Managerial Accounting is related to software as Business Analyst. The paper should be in apa format with 650 words and 2 references. Evaluate accounting systems and controls used in management decision-making
Below is the syllabus for your reference:
This course focuses on managerial accounting concepts, including costing, budgeting, forecasting, planning, and control. Emphasis is on preparing and using financial statements as well as various managerial reports for decision-making.
Upon completion of this course:
Evaluate accounting systems and controls used in management decision-making. Interpret managerial accounting control functions including budgeting and cost allocationAnalyze prevalent managerial accounting systems used in organizationsCompare integrated internal cost systems used in decision-makingResearch, apply critical thinking, and communicate current issues in managerial accounting
The mission of the Hutton & Plaster School of Business is to foster academic excellence and student achievement at both the undergraduate and graduate levels. Students are provided with a strong academic foundation in business, and are prepared to become productive, competent, and ethical professionals. The Hutton School of Business provides a learning environment that is characterized by student-oriented instructional methodologies and the development of leadership and life-long learning skills in its students.
At the Hutton School of Business, the following broad-based goals for students have been developed:
Students will acquire the relevant disciplinary knowledge and competencies appropriate to their program of study.
Students will acquire effective business-related professional skills.
Students will be challenged to assess their personal values and connect them to ethical behaviors appropriate to their intended endeavors.
Program Intended Student Learning Outcomes
Based upon these broad-based goals, the Hutton & Plaster School of Business has identified the following general intended student learning outcomes (MBA ISLO) for students:
Students will be able to demonstrate well-developed case study problem-solving skills.
Students will be able to examine the major theories and concepts in the areas of accounting, finance, management, and marketing.
Students will be able to integrate their findings from the major theories and concepts in the areas of accounting, finance, management, and marketing to organizational decision making.
Students will be able to analyze the opportunities and challenges of legal, social, economic, and global business issues.
Students will be able to apply standards of ethical behavior in business to managerial decision making.
Students will be able to utilize appropriate technological and quantitative methods and tools to the solution of practical business problems.
Students will be able to demonstrate advanced professional business communication skills.
Students will be able to demonstrate well-developed organizational, leadership, and teamwork skills.
Students will be able to integrate theory and practical application across business functional areas for the purpose of strategic analysis, planning, implementation, and control.
Concentration Intended Student Learning Outcomes
Further, the Hutton & Plaster School of Business has identified the following intended student learning outcomes for students pursuing a concentration:
Concentration in Accounting (ACTG) ISLOs
Students will be able to utilize advanced knowledge of accounting.
Students will be able to develop advanced analytical and critical thinking skills to evaluate information, solve problems, and make sound ethical decisions in the different areas of accounting.
Students will be able to conduct research on issues and questions relevant to the accounting profession.
Students will be able to interpret the ethical and legal responsibilities of professional accountants.
Concentration in Entrepreneurship (ENTR) ISLOs
Students will be able to utilize advanced knowledge of entrepreneurship.
Students will be able to formulate a plan for the creation of a new venture.
Students will be able to develop advanced analytical and critical thinking skills to evaluate information, solve problems, and make sound ethical decisions in the different areas of business.
Concentration in Healthcare Administration (HCA) ISLOs
Students will be able to utilize advanced knowledge of healthcare administration.
Students will be able to formulate healthcare administration strategies designed to allow the organization to achieve its objectives.
Students will be able to develop advanced analytical and critical thinking skills to evaluate information, solve problems, and make sound ethical decisions in the area of healthcare administration.
Concentration in Marketing (MKTG) ISLOs
Students will be able to utilize advanced knowledge of marketing.
Students will be able to formulate marketing strategies designed to allow the organization to achieve its objectives.
Students will be able to develop advanced analytical and critical thinking skills to evaluate information, solve problems, and make sound ethical decisions in the area of marketing.
Concentration in Project Management (PROJ) ISLOs
Students will be able to utilize advanced knowledge of the project management process including planning the project, initiating the project, executing the project, monitoring the project, and controlling the project.
Students will be able to examine the ethical and legal responsibilities of project managers.
Students will be able to develop advanced analytical and critical thinking skills to evaluate information, solve problems, and make sound ethical decisions in the different areas of project management.
Concentration in Strategic Management (MGMT) ISLOs
Students will be able to utilize advanced knowledge of management.
Students will be able to formulate management strategies designed to allow the organization to achieve its objectives.
Students will be able to develop advanced analytical and critical thinking skills to evaluate information, solve problems, and make sound ethical decisions in the different area of management
In this module, you explored selecting security controls as it relates to the Risk Management Framework used by the Federal Government and other organizations to manage risk. The security control baselines address the security needs of a broad and diverse set of constituencies and are developed based on a number of general assumptions, including common environmental, operational, and functional considerations. The baselines also assume typical threats facing common information systems.You have been tasked to brief your manager/CFO or CEO of your company (continue to use the one you have been referring to in the previous models) about selecting security controls. Prepare a three-four page paper, not including title and reference pages, describing how and why you selected and tailored a set of baseline controls based on the categorization of your company’s payroll system Discuss the security controls you selected (at a high level – families) based on impact levels of each security objective: confidentiality, integrity and availability and your justification for each. (Refer to NIST SP 800-53r5, Chapter 3 for assistance).Your paper must be double-spaced, use a standard 12-point font and standard margins. At least two APA formatted in-text citations are required plus appropriate references must be listed. (Note: No wiki or blog references are allowed).Your document should be free of spelling and/or grammatical errors.
THE PAYROLL CATEGORIES AND CIA TRIAD
Payroll categories
Some payroll categories within St John’s healthcare facility shall include taxes, wages, deductions, employer expenses, and accruals. According to the law, an organization must create payroll categories where different employees are assigned the due amounts of finances. Within our organization, these categories shall help determine the specific amount assigned to every employee and make the process automated to prevent potential delays and human-related errors. However, it’s essential to understand that before the exposes, wages and accruals are expended as paychecks, they must be assigned to different workers.
The first category shall include wage creation determined by the salary and hourly performance of the involved individuals. Within our facility, other wages will include overtime, bonus, commissions and salaries. Secondly, the accruals will be created based on employees’ accumulated hourly performance that helps them receive special payments and packages like sick leave and vacations. Therefore the number of hours one works weekly shall determine the accruals for the vacation payment.
The third category is the creation of the deductions, which are the amounts of money that must be subtracted from the employee’s paycheck. However, this amount does not include the taxation rates. Finally, the employer expenditure shall include the amounts of money deducted from the organization for having employees. The amount is not subtracted from employees’ payments, although it affects their contributions, for example, the pension contributions.
The impact levels
Confidentiality
According to Srinivas et al. (2019), it is the process of ensuring that employees’ payroll information is kept privately against access from unauthorized parties. The financial information of any healthcare information, including the employee’s payroll, should often be securely stored and should not be received directly or indirectly by other parties. Additionally, most workers normally need their private database to be kept securely. Therefore, if it is exposed, this may damage organizational reputations and break the confidentiality agreement between the organization and the employee involved. Sometimes there may be lawsuits from the process when some employees realize that the management is underpaying them despite delivering similar value to the organization.
Integrity
Integrity is ensuring that employees’ payroll data is not changed, duplicated or added maliciously. Integrity ensures that the amount the organization expects should be paid to the employees is the correct amount. However, when there are changes, the employee may receive a lower or higher amount which has different consequences. When an employee receives a higher amount without reports, the organization may undergo losses, especially when auditing is not done. When employees are underpaid, they are more likely to get less motivated in their workplace. Therefore integrity seeks to ensure that the agreed and expected amount is calculated and delivered to the relevant parties. Sometimes the employees within the IT offices are more likely to manipulate the system to overpay themselves; that is why external and internal auditing are significant. Lisdorf (2021).
