SBM1201o Project Scope, Time and Cost Management

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Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College
55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111
PRV12007; CRICOS 03048D
Approved: 14/02/2019, Version 1
Unit Code and Title: SBM1201o Project Scope, Time and Cost Management
Assessment Overview Assessment Task Type Weighting Due Length ULOs CLOs
Assessment 1: Online Quiz
This assessment requires students to write a review of an article demonstrating critical thinking through analysis of issues and cases in QRP management.
Individual
10%
Week 4
30 minutes
ULO-1
CLO-1
Assessment 2: Reflective learning Journal
You are required to think deeply and write about your learning experience and the topic (s) content you have learned over the past weeks.
Individual
2x 10%
20%
Week 7
And
Week 9
400-500 words each
ULO-1
ULO-2
CLO-1
CLO-4
Assessment 3: Critical review and evaluation of literature on selected topic
This assessment requires students to review the literature and critically evaluate contemporary project scope, schedule or cost topic and discuss its application in a project environment, impact, current improvement in the selected topic…etc.
Individual
30%
Week 10
2000 words
ULO-1
ULO-2
ULO-3
ULO-4
CLO-1
CLO-4
CLO-6
Assessment 4: Applied Project and Presentation slides- Project management plan for Project Scope, Schedule and Cost
This assessment requires students to analyse a real-life project to develop and writer scope, schedule and cost plan. This assessment also requires student to prepare presentation slides.
Individual
40%
Week 12
2000 word
And PP presentation slides
ULO-1
ULO-2
ULO-3
ULO-4
CLO-1
CLO-4
CLO-6
CLO-9
Assessment Brief
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Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College
55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111
PRV12007; CRICOS 03048D
Approved: 14/02/2019, Version 1
Assessment 1: Online Quiz-1
Due date:
Week 4
Group/individual:
Individual
Word count / Time provided:
30 minutes
Weighting:
10%
Unit Learning Outcomes:
ULO-1
Assessment Details:
In this assessment, students are required to answer six multiple choice questions and three short answer questions. The quiz covers the topics covered from week 1 to week 3 inclusive. The students need to study the lectures slides and the chapters associated for the weekly lecture. The aim of this quiz is to assess the students’ understanding of the key concepts of the topics explained from week 1 to week 3, it also helps in identifying further support needs. The quiz will be conducted in the campus lab and during week 4 tutorial session.
Assessment 2: Reflective Learning Journal (A and B)
Due date:
Week 7 and Week 9
Group/individual:
Individual
Word count / Time provided:
400-500 words
Weighting:
10% each reflective journal (total 20%)
Unit Learning Outcomes:
ULO-1, ULO-2
In this assignment (Reflective Learning Journal) you are required to think deeply and write about your learning experience and the topic (s) content you have learned over the past weeks.
You are required to write two reflective journal entries one about your learning experience and the topic (s) you learned in (Week 6 and Week 7) that is Reflective Journal (A) and it is due on Sunday of Week 7, and one about your learning experience and the topic (s) you learned in (Week 8 and Week 9) that is Reflective Journal (B) and it is due on Sunday of Week 9.
It is recommended to visit the SLS page for more information about this type of assessment via this link https://apic.instructure.com/courses/39/pages/reflective-learning-journal
In writing you reflective learning journal, you will need to follow the following strategy to write your journal entry:
DIEP (Describe, Interpret, Evaluate, Plan) Strategy. Source: (RMIT University–adapted from Boud, D 1985, Reflection: Turning Experience into Learning) https://emedia.rmit.edu.au/learninglab/content/writing-academic-reflection-0
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Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College
55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111
PRV12007; CRICOS 03048D
Approved: 14/02/2019, Version 1
See attached file for explanation of each criterion in DIEP
Mainly you need to select one of the main topics discussed in week 6 and week 7 and write your reflection on the selected topic.
You required to write 400-500 words to describe your learning experience.
