Answer questions below (a paragraph for each question) by reading attachment “Guidelines for evaluating research articles”, (the other attachment in question). Support your arguments with 3-4 scholarly peer reviewed articles. 3 pages minimum.
Use the attached “Guidelines for Evaluating a Research Article” to answer the below questions: guidelines
· What is an Information Technology Project?
· Identify & explain the major parts of a research paper.
· Explain the difference(s) between qualitative vs quantitative research methods.
· Why use Peer Reviewed journals?
· Why are keywords used during the Literature Review process?
· Why are project deliverables, limitations & deadlines an important aspect of project development?
· Why use/apply APA Basic Citation Stiles in your writing assignments/research?
· Why is Academic Integrity important (see syllabus)?
· Explain the difference between plagiarism vs self-plagiarism?
This activity will allow you to explore essential skills needed for project management.
Empirical evidence suggests that a project manager’s authority, autonomy, and conflict-management skills are essential for delivering projects within the approved schedule and budget. Create a graphic organizer that describes the skills listed below in the context of the organizational structure. Are they essential skills for project managers?
Authority
Autonomy
Conflict management
Make sure you apply theory, scholarly resources, and course concepts throughout.
To complete this assignment, review the Module One Activity Guidelines and Rubric document.
Also, 100% free of plagiarism and completed on time!
CLICK HERE TO MAKE YOUR ORDERon Empirical evidence suggests that a project manager’s authority, autonomy, and conflict-management skills are essential for delivering projects within the approved schedule and budget
three pages in length/depth for your overall work (750 words).
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Either develop your own promotional campaign for the project or discuss an existing campaign in detail that meets the following criteria. Please do not use an example from the Discussion section of the course.
1) Choose a product or service that your campaign will be for. Pick something that interests you and come up with a slogan. Without a slogan, you do not have a campaign. Your slogan should be the title of your paper.
2) If the product already exists, you will need to include information as to how your campaign is different than any existing campaign. Do this by researching how the company currently promotes their products. Include the full URL’s with the information that you find by citing your sources in your bibliography and citing them in the body of your paper, like this .
If the product/service is brand new because this is an idea for your own business, you should provide a little background of your idea and explain the need for your product/service.
3) A successful campaign should have a “big idea,” be executed using integrated marketing communications (IMC), and involve the consumer as a participant.
A “big idea” is a container that holds everything in place. There are essentially four “big ideas:” (1) A contest, (2) staging an event, (3) “doing good” – having a cause, or (4) telling stories (where the stories involve the customers of the product/service). A big idea can include more than one of these four points – but it must have at least one.
Integrated marketing communications (IMC) is where the promotional tools that are used tie back with each other in order to reinforce each other. For example, when Facebook, Instagram, and Twitter all link to each other in communicating a campaign. The common mention of a campaign slogan serves as a unifier.
In today’s world, people are constantly using social media with their phones. Marketers often get consumers to respond through social media and participate with a company’s promotion. Positive feedback can provide a company with valuable favorable word of mouth. This can also lead to repeat sales. However, positive feedback is earned. It cannot be easily manipulated. You won’t say anything good about a product that you don’t actually like.
4) Ultimately, the success of any campaign has more to do with simply a clever idea. It has to do with how well the clever idea is executed. Also, it is not feasible to create “fake” social media accounts simply to do a project.
5) The discussion/participation section to the course contains key materials for your project:
Rubric
Campaign Slogan (This is the title of your paper)
Introduction
Company Background and Values
Segmentation of the Market and Identifying Target Customers
Read the article written by Mills and Treagust (2003) titled: Is problem-based or project-based learning the answer to “chalk and talk”?
Conduct desk research, also known as secondary research, and compare and contrast the advantages and disadvantages of problem-based learning. Defend problem-based and project-based learning as interactive pedagogy. Provide details and examples of learning resources as well as your personal experience. Be sure to cite sources using APA format.
Your paper must include:
An introduction
Relevance (sources and information)
Understanding of Problem/Project-based learning.