Availability
According to Force (2018), it is the task of ensuring that data regarding employees’ payroll is always accessible. For example, accessing the data may be difficult when hardware or software failures. It may lead to delayed payment, which also demotivates employees. Every time a salary payment date is postponed, employees’ productivity is reduced significantly, which may lead to increased suffering of the patients and a lost reputation of the organization. To promote availability, there is a need to have a comprehensive data backup system for retrieval in case failure occurs.
References
Force, J. T. (2018). Risk management framework for information systems and organizations. NIST Special Publication, 800, 37. https://www.itdojo.com/oolruchu/2019/01/NIST_SP_800-37r2.pdf
Lisdorf, A. (2021). Securing the Cloud. In Cloud Computing Basics (pp. 131-143). Apress, Berkeley, CA. https://link.springer.com/chapter/10.1007/978-1-4842-6921-3_11
Srinivas, J., Das, A. K., & Kumar, N. (2019). Government regulations in cyber security: Framework, standards and recommendations. Future generation computer systems, 92, 178-188. https://www.sciencedirect.com/science/article/pii/S0167739X18316753
There are no school leaders that are exempt from dealing with emergency issues in their schools. Emergencies can happen at any time and they can be caused either naturally or by humans. Recent issues have involved school shootings, tornadoes, floods, and medical outbreaks. A forward-thinking school leader is cognizant of these and other potential issues and prepared to deal with them by making quick and accurate decisions.
Directions:
For this assignment, imagine that you are on your school districts Emergency Management committee. You have been asked to research emergency management for K-12 systems as well as examine federal, state, and local emergency management requirements/systems and submit your findings to the committee. The chair of the committee has asked you to write a 3 to 4 page (not including cover or reference page) proposal describing the different systems you found and the impact they had or will have on the school systems as well as what would be your recommendations to make your school district, students, teachers, and staff safer.
The essay should:
Describe the different Emergency Management systems. Summarize local, state and federal emergency management requirements. Address the impact different systems had or will have on the school system. Discuss your recommendations of K-12 Emergency Management to the committee.
Use APA Style for formatting, citations, and references.
Selected Topic for PPT: Opportunities for New Multicultural Management Research
Learning Resources
Required Readings
Important Note: Some of the readings found in this course are more than 5 years old. Although we strive to use current references whenever possible, many of the seminal articles/resources found in this course are from the theorists who created the original theory/theories.
Levitt, S. R. (2013). Cultural factors affecting international teamwork dynamics and effectiveness. The International Journal of Knowledge, Culture, and Change Management: Annual Review, 13, 9–23.
Vora, D., Martin, L., Fitzsimmons, S. R., Pekerti, A. A., Lakshman, C., & Raheem, S. (2019). Multiculturalism within individuals: A review, critique, and agenda for future research. Journal of International Business Studies, 50(4), 499–524. https://doi.org/10.1057/s41267-018-0191-3
Huang, J. (2016). The challenge of Multicultural Management in global projects. Procedia – Social and Behavioral Sciences, 226, 75–81. https://doi.org/10.1016/j.sbspro.2016.06.164
Poeppelman, T., & Blacksmith, N. (2015). Virtual workplaces: Technological functions can address common challenges. The Industrial-Organizational Psychologist, 52(3), 108–112.
Alonso, A., & Wang, M. (2014). International practice forum. The Industrial-Organizational Psychologist, 51(4), 103–106.
American Society for Quality (ASQ). (2015). Preparing for the future. Journal for Quality and Participation, 38(3), 30–33.
Celebrating teamwork. (2014). Journal for Quality and Participation, 37(3), 4–7.
Hurst, S., Arulogun, O. S., Owolabi, M. O., Akinyemi, R., Uvere, E., Warth, S., & Ovbiagele, B. (2015). Pretesting qualitative data collection procedures to facilitate methodological adherence and team building in Nigeria. International Journal of Qualitative Methods, 14(1), 53–64. https://doi.org/10.1177/160940691501400106
Morgan, L., Paucar-Caceres, A., & Wright, G. (2014). Leading effective global virtual teams: The consequences of methods of communication. Systemic Practice and Action Research, 27(6), 607–624. https://doi.org/10.1007/s11213-014-9315-2
Nelson, B. (2014). The data on diversity. Communications of the ACM, 57(11), 86–95. https://doi.org/10.1145/2597886
Whillans, A., Perlow, L., & Turek, A. (2021). Experimenting during the shift to virtual team work: Learnings from how teams adapted their activities during the COVID-19 pandemic. Information and Organization, 31(1). https://doi.org/10.1016/j.infoandorg.2021.100343
Presbitero, A. (2021). Communication accommodation within global virtual team: The influence of cultural intelligence and the impact on interpersonal process effectiveness. Journal of International Management, 27(1). https://doi-org/10.1016/j.intman.2020.1
Week 2 Presentation (Due in 2 Days) Urgent/Presentation Format.pdf
Presentation Format During one set of paired weeks in this course, you will be appointed as a Presenter. When you are the Presenter, you will prepare an individual academic presentation, much like a poster session. Your presentation should include an analysis and synthesis of prior research, and your presentation begins the interaction with your colleagues. You will prepare a PowerPoint presentation of 7–10 slides to demonstrate your understanding of the research. Outline for Presentations The following PowerPoint presentation outline is suggested: Slide Number
Contents of Slide should include:
Slide 1 Title Slide—Weeks X–X/Week Title/Presenter Name Slides 2–3 An incorporation and analysis of the Required Resources from this pair of weeks,
including identification of an original research topic (related to the general topic for the week, to a specific reading for the week, or to apparent gaps in the literature)
Slides 4–6 An identification of principal schools of thought, tendencies in the academic literature, or commonalities that define the academic scholarship regarding your topic
Slides 7–8 An evaluation of the main concepts with a focus on their application to business/management practice and their impact on positive social change
Slides 9–10 APA-formatted References slide(s) (to include a minimum of 10 peer-reviewed, scholarly new references)
Guidelines for Presentations You must use APA formatting throughout your presentation and incorporate direct evidence of addressing the Learning Objectives from this 2-week unit. Each of the content slides must include detailed notes/paragraphs in the Notes section with appropriate citation of peer-reviewed, scholarly references. Please refer to the Presentation Rubric for specific grading elements and criteria. Note: If you choose to include graphics of any kind in your presentation, be prepared to accommodate participants with vision loss. Know that you may have to provide a written description of graphic or pictorial material for a fellow student who is visually impaired.
o It is the responsibility of any participant with a disability that limits access to the PowerPoint presentations to contact the Instructor and/or Disability Services to make a specific request regarding this assignment.
Check above Your Past work ppt, This is same but research topic different
Selected Topic: Opportunities for New Multicultural Management Research
My Note: (Presentation with notes/paragraphs) PPT Format attached, Need 7 Slides without References Slides. Total 9-10 Slides
(100% Original Plagiarism free work ) Due in 2 Days
Must be include all presentation requirement and follow Rubric Superior Criteria and Follow presentation Format
Course Name : Seminar in Multicultural Management
Selected Topic: Opportunities for New Multicultural Management Research
Discussion: Opportunities for New Multicultural Management Research
As you know from the Week 1 readings, there is ongoing discourse concerning the topic of multiculturalism. Although many theories complement effective multicultural management practices, problems continue to manifest that require the appropriate application of multicultural models, theories, frameworks, and strategies to improve business practices. Many researchers offer suggestions for future research, and their suggestions are indicative that the multicultural management issues continue to require attention. This week, your Discussion serves as the beginning of your groundwork for your final paper in this course. This groundwork, among other methodological steps, will ultimately help you with the completion of your final paper, and your future research findings may apply to the enhancement of business practices and social change and multicultural management initiatives.
Over the next 2 weeks, you will analyze your readings from last week and this week and analyze prior research relevant to multiculturalism to discover opportunities for research. You will evaluate the applicability of the multicultural research literature to business practices and social change initiatives and will begin a systematic way of capturing invaluable literature through the construction of an annotated bibliography. Focus on the main messages presented in the readings, as well as on the research designs and on any apparent gaps in the literature that may merit further investigation.
