Project Constraint Management (PRJ5003) Trimester-3 Assignment Help
Assessment Overview
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Assessment Task
|
Type
|
Weight
|
Length
|
Due
|
ULOs
Assessed
|
|
Assessment 1: In Class Engagement Activities
Test W3
In Class Activity W4
Test W5
Test W6
In Class Activity W7
In Class Activity W8
Test W9
Test W10
|
Individual
Invigilated
|
40%
|
30-45 mins (equiv.
4000
words)
|
Week 3 to
Week
10
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ULO1
|
|
Assessment 2: Report- Project
Management Plan (Scope, Schedule, and Cost)
This assessment requires students to work in groups and analyze a real-life project of their choice to develop and write a report on scope, schedule, and cost plan for this project.
|
Group
|
30%
|
4000
words
|
Week 9
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ULO2
ULO3
ULO4
|
|
Assessment 3: Presentation of project plan and status to a sponsor for a project case
This assessment requires students to work individually on the chosen project case status, prepare PP slides that include information about the project case plan and status and present (orally) their project case along with the submission of
supporting documents.
|
Individual
Invigilated
|
30%
|
Supporting documents (1000
word)
15 mins
(equiv.
1000
words)
|
Week
11/
12
|
ULO1
ULO2
ULO3
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equiv. – equivalent word count based on the Assessment Load Equivalency Guide. It means this assessment is equivalent to the normally expected time requirement for a written submission containing the specified number of words.
Assessment 1: In Class Engagement Activities.
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Due date:
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Week 3 to Week 10
|
|
Group/individual:
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Individual
|
|
Word count/Time provided:
|
30-45 mins (equiv. 4000 words)
|
|
Weighting:
|
40%
|
|
Unit Learning Outcomes:
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ULO-1
|
Assessment 1 Detail
This assessment requires students to be actively involved and contribute to teaching and learning activities designed for the unit. The students need to carry out the in-class activities including watching the mini videos, studying the lecture slides and the chapters associated for the weekly lectures.
This assessment also contains individual tests to evaluate the students’ understanding of the key concepts of the topics explained from week 1 to week 10.
a) In class activities: Completion and submission of the assigned in class activities.
b) Tests: Students are required to answer a variety of questions such as multiple-choice questions, short answer questions and practical questions.
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Assessment Task
|
Type
|
Points
|
Length
|
Due
|
|
Test W3
|
Individual /Invigilated
|
5
|
30-45 mins
|
Week 3
|
|
In Class Activity W4
Gantt chart for the
project case
|
Individual /Invigilated
|
2
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30-45 mins
|
Week 4
|
|
Test W5
|
Individual /Invigilated
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8
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30-45 mins
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Week 5
|
|
Test W6
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Individual /Invigilated
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8
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30-45 mins
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Week 6
|
|
In Class Activity W7
CPM analysis, resource constrained schedule
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Individual /Invigilated
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2
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30-45 mins
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Week 7
|
|
In Class Activity W8
Baseline Budget
Practice Questions
|
Individual /Invigilated
|
2
|
30-45 mins
|
Week 8
|
|
Test W9
|
Individual /Invigilated
|
8
|
30-45 mins
|
Week 9
|
|
Test W10
|
Individual /Invigilated
|
5
|
30-45 mins
|
Week 10
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Assessment 1 Marking Criteria and Rubric
The assessment will be marked out of 40 and will be weighted 40% of the total unit mark. No Marking Criteria and Rubric will be used for this assessment task.
Marking Information:
a) In class activities: The marks are evaluated after the completion of each activity. The successful completion of each activity warrants the assigned point in the above table.
b) Tests: The test marks are dependent upon the total number of questions and type of questions for each test. Canvas online system and/or assessors will grade each test and the points will be assigned according to the above table.
For example, If Test W5 contains 10 questions and 10 marks are allocated for each question, then students who answer all questions correctly (100%) will obtain 8 points.
The obtained points for in class activities and tests will be aggregated at the end of the teaching period to calculate the final total mark for Assessment 1.