Implications for Problem/Project-based learning.
Conclusion
Submit a written paper that is 3 pages in length, exclusive of the reference page, double-spaced in Times New Roman font which is no greater than 12 points in size. The paper should cite at least 2 sources independent of the article provided here in the reference section. ensure that your work is real with practical experience.
References
1. Bybee, R. (2009). The BSCS 5E instructional model and 21st century skills. The National Academies Board on Science Education. http://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_073327.pdf
This paper addresses potential connections between the development of 21st century skills and an instructional model used by the Biological Sciences Curriculum Study (BSCS). That model is referred to as the BSCS 5E instructional model. This paper draws upon a report for the National Institutes of Health, Office of Science Education (Bybee, 2009).
2. Empowering students: The 5e model explained. (n.d.) Lesley University. https://lesley.edu/article/empowering-students-the-5e-model-explained
Lesley University explains what the 5e Model is and how teachers can integrate it into their classroom instruction. In addition to applying the model to classroom practice, the effectiveness of using this model is also explained and explored.
3. Longfield, J. (2009). Discrepant teaching events: Using an inquiry stance to address students’ misconceptions. International Journal of Teaching and Learning in Higher Education, 21(2), 266. https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1000&context=ct2-facpubs
This article defines what a discrepant teaching event is and compares and contrasts discrepant science events and discrepant teaching events (Longfield, 2009). Examples of discrepant teaching events useful in mathematics and social studies are also provided. The article concludes with a discussion of the utilization of an “inquiry stance” to teaching as a way to address students’ misconceptions of discipline-specific concepts.
4. Mills, J. E., & Treagust, D. F. (2003). Engineering education—Is problem-based or project-based learning the answer? Australasian Journal of Engineering Education, 3(2), 2-16. https://www.researchgate.net/profile/Nathan_Scott2/publication/238670687_AUSTRALASIAN_JOURNAL_OF_ENGINEERING_EDUCATION_Co-Editors/links/0deec53a08c7553c37000000.pdf
This paper discusses the application of problem-based and project-based learning to engineering education and examines the difference between them. It reviews some examples of where they have been used to date and discusses the effectiveness and relevance of each method for engineering education.
5. Wang, H.-H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2011). STEM integration: Teacher perceptions and practice. Journal of Pre-College Engineering Education Research (J-PEER), 1(2), 2. https://docs.lib.purdue.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1036&context=jpeer
This article reports research findings showing that problem-solving process is a key component to integrate STEM disciplines; teachers in different STEM disciplines have different perceptions about STEM integration and that leads to different classroom practices; technology is the hardest discipline to integrate in these cases; and teachers are aware of the need to add more content knowledge in their STEM integration (Wang et al., 2011).
Optional Videos
1. Heavy Newspaper – SICK science. (2011). Steve Spangier Science. https://www.stevespanglerscience.com/lab/experiments/heavy-newspaper-air-pressure-science-experiment/
This discrepant event can be used as a demonstration by the teacher or as a class activity. On the other hand, students can watch the video followed by class discussion.
2. SanBdoCitySchools. (2014, June 17). The 5E model: A strategy for the high school chemistry classroom [Video]. YouTube.(9:09) https://youtu.be/0BL1eXzKFDo
This video explains using the 5E Model of teaching to develop a lesson where students figure out how to propel a model car by a chemical reaction
Sell stock, calculate return, and explain price volatility
Please download the Module 4 SLP Template. You will type your answer into this Excel workbook. When finished with the SLP assignment, please save the document with your last name and submit to the dropbox.
Sell all of your interest in at least one company that pays a dividend and include the following information in the Excel template:
Company NameTicker Symbol52-week High52-week LowDividend Yield
Assume you bought the stock mentioned in 1. above at the 52-week low and sold it at the 52-week high. What would the rate of return be for this stock? (Hint: be sure to include the dividend yield).
