Integrated Project Management

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PROJ6001_Assessment 2 brief June20.docx. Page 1 of 10

ASSESSMENT 2 BRIEF
Subject Code and Title PROJ6001 Integrated Project Management
Assessment Assessment 2: Enterprise Environmental Analysis and Report
• Part A: Discussion activity: EEFs and tools of Impact
Analysis (Individual)
• Part B: Impact Analysis Report (Individual / Group) and
Individual Reflection
Individual/Group Individual / Group
Length Part A: 500 words per student
Part B: 1500 words report + individual reflection
Learning Outcomes 2. Critically evaluate the impact of internal and external
factors on project management processes and develop
strategies to implement appropriate courses of action.
3. Articulate project management outcomes and
communicate using a range of media to diverse
stakeholders representing differing expectations.
Submission Part A: By 11:55pm AEST/AEDT Sunday end of Module 4
Part B: By 11:55pm AEST/AEDT Sunday end of Module 5
Weighting 55% (Part A: 15%; Part B: 40%)
Total Marks 55 marks

Context:
Enterprise Environment Factors (EEFs) influence on various aspects of organisations, operations and
project outcomes, even a project team usually has no control over them. Nevertheless, it is important
for the project team to effectively manage EEFs as they can impact on project success. In PMBOK 6th
Edition (PMI, 2017), EEFs are key inputs to project management processes, and directly and indirectly
connected to Impact analysis, Benefit realisation, and Stakeholder engagement.
Reflective exercises can help increase the value of the learning experience by relating new materials of
learning to prior knowledge and create a better understanding of the discipline. Reflection improves
learning by providing a structure to reflect systematically over time on the learning process, and to
develop critical reflective aptitudes, skills and habits. Successful reflection enables self-awareness,
personal and professional growth, lifetime learning, and will help students develop into active and
aware learners and become a reflective practitioner in their professional life.
PROJ6001_Assessment 2 brief June20.docx. Page 2 of 10
Instructions:
In this assessment, students are to work individually or in groups (max 4 members) to complete a
project management report to Executive Management, using PMBOK 6th Edition (PMI, 2017) as a
guide. Referencing other provided learning resources and personal research are highly encouraged
too. This assessment contains 2 parts.
Part A – Module 4 Discussion activity: EEFs and Tools of Impact Analysis
In Assessment 2 Part A, students will use their project developed for Assessment 1:
• Identify relevant enterprise environmental factors (EEFs) of the project;
• Propose a tool, technique or framework intend to use for qualitative and/or quantitative impact
analysis of EEFs;
• Justify why the selected tool/technique is appropriate.
Students are encouraged to identify EEFs from the project chosen and share personal thoughts with
group members in the class. Actively seek feedback and inputs from facilitators. The individual and/or
groups should organise discussion notes and upload it on the Blackboard accordingly.
Assessment 2 Part A is due at the end of Module 4. The discussion can be arranged in a “Main post
and Responding post” format, or In-Class discussion notes format.
Part B – Impact Analysis Report and Individual Reflection
In Part B, students will assess and incorporate the feedback received from their peers in Module 4
discussion and submit a report on the impact analysis of EEFs identified within 1500 words. The report
should address the following:
• Evaluation of the internal and external factors and their impact on project management
processes;
• Development of strategies to realise and optimise potential benefits;
• Drafted communication plan and outcomes to diverse stakeholders.
At end of the report, each group member is required to provide a 500-word or equivalent of personal
learning reflection. The reflection should cover
• What key knowledge and skills you learned through this subject?
• How will they benefit you further study and career?
• Any good or bad of your overall learning experience?
Assessment 2-Part B is due at the end of Module 5
PROJ6001_Assessment 2 brief June20.docx. Page 3 of 10
Demonstration of accomplishments
It is students’ choice on how they wish to present this reflection. Students may use a wide range of
digital and multimedia for presentation. Alternatively, it could be in form of a writing piece. “My
Portfolio” on Blackboard is a space set up for students to collect and organise artefacts representative
of work completed over time. It helps students demonstrate and record progress and achievement.
Students are welcome to use the portfolio to record their learning and reflection. This is a personal
space for the student. “My Portfolio” can be found under ‘Assessments’ à ‘My Portfolio’.
Further information on creating and sharing Portfolios is available here:
https://en-us.help.blackboard.com/Learn/9.1_2014_04/Student/090_Tools/Portfolios
Learning Resources:
Project Management Institute. (2017). A guide to the project management body of knowledge (PMBOK
Guide) (6th ed.). Newtown Square, PA: PMI.
https://ebookcentral-proquest-com.ezproxy.laureate.net.au/lib/think/detail.action?docID=5180849
Project Management Institute. (2013). A guide to the project management body of knowledge (PMBOK
Guide) (5th ed). Newtown Square, PA: PMI.
http://ezproxy.laureate.net.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=
ip,url,uid&db=nlebk&AN=565869&site=eds-live&scope=site
Sanghera, P. (2018). PMP® in Depth: Project Management Professional Certification Study Guide for
the PMP® Exam. Apress.
https://ebookcentral-proquest-com.ezproxy.laureate.net.au/lib/think/detail.action?docID=5528907
Dionisio, C.S. (2017). A Project Manager’s Book of Forms: A companion to the PMBOK guide – Sixth
Edition. John Wiley & Sons.
https://ebookcentral-proquest-com.ezproxy.laureate.net.au/lib/think/detail.action?docID=5116553
Herholdt, J. (2012). Managing change in organisations. Knowres Publishing.
https://ebookcentral-proquest-com.ezproxy.laureate.net.au/lib/think/detail.action?docID=3544742
*The above are suggested learning resources. Students are encouraged and may be required to
search further for specialist resources in order to complete their assessments.
See the learning rubrics in the following pages for details on the assessment criteria.
PROJ6001_Assessment 2 brief June20.docx Page 4 of 10
Learning Rubrics: Assessment 2 Part A – Module 4 Discussion activity: EEFs and Tools of Impact Analysis