Assessment 2: Report- Project Management Plan (Scope, Schedule, and Cost)
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Due date:
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Week 9
|
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Group/individual:
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Group (Max.4 students)
|
|
Word count/Time provided:
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4000 words
|
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Weighting:
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30%
|
|
Unit Learning Outcomes:
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ULO2, ULO3, ULO4
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Assessment 2 Detail
This assessment is designed to assess students’ technical skills in planning and communicating a project plan effectively. Students are required to form a group (max. 4 students), select a project case (either from the provided links to the real-life projects or a project case of their group’s choice). The selected project (either ongoing or already completed) is to be assumed by your group to be in final stage of Initiation, with either a signed off Project charter or in the stage of getting the approval of the Project charter. Students’ are required to create the scope management plan, schedule management plan and cost management plan for their project. This report should include an introduction to the project case, a stakeholders’ register, and a brief project charter.
The Scope management needs to include project justification, in-scope and out-of-scope, constraints, Limits, assumptions, technical requirements and statement of work (SOW). WBS structure (minimum of three levels), WBS dictionary, work packages, scope verification and validation methods, scope change control, and designing the change control boards (CCB) and roles and responsibilities.
Working with their group, students will write a schedule management plan that includes processes, tools and techniques to be used and documents to be developed as per your client’s requirements, define activities (activity list, proper activity logic, activities identification), milestones list, activities sequence, relationships, project network and critical path(s) using MOST likely estimates of activity duration, roles and responsibilities in scheduling, and monitoring and controlling schedule (EVA relevant to project schedule). Provide a description of the methods and tools. The PERT section to be included and should demonstrate how the process from most likely, optimistic, and pessimistic duration to project probabilities have been implemented. You need to indicate most likely, optimistic, and pessimistic durations for each activity and calculate the activity expected times for all activities. Refer Marking rubric for detailed requirements including calculation of Project expected time (TE) using activity expected times and CPM along with calculation of activity standard deviations.
Using your project planning and scheduling skills and utilizing the provided excel templates, you are required to develop a schedule plan and develop schedule baseline using the activity expected time (tE).
Students are also require to develop and write project cost management plan that includes: plan cost management (identify processes, tools and techniques to be used and project documents to be developed as per your client’s requirements), define cost elements (labor, material, variable cost), identify types of cost (direct, indirect, fixed, variable), determine the estimating method (s): (top- down,
bottom-up), use estimating techniques (analogous, parametric, three-point method) to estimate budget (creation) and establish time-phased budget, provide a discussion on monitoring and controlling cost (EVA relevant to project cost including forecasting and variances), and establish a cost baseline.
For successful completion of this assessment, students will meet with their group regularly (at least once a week). Students will also be assigned to group Wiki page which will be their platform to collaborate with their group. The prescribed textbook and PMBOK are the main reference along with the recommended reading material. Groups expected to discuss their work with lecturers and to seek support.
Following resources may assist student in selecting a real-life project but the students could select any other real life case study project suiting their preference as a group:
• Projects within the Transport Program for UNSW:
•City of Sydney, projects within the Changing urban precincts program:
• Kerzner, H 2017, Project management case studies,4th edn, John Wiley & Sons, Hoboken, New Jersey.
Assessments 2 Conditions of Using AI
Ethical conduct, academic integrity, and honesty are fundamental to APIC’s mission and academic misconduct will not be tolerated by the College. It is the responsibility of every student to make sure that they understand what constitutes academic misconduct and to refrain from engaging in it.
Students are required to follow all assessment instructions, including instructions regarding the use of artificial intelligence (AI) tools. Students take full responsibility for the content of their assessments.
Please refer to APIC’s Academic Integrity Policy and Procedure and Academic Integrity Module for further details.
Assessments 2 Marking Criteria and Rubric
The assessment will be marked out of 100 and will be weighted 30% of the total unit mark. The marking criteria and rubric are shown on the following page.