Choose the stock with the most price volatility over the project. Attempt to explain why this fluctuation occurred using information about the company, the industry, and/or the macroeconomy
Cookie BusinessIn this project, you will be opening your own specialty cookie company to see how product costing methods and changes in production affect business decisions. You will be creating a series of reports and analyzing the results using the template provided to guide you through the project. The learning objectives of this project are as follows:
Gain an understanding of product costing (direct materials, direct labor, and overhead).
Review job order costing.
Review process costing.
Make business decisions based on analyzing accounting data.
You will prepare a four- to five-page written report (including spreadsheets) with at least two scholarly sources using the Unit II Project Template . Your report will provide the following information:
Introduction Part 1: Establish a cookie business selling only one type of specialty cookie with two employees making the cookies.
Create a name and establish a location for the business.
Construct a mission statement for the business.
Decide on the type of cookie you want to make and sell.
Part 2: Develop costing and sales information for 1,000 cookies.
Estimate and explain the cost per cookie based on job order costing (manufacturing overhead is 30% of direct labor costs). Prepare a job order cost sheet by researching and identifying the top five ingredients and their estimated costs as your direct materials. Research and identify the cost of wages for your two employees as your direct labor. It typically takes two days to make 1,000 cookies.
Estimate and explain the cost per cookie based on process costing with 40% conversion costs. Identify the top three processes you feel are needed to make the cookies and prepare a production cost sheet for one of those processes.
Estimate and explain the sales price you plan to set per cookie based on the cost data.
Part 3: Compare and contrast the costing methods used in this project, including which you believe provides the most useful information as a manager. Part 4: Discuss what will happen to revenue if the number of the cookies sold increases or decreases.
Conclusion and Recommendations Use the Unit II Cookie Project Spreadsheet Templates for your job order, and process costing spreadsheets to be embedded in your case study document. Be sure to use APA formatting throughout and reach out to the Writing Center or the Library for assistance with research, writing, and formatting. Include at least two resources from the CSU Online Library in your report
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Enjoy Please Note-You have come to the most reliable academic writing site that will sort all assignments that that you could be having. We write essays, research papers, term papers, research proposals Cookie BusinessIn this project, you will be opening your own specialty cookie company to see how product costing methods and changes in production affect business decisions.
For the purpose of this assignment, a project is defined as any endeavor that had a capital outlay. Pick a project you have recently completed or one you would like to complete in the near future. This could be a project in your home, place of work, or even church or other organization with which you are familiar. Respond to the prompts below.
Introduce your project with a reflection on the importance of selecting the right projects in which to invest capital. Do we always select those projects that have the highest return on investment (ROI)?
Describe the relationship between risk and return and how you would measure for both in your project. What other factors play into capital budgeting decisions?
Explain how you would calculate the weighted average cost of capital (WACC) and its components for your project.
Your essay should be at least three pages in length, not counting the title and reference pages. You are required to cite and reference at least your textbook. Use APA format to cite in-text and reference citations.
