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ASSESSMENT BRIEF
Subject Code and Title
PROJ6000 Principles of Project Management
Assessment
Assessment 1 – Module Discussion Topic 1-2: Project
Management Competencies and Project Selection
Methods
Individual/Group
Individual
Length
750 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.
Submission
By 11:55pm AEST/AEDT Sunday end of Module 2
Weighting
15%
Total Marks
15 Marks
Context:
Module discussions in 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:
Provide at least one original post and one response to a peer’s post for the following
discussion topic. Please ensure your posts are in the discussion forum by the end of Module
2 (Week 4). For face-to-face delivery, your lecturer may conduct discussion activities in class.
PROJ6000_Assessment 1 Brief_081118.Docx Page 2 of 5
Assessment 1: Module Discussion Topic 1-2 Project Management
Competencies and Project Selection Methods (15%)
To prepare for this discussion topic, read and explore your Learning Resources especially the
project management websites.
Based on your current understanding of global project management, critically analyse
particular personal traits or competencies that are important for project managers to
possess in order to be most effective?
Briefly describe a project of which you are aware, either through personal experience,
observation or from your own research. Explain the methods that could appropriately be
used in project selection and their processes.
Your assessment should contain 500 words of your initial post and 250 words of the
responding post.
Output and Submission:
Submit your completed assessment by the end of module 2 (Week 4) on Blackboard.
Learning Resources:
Government of Tasmania (n. d.). PM-902 Business Case (Small) Template & Guide. Retrieved
from http://www.egovernment.tas.gov.au/__data/assets/word_doc/0013/15520/pmantemp-open-sml-proj-bus-case.doc
Ghosh, S., Forrest, D., DiNetta, T., Wolfe, B., & Lambert, D. C. (2012). Enhance PMBOK by
comparing it with P2M, ICB, PRINCE2, APM and Scrum project management standards. PM
World Today, 14(1), 1–77.
Laureate Education (Producer). (2013a) 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.
Lloyd-Walker, B., & Walker, D. (2011). Authentic leadership for 21st century project delivery.
International Journal of Project Management, 29(4), 383–395
Müller, R., & Turner, R. (2010). Leadership competency profiles of successful project
managers. International Journal of Project Management, 28(5), 437–448
Nauman, S., Khan, A. M., & Ehsan, N. (2010). Patterns of empowerment and leadership style
in project environment. International Journal of Project Management, 28(7), 638–649.
Project Management Institute. (2013). A guide to the project management body of
knowledge (PMBOK guide) (5th ed.). Newtown Square, PA: PMI.
Project Management Institute. (2017). A guide to the project management body of
knowledge (PMBOK guide) (6th ed.). Newtown Square, PA: PMI.
PROJ6000_Assessment 1 Brief_081118.Docx Page 3 of 5
Project Management Institute. (2017). Project manager competency framework (3rd ed.).
Newtown Square, PA: PMI.
Project Management Institute. (n.d.). Code of Ethics and Professional Conduct. Retrieved
from http://www.pmi.org/About-Us/Ethics/Code-of-Ethics.aspx
Wysocki, R. K. (2014). Effective project management: Traditional, agile, extreme (7th ed.).
Indianapolis, IN: Wiley.
Yang, L.-R., Huang, C.-F., & Wu, K.-S. (2011). The association among project manager’s
leadership style, teamwork and project success. International Journal of Project
Management, 29(3), 258–267.
Assessment Criteria:
The assessment will be graded using the Learning Rubrics below. This is an individual
assignment and worth 15%.
PROJ6000_assessment 1 brief_081118.docx Page 4 of 5
Learning Rubrics – Part A
Assessment Attributes
Fail
(0-49)
Pass
(50-64)
Credit
(65-74)
Distinction
(75-84)
High Distinction
(85-100)
Content, Audience and
Purpose
10%
Demonstrates no awareness of
context and/or purpose of the
assignment.
Demonstrates
limited awareness
of context and/or
purpose of the
assignment
Demonstrates
consistent
awareness of
context and/or
purpose of the
assignment.
Demonstrates an
advanced and integrated
understanding of context
and/or purpose of the
assignment.
Consistently demonstrates
a systematic and critical
understanding of context
and purpose of the
assignment.
Correct citation of key
resources and evidence
10%
Demonstrates inconsistent use of
good quality, credible and relevant
resources to support and develop
ideas.
There are mistakes in the APA style.
Demonstrates use
of credible and
relevant resources
to support and
develop ideas, but
these are not
always explicit or
well developed.
There are no
mistakes in the
APA style.
Demonstrates use
of high quality,
credible and
relevant resources
to support and
develop ideas.
There are no
mistakes in the
APA style.
Demonstrates use of good
quality, credible and
relevant resources to
support and develop
arguments and
statements. Shows
evidence of wide scope
within the organisation for
sourcing evidence
There are no mistakes in
the APA style.
Demonstrates use of high
quality, credible and
relevant resources to
support and develop
arguments and position
statements. Shows
evidence of wide scope
within and without the
organisation for sourcing
evidence
There are no mistakes in
the APA style.
Effective
Communication
30%
Difficult to understand for
audience, no logical/clear
structure, poor flow of ideas,
argument lacks supporting
evidence.
Audience cannot follow the line of
reasoning.
Information,
arguments and
evidence are
presented in a way
that is not always
clear and logical.
Line of reasoning is
often difficult to
follow.
Information,
arguments and
evidence are well
presented, mostly
clear flow of ideas
and arguments.
Line of reasoning is
easy to follow.
Information, arguments
and evidence are very well
presented; the
presentation is logical,
clear and well supported
by evidence.
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
PROJ6000_assessment 1 brief_081118.docx Page 5 of 5
levels of cultural sensitivity
Effective use of diverse
presentation aids,
including graphics and
multi-media.
Knowledge and
understanding
50%
Limited understanding of required
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
evidence from the
research/course
materials.
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.
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.
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.

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