After reading this week’s literature, what research questions or apparent gaps come to mind?
Keeping in mind what you have learned about research design and threats to validity, complete the following:
By Day 7 of Week 2
This week’s assigned Presenters should post a PowerPoint presentationwith a detailed notes section that contains the following:
· Incorporation and analysis of the Required Resources from this 2-week unit, including identification of any apparent gaps in the literature
· An original research topic related to the week’s literature (Note: The proposed research topic can be related to the general topic for the week or to gaps in the literature for the week, or it can be related to a specific reading for the week.)
· Background information on the research topic, including identification of principal schools of thought, tendencies in the academic literature, or commonalities that define the academic scholarship regarding your topic
· Evaluation of the main concepts with a focus on their application to business/management practice and their impact on positive social change
· A minimum of 10 peer-reviewed, scholarly new references
Note: The presentation must be in APA format and must incorporate direct evidence of addressing the Learning Objectives from this 2-week unit. Each of the content slides must include detailed notes/paragraphs with appropriate citation of peer-reviewed, scholarly references.
Refer to the Presentation Format document for more information about the expected contents of your Presentation. For suggestions on creating an effective PowerPoint presentation, see the Learning Resources for Weeks 2–3.
Refer to the Presentation Rubric for specific grading elements and criteria.
Outline for Presentations
Slide Number
Contents of Slide should include:
Slide 1
Title Slide—Weeks X–X/Week Title/Presenter Name
Slides 2–3
An incorporation and analysis of the Required Resources from this pair of weeks, including identification of an original research topic (related to the general topic for the week, to a specific reading for the week, or to apparent gaps in the literature)
Slides 4–6
An identification of principal schools of thought, tendencies in the academic literature, or commonalities that define the academic scholarship regarding your topic
Slides 7–8
An evaluation of the main concepts with a focus on their application to business/management practice and their impact on positive social change
Slides 9–10
APAformatted References slide(s) (to include a minimum of 10 peerreviewed, scholarly new references)
Rubric Detail
Superior Criteria
Excellent Criteria
Satisfactory Criteria
Marginal Criteria
Unsatisfactory Criteria
Not Submitted
Element 1: Incorporation and Analysis of Required Readings
15 (15%) Student’s presentation incorporates a thorough and detailed analysis of the Required Resources from this 2-week unit, including identification of any apparent gaps in the literature as well as detailed notes under each slide (except the Title and Reference slides). Several sources and examples support thinking.
14.25 (14.25%) Student’s presentation incorporates a thorough and detailed analysis of the Required Resources from this 2-week unit, including identification of any apparent gaps in the literature as well as detailed notes under each slide (except the Title and Reference slides). Several sources and examples support thinking. There are one or two minor errors in analysis.
12.75 (12.75%) Student’s presentation incorporates an analysis of most of the Required Resources from this 2-week unit and/or some key information is lacking or not fully developed, and may include identification of any apparent gaps in the literature as well as detailed notes may be incomplete under each slide (except the Title and Reference slides). Some sources and examples support thinking.
11.25 (11.25%) Student’s presentation provides a cursory or incomplete analysis of the Required Resources from this 2-week unit and/or does not include detailed notes under each slide (except the Title and Reference slides). Few sources or examples support thinking.
7.5 (7.5%) Does not meet minimal standards.
0 (0%) Did not submit element.
Element 2: Original Research Topic & Background Information
15 (15%) Student’s presentation incorporates an original research topic related to the week’s literature, and provides a thorough and detailed analysis of the principal schools of thought, tendencies in the academic literature, or commonalities that define the academic scholarship regarding the topic. Several sources and examples support thinking.
14.25 (14.25%) Student’s presentation incorporates an original research topic related to the week’s literature, and provides a thorough and detailed analysis of the principal schools of thought, tendencies in the academic literature, or commonalities that define the academic scholarship regarding the topic. Several sources and examples support thinking. There are one or two minor errors in analysis.
12.75 (12.75%) Student’s presentation incorporates an original research topic related to the week’s literature, and provides an analysis with some details regarding the principal schools of thought, tendencies in the academic literature, or commonalities that define the academic scholarship regarding the topic. Some sources and examples support thinking.
11.25 (11.25%) Student’s presentation incorporates an original research topic related to the week’s literature, but provides a cursory or incomplete analysis with vague or missing details regarding the principal schools of thought, tendencies in the academic literature, or commonalities that define the academic scholarship regarding the topic. Few sources or examples support thinking.
7.5 (7.5%) Does not meet minimal standards.
0 (0%) Did not submit element.
Element 3: Evaluation of Main Concepts & Impact on Positive Social Change
15 (15%) Student presents a thorough and detailed evaluation of the main concepts with a focus on their application to business/management practice and their impact on positive social change. Several sources and examples support thinking.
14.25 (14.25%) Student presents a thorough and detailed evaluation of the main concepts with a focus on their application to business/management practice and their impact on positive social change. Several sources and examples support thinking. There are one or two minor errors in evaluation.
12.75 (12.75%) Student presents an evaluation of the main concepts with some details on their application to business/management practice and their impact on positive social change. Some sources and examples support thinking.
11.25 (11.25%) Student presents a cursory or incomplete evaluation of the main concepts with vague or missing details on their application to business/management practice and/or their impact on positive social change. Few sources and examples support thinking.
7.5 (7.5%) Does not meet minimal standards.
0 (0%) Did not submit element.
Element 4: Minimum of 10 Peer-Reviewed, Scholarly New References
10 (10%) Student includes a minimum of 10 peer-reviewed, scholarly new references, including correct in-text citations, related to the proposed research topic.
9.5 (9.5%) Student includes a minimum of 10 peer-reviewed, scholarly new references, including correct in-text citations, related to the proposed research topic. There are one or two minor errors in the reference citations and/or References slide.
8.5 (8.5%) Student includes a minimum of 10 peer-reviewed, scholarly new references; however, some citations and/or References slide entries are incorrectly cited and/or are loosely connect to proposed research topic.
7.5 (7.5%) Student includes fewer than 10 peer-reviewed, scholarly new references and/or many citations are not peer-reviewed, scholarly references and/or do not relate to the proposed research topic.
5 (5%) Does not meet minimal standards.
0 (0%) Did not submit element.
Element 5: Critical Analysis in Presentation
15 (15%) Student demonstrates an excellent ability to engage in scholarly thinking, and presents a clear and coherent critical analysis of the materials for the 2-week unit. The presentation shows a high degree of discovery and creativity in assimilating, synthesizing, and framing the resources into a coherent, plausible response. Student demonstrates a clear understanding of the weekly topic in the assigned 2-week span.
14.25 (14.25%) Student demonstrates a very good ability to engage in scholarly thinking, and presents a clear and coherent critical analysis of the materials for the 2-week unit. The presentation shows a high degree of discovery and creativity in assimilating, synthesizing, and framing the resources into a coherent, plausible response. Student demonstrates a very good understanding of the weekly topic in the assigned 2-week span.
12.75 (12.75%) Student demonstrates some ability to engage in scholarly thinking, and presents a critical analysis of the materials for the 2-week unit. Student demonstrates some understanding of the weekly topic in the assigned 2-week span.
11.25 (11.25%) Student does not demonstrate the ability to engage in scholarly thinking, and presents a weak critical analysis of the materials for the 2-week unit. Student demonstrates a vague understanding of the weekly topic in the assigned 2-week span.
7.5 (7.5%) Does not meet minimal standards.
0 (0%) Did not submit element.
Element 6: Response to Colleague’s Posting
10 (10%) Student responds to at least two colleagues, thoroughly addressing how the readings assigned and posted by colleagues address the “so what?” questions in the field of multicultural management, how the readings are valuable to the research in the field, as well as discusses any important gaps that point to potential topics, and how he/she would extend or explore these gaps.