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ASSESSMENT 3 BRIEF Subject Code and Title PROJ6003 – Project Execution and Control Assessment Project Status Reporting Module 4-5 Discussion Forum Individual/Group Individual Length 1000 words (+/- 10%) or equivalent Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include: b) Critically reflect on the project leadership and communication skills required to maximise project outcomes in the execution, control and closure phases of projects. Weighting 20% Total Marks 100 marks Task Summary In this assessment, you will further analyse the case study that was introduced in Assessments 1 and 2. You will participate in the discussion with your classmates demonstrating your understanding of Project Status reporting by: Identifying effective project status reports and discussing their challenges and pitfalls, explaining the difference between the status reports provided for teams, sponsors, and steering committee considering their unique needs, as well as creating and justifying a sample of a status report that would be submitted to a chosen stakeholder of the project from the given case study. This assessment allows you to practice professional communication with peers, either face-to-face or virtually. Note: At the discretion of the Learning Facilitator, this assessment can be delivered in class as a presentation/discussion, using recordings or writing directly on the discussion forum. This might require to initiate the task ahead of the submission deadline and will be communicate by the Learning Facilitator. Please refer to the Task Instructions for details on how to complete this task. Context As a Project Manager, you are managing the execution and control of the project, but you are also ensuring that your stakeholders are aware of the project’s progress with the level of detail that they need. How would you communicate project progress and status to key stakeholders? How would you ensure that they have sufficient information to make key decisions and assist you in further progress of your project? This will depend on the stakeholder group, their power and interest and their communication preferences and requirements. Task Instructions To complete this assessment task, you must: 1. Ensure that you have read the given case study and resources from the subject, as all as any additional research you may find relevant and that will add value to your report. Review your subject notes, as well the Lecture slides and any other information provided by the Learning Facilitator in support of this assessment. Note: At the discretion of the Learning Facilitator, this assessment can be delivered in class as a presentation/discussion, using recordings or writing directly on the discussion forum. Options of can be combined to suit class size and schedule. 2. Prepare a script/essay for the main post/presentation to be submitted on the discussion forum of 850 words (+/-10%) containing: a) Identify, at least 3, effective status reports used in project management. b) Discuss challenges and pitfalls for each of these status reports. c) Explain the difference between the status reports provided for teams, sponsors, and steering committee considering their unique needs. d) Create and justify a sample of a project status report that would be submitted to a chosen stakeholder of the project from the given case study. OPTION 1 – Discussion in class – Presentation & Responses If presenting in class (F2F/Virtual/Online): 3. You will, then, present your script and respond to at least one (1) other classmate in class. • Students will have between 5-8 minutes to present their script. • Students can use a number of visual aids to support the presentation. • Students will provide a response between 2-3 minutes to another classmate’s presentation. • Students will be marked for the presentation and response to other classmates in class and the scripts they have submitted on the forum. OPTION 2 – Discussion in writing or as recording on Blackboard – Presentation & Responses If submitting on the discussion forum – recording/written post (F2F/Virtual/Online): 3. You will, then, present your script and respond to at least one (1) other classmate on the discussion forum directly, either in writing or as a recording, as instructed by the Learning Facilitator. a. If submitting a recording: i. Students will have between 5-8 minutes to present their script. ii. Students can use a number of visual aids to support the presentation. iii. Students will respond to at least (1) other classmate either in writing (250 words) or as a recording (2-3 minutes). iv. Students will be marked for the recording and response to other classmates on the forum and the scripts they have submitted on the forum. b. If submitting only a written discussion: i. Main post submission will contain 750 words (+/-10%). ii. At least one (1) responding post to a classmate of 250 words (+/- 10%). iii. Students will be marked for the main post and response to other classmates. 4. The essay/script should consist of the following structure: a. A brief Introduction paragraph that will also serve as your statement of purpose for the discussion—this means that you will tell the reader what you are going to cover in the discussion. b. Body paragraphs in which you will cover all four (4) requirements listed above (a to d). This section 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 project. i. Any visual aids – tables/diagrams/illustrations – can be used to support the discussion. c. A brief Conclusion paragraph summarising any findings or recommendations from the discussion. i. There should not be any new information in the conclusion. d. A list of References providing every source cited within your report. i. Only cited sources are listed in the References. ii. They should be listed alphabetically. iii. They need to be valid and linked with the topic/content provided within the report. Referencing It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here in the Academic Writing Guide found via the Academic Skills website. Submission