ASSESSMENT BRIEF

Subject Code and Title PROJ 6002: Project Planning and Budgeting

Assessment Assessment 1 – Scope and Time Management Plan (2 parts)

 Part A: Module 2 Discussion Forum
 Part B: Scope and Time Management Plan

Individual/Group Individual

Length Part A: 850 words

Part B: 400-600 words

Learning Outcomes Successful completion of this assessment will result in

achievement of the following subject learning outcomes:

1. Evaluate and apply a range of project scope, cost and time

management planning techniques and practices to
address the needs of complex project briefs, including
global, paying particular attention to issues impacting
project outcomes.
2. Present and justify budgetary and planning outcomes to a
globally diverse range of stakeholders who represent
competing interests in order to obtain agreement and
commitment to action

Submission Part A:
Original post by first half of Module 2.
Response posts by 11:55pm AEST/AEDT Sunday End of
Module 2
Part B:
By 11:55pm AEST/AEDT Sunday End of Module 3

Weighting 50% (Part A: 10%; Part B: 40%)

Total Marks Part A: 10 marks

Part B: 40 marks

Context:
The backbone of a project manager’s work is the Project Management Plan. This plan is the
document which describes how the project will be executed, monitored and controlled. It integrates
and consolidates all of the subsidiary plans and baselines from the planning processes. In this
subject, you will be creating components of a Project Management Plan for your selected Case
Study.

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Project Scope Management includes the processes required to ensure that the project includes all
the work required, and only the work required, to complete the project successfully. Managing the
project scope is primarily concerned with defining and controlling what is and is not included in the
project.
Project Time Management includes the processes required to manage the timely completion of the
project. Plan Time Management is the process of establishing the policies, procedures, and
documentation for planning, developing, managing, executing, and controlling the project schedule.
Effective scope management is one of the key factors determining project success. Failure to
accurately interpret a client's needs or problems will produce a misleading definition (scope of
work). If this causes rework and additional effort, there may be project cost and time implications.
Therefore project success will be self-limiting if the scope of work is not adequately defined.

Instructions:
This assessment has two parts: Module 2 Discussion Forum (Part A) and Scope and Time
Management documentation (Part B).

Part A – Module 2 Discussion Forum

Schedule Management.
How might changes to project scope affect the project's schedule, and how would a project manager
formally communicate such variances to project stakeholders?

Output
Provide an original post of approximately 350 words by the first half of Module 2. Respond with
approximately 250 words for each feedback/comment to at least two fellow students’ posts by the
end of Module 2 (250 words each feedback/comment. Total 500 words).

Part B – Scope and Time Management Plan

In this subject, you will be creating key components of a Project Management Plan using the
information found in your selected Case Study. The case study (or a selection of) will be provided by
your learning facilitator at the commencement of the subject.

In modules 1, 2 and 3, you will work on your chosen Case Study. For Assessment 1 Part B, you are
responsible for submitting the following components of your project scope and time management
plans:

 Definition of the project’s goals

 Project scope statement
 Work Breakdown Structure (WBS)
 Project schedule

For the project scope statement and WBS, you can use the templates found in this module’s
Learning Resources or a format of your own. For the project schedule, you are responsible for
submitting a schedule and a network diagram using the critical path method (CPM). Your schedule

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can be created using scheduling software e.g. ProjectLibre or Microsoft Project. Your network
diagram can be hand-drawn and scanned or created using drawing tools e.g. in Microsoft Word or
PowerPoint.

Your written definition of the project’s goals and scope statement should consist of 400–600 words.

Output:

Complete and submit your Scope and Time Management Plan plan by the end of Module 3.

