PARTICIPATION ON DISCUSSION BOARD

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ASSESSMENT BRIEF
Subject Code and Title Principles of Project Management
Assessment Assessment 2 – Participation in subject discussionboard – Utilise the discussion board to compare and contrast different models and standards of PM.
Individual/Group Individual
Length ·        One original post and responses to at least two other student posts for each of the four discussion topics.
·        No more than 250 words per post.
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.
3.      Apply appropriate project management tools and techniques, paying particular attention to risk management.
Submission  
Weighting 20%
Total Marks Module 3 Topics: 10 marks
Module 4 Topics: 10 marks

 

Context:

Module discussionsin online learning environments enhance the learning experience; they provide a different method of learning than that provided by conventional classrooms.
The discussion topics are carefully structured to assist students with their learning and in completing their assessments. They also provide an opportunity for students share their understanding of the subject matter and to enhance that understanding through consideration of that of their fellow students.

Instructions:

Using the discussion forum for modules 3 and 4, compare and contrast different models and standards of Project Management. Provide at least one original post and responses to at least two other student posts for the following discussion topics. Please ensure your original posts are in the discussion forum by the end of week 1 of the modules. Your learning facilitator may also add an additional topic.
 

Module 3 Discussion Topic 1: Change Management

To prepare for this Discussion, read your Learning Resources, specifically WysockiCh. 6, and the Douglas (2009) and Thomas (2012) articles.
Topic 1:Describe how different project management models impact the management of change within projects.
 

Module 3 Discussion Topic 2: Project Stakeholders

To prepare for this Discussion, read your Learning Resources.
Topic 2:How might project success be viewed by different stakeholders in a project? How is this impacted by different project management models? When might success be achieved for those stakeholders?
 
Module 4 Discussion Topic 1: Risk Management Success and Failure
To prepare for this Discussion, read Section 11 of the PMI course text and refresh your memory of the noted chapters from the Wysocki text that you read in previous modules.
Topic 1:Based on personal experience or observation/research, describe an example of risk management success or failure, including the tools utilised. Why do you think the efforts were successful or unsuccessful? Would the use of a different project management model have produced a different outcome?
 
Module 4 Discussion Topic 2: Global Project Management Now
To prepare for this Discussion, think about what you have learned so far and read your Learning Resources.
Topic 2:There are several different standards e.g. PMBoK, Prince2, ISO. Compare and contrast the use of these standards within organisations.How might your answer change if the project were global, involving cross-cultural and international teams?

Output:

Ensure your Module 3 discussion contribution is completed by the end of module 3, and your Module 4 discussion contribution is completed by the end of module 4.

Learning Resources:

Please note that Torrens Library database resources are accessible once you are logged onto Blackboard.

Module 3 Discussion Topic #1

Douglas, E. E., III. (2009). Understanding schedule change management.AACE International Transactions, PS.S03.1–PS.S03.11.Retrieved from the Torrens University Australia Library databases.
Project Management Institute. (2013a). A guide to the project management body of knowledge (PMBOK guide) (5th ed.). Newtown Square, PA: Author.

  • Chapter 5, ‘Project Scope Management’

Thomas, J. L., Cicmil, S., & George, S. (2012). Learning from project management implementation by applying a management innovation lens.Project Management Journal, 43(6), 70–87. Retrieved from the Torrens University Australia Library databases.
Wysocki, R. K. (2014). Effective project management: Traditional, agile, extreme (7th ed.). Indianapolis, IN: Wiley.

  • Chapter 6, ‘How to Launch a TPM Project’

Module 3 Discussion Topic #2

Project Management Institute. (2013a). A guide to the project management body of knowledge (PMBOK guide) (5th ed.). Newtown Square, PA: Author [Vital Source e-reader].

  • Chapter 13, ‘Stakeholder Management’

Module 4 Discussion Topic #1

Clements, J. (2012). Project Risk Management.https://www.youtube.com/watch?v=64SYPlMTz9U
Project Management Institute. (2013a). A guide to the project management body of knowledge (PMBOK guide) (5th ed.). Newtown Square, PA: Author.

  • Chapter 11, ‘Project Risk Management’

Wysocki, R. K. (2014). Effective project management: Traditional, agile, extreme (7th ed.). Indianapolis, IN: Wiley.

  • Chapter 3, ‘What Are the Project Management Process Groups’

Module 4 Discussion Topic #2

Required Resources
CIO Staff. (2011, 29 September). PMBOX vs PRINCE2 vs Agile project management. Retrieved from http://www.cio.com.au/article/402347/pmbok_vs_prince2_vs_agile_project_management/
ILX Group. (2014a). PRINCE2 methodology. Retrieved from http://www.prince2.com/prince2-methodology
ILX Group. (2014b). PRINCE2 processes. Retrieved fromhttps://www.prince2.com/uk/prince2-processes
Laureate Education (Producer). (2015). Differences Between Agile and Traditional Project Management [Video file]. Baltimore, MD: Author.
Laureate Education (Producer). (2013b). The practice of project management [Video file]. Baltimore, MD: Author.
Learning and Academic Skills Unit. (2016). Academic Writing Guide. APA 6th ed. Sydney, Australia: Laureate Australia.
Project Management Institute. (2013a). A guide to the project management body of knowledge (PMBOK guide) (5th ed.). Newtown Square, PA: Author.