Instructions In submitting the written portion of your Assessment 3, you will use the Assessment link in the main navigation menu in PROJ6003 – Project Execution and Control. The link will take you to the discussion forum where you will select the existing thread created by the Learning Facilitator and reply to the first post by the Learning Facilitator and write directly on the forum (do not attach files). The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades. If submitting recording/pictures: If your submission includes items (illustrations, recordings), you may attached them by clicked to add content and selecting to insert local files, click ‘Browse Your Computer’ to attach your extra files. Academic Integrity All students are responsible for ensuring that all work submitted is their own and is appropriately referenced and academically written according 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. 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% Identify different status reports and critically analyse their challenges and pitfalls Percentage for this criterion = 20% Fails to contribute to the identification of different status reports and their challenges and pitfalls by: • Identifying other project reports that are not status reports. • Critical analysis of their challenges and pitfalls are missing. • Key components are missing from the discussion. Demonstrates limited awareness of project status reporting. • A generic discussion of status reports focused on aspects and not format/use/content – e.g. only based on frequency. • Challenges and pitfalls are addressed for status reports in general and not specific to the ones identified. Shows some understanding of project status reporting. • Provides a discussion of different status reports. • Challenges and pitfalls are addressed for each specific status reports with minor errors present in the analysis. Presents a coherent and detailed analysis of project status reports. Well demonstrated capacity to explain status reports and their challenges and pitfalls, including making connections with the case study. Critically analyses and evaluates project status reports with detailed challenges and pitfalls that are well linked with the case study and its key stakeholders. Contribution is comprehensive and advances the class discussion. Explain the difference between key stakeholders in regards to their information needs Percentage for this criterion = 20% Fails to demonstrate knowledge in stakeholders and communication management by: • Not addressing stakeholders in the discussion. • Lack of explanation of the differences of each stakeholder. Limited awareness of stakeholders and communication management principles. Resembles a recall or summary of key ideas. No link between the analysis of stakeholders and the status report suited for them. Demonstrates awareness of the communication needs and preference of key stakeholders. Link between the analysis of stakeholders and the status report suited for them is ill-developed. Demonstrates advanced knowledge of the communication needs and preference of key stakeholders. Link between the analysis of stakeholders and the status report suited for them is well-developed. Demonstrates high level of communication and stakeholder analysis by identifying the uniqueness of each key stakeholder with added insights into how to engage them. Link between the analysis of stakeholders and the status report suited for them is very welldeveloped, including examples to support discussion. Develop and justify a sample project status report for the given case study Percentage for this criterion = 20% Limited application/recommendat ions based upon analysis. No status report sample is provided. Resembles a recall or summary of key ideas. Provides a sample status report that is generic and not aligned with the case study or its stakeholders. Little to no justification provided for the sample. Demonstrates a capacity to explain and apply relevant concepts into the development of the status report. Justification of the report is ill-developed or unclear in regards to the stakeholder of the case study. Well demonstrated capacity to explain and apply relevant concepts into the development of the status report. Justification of the report is well-developed and aligned with the stakeholder from the case study. Highly sophisticated and creative application of concepts into the developed of the status reports, including the use of trending software in the field. Justification of the report is very well-developed and presents additional insights that contribute to further learning. Effective Communication Adheres to structure of report and word count requirements. Appropriate use of terminology, paragraphs, sentence construction, spelling, and grammar. Presents using a range of techniques to engage and sustain audience’s interest. 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. Difficult to understand for audience, no logical/clear structure, poor flow of 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. Presentation is sometimes difficult to follow. Information, arguments and evidence are presented in a 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. Presentation is easy to follow. Information, arguments and evidence are well presented, mostly 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. Engages audience interest. Information, arguments and evidence are very well presented; the presentation 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. Engages and sustains audience interest. Expertly presented; the presentation is logical, Percentage for this criterion = 20% ideas, argument lacks supporting evidence. Limited use of engaging presentation techniques. (e.g. posture; eye contact; gestures; volume, pitch and pace of voice) way that is not always clear and logical Sometimes uses engaging presentation techniques (e.g. posture; eye contact; gestures; volume, pitch and pace of voice) clear flow of ideas and arguments. Uses engaging presentation techniques (e.g. posture; eye contact; gestures; volume, pitch