9.5 (9.5%) Student responds to at least two colleagues, mostly addressing how the readings assigned and posted by colleagues address the “so what?” questions in the field of multicultural management, how the readings are valuable to the research in the field, as well as discusses any important gaps that point to potential topics, and how he/she would extend or explore these gaps.
8.5 (8.5%) Student responds to two colleagues, somewhat addressing how the readings assigned and posted by colleagues address the “so what?” questions in the field of multicultural management, how the readings are valuable to the research in the field, as well as discusses any important gaps that point to potential topics, and/or how he/she would extend or explore these gaps.
7.5 (7.5%) Student responds to two colleagues, vaguely addressing how the readings assigned and posted by colleagues address the “so what?” questions in the field of multicultural management, how the readings are valuable to the research in the field, as well as discusses any important gaps that point to potential topics, and/or how he/she would extend or explore these gaps.
5 (5%) Does not meet minimal standards.
0 (0%) Did not submit element.
Element 7: Written Delivery Style & Grammar
10 (10%) Student consistently follows APA writing style and basic rules of formal English grammar and written essay style. Student communicates in a cohesive, logical style. There are no spelling or grammar errors.
9.5 (9.5%) Student consistently follows APA writing style and basic rules of formal English grammar and written essay style. Student communicates in a cohesive, logical style. There are one or two minor errors in spelling or grammar.
8.5 (8.5%) Student mostly follows APA writing style and basic rules of formal English grammar and written essay style. Student mostly communicates in a cohesive, logical style. There are some errors in spelling or grammar.
7.5 (7.5%) Student does not follow APA writing style and basic rules of formal English grammar and written essay style and does not communicate in a cohesive, logical style.
5 (5%) Does not meet minimal standards.
0 (0%) Did not submit element.
Element 8: Formal and Appropriate Documentation of Evidence, Attribution of Ideas (APA Citations)
10 (10%) Student demonstrates full adherence to scholarly reference requirements and adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. There are no APA errors.
9.5 (9.5%) Student demonstrates full adherence to scholarly reference requirements and adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. There are one or two minor errors in APA style or format.
8.5 (8.5%) Student mostly adheres to scholarly reference requirements and/or mostly adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. Some errors in APA format and style are evident.
7.5 (7.5%) Student demonstrates weak or inconsistent adherence scholarly reference requirements and/or weak or inconsistent adherence to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. Several errors in APA format and style are evident.
5 (5%) Does not meet minimal standards.
0 (0%) Did not submit element.
Learning Resources
Required Readings
Levitt, S. R. (2013). Cultural factors affecting international teamwork dynamics and effectiveness. The International Journal of Knowledge, Culture, and Change Management: Annual Review, 13, 9–23.
Vora, D., Martin, L., Fitzsimmons, S. R., Pekerti, A. A., Lakshman, C., & Raheem, S. (2019). Multiculturalism within individuals: A review, critique, and agenda for future research. Journal of International Business Studies, 50(4), 499–524. https://doi.org/10.1057/s41267-018-0191-3
Huang, J. (2016). The challenge of Multicultural Management in global projects. Procedia – Social and Behavioral Sciences, 226, 75–81. https://doi.org/10.1016/j.sbspro.2016.06.164
Poeppelman, T., & Blacksmith, N. (2015). Virtual workplaces: Technological functions can address common challenges. The Industrial-Organizational Psychologist, 52(3), 108–112.
Alonso, A., & Wang, M. (2014). International practice forum. The Industrial-Organizational Psychologist, 51(4), 103–106.
American Society for Quality (ASQ). (2015). Preparing for the future. Journal for Quality and Participation, 38(3), 30–33.
Celebrating teamwork. (2014). Journal for Quality and Participation, 37(3), 4–7.
Hurst, S., Arulogun, O. S., Owolabi, M. O., Akinyemi, R., Uvere, E., Warth, S., & Ovbiagele, B. (2015). Pretesting qualitative data collection procedures to facilitate methodological adherence and team building in Nigeria. International Journal of Qualitative Methods, 14(1), 53–64. https://doi.org/10.1177/160940691501400106
Morgan, L., Paucar-Caceres, A., & Wright, G. (2014). Leading effective global virtual teams: The consequences of methods of communication. Systemic Practice and Action Research, 27(6), 607–624. https://doi.org/10.1007/s11213-014-9315-2
Nelson, B. (2014). The data on diversity. Communications of the ACM, 57(11), 86–95. https://doi.org/10.1145/2597886
Whillans, A., Perlow, L., & Turek, A. (2021). Experimenting during the shift to virtual team work: Learnings from how teams adapted their activities during the COVID-19 pandemic. Information and Organization, 31(1). https://doi.org/10.1016/j.infoandorg.2021.100343
Presbitero, A. (2021). Communication accommodation within global virtual team: The influence of cultural intelligence and the impact on interpersonal process effectiveness. Journal of International Management, 27(1). https://doi-org/10.1016/j.intman.2020.1
Individual Report: PMBoK versus PRINCE2 or Agile in contemporary projects Individual/Group Individual Length 1,200 words (+/- 10%) Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include: a) Assess the importance of project management concepts within an organisational context. b) Compare and contrast project management methodologies and their application within global project contexts. c) Identify and analyse the key processes of a project lifecycle. Weighting 35% Total Marks 100 marks Task Summary Following group discussions, individually write a 1,200-word report that discusses the strengths, weaknesses, similarities, and contrasts of PMBoK and PRINCE2 or Agile in contemporary projects. Context There are several project management methodologies and approaches that are used in contemporary project management. Among these are PMBoK, PRINCE2, Waterfall, Agile, Extreme Programming (XP), and Adaptive Project Framework (APF). Each of them has certain specific elements that proponents say make it easier to use, more applicable, more robust, or otherwise more appropriate for particular environments or circumstances. Whilst these methodologies are all valid and reliable tools for a project manager to use, it is important to be able to contrast them and to form a view of how they may best be used in a project. This analysis includes their usefulness, application in various types of projects, and how they view project risk. Such context can help project managers identify which methodologies/approaches may be best for specific projects. Instructions In this Assessment, you will write a 1,200-word (+/- 10%) report that considers the application of a project management methodology to a project as described in an assigned case study. In particular, you will review the assigned case study, then compare and contrast the application of the PMBoK project management approach to the highlighted project with your choice of one of the following methodologies/approaches: a) PRINCE2, or b) Agile The report must use the following headings:
INTRODUCTION: Develop an introduction to PMBoK and the other methodology/approach you have selected (PRINCE2 or Agile) that includes their background and historical context (approximately 200 words)
SIMILARITIES AND DIFFERENCES: List 2–3 similarities and 2–3 differences between them and why these similarities and differences are relevant to the assigned case study (approximately 200 words combined)
RISK: How each method treats project risk and how these approaches to risk are relevant to the assigned case study (approximately 200 words)
PROJECT CONTEXT: The types of projects in which each is used (approximately 200 words)
LIFECYCLE IMPLICATIONS: How each differs across different phases of a project’s lifecycle (approximately 200 words)
APPLICATION: Explain which methodology you would choose to apply for the project in the assigned case study, and why (approximately 200 words) Be sure to cite any source material, including learning resources or other academic or industry literature you research, used to inform your analysis. You will need to consult the literature and use at least 6 references (and not more than 12 references) from academic and industry sources. The word count does not include the reference list. Each reference must be cited in-text in your report. The assessment requires that you submit your report via Blackboard. You do not need to upload anything relating to your group discussions in Weeks 4 and 5. Referencing It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here: https://library.torrens.edu.au/academicskills/apa/tool Submission Instructions Submit this task via the Assessment 2 link in the main navigation menu in PROJ6000 – Principles of Project Management. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades. Academic Integrity Declaration I declare that, except where I have referenced, the work I am submitting for this assessment task is my own work. I have read and am aware of Torrens University Australia Academic Integrity Policy and Procedure viewable online at: http://www.torrens.edu.au/policies-and-forms I am aware that I need to keep a copy of all submitted material and their drafts, and I will do so accordingly. Assessment Rubric Assessment Attributes Fail (Yet to achieve minimum standard) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75-84% High Distinction (Exceptional) 85-100% Knowledge and understanding of project management methodologies and approaches Demonstrates knowledge and understanding of PMBoK and either PRINCE2, and/or Agile methodologies/approac hes Percentage for this criterion = 30% Demonstrates a limited understanding of project management methodologies and approaches. Key components of the assignment are not addressed. Demonstrates a functional understanding of project management methodologies and approaches. Often conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/course materials. Demonstrates a thorough knowledge or understanding of project management methodologies and approaches. Demonstrates a capacity to explain and apply relevant concepts. Demonstrates a highly developed knowledge or understanding of project management methodologies and approaches. Demonstrates a capacity to explain in significant detail and thoughtfully apply relevant concepts. Demonstrates a sophisticated understanding of project management methodologies and approaches. Demonstrates an exceptional capacity to explain in substantial and relevant detail critical concepts and apply these concepts in a manner that makes strong connections. Analysis and application with synthesis of new knowledge Compares and evaluates two project management methodologies/approac hes Percentage for this criterion = 30% Limited or no comparison and evaluation of project management methodologies/approache s. Limited application/recommendat ions based upon analysis of methodology similarities and differences. Demonstrated basic comparison and evaluation of project management methodologies/approaches. Demonstrated basic application/recommendation s based upon analysis of methodology similarities and differences. Well-developed comparison and evaluation of project management methodologies/approaches. Well-developed application/recommendatio ns based upon proficient analysis of methodology similarities and differences. Thoroughly developed and creative comparison and evaluation of project management methodologies/approaches. Thoroughly developed application/recommendatio ns based upon to analysis of methodology similarities and differences. Highly sophisticated and creative comparison and evaluation of project management methodologies/approaches . Highly developed application/recommendati ons based upon to analysis of methodology similarities and differences. Effective communication (written) Effectively presents two selected project management methodologies/approac hes and their distinguishing/differing elements Limited ability to present information related to two selected project management methodologies/approache s and their distinguishing elements. Specialised language and terminology related to project management methodologies/approache s is rarely or inaccurately employed. Presents in a basic manner information related to two selected project management methodologies/approaches and their distinguishing elements. Occasionally employs specialised language and terminology related to project management methodologies/approaches with accuracy, with some inaccuracies. Presents in a coherent and readable manner information related to two selected project management methodologies/approaches and their distinguishing elements. Accurately employs some specialised language and terminology related to project management methodologies/approaches. Presents coherently and concisely information related to two selected project management methodologies/approaches and their distinguishing elements. Accurately employs a wide range of specialised language and terminology related to project management methodologies/approaches. Communicates eloquently, coherently, concisely, and creatively information related to two selected project management methodologies/approaches and their distinguishing elements. Discerningly selects and precisely employs a wide range of specialised language and terminology related to project management methodologies/approaches . Percentage for this criterion = 30% Meaning is repeatedly obscured by errors in the communication of ideas, including errors in structure, sequence, spelling, grammar, punctuation, and/or the acknowledgment of sources. Meaning is sometimes difficult to follow. Information; arguments and evidence are structured and sequenced in a way that is not always clear and logical. Some errors are evident in spelling, grammar, and/or punctuation. Meaning is easy to follow. Information, arguments, and evidence are structured and sequenced in a way that is clear and logical. Occasional minor errors present in spelling, grammar, and/or punctuation. Engages audience interest. Information, arguments, and evidence are structured and sequenced in a way that is clear and persuasive. Spelling, grammar, and punctuation are mostly free from errors. Engages and sustains audience’s interest. Information, arguments, and evidence are insightful, persuasive, and expertly presented. Spelling, grammar, and punctuation are free from errors. Correct citation of key resources and evidence Percentage for this criterion = 10% Demonstrates inconsistent use of good quality, credible, and relevant resources to support and develop ideas. Less than six references employed. Referencing is omitted or does not resemble APA. Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed. Referencing resembles APA with frequent or repeated errors. Demonstrates use of credible resources to support and develop ideas. Referencing resembles APA with occasional errors. Demonstrates use of good quality, credible, and relevant resources to support and develop arguments and statements. APA referencing is free from errors. Demonstrates use of highquality, credible, and relevant resources to support and develop arguments and position statements. APA referencing is free from errors. The following Subject Learning Outcomes are addressed in this assessment SLO a) Assess the importance of project management concepts within an organisational context. SLO b) Compare and contrast project management methodologies and their application within global project contexts. SLO c) Identify and analyse the key processes of a project lifecycle
ASSESSMENT 1 BRIEF Subject Code and Title PROJ6003 – Project Execution and Control Assessment Integrated Change Control Report Individual/Group Individual Length 2000 words (+/- 10%) Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include: a) Critically evaluate, justify and apply project management tools and techniques to execute, manage change and control local and global projects. Weighting 35% Total Marks 100 marks Assessment Task Write an Individual Report on the assigned Case Study with a critical evaluation outlining a change to be implemented. Identify the Integrated Change Control Complexities (change impact analysis, tools and techniques to manage the change, integrated change control process), proposed mitigations and possible Learnings; they all must be incorporated in the Report. The Case Study is available at the Key Learning Resources link or will be sent to you as an announcement by your Learning Facilitator via the Announcement link in the main navigation menu of PROJ6003: Project Execution and Control. To be successful in this assessment, please read Modules 1 to 3. Context During project execution, project managers ensure that project work is completed as specified in the Project Management Plan and according to project requirements. However, requirements may change throughout the course of a project. Changes thus need to be controlled, ensuring that all of their impacts upon the project are managed effectively and are incorporated into existing management plans and project baselines. The process of directing and managing project work requires project managers to take on numerous responsibilities and to exhibit characteristics such as attention to detail, constant communication and effective leadership. Assessment 1 is an individual report, which will provide you the opportunity to apply insights formed from your review of the assigned Case Study. These insights encourage a deeper understanding of the challenges faced by the project team in managing large or complex projects, particularly when adopting global project management methodologies such as PMI and Axelos standards. Instructions To complete this assessment task, you must:
Read and analyse the given Case Study. • Refer to your subject notes, lecture slides and any additional research you may conduct that may add value to your report.
Complete the report addressing the following requirements: a) Identify one change you believe is required for the Case Study. b) Justify this proposed change by applying the tools and techniques from quality management in identifying the root cause(s) for the issues found in the Case Study. c) Critically analyse the impacts of your change proposal on scope, time, cost and quality of the project. d) Propose and justify tools and techniques used to manage the change. e) Explain what processes are involved in submitting your change request, given the scale of your change proposal, and address responsibilities, considering the stakeholders from your Case Study. f) Identify and discuss options (at least 2) to satisfy the proposed change and any risks associated with each of these options. g) Complete the Change Request Form (CRF) provided in the Assessments menu of PROJ6003: Project Execution and Control subject site on Blackboard or one that is used from a workplace.
The report should consist of the following structure: • A Title Page with subject code and name, assignment title, student’s name, student ID, lecturer’s name, word count and date submitted. ? An Executive Summary (150–200 words) providing a summary of your report, containing key findings, tools and techniques used, methodology, constraints and recommendations. This section allows the reader to rapidly become acquainted with a large portion of your material. It is usually around 10% of your report and written last. ? A Table of Contents with the structure of the report, including page numbers and headings. ? An Introduction (150–200 words) that will also serve as your statement of purpose for the report — this means that you will tell the reader what you are going to cover in your report as well as provide:
Background of the Case Study and context of the report
What the reader can expect to find in the body of the report
? The Body of the Report (1350–1600 words) in which you will cover the seven (7) requirements listed in point 2 above (a – f). This section of your report will contain the information that is required to demonstrate your understanding of the Case Study and key Project Management concepts under discussion by applying them into your report.
The report layout should be logical and lead the reader through a story which identifies the key points being discussed and takes the reader to your conclusion. ? A Conclusion (150–200 words) summarising any findings or recommendations that the report puts forward regarding the concepts covered in the report.