You can use the following questions to guide your writing entry:
• What did I read for this topic, apart from the notes? (Include information and references from a range of sources)
• What was the most interesting thing I read for this topic – why was that?
• What material didn’t I find interesting – why was that?
• What did I previously think was true, but now know to be wrong?
• What did we not cover that I expected we should?
• What have I changed my mind about as a result of this topic?
• What is one thing I learned in this topic that I may be able to use in future?
• What am I still unsure about? What would I like to learn more about?
• What issues(s) interested me and would I like to study in more detail?
• What are my ideas for action, based on this topic?
You can use the following example as reference:
Adapted from RMIT University: https://emedia.rmit.edu.au/learninglab/content/sample-reflection-0
This week’s recommended reading on resource management and planning presented the idea of collect requirements through questioning to clarify the client needs and to establish the project’s work breakdown structure (WBS) (Smith 2019). The article gave a real-life example of this concept whereby groups of five people were asked to build a tower from straws. The facilitator said it would be judged in terms of strength, eight, and how aesthetically pleasing it was. Each group did the task cooperatively and finished it in the prescribed time. However, the facilitator pointed out that all groups built the tower without much attention to project management techniques in terms of asking clients for clarification for planning, resources allocation and so on. No group had asked a single question about the purpose, constraints, resources or stakeholder needs. The group displayed what is commonly described as ‘groupthink’ (Ahmed & Lee 2015; Jones 2016). This example illustrated to me a critical aspect of project management.
The insight Describe Understanding the importance of clarification is key to my understanding of project management. It strengthens my use of PM tools and techniques. Asking and clarifying questions about different types of resources in a project (work, equipment, materials) allows project managers to identify what resources are needed for project effectiveness (PMI 2017).When we want to designate who or what is accountable for accomplishing tasks in our project schedule I can use PM tools to assign tasks and responsibilities. All this is possible only if requirements are clarified through questions. Interpret A major benefit of understanding the critical role of questioning in project management is that it might give me more confidence about asking questions. It changes my view of questioning government authorities. In my job as a project manager in the reserve bank in Phnom Penh I traditionally would not feel able to question my superiors in these projects. I would try to establish the requirements and resources in some other way. I thought I could Evaluate
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Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College
55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111
PRV12007; CRICOS 03048D
Approved: 14/02/2019, Version 1
avoid asking questions by transferring lessons learned from one situation to another. I could do this by using a framework as a predictive aid to resourcing (Crawford & Pollack 2014). But now I feel I am required by my position to determine the dimensions and resources of a project. Knowing the role of questioning to achieve objective clarity for a specific purpose is very valuable for me to give me confidence in my position as a project manager in government projects. I believe this new understanding will be useful throughout my degree and in my future professional and private life. In my degree studies, I will endeavour to clarify the critical aspects of project planning by using a questioning technique that allows for understanding objective dimensions, and also any subjective aspects. In my practice as a project manager in Cambodia I will use questioning to clarify the project goals and objectives with all stakeholders. In my life I will question my own assumptions about what is expected of me before I jump in (and build any more towers). Plan
Marking Criteria and Rubric: The assessment will be marked out of 100 and will be weighted 10% of the total unit mark
Marking Criteria Not satisfactory (0-49%) of the criterion mark) Satisfactory (50-64%) of the criterion mark Good (65-74%) of the criterion mark Very Good (75-84%) of the criterion mark Excellent (85-100%) of the criterion mark
Description of the topic and learning experience (20 marks)
Description of the topic or learning experience is unclear, vague and/or not relevant to the unit content.
Description of the topic or learning experience is basic, general and/or somewhat relevant the unit content.
Description of the topic or learning experience is clear and relevant to the unit content but may be general.
Description of the topic or learning experience is clear and focused.
Description of the topic or learning experience is clear and focused on the specific aspects that challenge and/or interest the student.