and pace of voice) is logical, clear and wellsupported by evidence. Confidently and consistently uses a range of engaging presentation techniques (e.g. posture; eye contact, expression; gestures; volume, pitch and pace of voice; stance; movement) persuasive, and well- supported by evidence, demonstrating a clear flow of ideas and arguments. Dynamic, integrated and professional use of a wide range of engaging presentation techniques (e.g. posture; eye contact, expression; gestures; volume, pitch and pace of voice; stance; movement) Constructive feedback to peers Percentage for this criterion = 10% 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. Demonstrates little awareness of and/or sensitivity to diversity amongst peers. Offers feedback that is sometimes constructive or useful. Feedback is provided with examples to guide peers. Some support and encouragement to peers. Demonstrates some level of awareness of and sensitivity to diversity amongst peers. Offers constructive feedback regularly. Formulates the merits of alternative ideas or proposals and communicates them to peers. Offers support and encouragement to peers. Demonstrates a high level of awareness of and sensitivity to diversity amongst 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 encouragement to peers. Consistently demonstrates a high level of awareness of and sensitivity to diversity amongst peers. 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. 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 highquality, 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
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Assessment Assessment 3 – Project Charter Report Individual/Group Individual Length 2,000 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. d) Evaluate and apply tools and techniques used in the project initiation phase. e) Critically reflect on the leadership competencies necessary to succeed in global project management environments. Submission By 11:55pm AEST/AEDT Sunday of Module 6.1 Weighting 40% Total Marks 100 marks Task Summary After reading the project case study, use it to develop a 2,000-word Project Charter, describing the entire project in a short, succinct, and professional document. Context Project leadership is about inspiring the project team to do their best from the outset. This requires a combination of verbal and written communication skills and a range of applied leadership skills. One of the foundational documents that helps “kick off” a project is the Project Charter. The Project Charter describes the entire project in a short, succinct, and presentable document that can be shared with project staff or other stakeholders and aims to commence the project in earnest. The Project Charter helps to clarify the project context, the project team roles, and the goals of the project. Instructions You will be given a project case study to use in order to develop your Project Charter. Though all students will receive the same case study, it is expected that each student will think about the project from their own perspective as an up-and-coming project manager in order to formulate a unique Project Charter. Use your own style based on your critical thinking of what it means for you PROJ6000_Assessment_3_Brief_Report_Module6.1 Page 1 of 6 to lead a project. You may use one of the templates provided in the learning resources or develop your own format. Please follow the instructions below: 1. Read the case study provided by your lecturer. This will form the basis for your Project Charter, because you will assume that you are the project manager for this project. 2. After reading the case study, begin to develop your project charter. This needs to be a 2,000word report (+/- 10%) and must use a minimum of six (6) references (academic literature and industry publications—please consider the case study as a 7th reference). Please ensure all references are cited in-text. 3. The Project Charter must include the following headings and should be written as if you are presenting it to the project team that will build this project. You are the project manager. The contents of your Charter should include: a. Background of the project b. Reasons for the project c. Project objectives d. Proposed project management approach or methodology/methodologies e. Constraints, limitations, and risks f. Leadership structure (project manager and his or her senior aides: list their roles and explain what each does in the project. You need to cite four (4) roles) g. Project risks and their mitigation h. Project stakeholders and how to interact with them i. The vision of the project and the type of project team culture you wish to promote in your team j. 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 3 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_3_Brief_Report_Module6.1 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 project management concepts and how to apply them within an organisational context Demonstrates knowledge and understanding of the role of project management in the initiation of new projects Percentage for this criterion = 30% Demonstrates a limited understanding of project management concepts within an organisational context. Key components of the assignment are not addressed, including little to no application of project management concepts to the initiation of a new project or strategies to lead project success. Demonstrates a functional or partially developed understanding of project management concepts within an organisational context. Demonstrates a limited application of project management concepts to the initiation of a new project or strategies to lead project success. Demonstrates a proficient understanding of project management concepts within an organisational context. Demonstrates a proficient application of project management concepts to the initiation of a new project or strategies to lead project success. Demonstrates an advanced understanding of project management concepts within an organisational context. Demonstrates an advanced application of project management