  • Chapter 2, ‘Organizational Influences and Project Life Cycle’

Wysocki, R. K. (2014). Effective project management: Traditional, agile, extreme (7th ed.). Indianapolis, IN: Wiley.

  • Chapter 9, ‘Complexity and Uncertainty in the Project Management Landscape’
  • Chapter 12, ‘Comparing Linear, Incremental, Iterative, Adaptive, and Extreme PMLC Models’
  • Chapter 13, ‘Prevention and Intervention Strategies for Distressed Projects’

QAI. (2009). PMBOK Guide vs. PRINCE2: A high level comparative note. Retrieved from http://www.qaiglobalservices.com/downloads/pmbokvs.prince2.pdf
Recommended Resources
AXELOS.(2014). PRINCE2. Retrieved from https://www.axelos.com/best-practice-solutions/prince2
Global Alliance for Project Performance Standards(n.d.). Retrieved from http://globalpmstandards.org/
Sunohara, D. (2011). PRINCE2 vs PMBOK: Comparing apples and oranges [Blog post]. Retrieved from http://www.deltapartners.ca/blog/prince2-vs-pmbok-comparing-apples-and-oranges
Thomas, W. H. (2006). Project management standards: A review of certifications/certificates. Retrieved from http://www.lessonslearned.info/ASTD/Project%20Management%20-%20PMI%20vs%20PRINCE2.pdf

Assessment Criteria:

Discussion contributions will be assessed using the enclosed Learning Rubric.
 
 
Learning Rubrics

Assessment Attributes Fail
(0-49)
Pass
(50-64)
Credit
(65-74)
Distinction
(75-84)
High Distinction
(85-100)
Critical reasoning, presentation and defence of an argument and/or position
 
40%
 
 
 
 
 
Specific position (perspective or argument) fails to take into account the complexities of the issue(s) or scope of the assignment.
 
Makes assertions that are not justified.
 
 
 
 
 
 
Specific position (perspective or argument) begins to take into account the issue(s) or scope of the assignment.
 
Justifies any conclusions reached with arguments not merely assertion.
 
 
 
 
 
Specific position (perspective or argument) takes into account the complexities of the issue(s) or scope of the assignment. Others’ points of view are acknowledged.
 
Justifies any conclusions reached with well-formed arguments not merely assertion.
 
 
Specific position (perspective or argument) is expertly presented and accurately takes into account the complexities of the issue(s) and scope of the assignment.
 
Justifies any conclusions reached with well-developed arguments.
Specific position (perspective or argument) is presented expertly, authoritatively and imaginatively, accurately taking into account the complexities of the issue(s) and scope of the assignment. Limits of position are acknowledged.
 
Justifies any conclusions reached with sophisticated arguments.
Effective Communication
 
20%
Difficult to understand for audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence.
 
Audience cannot follow the line of reasoning.
 
Does not make an original post within the first half of the module
Information, arguments and evidence are presented in a way that is not always clear and logical.
 
Line of reasoning is often difficult to follow.
 
Makes an original post within the first half of the module.
Does not respond to a posting by a peer
Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments.
 
Line of reasoning is easy to follow.
 
Makes an original post within the first half of the module.
Responds to one original postings by peers
Information, arguments and evidence are very well presented; the presentation is logical, clear and well supported by evidence.
 
Demonstrates cultural sensitivity.
 
Makes an original post within the first half of the module.
Responds to two original postings by peers
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
 
Effective use of diverse presentation aids, including graphics and multi-media.
Makes an original post within the first half of the module.
Responds to more than two original postings by peers
Knowledge and understanding
 
40%
Limited understanding of required concepts and knowledge.
 
Key components of change management/stakeholder consideration/risk management/international cultures are not included
 
 
 
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 evidence from the research/course materials.
 
Some key components of  change management/stakeholder consideration/risk management/international cultures are addressed.
Thorough knowledge or understanding of the field or discipline/s. Supports personal opinion and information substantiated by evidence from the research/course materials.
 
Demonstrates a capacity to explain and apply relevant concepts.
 
Key components of  change management/stakeholder consideration/risk management/international cultures are addressed.
Highly developed understanding of the field or discipline/s.
 
Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
 
Well demonstrated capacity to explain and apply relevant concepts.
 
Key components of  change management/stakeholder consideration/risk management/international cultures are analysed.
A sophisticated understanding of the field or discipline/s.
 
Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
 
Mastery of concepts and application to new situations/further learning.
Key components of  change management/stakeholder consideration/risk management/international cultures are analysed and evaluated.

 

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