Assessment 2 Marking Criteria and Rubric
|
Marking Criteria
|
Not Satisfactory
(0-49% of the criterion mark)
|
Satisfactory
(50-64% of the criterion mark)
|
Good
(65-74% of the criterion mark)
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Very Good
(75-84% of the criterion mark)
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Excellent
(85-100% of the criterion mark)
|
|
Written communication
skills (10 marks)
Organization; grammar;
spelling; clarity of
expression; formatting; use of charts and graphs
showing academic writing skills
|
Lacks evidence of
academic writing skills
relevant to
communicate(in
writing) an academic
assignment
|
Evidence of basic
academic writing skills
relevant to communicate (in writing) an academic assignment
|
Has given a factual and/or conceptual academic
writing skills relevant to
communicate(in writing) an academic assignment
|
Has good academic
writing skills relevant to
communicate(in writing) an academic assignment
|
Has excellent academic
writing skills relevant to
communicate(in writing) an academic assignment
|
|
Introduction (15 marks)
Background of the project with project justification, Constraints and Objectives. Brief Project Charter required
|
Lacks evidence of basic knowledge to introduce the project and create draft Project Charter. Lacks
inadequate details on
project justification, In scope and out-of-scope, project objectives, main deliverables, key
stakeholders, key
milestones, high level risks and budget. Overall lack of evidence of knowledge in writing a brief Project
Charter.
|
Evidence of basic knowledge to introduce the project and create a draft Project Charter. Inadequate and not well
elaborated details on
project justification, In
scope and out-of-scope, project objectives, main deliverables, key
stakeholders, key
milestones, high level risks and budget found. Overall, some evidence of
knowledge in writing a brief Project Charter.
|
Evidence of factual and/or conceptual knowledge base to introduce the project and create draft Project Charter. Adequate but not well elaborated details on project justification, In
scope and out-of-scope, project objectives, main deliverables, key
stakeholders, key
milestones, high level risks and budget found. Overall, some evidence of
knowledge in writing a brief Project Charter.
|
Reasonable knowledge
shown in the project
background and draft
Project Charter. Adequate and well elaborated details found in the draft Project Charter in most sections.
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Has excellent skills in writing an introduction to the
project and seen in the
detailed and adequate draft Project Charter. Adequate and well elaborated details in all sections of the draft Project Charter.
|
|
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)
|
|
Scope Management Plan (25 marks)
Identify processes, tools, and techniques to be used and documents to be developed for managing scope as per Project’s requirements.
Define Roles and
Responsibilities for managing scope including methods of requirements elicitation and acceptance from
stakeholders.
Detailed plan including:
• Project Scope Statement • Limits and Assumptions • WBS structure (minimum of three levels)
• Work packages
• WBS dictionary
(minimum 3 detailed)
• Graphical and outline
format of WBS
• Control (cost) accounts
• Scope Validation and
control
• Scope change control
• Change control boards
(CCB) and roles and
responsibilities
|
Lacks evidence of
knowledge to define the Scope management
plan
|
Evidence of basic knowledge and skills of defining the Scope Management Plan
|
Has given a factual and/or conceptual knowledge and skills base of defining the Scope Management Plan
|
Reasonable knowledge and skills of defining the Scope Management Plan
|
Has excellent skills in
defining the Scope
Management Plan
|
|
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)
|
|
Schedule Management Plan (35 marks) Identify processes, tools, and techniques to be used and documents to be
developed as per your Project’s
requirements.
Define roles and responsibilities in schedule management.