Assessment Attributes Fail
(0-49)		 Pass
(50-64)		 Credit
(65-74)		 Distinction
(75-84)		 High Distinction
(85-100)
Identification of EEFs
40%		 Fails to identify and/or
address any of the cultural,
political, economic,
technological and/or legal
environment factors the
project is operating in		 Identifies and addresses
one of the factors the
project is operating in. For
example:
• Cultural
• Political
• Economic
• Technological
• Legal		 Identifies and addresses 2
of the factors the project is
operating in. For example:
• Cultural
• Political
• Economic
• Technological
• Legal		 Identifies and addresses 3
of the factors the project is
operating in. For example:
• Cultural
• Political
• Economic
• Technological
• Legal		 Identifies and addresses all
Enterprise Environment Factors
the project is operating in. For
example:
• Cultural
• Political
• Economic
• Technological
• Legal
Critical reasoning,
presentation and
justification of tools or
techniques for EEFs
impact analysis
40%		 Specific position
(perspective or argument)
fails to take into account
the complexities of the
issue(s) or scope of the
assignment.
Makes assertions that are
not justified		 Specific position
(perspective or argument)
begins to take into account
the issue(s) or scope of the
assignment.
Justifies any conclusions
reached with arguments not
merely assertion.		 Specific position
(perspective or argument)
takes into account the
complexities of the issue(s)
or scope of the assignment.
Others’ points of view are
acknowledged.
Justifies any conclusions
reached with well-formed
arguments not merely
assertion.		 Specific position
(perspective or argument)
is expertly presented and
accurately takes into
account the complexities of
the issue(s) and scope of
the assignment.
Justifies any conclusions
reached with well
developed arguments.		 Specific position (perspective or
argument) is presented expertly,
authoritatively and imaginatively,
accurately taking into account the
complexities of the issue(s) and
scope of the assignment. Limits of
position are acknowledged.
Justifies any conclusions reached
with sophisticated arguments.

PROJ6001_Assessment 2 brief June20.docx Page 5 of 10

Assessment Attributes Fail
(0-49)		 Pass
(50-64)		 Credit
(65-74)		 Distinction
(75-84)		 High Distinction
(85-100)
Effective
Communication
20%		 Difficult to understand for
audience, no logical/clear
structure, poor flow of
ideas, argument lacks
supporting evidence.
Audience cannot follow the
line of reasoning.		 Information, arguments and
evidence are presented in a
way that is not always clear
and logical.
Line of reasoning is often
difficult to follow.		 Information, arguments and
evidence are well
presented, mostly clear
flow of ideas and
arguments.
Line of reasoning is easy to
follow.		 Information, arguments and
evidence are very well
presented; the presentation
is logical, clear and well
supported by evidence.
Demonstrates cultural
sensitivity.		 Expertly presented; the
presentation is logical,
persuasive, and well supported by
evidence, demonstrating a clear
flow of ideas and arguments.
Engages and sustains audience’s
interest in the topic, demonstrates
high levels of cultural sensitivity
Effective use of diverse
presentation aids, including
graphics and multi-media.

