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PROJ6000_assessment 4 brief_180216 (1).docx Page 1 of 5
Subject Code and Title
PROJ 6000: Principles of Project Management
Assessment 4 – Personal Reflection
500 – 600 words
Successful completion of this assignment will result inachievement of the following subject learning outcomes:1. Understand PMBOK knowledge areas and processgroups and their role, relevance and impact onproject management best practice and PMI’sCode of Ethics.2. Critically compare and contrast projectmanagement approaches and theirappropriateness for managing a variety of projecttypes.3. Apply appropriate project management tools andtechniques, paying particular attention to riskmanagement.4. Critically reflect on the leadership stylesnecessary to succeed in a range of projectmanagement situations, and their personalcapacity to succeed in those situations.
By 11:55pm AEST/AEDT Sunday End of Module 6
Context:At the beginning of your learning journey on this subject, you were encouraged to maintaina Reflection Journal. This journal will provide an opportunity for you to reflect on yourlearning, document lessons learned, identify global project management practices you hopeto adopt in your career and recognise current strengths, limitations and struggles. In short,your journal is a tool for reflecting and developing self-awareness in all matters relevant toPROJ6000_assessment 4 brief_180216 (1).docx Page 2 of 5you as a project manager and leader. Using the guidelines provided you should make a newreflection journal entry for each module.Instructions:At the end of Module 6, you will be required to submit a 500–600-word summary of yourlearning throughout the subject.Your summary should include your assessment of the value of the reflection journal as acomponent of your learning experience. How has it contributed to your understanding ofthe subject matter? Has it changed the way you approach learning?Identify any subject matter you found difficult to understand, and describe how you dealtwith this challenge.How has this subject contributed to your current growth as a project manager and yourfuture capacity to perform project management effectively? What do you think are yourstrengths and limitations? Based on what you have learnt in this subject, describe leadershipstyles and their characteristics in the project management context. For two or threedifferent project types, identify appropriate leaderships styles and explain why they areappropriate. Additionally, reflect briefly on how your own leadership style might compare tothose that lead to project success.Include references to readings and additional resources discovered. By maintaining a journalin each module, you will have a reflective resource to use in completing the assessment.Output and Submission:Submit your completed assessment at the end of module 6.Learning Resources:Document: Reflection Journal Guidelines (PDF)Assessment CriteriaThis assessment will be graded using the Learning Rubric below. It is worth 20% of themarks available for this subject.PROJ6000_assessment 4 brief_180216 (1).docx Page 3 of 5Learning Rubrics
Difficult to understand for audience, nological/clear structure, poor flow ofideas, argument lacks supportingevidence.No effort is made to keep audienceengaged, audience cannot follow theline of reasoning.Little use of presentation aids, or thepresentation aids and material used areirrelevant.
Information, argumentsand evidence arepresented in a way thatis not always clear andlogical.Attempts are made tokeep the audienceengaged, but notalways successful. Lineof reasoning is oftendifficult to follow.Presentation aids areused more for effectthan relevance.
Information, argumentsand evidence are wellpresented, mostly clearflow of ideas andarguments.The audience is mostlyengaged, line ofreasoning is easy tofollow.Effective use ofpresentation aids.
Information,arguments andevidence are verywell presented, thepresentation islogical, clear andwell supported byevidence.Engages theaudience,demonstratescultural sensitivity.Carefully and wellpreparedpresentations aidsare used.
Expertly presented;the presentation islogical, persuasive,and well supported byevidence,demonstrating a clearflow of ideas andarguments.Engages and sustainsaudience’s interest inthe topic,demonstrates highlevels of culturalsensitivityEffective use ofdiverse presentationaids, includinggraphics and multimedia.
Limited understanding of requiredconcepts and knowledgeKey components of the assignment arenot addressed.
Knowledge orunderstanding of thefield or discipline.Resembles a recall orsummary of key ideas.Often
Thorough knowledge orunderstanding of thefield or discipline/s.Supports personalopinion andinformationsubstantiated byevidence from the
Highly developedunderstanding ofthe field ordiscipline/s.Discriminatesbetween assertionof personal opinion
A sophisticatedunderstanding of thefield or discipline/s.Systematically andcritically discriminatesbetween assertion ofpersonal opinion and
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conflates/confusesassertion of personalopinion withinformationsubstantiated byevidence from theresearch/coursematerials.
research/coursematerials.Demonstrates acapacity to explain andapply relevantconcepts.
and informationsubstantiated byrobust evidencefrom theresearch/coursematerials andextended reading.Well demonstratedcapacity to explainand apply relevantconcepts.
informationsubstantiated byrobust evidence fromthe research/coursematerials andextended reading.Mastery of conceptsand application tonewsituations/furtherlearning.
No attempt to demonstrate connectionsto previous learning or experience.No attempt at self-criticism.Reflection is irrelevant to studentand/course learning goals.
Little to no attempt todemonstrateconnections betweenlearning experienceand material, and/orpersonal goals.Analysis is defensive orlack of depth.Some attempt at selfcriticism, but fails todemonstrateawareness of personalbiases, stereotypes orpreconceptions.No attempt at askingprobing questionsabout self.
Inconsistently drawsconnections betweenthe experience andmaterials from othercourses, and/or pastexperiences.Sometimes defensiveor one-sided inanalysis.Some attempt at selfcriticism, but fails todemonstrateawareness of personalbiases, stereotypes orpreconceptions.Asks some probingquestions about self,but do not attempt to
The reflectiondemonstratesconnectionsbetween theexperience andmaterial fromother courses,and/or pastexperiences.Demonstrates anon-defensiveability to selfappraise,discussing mostlygrowth related tolearning.Demonstrates theability to questionown biases,
The reflectiondemonstratesconnections betweenthe experience andmaterial from othercourses; pastexperiences; and/orpersonal goals.Demonstrates anopen, non-defensiveability to selfappraise, discussingboth growth andfrustrations related tolearning.Demonstrates theability to questionown biases,stereotypes,
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stereotypes,preconceptions butnew modes ofthinking is notevident.Risks askingprobing questionsabout self but onlyattempts toanswer thesesometimes.
preconceptions anddefine new modes ofthinking as a result.Risks asking probingquestions about selfand attempts toanswer these.
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