Reflection on the topic and learning experience (30 marks)
Minimal reflection is evident. Few connections are made with key unit concepts. Reflection is limited to description of general opinions and behaviours without reflection on underlying assumptions, habits or values.
Limited reflection is evident. Some connections are made with key unit concepts.
Contains description of opinions and behaviours with some reflection on underlying assumptions, habits or values.
Reflection demonstrates some degree of critical thinking in discussing key unit concepts. Explanations, inferences and/or examples may be somewhat vague or underdeveloped. Reflection demonstrates some connection between student’s personal assumptions, habits or values and unit concept(s).
Reflection demonstrates critical thinking in applying, analysing and/or evaluating key unit concepts. Clear connections are made through explanations, inferences, and/or examples. Reflection demonstrates relevant connection(s) between student’s personal assumptions, habits or values and unit concept(s).
Reflection demonstrates a high degree of critical thinking in applying, analysing and evaluating key unit concepts. Insightful and relevant connections made through contextual explanations, inferences and examples. Reflection demonstrates strong connections between student’s personal assumptions, habits,
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Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College
55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111
PRV12007; CRICOS 03048D
Approved: 14/02/2019, Version 1
or values and unit concept(s) in light of other perspectives.
Connections to readings/research (20 marks)
Does not include any reference to readings or research to inform reflection.
Refers to a limited amount of readings or research to inform reflection. Sources may not be highly relevant, current or scholarly.
Refers to relevant readings or research in a descriptive fashion to inform reflection. Sources may not be current or scholarly.
Integrates relevant, scholarly readings and research to support and inform reflection and demonstrate understanding of the topic or learning experience.
Integrates relevant, scholarly readings and research to support and inform reflection and demonstrate deep understanding of the topic or learning experience. Describes specific insights or extensions of reflection gained from reading and research.
Structure (15 marks)
The reflection is not well organised, does not flow logically and is difficult to follow.
The structure does not adapt DIEP format.
The reflection shows some organisation, but some parts may not flow logically and are difficult to follow.
Only one criterion of DIEP format adapted in the structure.
The reflection shows organisation and is easy to follow, but occasionally still lacks flow.
Only two criteria of DIEP format adapted in the structure.
The reflection shows coherent and logical organisation and most points are easy to follow.
Up to three criteria of DIEP format adapted in the structure.
The reflection shows coherent and logical organisation and has clear, well-structured points.
DIEP format adapted in the structure.
Writing style (15 marks)
Writing lacks clarity and coherence. There are many errors in spelling, grammar and punctuation. Sources are not reference according to Harvard referencing style.
Writing is generally clear with some lapses in coherence. There are some errors in spelling, grammar and punctuation. Sources are referenced but contains errors or does not follow Harvard referencing style.
Writing is clear and coherent. There are some errors in spelling, grammar and punctuation. Sources are referenced in Harvard referencing style but may contain some minor errors.
Writing shows good clarity and cohesion. There are few errors in spelling, grammar and punctuation. Sources are referenced in Harvard referencing style with few errors.
Writing shows excellent clarity and cohesion. There are no or very few errors in spelling, grammar and punctuation. Sources are accurately referenced in Harvard referencing style.
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Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College
55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111
PRV12007; CRICOS 03048D
Approved: 14/02/2019, Version 1
Assessment 3: Critical review and evaluation of literature on selected topic
Due date:
Week 10
Group/individual:
Individual
Word count / Time provided:
2000 words
Weighting:
30%
Unit Learning Outcomes:
ULO-1, ULO-2, ULO-3, and ULO-4
Assessment Details:
This assessment requires student to (a) review the most recent literature (last five years) on one of three project knowledge areas (Scope OR Schedule OR Cost) (b) critically evaluate contemporary topic of the selected knowledge area of project scope, schedule or cost management and discuss its application in a project environment along with its impact on project success and managerial decisions.