PROJ6001_Assessment 2 brief June20.docx Page 6 of 10
Learning Rubrics: Assessment 2 Part B – Impact Analysis Report and Personal Learning Reflection

Assessment Attributes Fail
(0-49)		 Pass
(50-64)		 Credit
(65-74)		 Distinction
(75-84)		 High Distinction
(85-100)
Evaluation of internal
and external factors
and their impact on
project management
processes
20%		 Fails to contribute to
evaluation of internal and
external factors and their
impact on project
management processes.		 Contributes to evaluation of
internal and external factors
and their impact on project
management processes, but
work accomplished lacks
insight, and shows limited
knowledge or understanding
of internal and external
factors.
Resembles a recall or
summary of key ideas.
Often conflates/confuses
assertion of personal opinion
with information
substantiated by evidence
from the research/course
materials.		 Contributes to evaluation of
internal and external factors
and their impact on project
management processes, and
shows understanding of
internal and external factors.
Supports personal opinion
and information
substantiated by evidence
from the research/course
materials.
Demonstrates a capacity to
explain and apply relevant
concepts.		 Contributes to evaluation of
internal and external factors
and their impact on project
management processes, and
work shows insight, and
thorough understanding of
internal and external factors.
Discriminates between
assertion of personal opinion
and information
substantiated by robust
evidence from the
research/course materials
Well demonstrated capacity
to explain and apply relevant
concepts.		 Sophisticated evaluation of
internal and external factors
and their impact on project
management processes.
Critically discriminates
between assertion of
personal opinion and
information substantiated by
robust evidence from the
research/course materials
Mastery of concepts and
application to new
situations/further learning.
Contribution is
comprehensive.

PROJ6001_Assessment 2 brief June20.docx Page 7 of 10

Assessment Attributes Fail
(0-49)		 Pass
(50-64)		 Credit
(65-74)		 Distinction
(75-84)		 High Distinction
(85-100)
Development of
strategies to
implement appropriate
course of action
20%		 Fails to contribute to
development of strategies to
implement appropriate
course of action.		 Contributes to development
of strategies to implement
appropriate course of action,
and shows limited
knowledge or understanding
of change management
strategies in project
management context.
Resembles a recall or
summary of key ideas.
Often conflates/confuses
assertion of personal opinion
with information
substantiated by evidence
from the research/course
materials.		 Contributes to development
of strategies to implement
appropriate course of action
and work shows insight and
understanding of change
management strategies in
project management context.
Supports personal opinion
and information
substantiated by evidence
from the research/course
materials.
Demonstrates a capacity to
explain and apply relevant
concepts.		 Contributes to development
of strategies to implement
appropriate course of action
and work shows insight and
thorough understanding of
change management
strategies in project
management context.
Discriminates between
assertion of personal opinion
and information
substantiated by robust
evidence from the
research/course materials
Well demonstrated capacity
to explain and apply relevant
concepts.		 Developed sophisticated
strategies to implement
appropriate course of action.
Critically discriminates
between assertion of
personal opinion and
information substantiated by
robust evidence from the
research/course materials
Mastery of concepts and
application to new
situations/further learning.
Contribution is
comprehensive.

PROJ6001_Assessment 2 brief June20.docx Page 8 of 10

Assessment Attributes Fail
(0-49)		 Pass
(50-64)		 Credit
(65-74)		 Distinction
(75-84)		 High Distinction
(85-100)
Stakeholder
management and
communication
20%		 Limited knowledge, skill
and/or experience in
stakeholder and
communication
management.
Difficult to understand for
audience, no logical/clear
structure, poor flow of ideas,
argument lacks supporting
evidence.		 Understands stakeholder
and communication
management principles and
processes.
Information, arguments and
evidence are presented in a
way that is not always clear
and logical.		 Identifies key stakeholders
and communication
processes.
Information, arguments and
evidence are well presented,
mostly clear flow of ideas
and arguments.		 Identifies key stakeholders
and communication
processes.
Articulates appropriate
strategies to communicate
impact on the project with
key stakeholders.
Information, arguments and
evidence are very well
presented; the presentation
is logical, clear and well
supported by evidence.
Demonstrates cultural
sensitivity.		 Perform high level of
communication and
stakeholder analysis.
Clearly demonstrates
effective strategies to
communicate results of the
impact analysis of the project
with a range of key
stakeholders.
Expertly presented; the
presentation is logical,
persuasive, and well
supported by evidence,
demonstrating a clear flow of
ideas and arguments.
Demonstrates high levels of
cultural sensitivity

