of sourcing
project data and analyses
or evaluates their value
towards the processes to
measure and manage
project change.

Supports personal opinion
and information
substantiated by evidence
from the research/course
materials.

Contributes an
identification of both tools
and techniques of sourcing
project data and analyses
or evaluates their value
towards the processes to
measure and manage
project change, with added
insight that extends
knowledge available from
sourced data.

Critically discriminates
etween assertion of
personal opinion and
information substantiated
y robust evidence from
the research/course
materials

Constructive
feedback to
peers

30%
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.
Offers feedback that is
sometimes constructive or
useful.

Feedback is provided with
examples to guide peers.

Some support and
encouragement to peers.
Offers constructive
feedback regularly.

Formulates the merits of
alternative ideas or
proposals and
communicates them to
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.
PROJ6003_assessment 1
ief_July 2018.docx Page 5 of 9


Demonstrates little
awareness of and/or
sensitivity to diversity
amongst peers.

Demonstrates some level
of awareness of and
sensitivity to diversity
amongst peers.
Offers support and
encouragement to peers.

Demonstrates a high level
of awareness of and
sensitivity to diversity
amongst peers.

Provides expert assistance,
support, and
encouragement to peers.

Consistently demonstrates
a high level of awareness
of and sensitivity to
diversity amongst peers.
Use of
academic
and
discipline
conventions
and sources
of evidence

10%

Poorly written with e
ors
in spelling, grammar.

Demonstrates inconsistent
use of good quality,
credible and relevant
esearch 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
elevant 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
esearch sources to
support and develop ideas.

There are no mistakes in
using the APA style.



Is very