Your work should include the following:
See the resources by Monash University via this link https://www.monash.edu/rlo/assignment-samples/assignment-types/stand-alone-literature-review
1. Abstract
2. Introduction
3. The body
4. Conclusion
5. List of references (use Harvard Style)
It is recommended to visit the SLS page for more information about this type of assessment via this link https://apic.instructure.com/courses/39/pages/literature-review?module_item_id=631
Marking Criteria and Rubric: The assessment will be marked out of 100 and will be weighted 30% of the total unit mark Marking Criteria Not satisfactory (0-49%) of the criterion mark Satisfactory (50-64%) of the criterion mark Good (65-74%) of the criterion mark Very Good (75-84%) of the criterion mark Excellent (85-100%) of the criterion mark
Literature review
(technical approach)
(15 marks)
Fails to identify enough of
the literature to yield an informative review.
Incomplete and not
systematic, but adequate to identify part of the literature
Evidence of reviewing,
possibly incomplete but using appropriate approaches
Very careful reviewing,
systematic combinations of search terms
Outstanding evidence of
systematic review using multiple searches, multiple databases
Structure
(10 marks)
Fail to present the work by incorporating the structure
Incomplete structure and not clear components flow
Good structure but more than one component are overlapping and not
Very good structure but one component is not well presented or
Excellent structure that includes all components (abstract, introduction, body,
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Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College
55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111
PRV12007; CRICOS 03048D
Approved: 14/02/2019, Version 1
recommended (does not include clear structure of main components of abstract, introduction, body, conclusion and list of references)
clearly presented, or missing two components
missing one component
conclusion and reference list)
Critical analysis and evaluation
(40 marks)
No demonstration of critical evaluation through analysis of contemporary ideas/concept in the selected topic
Evidence of limited interpretation and demonstration of critical evaluation through the analysis of contemporary ideas/concept in the selected topic
Evidence of good demonstration of critical evaluation through the analysis of contemporary ideas/concept in in the selected topic along with good analysis of its impact on project life cycle.
Evidence of very good understanding and demonstration of critical evaluation through the analysis of contemporary ideas/concept in the selected topic along with very good analysis of its impact on project success and managerial decisions and trade off
with detail explanation demonstrating very good critical thinking skills.
Evidence of an excellent understanding of and demonstration of critical evaluation through the analysis of contemporary ideas/concept in the selected topic along with very good analysis of its impact on project success and in managerial decision with detail explanation.
Referencing of supporting literature in the interpretation, explanation and analysis is presented. Analysis presented is rigours and enlightening indicating independent strongly argued coherent writing.
Clarity of Expression (20 marks)
The writing is poor with no logical flow and many grammatical errors
The writing is satisfactory exhibiting majority of grammatically correct sentences that are appropriately punctuated with some spelling or typing errors but may need to interpret.
The writing is fluent and coherent with good presentation exhibiting grammatically correct sentences that are appropriately punctuated with few spellings or typing error.
The writing is fluent and coherent with very good presentation exhibiting grammatically correct sentences that are appropriately punctuated with minor spelling or typing error
The writing is fluent and coherent with excellent presentation exhibiting grammatically correct sentences that are appropriately punctuated with no minor spelling or typing error
Referencing
(15 marks)
Insufficient in-text citation format fails to apply APIC Harvard style of referencing.
show some correct in-text citation and some adherence to APIC assessment presentation guidelines and APIC Harvard style of referencing.
Mostly includes correct in-text citation and mostly adheres to APIC assessment presentation guidelines and APIC Harvard style of referencing.
Assignment completely adheres to APIC assessment presentation guidelines with few inconsistencies with APIC Harvard style of referencing.
Assignment completely adheres to APIC assessment presentation guidelines and APIC Harvard style of referencing.