There should not be any new information in the conclusion. ? A list of References providing every source cited within your report.
Only cited sources are listed in the References.
The number of references should be between 8 to 14 references.
The references should be relevant, reliable and reputable.
They should be listed alphabetically.
They need to be valid and linked with the topic/content provided within the report. ? An Appendix that consists of any additional tables or information that support your report. – Your Change Request Form (requirement f) should be contained in the Appendix. Format of the report The report should use Arial or Calibri 11-point font, be line-spaced at 1.5 for ease of reading, and have page numbers on the bottom of each page. If diagrams or tables are used, due attention should be given to pagination to avoid loss of meaning and continuity by unnecessarily splitting information over two pages. Diagrams must carry the appropriate captioning. Referencing It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here: Academic Skills webpage. Submission Instructions Submit Assessment 1, in Word document form, via the Assessments link in the main navigation menu in PROJ6003 – Project Execution and Control. Your Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades. If submitting more than one document: Please note during the submission process that if you would like to include appendix items in your submission, once your first item has been attached, you need to click ‘Browse Your Computer’ to attach your extra documents as an appendix. Then click the Final Submit button. Academic Integrity All students are responsible for ensuring that all work submitted is their own and is appropriately referenced and academically written according to the Academic Writing Guide. Students also need to have read and be aware of Torrens University Australia Academic Integrity Policy and Procedure and subsequent penalties for academic misconduct. These are viewable online. Students also must keep a copy of all submitted material and any assessment drafts. Special Consideration To apply for special consideration for a modification to an assessment or exam due to unexpected or extenuating circumstances, please consult the Assessment Policy for Higher Education Coursework and ELICOS and, if applicable to your circumstance, submit a completed Application for Assessment Special Consideration Form to your Learning Facilitator. Assessment Rubric Assessment Attributes Fail (Yet to achieve minimum standard) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75-84% High Distinction (Exceptional) 85-100% Analysis and application of key Project Management concepts Proposes and justifies the change proposal with critical analysis of its impacts on scope time, cost, quality of the given project. Proposes and justifies tools and techniques used to manage the change. Identifies and discusses options to satisfy the proposed change and any risks associated with each of these options. Percentage for this criterion = 50% Demonstrates limited analysis of Case Study and lack of application of Project Management concepts by: • Lack of analysis and understanding of Case Study. • Lack of application of key Project Management concepts to provide the change proposal. • No analysis of change impact is provided. • No tools and techniques to manage the change are provided. • Key components of the assessment are not addressed. Demonstrates functional knowledge of Integrated Change control by: • Proposing a change request that is not clear or ill-developed. • Little analysis of the change impact is provided or is superficial. • Tools and techniques are not fully addressed by identifying them without justification. • Options to satisfy change are ill-developed with no risks associated with options identified. Demonstrates proficient knowledge of Integrated Change Control by: • Proposing a change that is suitable to the project and clear. • Analysis of the change impact is provided. • Tools and techniques to manage the change are identified and justified. • Options and risks associated are identified. Demonstrates advanced knowledge of Integrated Change Control by: • Proposing a change that is suitable to the project, clear and with estimations of time to complete it. • Presents a coherent impact analysis of the change. • Tools and techniques to manage the change are identified, justified and application is demonstrated. • Options and risks associated are identified and assessed their impact on project outcome and success. Demonstrates exceptional knowledge of Integrated Change Control by: • Proposing a change that is innovative and suitable to the project, clear and with project schedule and cost estimations to complete this task. • Develops a critical analysis and evaluation of the impact of change. • A diverse range of tools and techniques to manage the change are identified, justified and application is demonstrated. • Options and risks associated are identified, assessed, and aligned with project outcomes and stakeholder wishes, to satisfy project outcomes. Assessment Attributes Fail (Yet to achieve minimum standard) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75-84% High Distinction (Exceptional) 85-100% Knowledge and understanding of Integrated Change Control process Explains processes involved in submitting the change request and addresses responsibilities. Provides a Change Request Form (CRF) that is aligned with the report analysis. Percentage for this criterion = 20% Demonstrates lack of understanding of Integrated Change Control process by: • Providing information that refers to Organisational Change Management. • Lack of analysis of scale of change proposal to propose an appropriate process to manage the change in the given Case Study. • CRF was not provided, or the information is not aligned with the content within the report. • CRF is ill-developed. Demonstrates a functional knowledge of Integrated Change Control process by: • Providing information that resembles a recall or summary of key ideas and does not align with the Case Study. • CRF provided aligns with content within the report with some errors in filling out the report. Demonstrates proficient knowledge of Integrated Change Control process by: • Demonstrating a capacity to explain the change control process and apply it to the Case Study. • Responsibilities are addressed but are generic and not well aligned with the stakeholders of the project. • CRF provided aligns with content within the report. Demonstrates advanced knowledge of Integrated Change Control process by: • Well demonstrated capacity to explain and justify the change control process and apply it to the Case Study. • Addresses responsibilities that are aligned with the stakeholders of the project. • CRF provided aligns with content within the report and is well developed. Demonstrates exceptional knowledge of Integrated Change Control process by: • Highly sophisticated and creative explanation of a tailored change control process developed to suit the needs of the project in the given Case Study. • Addresses responsibilities that are aligned with the stakeholders of the project, including exploring further stakeholders and providing assumptions of how these would fit into the process. • CRF provided aligns with content within the report and is very well developed. Assessment Attributes Fail (Yet to achieve minimum standard) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75-84% High Distinction (Exceptional) 85-100% Effective Communication Adheres to structure of report and word count requirements. Appropriate use of terminology, paragraphs, sentence construction, spelling, and grammar. Percentage for this criterion = 20% • Specialised language and terminology from Project Management is rarely or inaccurately employed. • Meaning is repeatedly obscured by errors in the communication of ideas, including errors in structure, sequence, spelling, grammar, punctuation and/or the acknowledgment of sources. • • • • Generally, employs specialised language and terminology from Project Management with accuracy. Meaning is sometimes difficult to follow. Information, arguments and evidence are structured and sequenced in a way that is not always clear and logical. Some errors are evident in spelling, grammar and/or punctuation. • • • • Accurately employs specialised language and terminology from Project Management. Meaning is easy to follow. Information, arguments and evidence are structured and sequenced in a way that is clear and logical. Occasional minor errors present in spelling, grammar and/or punctuation. • • • • Accurately employs a wide range of specialised language and terminology from Project Management. Engages audience interest. Information, arguments and evidence are structured and sequenced in a way that is clear and persuasive. Spelling, grammar, and punctuation are free from errors. • • • • Discerningly selects and precisely employs a wide range of specialised language and terminology from Project Management. Engages and sustains audience’s interest. Information, arguments and evidence are insightful, persuasive and expertly presented. Spelling, grammar and punctuation are free from errors. Assessment Attributes Fail (Yet to achieve minimum standard) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75-84% High Distinction (Exceptional) 85-100% Correct citation of key resources and evidence Appropriate use of credible resources and correct citation of key resources using APA. Percentage for this criterion = 10% • Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas. • Referencing is omitted or does not resemble APA. • Different formats are provided, and references do not align with content. • • • Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed. Referencing resembles APA, with frequent or repeated errors. Different formats are provided and references do not fully align with content. • • • Demonstrates use of credible resources to support and develop ideas. Referencing resembles APA, with occasional errors. References align with content. • • • • 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. APA referencing is free from errors. References align with content. • • • • Demonstrates use of high quality, credible and relevant resources to support and develop arguments and position statements. Shows evidence of wide scope within and outside the organisation for sourcing evidence. APA referencing is free from errors. References align with content
ASSESSMENT 1 BRIEF Subject Code and Title PROJ6000: Principles of Project Management Assessment Assessment 1 – Project Management Lifecycle (PML): Opinion Post and Peer Response Individual/Group Individual Length 800 words: 600 words (+/- 10%) initial discussion forum post and 200 words (+/- 10%) response post Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include: a) Assess the importance of project management concepts within an organisational context. b) Compare and contrast project management methodologies and their application within global project contexts. c) Identify and analyse the key processes of a project lifecycle. Submission By 11:55pm AEST/AEDT Sunday of Module 2.2 Weighting 25% Total Marks 100 marks Task Summary Critically read and interpret both the Project Management Lifecycle and the Project Management Body of Knowledge (PMBoK). Engage with other students by posting an initial 600-word discussion forum post and a 200-word critique that details your response to the question below (or the set question). Context The Project Management Lifecycle (PML) is an important component of project management methodology. It incorporates several areas of knowledge from the Project Management Body of Knowledge (PMBoK), and it affects and interacts with the application of PMBoK in a project. Different stages of the PML may require focusing on different areas of the PMBoK, and project managers need to assess the PML for their project in order to identify possible risks, plans for resourcing, and to commence communicating with stakeholders. This assessment requires that you answer the following question: “During which project management lifecycle stage(s) do you believe a project management methodology is most impactful, and how do we ensure alignment between the lifecycle of the project and the implementation of a project management methodology?” PROJ6000_Assessment_1_Brief_Opinion Post_Module 2.2 Page 1 of 6 To answer this question, you will need to: (a) Post a 600-word (+/- 10%) response to this question, based on your informed opinion and demonstrated knowledge of project management concepts, project lifecycles, and PMBoK, to the Discussion Forum on the Learning Portal. (b) Respond to another student’s post by critiquing their opinion and comparing it with yours in 200 words (+/-10%). Instructions
Read about the PMBoK and the Project Management Lifecycle to familiarise yourself with their fundamental concepts. Critically reflect on your readings to form an opinion of both and how they interact together. Write a 600-word opinion piece responding to the set question. Be sure to cite any source material, including learning resources or other academic or industry literature you research, used to inform your opinion. The word count does not include the reference list.