concepts to the initiation of a new project and strategies to lead project success. Demonstrates exceptional knowledge of management concepts within an organisational context. Demonstrates an exceptional application of project management concepts to the initiation of a new project and strategies to lead project success. Analysis and application with synthesis of new knowledge Limited analysis and synthesis of subject Demonstrates basic analysis and synthesis of subject Well-developed analysis and synthesis of subject Thoroughly developed analysis and synthesis of Highly sophisticated analysis and synthesis of Synthesises knowledge of the project management initiation phase and details of the assigned case study with an understanding of project management tools and techniques to develop an effective project charter Percentage for this criterion = 30% concepts to a project initiation phase. Project charter demonstrates limited or no understanding of project management knowledge, methodologies, and techniques, and/or demonstrates limited applicability to the circumstances of the assigned case study. concepts to a project initiation phase. Project charter demonstrates a basic understanding of project management knowledge, methodologies, and techniques, with some applicability to the circumstances of the assigned case study. concepts to a project initiation phase. Project charter demonstrates a welldeveloped understanding of project management knowledge, methodologies, and techniques, with wellestablished applicability to the circumstances of the assigned case study. subject concepts to a project initiation phase. Project charter demonstrates a thoroughly developed understanding of project management knowledge, methodologies, and techniques, with significant applicability to the circumstances of the assigned case study. subject concepts to a project initiation phase. Project charter demonstrates a highly sophisticated understanding of project management knowledge, methodologies, and techniques, with substantial applicability to the circumstances of the assigned case study that includes thoughtful recommendations and proposals. Effective communication (written) Effectively presents the circumstances of the case study and the required elements of a project charter Limited presentation of information related to the assigned case study, which is difficult to follow. Presents in a basic manner information related to the assigned case study. Occasionally employs specialised language and Presents in a readable and coherent manner information related to the assigned case study. Accurately employs some specialised language and Communicates coherently and concisely information related to the assigned case study in a manner that adheres to the given format. Accurately employs a wide range of specialised Communicates eloquently information related to the assigned case study. Expresses meaning coherently, concisely, and creatively within the given format. Discerningly selects and precisely employs a wide Percentage for this criterion = 30% Specialised language and terminology related to project management and the initiation phase of the project management lifecycle 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. terminology related to project management and the initiation phase of the project management lifecycle 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. terminology related to project management and the initiation phase of the project management lifecycle. 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. language and terminology related to project management and the initiation phase of the project management lifecycle. 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. range of specialised language and terminology related to project management and the initiation phase of the project management lifecycle. 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. 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. Show 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. Show evidence of wide scope within and without the organisation for sourcing evidence. 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. SLO d) Evaluate and apply tools and techniques used in the project initiation phase. SLO e) Critically reflect on the leadership competencies necessary to succeed in global project management environments
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John and his project team identified some risks during the first month of the Recreation and Wellness Intranet Project. However, all they did was document the risks in a list. They never ranked the risks or developed any response strategies. Because the project has had several problems, such as key team members leaving the company, users being uncooperative, and team members not providing good status information, Tony decided to be more proactive in managing risks and want to address positive risks as well as negative risks.
Complete the following tasks:
Create a risk register for the project. Identify 6 potential risks, including risks related to the problems described in the previous paragraph. Include negative and positive risks.
Develop a 45- to 90-word response strategy for each risk. Enter the information in the risk register. (This is the one that gets most people, 45-90 words for EACH of the six risks.
Write a separate 175-word paragraph describing what specific tasks would be required to implement the strategy. Include time and cost estimates for each strategy. (This is the other one that gets many people. You need a time and cost estimate for each strategy. Not one estimate, but one for each strategy and they all cannot be “No Cost” or “No added time”)
Submit your risk register with the response strategy and explanation.
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Enjoy Please Note-You have come to the most reliable academic writing site that will sort all assignments that that you could be having. We write essays, research papers, term papers, research proposals Briefly, what was your reaction to the Brandon Teena Video?