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Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College
55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111
PRV12007; CRICOS 03048D
Approved: 14/02/2019, Version 1
Assessment 4: Applied Project and Presentation slides- Project management plan for Project Scope, Schedule and Cost
Due date:
Week 12
Group/individual:
Individual
Word count / Time provided:
2000 words and PP presentation slides
Weighting:
40%
Unit Learning Outcomes:
ULO-1, ULO-2, ULO-3, and ULO-4
Assessment Details:
This assessment is designed to assess your technical skills in planning and communicating a project effectively. You required to work individually, select a project case (either from the provided links to the real-life projects or a project case from an organisation of your selection). The project should be in final stage of initial process, with either a signed off project charter or in the stage of getting the approval of the project charter.
You are required to write a report of scope management plan, schedule management plan and cost management plan. This report should include an introduction to the project case, a stakeholders’ register, a brief project charter, project Scope management that includes: project justification, in-scope and out-of-scope, constraints, Limits, assumptions, technical requirements, statement of work (SOW) and priority matrix (use the provided template). WBS structure (minimum of three levels), WBS dictionary, work packages and linking WBS to OBS, scope verification and validation methods, scope change control, and designing the change control boards (CCB) and roles and responsibilities. You are required to continue working with your group on the selected project and develop and write a schedule management plan that includes processes, tools and techniques to be used and documents to be developed as per your client’s requirements, define activities (activity list, proper activity logic, activities identification), milestones list, activities sequence, relationships (F_S, S_S, S_F, F_F), Lags, leading times, project network and critical path(s), estimates of activity duration (basics of estimation, durations, resources estimation and allocation), roles and responsibilities in scheduling, and monitoring and controlling schedule (EVA relevant to project schedule) Just provide a description of the methods and tools.
Since we are moving to online teaching and you don’t have access to MS Project at APIC Lab, you are required to develop schedule plan, and develop schedule baseline using the Technique of Gantt Chart you learned in class, and to develop resources plan (resource sheet and allocation for each activity) using tables and figures by using MS Word. You also require to develop and write project cost management plan that includes: plan cost management (identify processes, tools and techniques to be used and project documents to be developed as per your client’s requirements), define cost elements (labour, material, variable cost), identify types of cost (direct, indirect, fixed, variable), determine the estimating method (s): (top-down, bottom-up), use estimating techniques (analogous, parametric, three-point method) to estimate budget (creation): establish time-phased budget, provide a discussion on monitoring and controlling cost (EVA relevant to project cost including forecasting and variances), and establish a cost baseline. This all can be done in MS word.
You will also need to write power point presentation slides of your project management plan (scope, schedule and cost).
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Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College
55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111
PRV12007; CRICOS 03048D
Approved: 14/02/2019, Version 1
For successful completion of this assessment, you require to study the material provided (lecture slides, tutorials, and reading materials), engage in the unit’s activities, and in the discussion forums. The prescribed textbook is the main reference along with the recommended reading material. You are expected to discuss your work with the lecturer and to seek support.
Links to real-life projects: (those are mainly infrastructure and construction project, it is not compulsory to use it as your case, you can select a project from your area of expertise).
