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| ASSESSMENT BRIEF | |
| Subject Code and Title | PROJ 6002: Project Planning and Budgeting |
| Assessment | Assessment 2 – Cost and Quality Management Plans (2 parts) o Part A: Module Discussion Activity o Part B: Cost and Quality Management Plans |
| Individual/Group | Part A: Individual Part B: Individual/Group |
| Length | Part A: 750 words/student Part B: 1500 words/student |
| 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. 3. Apply quality management planning tools and techniques to achieve expected project outcomes. |
| Submission | Part A: Initial discussion by first half of Module 5. Response to peer by 11:55pm AEST/AEDT Sunday End of Module 5 Part B: By 11:55pm AEST/AEDT Sunday First Half of Module 6 |
| Weighting | 50% (Part A: 10%; Part B: 40%) |
| Total Marks | Part A: 10 marks Part B: 40 marks |
Context:
Project Cost Management includes the processes of planning, estimating, budgeting, financing,
funding, managing and controlling costs so that the project can be completed within the approved
budget.
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Project Cost Management planning begins with the process of developing cost estimates. In this
process, a project manager is tasked with considering all types of costs likely to be incurred in the
different phases of a project. In addition, the project manager will consider the risks likely to affect
costs and any variations these risks may cause. This helps the project manager to make more reliable
and usable cost estimates and ensure that any project budget variation due to unforeseen
circumstances is mitigated as much as possible. Once the cost-estimation process has been fully
carried out for each project activity, the project manager then combines the costs to determine the
project budget. Finally, the project manager will consider the steps he or she will take throughout the
project to ensure that the actual expenditure is kept within the budget specified.
Project Quality Management (PQM) includes the processes and activities of the performing
organisation that determine quality policies, objectives, and responsibilities so that the project will
satisfy the needs for which is was undertaken. PQM uses policies and procedures to implement, within
the project’s context, the organisation’s quality management system and, as appropriate, it supports
continuous process improvement activities as undertaken on behalf of the performing organisation.
PQM works to ensure that the project requirements, including the product requirements, are met and
validated.
Project Quality Management planning is the process of identifying quality requirements and/or
standards for the project and its deliverables, and documenting how the project will demonstrate
compliance with relevant quality requirements. The key benefit of this process is that it provides
guidance and direction on how quality will be managed and validated throughout the project.
Instructions:
This assessment has two parts. Part A is Module Discussion Activity and Part B is Cost and Quality
Management Plans.
For Parts A, each student will construct an
| initial discussion | in approximately 500 words | to respond to |
| activity by the first half of the |
the following questions and post on the relevant Module discussion Module.
Each student will also provide constructive feedback/comment in 250 words to at least one fellow
student discussion by the end of the Module. (Total 750 words for Assessment 2 Part A)
Part A: Module Discussion Activity
Defining project quality and its association to project cost management
How do you define quality in a project? Describe tools/techniques you think are a necessity for
planning a project’s quality management and how to implement them. Explain how the project cost
can be affected by poor quality and give some examples from the given case study.
Output:
Part A – provide an initial discussion of 500 words by first half of Module 5. Respond to at least one
fellow student discussion (Total 750 words for Assessment 2 Part A) by the end of Module 5.
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Part B: Cost and Quality Management Plans
Part B – You will use the given case study to complete this part individually or in a group of 2-3 students.
You will begin developing the cost management planning components of your Cost Management Plan
in Module 4. For this plan, you are responsible for developing the project cost estimate and a project
budget baseline.
In addition to your cost estimates and budget, include a 750 words to describe the processes, and
tools and techniques you are using in your cost management plan, as well as justification of your
budgetary plan. You can use the templates found in this module’s Learning Resources or a format of
your own.
In Module 5, you will develop the quality management planning components of your Quality
Management Plan. Refer to the learning resources and the template provided for guidance.
The written portion of your quality management plan should consist of 750 words. You can use the
templates found in this module’s Learning Resources or a format of your own.
If you work in group, nominate a group leader within your group and this group leader will submit
the group assessment on behalf of the group.
At the end of your assessment, you will individually, and anonymously, evaluate the contribution of
your group members and yourself in this assessment, using the Group Contribution Form provided.
On a scale of 1 to 10, rate yourself and then rate each of your fellow group members on their
performance and contribution to this assessment. Individually submit the completed group
contribution form on Blackboard.