Read another student’s post. Think about their opinion and try to compare and contrast it with your own. This approach will allow you to “critique” their view. You can do this by highlighting the aspects you agree with and those you disagree within their post. You need to justify and explain your critique of their opinion. In your response, you will need to refer to industry and academic literature. Your response will need to be 200 words. The word count does not include the reference list. Referencing It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here: https://library.torrens.edu.au/academicskills/apa/tool Submission Instructions Submit this task via the Assessment 1 link in the main navigation menu in PROJ6000 – Principles of Project Management. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades. Academic Integrity Declaration I declare that, except where I have referenced, the work I am submitting for this assessment task is my own work. I have read and am aware of Torrens University Australia Academic Integrity Policy and Procedure viewable online at: http://www.torrens.edu.au/policies-and-forms I am aware that I need to keep a copy of all submitted material and their drafts, and I will do so accordingly. PROJ6000_Assessment_1_Brief_Opinion Post_Module 2.2 Page 2 of 6 Assessment Rubric Assessment Attributes Fail (Yet to achieve minimum standard) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75-84% High Distinction (Exceptional) 85-100% Knowledge and understanding of PMBoK and Project Management Lifecycles Demonstrates knowledge and understanding of Project Management Lifecycles and the Project Management Body of Knowledge (PMBoK) Percentage for this criterion = 25% Limited or no understanding demonstrated of required concepts and knowledge. Key components of the assignment are not addressed. Demonstrates basic knowledge or understanding of the field or discipline. 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 demonstrated. Personal opinion and information are substantiated by evidence from the research/course materials. Demonstrates the capacity to explain and apply relevant concepts. Highly developed understanding of the field or discipline/s demonstrated. 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 demonstrated. 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. Analysis and application with synthesis of new knowledge Limited or no synthesis of project management knowledge and analysis/alignment of project lifecycles and Demonstrated basic synthesis of project management knowledge and analysis/alignment of project Well-developed synthesis of project management knowledge and analysis/alignment of Thoroughly developed and creative synthesis of project management knowledge and analysis/alignment of Highly sophisticated and creative synthesis of project management knowledge and analysis/alignment of Synthesises project management knowledge and analysis/alignment of project lifecycles and PMBoK areas of knowledge Percentage for this criterion = 25% PMBoK areas of knowledge. Limited application/recommendat ions based upon analysis. lifecycles and PMBoK areas of knowledge. Shows the basic ability to interpret relevant information and literature. project lifecycles and PMBoK areas of knowledge. Shows thorough ability to interpret relevant information and literature. project lifecycles and PMBoK areas of knowledge. Shows highly-developed ability to interpret relevant information and literature. project lifecycles and PMBoK areas of knowledge. Strong application by way of pretested models and/or independently developed models. Recommendations are clearly justified based on analysis/synthesis. Excellent ability to apply knowledge to new situations/other cases. Effective communication (written) Percentage for this criterion = 10% Post and/or reply lack clarity. Post and/or reply contains numerous spelling/grammatical errors. Post and/or reply demonstrate minimal clarity. Post and/or reply contains several spelling/grammatical errors. Post and reply are communicated in a clear manner. Post and reply contains few spelling/grammatical errors Post and reply are communicated in a clear and thoughtful manner. Post and reply contain no major spelling/grammatical errors. Well-demonstrated capacity to explain and apply relevant concepts. Post and reply are communicated in a clear, thoughtful, and professional manner that makes use of advanced concepts and examples. Post and reply contain no major spelling/grammatical errors. Inclusion of and correct citation of key resources and evidence Percentage for this criterion = 15% Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas. Referencing is omitted or does not resemble APA. Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed. Referencing resembles APA with frequent or repeated errors. Demonstrates use of credible resources to support and develop ideas. Referencing resembles APA with occasional errors. 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. APA referencing is free from errors. Demonstrates use of highquality, 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. APA referencing is free from errors. Provides constructive feedback to peers that strengthens their position or offers solutions to challenges Percentage for this criterion = 25% Feedback to peers is missing or lacks any value in support or solution development. Demonstrated feedback to peers that moderately strengthens their position or offers solutions to challenges. Thorough feedback to peers that strengthens their position or offers solutions to challenges. Highly developed feedback to peers that meaningfully strengthens their position or offers solutions to challenges. Sophisticated feedback to peers that significantly strengthens their position or offers solutions to challenges. The following Subject Learning Outcomes are addressed in this assessment SLO a) Assess the importance of project management concepts within an organisational context. SLO b) Compare and contrast project management methodologies and their application within global project contexts. SLO c) Identify and analyse the key processes of a project lifecycle
Write a research paper outlining possible career paths in the field of Human Resources Management (HRM) and, based upon independent research, discuss how different organizations might develop and implement a strategic HRM plan.
Please support your ideas, arguments, and opinions with independent research, include at least three (3) supporting references or sources (NOT Wikipedia, unknown, or anonymous sources). References must include the name of the author and the date of publication. Websites are not acceptable. Format your work in proper APA format, include a cover page, an abstract, an introduction, and a labeled conclusion in accordance with the course rubric, a minimum of 3 FULL pages of written content, and a references section. Double-space all work and cite all listed references properly in text in accordance with the 7th edition of the APA manual.
Assessment 1: Project Brief Group/individual: Individual Word count/Time provided: 1000 Words Weighting: 15% Unit Learning Outcomes: ULO1, ULO2 Assessment 1 Detail A report outlining the project to be carried out, analysed and evaluated to address the business goal/problem. A Research Proposal Brief early in the semester is to ensure feedback about the suitability of the topic and which informs others of a proposed piece of research and its significance. This is the outline of the Research Proposal that could be used as part of an application to undertake a research degree or to apply for funding to conduct the research. For Assessment Task 1 you need to prepare an outline of your proposed research topic and research plan for investigating the topic using a structure like shown below:
Project Title: This is a brief descriptive summary of the proposed research topic. For ideas on how a project title should look, see the articles in Project Management journals such as the International Journal of Project Management.