PROJ6001_Assessment 2 brief June20.docx Page 9 of 10

Assessment Attributes Fail
(0-49)		 Pass
(50-64)		 Credit
(65-74)		 Distinction
(75-84)		 High Distinction
(85-100)
Personal Learning
Reflection: Key
knowledge and skills
learned from this
subject. Lesson learnt
and benefits for future
study and career.
30%		 Limited understanding of
Integrated project
management, plan,
processes, life cycle and/or
enterprise environment
factors.
No personal reflection		 Knowledge or understanding
of Integrated project
management, plan,
processes, life cycle and/or
enterprise environment
factors.
Resembles a recall or
summary of key ideas.
Often conflates/confuses
assertion of personal opinion
with information
substantiated by evidence
from the research/course
materials.
Some attempt at self
criticism, but fails to
demonstrate awareness of
personal biases, stereotypes
or preconceptions.
No attempt at asking probing
questions about self.		 Thorough knowledge or
understanding of Integrated
project management, plan,
processes, life cycle and/or
enterprise environment
factors.
Supports personal opinion
and information
substantiated by evidence
from the research/course
materials.
Realise and reflect to
personal study and career
benefits from the learning.
Some attempt at self
criticism, but fails to
demonstrate awareness of
personal biases, stereotypes
or preconceptions.
Asks some probing
questions about self, but do
not attempt to answer these.		 Highly developed
understanding of Integrated
project management, plan,
processes, life cycle and/or
enterprise environment
factors.
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 tools or
techniques for future study
and career
Demonstrates the ability to
question own biases,
stereotypes, preconceptions
but new modes of thinking is
not evident.
Risks asking probing
questions about self but only
attempts to answer these
sometimes.		 A sophisticated
understanding of Integrated
project management, plan,
processes, life cycle and/or
enterprise environment
factors.
Systematically and critically
discriminates between
assertion of personal opinion
and information
substantiated by robust
evidence from the
research/course materials
and extended reading.
Expertly articulates, justifies
and apply tools or
techniques for future study
and career. Well structured
report follow reflection
frameworks
Demonstrates the ability to
question own biases,
stereotypes, preconceptions
and define new modes of
thinking as a result.
Risks asking probing
questions about self and
attempts to answer these.

PROJ6001_Assessment 2 brief June20.docx Page 10 of 10

Assessment Attributes Fail
(0-49)		 Pass
(50-64)		 Credit
(65-74)		 Distinction
(75-84)		 High Distinction
(85-100)
Use of academic and
discipline conventions
and sources of
evidence
10%		 Poorly written with errors in
spelling, grammar.
Demonstrates inconsistent
use of good quality, credible
and relevant research
sources to support and
develop ideas.
There are mistakes in using
the APA style.		 Is written according to
academic genre (e.g. with
introduction, conclusion or
summary) and has accurate
spelling, grammar, sentence
and paragraph construction.
Demonstrates consistent use
of credible and relevant
research sources to support
and develop ideas, but these
are not always explicit or
well developed.
There are no mistakes in
using the APA style.		 Is well-written and adheres
to the academic genre (e.g.
with introduction, conclusion
or summary).
Demonstrates consistent use
of high quality, credible and
relevant research sources to
support and develop ideas.
There are no mistakes in
using the APA style.		 Is very well-written and
adheres to the academic
genre.
Consistently demonstrates
expert use of good quality,
credible and relevant
research sources to support
and develop appropriate
arguments and statements.
Shows evidence of reading
beyond the key reading
There are no mistakes in
using the APA style.		 Expertly written and adheres
to the academic genre.
Demonstrates expert use of
high-quality, credible and
relevant research sources to
support and develop
arguments and position
statements. Shows
extensive evidence of
reading beyond the key
reading
There are no mistakes in
using the APA Style.