Output:
Complete and submit your Cost and Quality Management Plans assessment (by the group leader)
and group contribution form (individually) by the first half of Module 6.
Learning Resources:
Aaltonen, K., & Kujala, J. (2010). A project lifecycle perspective on stakeholder influence strategies in
global projects. Scandinavian Journal of Management, 26(4), 381–397.
AIMS (2015). What is Project Cost Management? Tools, Techniques and Processes for PMP & PMBOK
| AIMS Lecture. Retrieved from https://www.youtube.com/watch?v=PflAkMayixM
Ainamo, A., Artto, K., Levitt, R. E., Orr, R. J., Scott, W. R., & Tainio, R. (2010). Global projects:
Strategic perspectives. Scandinavian Journal of Management, 26(4), 343–351.
Heldman, K. (2013). PMP Project Management Professional Exam Study Guide (7th ed.). Indianapolis,
IN: Wiley.
Chapter 5: Developing the Project Budget and Communicating the Plan
Chapter 6: (up to ‘Analyzing Risks Using Qualitative Techniques’)
Pensar, S. (2010, August 17). Five challenges in global projects. Retrieved from
https://www.itforbusiness.org/article/five-challenges-in-global-projects/
complete the templates provided as appendix.
complete the templates provided as appendix
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Project Management Institute. (2017). A guide to the project management body of knowledge
(PMBOK Guide®) (6th ed.). Newtown Square, Pennsylvania: Project Management Institute.
Project Management Institute. (2013). A guide to the project management body of knowledge
(PMBOK Guide®) (5th ed.). Newtown Square, Pennsylvania: Project Management Institute.
| | Section 7.1: Plan Cost Management Section 7.2: Estimate Costs Section 7.3: Determine Budget Section 8.1: Plan Quality Management |
Rodrigues, I., & Sbragia, R. (2013). The cultural challenges of managing global project teams: A study
of Brazilian multinationals. Journal of Technology Management and Innovation, 8. Retrieved from
http://www.jotmi.org/index.php/GT/article/view/1237
Sahi, R. (2009). Managing Projects Across the Global Enterprise. Retrieved from
http://www.pmi.org/learning/managing-projects-global-six-challenges-6823
Snyder, C. S. (2013). A project manager’s book of forms: A companion to the PMBOK guide (2nd ed.).
Indianapolis, IN: Wiley.
| | Document: Cost Estimating Worksheet Template Document: Cost Management Plan Template Document: Quality Management Plan Template |
| Wysocki, R. K. (2014). Effective Project Management: Traditional, Agile, Extreme (7th ed.). Indianapolis, IN: Wiley. | |
| | Chapter 5, section ‘Estimating Cost’ |
Document: Group Contribution Form
Assessment Criteria:
Submitted assessment will be marked using the Learning Rubric enclosed.
Students’ contribution in the group assessment will be calculated from the submitted Group
Contribution forms. This will then feed into each student’s assessment result.
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Learning Rubric: Part A – Module 5 Discussion Activity
| Assessment Attributes | Fail (0-49) | Pass (50-64) | Credit (65-74) | Distinction (75-84) | High Distinction (85-100) |
| Identification and application of cost and quality management planning tools and techniques 60% | Fails to identify or apply cost and quality management planning tools and/or techniques to address project briefs | Identifies and applies cost and quality management planning tools and/or techniques to address project briefs. | Identifies and applies cost and quality management planning tools and techniques to address project briefs. Identifies the issues impacting project outcomes. | Identifies and applies a range of cost and quality management planning tools, techniques and practices to address project briefs and identifies the issues impacting project outcomes. Elaborates on the consequences of the application of cost management tools to the project. | Critically evaluates and applies a range of cost and quality management planning tools, techniques and practices to address project briefs and the issues impacting project outcomes and success. Elaborates on the consequences of the application of cost management tools to the project. |
| Constructive feedback to peers 30% | Fails to offer any feedback. No support or encouragement to peers. No awareness or sensitivity to diversity amongst peers. | Offers feedback but rarely constructive or useful. Feedback is not always clear or specific to guide peers. Little support or encouragement to peers. | Offers feedback that is sometimes constructive or useful. Feedback is provided with examples to guide peers. Some support and encouragement to peers. | Offers constructive feedback regularly. Formulates the merits of alternative ideas or proposals and communicates them to peers. Offers support and encouragement to peers. | Always offers detailed constructive feedback that is specific and appropriate. Expertly articulates the merits of alternative ideas or proposals and communicates them effectively to peers. Provides expert assistance, support, and |
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| Demonstrates little awareness of and/or sensitivity to diversity amongst peers. | Demonstrates some level of awareness of and sensitivity to diversity amongst peers. | Demonstrates a high level of awareness of and sensitivity to diversity amongst peers. | encouragement to peers. Consistently demonstrates a high level of awareness of and sensitivity to diversity amongst peers. | ||