Learning Resources
Heldman, K. (2013). PMP Project Management Professional Exam Study Guide (7th ed.). Indianapolis,
IN: Wiley.
 Chapter 3: Planning the Project Scope Statement
 Chapter 4: Creating the Project Schedule
Kheder, M. (2014). Project Scope Management (Streaming video). Retrieved from
https://www.youtube.com/watch?v=7wvk9DZEgtw
ProjectLibre. (n.d.). ProjectLibre: Open source replacement of Microsoft Project [Software download].
Retrieved from http://www.projectlibre.org/
Project Management Institute. (2013). A guide to the project management body of knowledge
(PMBOK Guide®) (5th ed.). Newtown Square, Pennsylvania: Project Management Institute.
 Section 1.5: Relationship Between Project Management, Operations Management and
Organizational Strategy
 Section 1.6: Business Value
 Section 1.7: Role of the Project Manager
 Section 4.2: Develop Project Management Plan
 Section 5.1: Plan Scope Management
 Section 5.2: Collect Requirements
 Section 5.3: Define Scope
 Section 5.4: Create WBS
 Section 6.1: Plan Schedule Management
 Section 6.2: Define Activities
 Section 6.3: Sequence Activities
 Section 6.4: Estimate Activity Resources
 Section 6.5: Estimate Activity Durations
 Section 6.6: Develop Schedule
Snyder, C. S. (2013). A project manager’s book of forms: A companion to the PMBOK guide (2nd ed.).
Indianapolis, IN: Wiley Publishing.
 Document: Network Diagram Template and Example (Word document)
 Document: Project Scope Statement Template (Word document)
 Document: Work Breakdown Structure Template and Example (Word document)

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Thayer School of Engineering at Dartmouth (2014). Project Scheduling (Streaming video). Retrieved
from https://www.youtube.com/watch?v=Rq19ga0U_jQ
Wysocki, R. K. (2014). Effective Project Management: Traditional, Agile, Extreme (7th ed.).
Indianapolis, IN: Wiley.
 Chapter 4: How to Scope a TPM Project
 Chapter 5: How to Plan a TPM Project (Read the sections from ‘Building the WBS’ through to
‘Constructing the Project Network Diagram’)

Document: ProjectLibre Student Guide (PDF)

Assessment Criteria:
Submitted assessments will be marked using the Learning Rubrics enclosed.

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Learning Rubric: Part A – Module 2 Discussion Forum

Fail Pass Credit Distinction High Distinction

Assessment Attributes
(0-49) (50-64) (65-74) (75-84) (85-100)
Evaluation and Fails to evaluate or apply Evaluates and applies Evaluates and applies a Evaluates and applies a Critically evaluates and
application of a range of project scope, cost and project scope, cost and range of project scope, range of project scope, applies a range of
project scope, cost and time management time management cost and time cost and time project scope, cost and
time management planning planning techniques and management planning management planning time management
planning techniques techniques/practices to practices to address techniques and practices techniques and practices planning techniques and
and practices to address address project briefs project briefs. to address project briefs. to address project briefs practices to address
project briefs and and/or stakeholder and issues impacting project briefs and issues
stakeholder needs needs. Understands Identifies key project outcomes and impacting project
stakeholders and stakeholders’ success. outcomes and success.
60% communication communication
management principles processes. Identifies key Identifies key
and processes. stakeholders’ stakeholders’
communication communication
processes and processes and
articulates strategies to articulates strategies to
communicate project communicate project
status. status and risk analysis
result with key
Identifies options to stakeholders.
satisfy changes and their
impact on project Formulates a process to
outcomes. forecast potential
change to project to
minimise it and develops
a strategy to manage the
change.

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Constructive feedback Fails to offer any Offers feedback but Offers feedback that is Offers constructive Always offers detailed
to peers feedback. rarely constructive or sometimes constructive feedback regularly. constructive feedback
useful. or useful. that is specific and
30% No support or Formulates the merits of appropriate.
encouragement to Feedback is not always Feedback is provided alternative ideas or
peers. clear or specific to guide with examples to guide proposals and Expertly articulates the
peers. peers. communicates them to merits of alternative
No awareness or peers. ideas or proposals and
sensitivity to diversity Little support or Some support and communicates them
amongst peers. encouragement to encouragement to Offers support and effectively to peers.
peers. peers. encouragement to
peers. Provides expert
Demonstrates little Demonstrates some assistance, support, and
awareness of and/or level of awareness of Demonstrates a high encouragement to
sensitivity to diversity and sensitivity to level of awareness of peers.
amongst peers. diversity amongst peers. and sensitivity to
diversity amongst peers. Consistently
demonstrates a high
level of awareness of
and sensitivity to
diversity amongst peers.
Use of academic and Poorly written with Is written according to Is well-written and Is very well-written and Expertly written and
discipline conventions errors in spelling, academic genre (e.g. adheres to the academic adheres to the academic adheres to the academic
and sources of evidence grammar. with introduction, genre (e.g. with genre. genre.
conclusion or summary) introduction, conclusion
10% Demonstrates and has accurate or summary). Consistently Demonstrates expert
inconsistent use of good spelling, grammar, demonstrates expert use use of high-quality,
quality, credible and sentence and paragraph Demonstrates consistent of good quality, credible credible and relevant
relevant research construction. use of high quality, and relevant research research sources to
sources to support and credible and relevant sources to support and support and develop
develop ideas. Demonstrates consistent research sources to develop appropriate arguments and position
use of credible and support and develop arguments and statements. Shows
relevant research ideas. statements. Shows extensive evidence of