Research Overview and Justification: This is a summary of the research topic that describes the topic and why it is important for a research study to be conducted to investigate the topic.
Brief Literature Review: Outline the objectives, methodologies and findings of at least three most relevant literatures recently (within last 5 years) published that provide a background for your research topic.
Research Objectives, Research question and Sub-questions: Linking back to sections (2) and (3), present and justify the question that your research project will be designed to answer.
Methodology: Details about how you would answer your research question (e.g., by reviewing trends in national / international statistics, by conducting a survey of consumers, by undertaking interviews with employers) and start to consider any advantages, disadvantages, materials needed or practical limitations of the methodology.
Significance of the research of the project. A summary of the sections ending with a statement of why it is important to conduct the research using the methodology proposed.
Ethical issues. This section would cover any ethical issues (following APIC policy) that are considered in the research.
References and Resources: provide references to key research studies, government reports and/or industry reports using Harvard Referencing
a) Critically evaluate the risks associated with contract and procurement management approaches b) Evaluate procurement requirements to formulate procurement processes in order to initiate contracts Weighting 20% Total Marks 20 marks Assessment Task Critically read the assigned case study, available from either the Subject Learning Resources tab on the course homepage or as sent to you by the Learning Facilitator as an announcement. Read the Module 1-2 learning resources, especially those focused on project risk. Engage with other students by posting a 600-800-word discussion forum post and 300-word critiques detailing your response to the question below. Please refer to the instructions for details on how to complete this task. Context Procurement and contracts are integral to successful project management. Planning for purchases and acquisitions, requests for proposal, vendor selection, contract administration, and contract closure are integral parts of the process. Learning from case studies and benchmarking against better practices, standards and excellence is vital to understand complexity of issues and successful strategies for procurement and contract management. It will also ensure improved responsiveness to key issues, promote supplier client relationships through proactive management of risks and ultimately deliver higher level of focus on performance-based outcomes. Assessment 1 is a discussion with other students of key issues to better understand the principles of project procurement, challenges, and risks, as well as develop key procurement themes and quantify financial exposure. This assessment requires that you critically evaluate the risks associated with contract and procurement management approaches. This assessment requires that you answer the following question, evaluating the following risk and procurement concepts: “What are some important procurement risks that typically exist for large or complex projects? What procurement/financial risks exist in the assigned case study, and what strategies do you propose for mitigating these risks?”. To do so, address the following concepts in your post: • Identify 2-3 typical procurement risks required to be managed for complex projects • Identify 2-3 specific financial risks from the case study project • Propose possible procurement/financial risk mitigation actions for the case study project, and explain these relate to better practice guidelines • Identify possible areas for further vendor negotiations and management that you believe are important to achieve a successful contract completion • Identify areas of key accountability that exist for the project manager and procurement manager in facilitating a successful outcome for the case study project To answer this question, you will need to: (a) Post a 600-800-word (+/-10%) response to this question, based on your informed opinion and demonstrated knowledge of project management procurement risks, project lifecycles, and PMBoK, to the Discussion Forum on the Learning Portal. (b) Respond to a minimum of two other students’ posts by critiquing their opinion and comparing it with yours in 300 words (+/-10%). Instructions
Read module 1-2 learning resources, particularly those relevant to procurement risk, to familiarise yourself with fundamental concepts. Critically reflect on your readings to form an opinion. Commence writing your opinion to answer the question and support that opinion by using at least six (6) references from academic or industry literature. Cite these references in your opinion of 600-800 words both in-text and as a reference list at the end of your opinion piece. The word count does not include the reference list. It is expected that you will undertake sufficient research and reading to effectively contribute and share ideas individually. This is important for discussions to achieve sufficient depth of analysis as to provide high quality information to satisfy the requirements for the case study analysis – based on the above guidelines.
Read other students’ posts. Think about their opinion and try to compare and contrast them with yours. This will allow you to “critique” the views of at least two other students. You can do this by highlighting the things you agree with and those you disagree with in their post. You need to justify and explain your critique of their opinion. In your response, you will need to refer to some of the literature. Your responses will need to be a minimum of 300 words. This does not include the reference list Referencing It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here https://library.torrens.edu.au/academicskills/apa/tool Submission Instructions Submit this task via the Assessment 1 link in the main navigation menu in PROJ6004 – Contracts and Procurement. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades. Academic Integrity Declaration I declare that except where I have referenced, the work I am submitting for this assessment task is my own work. I have read and am aware of Torrens University Australia Academic Integrity Policy and Procedure viewable online at http://www.torrens.edu.au/policies-and-forms I am aware that I need to keep a copy of all submitted material and their drafts, and I will do so accordingly. Assessment Rubric Assessment Attributes Fail (Yet to achieve minimum standard) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75-84% High Distinction (Exceptional) 85-100% Understanding of the Project 30% 10% Superficial analysis of the project context and complexities Rudimentary analysis of the project context and complexities Proficient analysis of the project context and complexities Through analysis of the project context and complexities Sophisticated analysis of the project context and key elements 10% The project complexities and nuances have not been understood Basic evaluation of the project complexities and nuances Thoughtful evaluation of the project complexities and nuances Discerning evaluation of the project complexities and nuances Insightful evaluation of the project complexities and nuances 10% Responses to the key questions lack intellectual rigour and resolution Functional responses to the key questions posed Responses to the key questions posed show developing judgement Astute responses to the key questions posed Considered and highly resolved responses to the key questions posed Application of Learned Theories and Frameworks 20% 10% Learned theories and frameworks have not been understood or interpreted incorrectly Demonstrates a basic level of understanding of learned theories and frameworks Demonstrates proficient level of understanding of learned theories and frameworks Demonstrates an advanced level of understanding of learned theories and frameworks Demonstrates an exceptional understanding of learned theories and frameworks 10% Learning theories and frameworks have not been used to support discussion contribution Learning theories and frameworks are applied at a superficial level to somewhat support discussion contribution Effectively synthesises and applies theories and frameworks to support discussion contribution Persuasively synthesises and applies theories and frameworks to support discussion contribution Eloquently synthesises and applies theories and frameworks to support discussion contribution Effective Contribution to Discussion 30% 10% Student’s contribution to the discussion and engagement in the developing conversation is limited or non-existent Student has only engaged in the developing conversation in a minor way Student is engaged in the discussion and responsive to the developing conversations Student initiates some discussions and shows consistent engagement in the developing conversations Student shows leadership in activating community discussions and contributing to developing conversations 10% Original post lacks depth and consideration, with little opportunity for further group discussion Original post considered and offers relevant ideas for group discussion Original post is highly engaging and offers well reasoned arguments for group discussion Original post is conceptually evocative and and offers carefully considered ideas for initiating group discussion Original post is insightful and offers highly stimulating, authentic thought for initiating group discussion 10% No response posts have been made Response posts have been made, but lack depth and consideration Response posts are considered and constructive Response posts are constructive and engaging, supporting further group learning Response posts are encouraging and provocative, supporting further group learning Language and Communication 10% Significant grammar, spelling and punctuation errors resulting in a lack of clarity to ideas communicated. Ideas are understandable, but notable spelling and punctuation errors evident throughout. Ideas are communicated successfully but some minor spelling and punctuation errors are evident. Ideas are clearly communicated with only minor punctuation errors. Ideas are flawlessly communicated with no grammatical, spelling, or punctuation errors. Research and Referencing Quality 10% 5% No independent research beyond lecture material Superficial independent research beyond lecture material Substantial research beyond lecture material Extensive independent research beyond lecture material Exhaustive independent research beyond lecture material 5% Citations of sources and references used to inform ideas are not evident Some citations of sources and references used to inform ideas Proficient citations of sources and references used to inform ideas Significant citation of sources and references used to inform ideas Exemplary citation of sources and references used to inform ideas The following Subject Learning Outcomes are addressed in this assessment SLO a) Critically evaluate the risks associated with contract and procurement management approaches SLO c) Evaluate procurement requirements to formulate procurement processes in order to initiate contracts