Detailed plan including how activity duration are estimated (basics of
estimation, durations, resources) and: • Activities (activity list with adequate activity identification and duration based on the work packages defined) • Activities Sequence Relationships (F_S, S_S, S_F, F_F)
• Lags and leads
• Milestone list
Also include Schedule baseline
details:
• Project network
• Gantt Chart
• Critical path(s) using MOST likely estimates with forward pass and
backward calculations to show ES, EF, LS and LF of activities
Describe how monitoring and
controlling of the Schedule shall be done (EVA relevant to project schedule)
|
Lacks evidence of
knowledge to define the Schedule Management plan
|
Evidence of basic
knowledge and skills of defining the Schedule Management Plan
|
Has given a factual and/or conceptual knowledge and skills base of defining the
Schedule Management Plan
|
Reasonable knowledge and skills of defining the
Schedule Management
Plan
|
Has excellent skills in defining the Schedule Management Plan
|
|
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)
|
|
Schedule Management Plan (35 marks) … continued
• PERT
Indicate most likely, optimistic and pessimistic durations for each activity and calculate the activity expected times for all activities. You need to
demonstrate these steps: •
Optimistic and pessimistic durations • Calculation of the activity expected times for all activities
• Calculation of Project expected time (TE) using activity expected times and CPM • Calculation of activity standard deviations
• Calculation of activity variances • Calculation of project variance and standard deviation and answer the following questions:
• Project duration by 85%
confidence
• Project duration by 99%
confidence
• The probability of finishing the project 5% earlier than the original CPM duration
• The probability of finishing the project 10% earlier than the original CPM duration
|
The document includes none of the outlined information in this
criterion
|
The document includes few of the outlined
information in this
criterion
|
The document includes some of the outlined information in this criterion
|
The document includes most the outlined information in this criterion
|
The document includes all the outlined information in this criterion
|
|
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)
|
|
Cost Management Plan (15 marks) Identify processes, tools, and
techniques to be used and documents to be developed as per your Project’s requirements.
• Define roles and responsibilities in cost management.
• Mention estimating method (s): top down, bottom-up Estimating
techniques (analogous, parametric, three-point method)
• List Cost elements (labor, material, variable cost) Types of cost (direct, indirect, fixed, variable) and define
activity and work package wise cost estimates.
• Include contingency reserves in the estimates
• Represent estimates in a time
phased manner to represent it as the cost baseline.
Describe how monitoring and
controlling of the Costs shall be done (EVA relevant to project cost including forecasting and variances)
|
Lacks evidence of
knowledge to define the Cost
Management Plan
|
Evidence of basic
knowledge and skills of defining the Cost
Management Plan
|
Has given a factual and/or conceptual knowledge and skills base of defining the Cost Management Plan
|
Reasonable knowledge and skills of defining the Cost Management Plan
|
Has excellent skills in
defining the Cost
Management Plan
|
Assessment 3: Presentation of project plan and status to a sponsor for a project case
|
Due date:
|
Submission of supporting documents and the PP slides in Week 11 or Week 12 prior to the presentation
|
|
Group/individual:
|
Individual
|
|
Word count/Time provided:
|
Supporting documents (1000 word)
15 mins (equiv. 1000 words)
|
|
Weighting:
|
40%
|
|
Unit Learning Outcomes:
|
ULO1, ULO2, ULO3
|
Assessment 3 Detail
This assessment is designed to assess technical skills in communicating project status effectively to different stakeholders. Students are expected to work individually on a small new case project under $1million and to come up with some creative and innovative ideas. Students are expected to provide a unique project scenario.
Students are required to prepare supporting documents, power point presentation slides that include adequate information about the project case and present their report (verbal presentation) regarding the project status.
While the main marked assessment requires power point slides and verbal presentation, students should demonstrate a clear understanding, and high-level project management skills. Students need to submit supporting documents and presentation files prior to the submission date in Assessment 3 Canvas submission space. Details of the supporting documents are as follows: • Project Scope Statement
• WBS structure (minimum of three levels)
• Work packages
• WBS dictionary (minimum 3 detailed)
• Graphical and outline format of WBS
• Control (cost) accounts
• Scope Validation and control
• Scope change control
• Project network
• Gantt Chart
• Critical path(s)
• Estimated Activity Costs
• PERT analysis
• The probability of finishing the project 10% earlier than the original CPM duration • Time- phased budget
• Development of an Earned Value Cost/Schedule System
o Earned Value Analysis (EVA)
o Forecasting (ETC, EAC)
o CV, SV, CPI, SPI, BAC
The date of presentation shall be conveyed to the students in Week 10, and it is mandatory that the students are available during their designated presentation time slots.
Assessments 3 Conditions of Using AI
Ethical conduct, academic integrity, and honesty are fundamental to APIC’s mission and academic misconduct will not be tolerated by the College. It is the responsibility of every student to make sure that they understand what constitutes academic misconduct and to refrain from engaging in it.