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 There are mistakes in sources to support and evidence of reading reading beyond the key
using the APA style. develop ideas, but these There are no mistakes in beyond the key reading reading
are not always explicit or using the APA style.
well developed. There are no mistakes in There are no mistakes in
There are no mistakes in using the APA style. using the APA Style.
using the APA style.

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Learning Rubric: Part B - Scope and Time Management Plan
Assessment Fail Pass Credit Distinction High Distinction
Attributes (0-49) (50-64) (65-74) (75-84) (85-100)
Knowledge and Neglects one or more Completes all elements Elaborates all elements Elaborates all elements Critically evaluates and
understanding of elements of project scope and of project scope and of project scope and time of project scope and applies a range of scope
scope and time time management planning time management management planning time management and time management
management techniques. planning techniques. techniques. planning techniques planning tools and
planning and identifies the issues techniques to address
techniques Key components of the plan Resembles a recall or Supports personal impacting scope and project briefs and
are not addressed. summary of key ideas. opinion and information time management elaborates the issues
50% substantiated by planning as they effect impacting project
Often evidence from the project outcomes. outcomes and success.
conflates/confuses research/course
assertion of personal materials. Demonstrates Critically discriminates
opinion with a capacity to explain and Discriminates between between assertion of
information apply relevant concepts. assertion of personal personal opinion and
substantiated by opinion and information
evidence from the information substantiated by robust
research/course substantiated by robust evidence from the
materials. evidence from the research and course
research/course materials.
materials.
Mastery of concepts
Well demonstrated and application to new
capacity to explain and situations/further
apply relevant learning.
concepts.
Use of academic Poorly written with errors in Is written according to Is well-written and Is very well-written and Expertly written and
and discipline spelling, grammar. academic genre (e.g. adheres to the academic adheres to the adheres to the
conventions and with introduction, genre (e.g. with academic genre. academic genre.
sources of evidence Demonstrates inconsistent conclusion or summary) introduction, conclusion
use of good quality, credible and has accurate or summary).

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10% and relevant research sources
to support and develop ideas.
There are mistakes in using
the APA style.
Effective Difficult to understand for
communication audience, no logical/clear
structure, poor flow of ideas,
40% argument lacks supporting
evidence.
No effort is made to keep
audience engaged, audience
cannot follow the line of
reasoning.
Little use of presentation aids,
or the presentation aids and
material used are irrelevant.
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spelling, grammar, Consistently Demonstrates expert
sentence and Demonstrates consistent demonstrates expert use of high-quality,
paragraph construction. use of high quality, use of good quality, credible and relevant
credible and relevant credible and relevant research sources to
Demonstrates research sources to research sources to support and develop
consistent use of support and develop support and develop arguments and position
credible and relevant ideas. appropriate arguments statements. Shows
research sources to and statements. Shows extensive evidence of
support and develop There are no mistakes in evidence of reading reading beyond the key
ideas, but these are not using the APA style. beyond the key reading reading
always explicit or well
developed. There are no mistakes There are no mistakes
in using the APA style. in using the APA Style.
There are no mistakes
in using the APA style.
Information, arguments Information, arguments Information, arguments Expertly presented; the
and evidence are and evidence are well and evidence are very presentation is logical,
presented in a way that presented, mostly clear well presented, the persuasive, and well
is not always clear and flow of ideas and presentation is logical, supported by evidence,
logical. arguments. clear and well demonstrating a clear
supported by evidence. flow of ideas and
Attempts are made to The audience is mostly arguments.
keep the audience engaged, line of Engages the audience,
engaged, but not reasoning is easy to demonstrates cultural Engages and sustains
always successful. Line follow. sensitivity. audience’s interest in
of reasoning is often the topic, demonstrates
difficult to follow. Effective use of Carefully and well high levels of cultural
presentation aids. prepared presentations sensitivity
Presentation aids are aids are used.
used more for effect Effective use of diverse
than relevance. presentation aids,
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 including graphics and
multi-media.

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