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.

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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/pman-
temp-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.

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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%.

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Learning Rubrics – Part A
Fail Pass Credit Distinction High Distinction
Assessment Attributes
(0-49) (50-64) (65-74) (75-84) (85-100)
Content, Audience and Demonstrates no awareness of Demonstrates Demonstrates Demonstrates an Consistently demonstrates
Purpose context and/or purpose of the limited awareness consistent advanced and integrated a systematic and critical
assignment. of context and/or awareness of understanding of context understanding of context
10% purpose of the context and/or and/or purpose of the and purpose of the
assignment purpose of the assignment. assignment.
assignment.
Correct citation of key Demonstrates inconsistent use of Demonstrates use Demonstrates use Demonstrates use of good Demonstrates use of high-
resources and evidence good quality, credible and relevant of credible and of high quality, quality, credible and quality, credible and
resources to support and develop relevant resources credible and relevant resources to relevant resources to
10% ideas. to support and relevant resources support and develop support and develop
develop ideas, but to support and arguments and arguments and position
There are mistakes in the APA style. these are not develop ideas. statements. Shows statements. Shows
always explicit or evidence of wide scope evidence of wide scope
well developed. There are no within the organisation for within and without the
mistakes in the sourcing evidence organisation for sourcing
There are no APA style. evidence
mistakes in the There are no mistakes in
APA style. the APA style. There are no mistakes in
the APA style.
Effective Difficult to understand for Information, Information, Information, arguments Expertly presented; the
Communication audience, no logical/clear arguments and arguments and and evidence are very well presentation is logical,
structure, poor flow of ideas, evidence are evidence are well presented; the persuasive, and well
30% argument lacks supporting presented in a way presented, mostly presentation is logical, supported by evidence,
evidence. that is not always clear flow of ideas clear and well supported demonstrating a clear flow
clear and logical. and arguments. by evidence. of ideas and arguments.
Audience cannot follow the line of
reasoning. Line of reasoning is Line of reasoning is Demonstrates cultural Engages and sustains
often difficult to easy to follow. sensitivity. audience’s interest in the
follow. topic, demonstrates high

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 levels of cultural sensitivity

Effective use of diverse

presentation aids,
including graphics and
multi-media.
Knowledge and Limited understanding of required Knowledge or Thorough Highly developed A sophisticated
understanding concepts and knowledge understanding of knowledge or understanding of the field understanding of the field
the field or understanding of or discipline/s. or discipline/s.
50% Key components of the assignment discipline. the field or
are not addressed. discipline/s. Discriminates between Systematically and
Resembles a recall assertion of personal critically discriminates
or summary of key Supports personal opinion and information between assertion of
ideas. opinion and substantiated by robust personal opinion and
information evidence from the information substantiated
Often substantiated by research/course materials by robust evidence from
conflates/confuses evidence from the and extended reading. the research/course
assertion of research/course materials and extended
personal opinion materials. Well demonstrated reading.
with information capacity to explain and
substantiated by Demonstrates a apply relevant concepts. Mastery of concepts and
evidence from the capacity to explain application to new
research/course and apply relevant situations/further
materials. concepts. learning.

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