| Use of academic and discipline conventions and sources of evidence 10% | Poorly written with errors in spelling, grammar. Demonstrates inconsistent use of good quality, credible and relevant research sources to support and develop ideas. There are mistakes in using the APA style. | Is written according to academic genre (e.g. with introduction, conclusion or summary) and has accurate spelling, grammar, sentence and paragraph construction. Demonstrates consistent use of credible and relevant research sources to support and develop ideas, but these are not always explicit or well developed. There are no mistakes in using the APA style. | Is well-written and adheres to the academic genre (e.g. with introduction, conclusion or summary). Demonstrates consistent use of high quality, credible and relevant research sources to support and develop ideas. There are no mistakes in using the APA style. | Is very well-written and adheres to the academic genre. Demonstrates consistent use of good quality, credible and relevant research sources to support and develop appropriate arguments and statements. Shows evidence of reading beyond the key reading There are no mistakes in using the APA style. | Expertly written and adheres to the academic genre. Demonstrates expert use of high-quality, credible and relevant research sources to support and develop arguments and position statements. Shows extensive evidence of reading beyond the key reading There are no mistakes in using the APA Style. |
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Learning Rubric – Part B: Cost and Quality Management Plans
| Assessment Attributes | Fail (0-49) | Pass (50-64) | Credit (65-74) | Distinction (75-84) | High Distinction (85-100) |
| Knowledge and understanding of Cost and quality management 60% | Neglects one or more elements of cost and quality management plan. Key components of the assignment are not addressed. | Completes all elements of cost and quality management plan. 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. | Elaborates all elements of cost and quality management plan. Supports personal opinion and information substantiated by evidence from the research/course materials. Demonstrates a capacity to explain and apply relevant concepts. | Elaborates all elements of cost and quality management plan and identifies the issues impacting cost and quality management planning as they effect project outcomes. 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. | Critically evaluates all elements of cost and quality management plan to address project brief and elaborates the issues impacting cost and quality management planning as they effect project outcomes and success. 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. |
| Use of academic and discipline | Poorly written with errors in spelling, grammar. | Is written according to academic genre (e.g. with introduction, | Is well-written and adheres to the academic genre (e.g. with | Is very well-written and adheres to the academic genre. | Expertly written and adheres to the academic genre. |
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| conventions and sources of evidence 10% | Demonstrates inconsistent use of good quality, credible and relevant research sources to support and develop ideas. There are mistakes in using the APA style. | conclusion or summary) and has accurate spelling, grammar, sentence and paragraph construction. Demonstrates consistent use of credible and relevant research sources to support and develop ideas, but these are not always explicit or well developed. There are no mistakes in using the APA style. | introduction, conclusion or summary). Demonstrates consistent use of high quality, credible and relevant research sources to support and develop ideas. There are no mistakes in using the APA style. | Consistently demonstrates expert use of good quality, credible and relevant research sources to support and develop appropriate arguments and statements. Shows evidence of reading beyond the key reading There are no mistakes in using the APA style. | Demonstrates expert use of high-quality, credible and relevant research sources to support and develop arguments and position statements. Shows extensive evidence of reading beyond the key reading There are no mistakes in using the APA Style. |
| Effective communication 30% | Difficult to understand for audience, no logical/clear structure, poor flow of ideas, 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. | Information, arguments and evidence are presented in a way that is not always clear and logical. Attempts are made to keep the audience engaged, but not always successful. Line of reasoning is often difficult to follow. Presentation aids are used more for effect than relevance. | Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments. The audience is mostly engaged, line of reasoning is easy to follow. Effective use of presentation aids. | Information, arguments and evidence are very well presented, the presentation is logical, clear and well supported by evidence. Engages the audience, demonstrates cultural sensitivity. Carefully and well prepared presentations aids are used. | 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 levels of cultural sensitivity Effective use of diverse presentation aids, |
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| including graphics and multi-media. |