• The Australian Government’s Department Infrastructure and Transport. National Infrastructure Construction Schedule (NICS): https://www.nics.gov.au/Project
• Transport for UNSW: https://www.transport.nsw.gov.au/projects
• City of Sydney, Changing urban precincts: http://www.cityofsydney.nsw.gov.au/vision/changing-urban-precincts
Marking Criteria and Rubric: The assessment will be marked out of 100 and will be weighted 30% of the total unit mark Marking Criteria Not satisfactory (0-49%) of the criterion mark) Satisfactory (50-64%) of the criterion mark Good (65-74%) of the criterion mark Very Good (75-84%) of the criterion mark Excellent (85-100%) of the criterion mark
written communication skills (10 marks)
organisation; grammar; spelling; clarity of expression; formatting; use of charts and graphs as per project management best practice
Lacks evidence of skills relevant to communicate (writing) in project environment
Evidence of basic skills of communicating (writing) in project environment
Has given a factual and/or conceptual skill base in communication (writing) in project environment
Has good skills in communicating (writing) a project report
Has excellent skills in communicating (writing) in project environment
Introduction (10 marks)
Background to the project (Project objectives and main deliverables)
Requirements elicitation and acceptance
Stakeholders’ register
and Project team (Roles and responsibilities)
Project charter (brief using the provided template)
Lacks evidence of knowledge to give an introduction to the project case, identifying project stakeholders and writing stakeholders register. Lack of evidence of knowledge in writing a brief project charter
Evidence of basic knowledge of writing an introduction to the case project, identifying project stakeholders and writing stakeholders register. Lack of evidence of knowledge in writing a brief project charter
Has given a factual and/or conceptual knowledge base writing an introduction to the case project, identifying project stakeholders and writing stakeholders register. Lack of evidence of knowledge in writing a brief project charter
Reasonable knowledge of background of case project and awareness of identifying project stakeholders and writing stakeholders register
Lack of evidence of knowledge in writing a brief project charter
Has excellent skills in writing an introduction to the case project, identifying project stakeholders and writing a brief project charter
Project Scope management (20 marks)
Project justification
In-scope and out-of-scope
Constraints
Limits
Assumptions
Technical
requirements
Statement of work (SOW)
Priority matrix (use the provided template)
WBS structure (minimum of three levels)
Lacks evidence of knowledge to justify the project, deciding and reporting in-scope and of-scope; identifying and reporting project constraints; Limits
Assumptions; Technical
Requirements
Lack of evidence of knowledge in
Evidence of basic knowledge and skills of justifying the project, deciding and reporting in-scope and of-scope; identifying and reporting project Constraints; Limits
Assumptions; Technical; developing SOW and priority matrix, Evidence of basic knowledge and skills of developing
Has given a factual and/or conceptual knowledge and skills base in justifying the project, deciding and reporting in-scope and of-scope; identifying and reporting project Constraints; Limits
Assumptions; Technical; developing SOW and priority matrix, Has given a factual and/or
Reasonable knowledge and skills of justifying the project, deciding and reporting in-scope and of-scope; identifying and reporting project Constraints; Limits
Assumptions; Technical; developing SOW and priority matrix, Reasonable knowledge and skills of developing WBS
Has excellent skills in justifying the project, deciding and reporting in-scope and of-scope; identifying and reporting project Constraints; Limits
Assumptions; Technical; developing SOW and priority matrix as per best practices in project environment, Has excellent skills in
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Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College
55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111
PRV12007; CRICOS 03048D
Approved: 14/02/2019, Version 1
WBS dictionary
Graphical and outline format of WBS
Work packages
Control (cost) accounts
Linking WBS to OBS
Scope Validation and control
Scope change control
Change control boards (CCB) and roles and responsibilities
developing SOW and priority matrix, developing WBS and Lacks evidence of knowledge relevant to scope validation and verification; Scope change control
Change control boards (CCB)
WBS and Evidence of basic knowledge and skills of methods of scope validation and verification and in identifying the CCB and assigning roles and responsibilities of CCB members
conceptual knowledge and skills base in developing WBS and Has given a factual and/or conceptual knowledge and skills base in planning for methods of scope validation and verification and in identifying the CCB and assigning roles and responsibilities of CCB members
that includes basic components (three levels), and reasonable skills in developing WBS dictionary and Work package. Some items are missing such information in the work package; linking WBS with OBS…etc. Reasonable knowledge and skills of developing a scope validation and verification plan; scope change control; and in identifying change control boards (CCB) and the members roles and responsibilities
developing WBS that includes all components as per best project management practices and Has excellent knowledge and skills of developing a scope validation and verification plan; scope change control; and in identifying change control boards (CCB) and the members roles and responsibilities
Project Schedule (20 marks)
Plan schedule management (identify processes, tools and techniques to be used and document to be developed as per your client’s requirements)
Define activities (activity list, proper activity logic, activities identification)
Milestones list
Activities Sequence
Relationships (F_S, S_S, S_F, F_F)
Lags, leading times
Project network and critical path(s)
Estimating activity duration (basics of estimation, durations, resources estimation and allocation)
Roles and responsibilities in scheduling
Monitoring and Controlling Schule (EVA relevant to project schedule) Just description of the methods and tools
Schedule baseline
Lacks evidence of knowledge relevant to project schedule management
Evidence of basic knowledge and skills of project schedule management
Has given a factual and/or conceptual knowledge and skills base in schedule management. But have many missing main components of project schedule management plan such as activities relationships, sequences…etc.