Students are required to follow all assessment instructions, including instructions regarding the use of artificial intelligence (AI) tools. Students take full responsibility for the content of their assessments.
Please refer to APIC’s Academic Integrity Policy and Procedure and Academic Integrity Module for further details.
Assessments 3 Marking Criteria and Rubric
The assessment will be marked out of 100 and will be weighted 40% of the total unit mark. The marking criteria and rubric are shown on the following page.
Assessment 3 Marking Criteria and Rubric
|
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)
|
|
Submission of supporting documents (30 marks)
|
No or little submission of the relevant supporting
documents.
|
Submit some of the
supporting documents or incomplete supporting
documents
|
Submit almost all supporting documents but some
documents are missing
|
Submit all supporting
documents but some
components within the
documents are missing
|
Complete submission of the supporting documents which are excellent and covers all the requirements
|
|
Visual Appeal
Presentation slides, clarity, grammar, spelling and
engaging. (10 marks)
|
Lack of evidence of written presentation skills (no visual appeal). The slides were difficult to read and too much information had been copied onto them. There are many errors in spelling, grammar, and punctuation.
|
Evidence of basic skills of communicating (writing) in a project environment. Minimal effort made to make slides appealing
|
Has given a factual and/or conceptual skill base in
communication (writing) in project environment There are some errors in spelling,
grammar, and punctuation. In some slides, too much
information on two or more slides. Good visual appeal. .
|
Has very good skills in
communicating (writing) a project report There are few errors in spelling, grammar, and punctuation. Very good visual appeal.
|
Has excellent skills in
communicating (writing) in a project environment There are no errors in spelling, grammar, and punctuation. Information is clear and
concise on each slide.
Excellent visual appeal that is engaging.
|
|
Comprehension General knowledge of the project case (20 marks)
|
Lack of evidence of
comprehensive knowledge on the topic. Majority of
information irrelevant to the selected project case
.
|
Evidence of basic knowledge in the topic. Basic information about the project background and lack of evidence of
comprehensive knowledge in the project status report components
|
Has given a factual and/or conceptual knowledge to the case project,
|
Reasonable knowledge of background of case project and very good level of
awareness of project status report.
|
Extensive comprehension knowledge of the topic. showed complete understanding of the project case and project status report
|
|
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)
|
|
Content
Knowledge and skills of
developing project status report (scope, schedule, cost, EVA)
(30 marks)
|
In adequate skills of
developing project status report (scope, schedule, cost, EVA). Did not complete the tasks as instructed
|
Evidence of basic knowledge and skills of developing
project status report (scope, schedule, cost, EVA).
Presented and completed few tasks but missed many
components of the
instructions
|
Has given a factual and/or conceptual knowledge and skills base in developing project status report
(scope, schedule, cost,
EVA).
Attempted all tasks as
instructed but some
components were missing
|
Reasonable knowledge and skills of developing project status report (scope,
schedule, cost, EVA).
Some minor items are missing from the tasks performed as per instructions
|
Has excellent skills in
developing project status report (scope, schedule, cost, EVA).
The presentation was a
concise summary of the
selected project. All tasks attempted. Comprehensive and complete coverage of information.
|
|
Presentation
Skills
Oral communication skills in project environment
(10 marks)
|
Lack of evidence of minimal communication skills such as body language and eye
contact. Minimal eye
contact and focusing on
a small part of the audience.
The presenter did not get the audience engaged.
|
Evidence of basic
communication skills.
Minimal body language
was used by the
presenters.
Minimal evidence of
engaging the audience.
|
Evidence of good oral
communication skills.
Some members spoke to the majority of the audience, steady eye contact.
The audience was engaged by the presentation.
|
Spoke to majority of
audience; very good body language, suitable volume speaking level, regular eye contact. The audience was engaged by the
presentation.
|
Has excellent skills in oral communication. Excellent body language, speaking volume & regular eye
contact.
The audience was engaged, and presenters held the
audience’s attention.
|
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