Reasonable knowledge and skills of developing project schedule management plan, but one or more main component is missing
Has excellent knowledge and skills of developing a project schedule management plan, including all project schedule management processes from the plan, to identify activities, estimate durations, setting up their sequences, building network, assigning resources, defining roles and responsibilities and in monitoring and controlling project schedule
Project Cost Management
(20 marks)
Plan cost management (identify processes, tools and techniques to be
Lacks evidence of skills relevant to develop and communicate project cost management plan,
Evidence of basic skills of developing and communicating project cost management plan, identify project cost
Has given a factual and/or conceptual skill base in developing and communicating project cost
Reasonable knowledge and skills of developing and communicating project cost management plan,
Has excellent knowledge and skills of developing a project cost management plan, including all project
Page | 11
Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College
55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111
PRV12007; CRICOS 03048D
Approved: 14/02/2019, Version 1
used and project documents to be developed as per your client’s requirements)
Cost elements (labour, material, variable cost)
Types of cost (direct, indirect, fixed, variable)
Estimating method (s): top-down, bottom-up
Estimating techniques (analogous, parametric, three-point method)
Contingencies and management reserves
Budget (creation): time-phased budget
Monitoring and Controlling Cost (EVA relevant to project cost including forecasting and variances) only description
Cost baseline
identify project cost types, methods of estimating costs, estimating costs of the selected project, monitoring and controlling costs.
types, methods of estimating costs, estimating costs of the selected project, monitoring and controlling costs.
management plan, identify project cost types, methods of estimating costs, estimating costs of the selected project, monitoring and controlling costs. But missing many main components
identify project cost types, methods of estimating costs, estimating costs of the selected project, monitoring and controlling costs. But missing one or more main component
cost management processes from planning cost management, identifying cost types, applying estimating methods, creating cost baseline and using tools ad techniques for monitoring and controlling project cost PRESENTATION Slides
Visual Appeal (10 marks)
Presentation slides, clarity, grammar, spelling and engaging
Lack of evidence of written presentation skills (no visual appeal). The slides were difficult to read and too much information had been copied onto them.
There are many errors in spelling, grammar and punctuation.
Evidence of basic skills of communicating (writing) in project environment. Minimal effort made to make slides appealing
Has given a factual and/or conceptual skill base in communication (writing) in project environment.
There are some errors in spelling, grammar and punctuation. In some slides, too much information on two or more slides.
Good visual appeal.
Has very good skills in communicating (writing) a project report
There are few errors in spelling, grammar and punctuation. Very good visual appeal.
Has excellent skills in communicating (writing) in project environment
There are no errors in spelling, grammar and punctuation. Information is clear and concise on each slide.
Excellent visually appeal that is engaging.
Comprehension and content
(10 marks)
General knowledge of the selected project case
Lack of evidence of comprehensive knowledge in the topic. Majority of information irrelevant to the selected project case.
Evidence of basic knowledge in the topic. Basic information about the project background and lack of evidence of comprehensive knowledge in the selected project case
Has given a factual and/or conceptual knowledge to the case project, identifying project stakeholders and writing stakeholders register Good evidence of comprehensive knowledge in the selected project case
Very good knowledge of background of case project and very good level of awareness of the selected project case
Extensive comprehension knowledge of topic. Showed complete understanding of the sleeted project case.


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