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Program: BA Business Studies
Module: Project Management
Module code: Contribution to Overall
Module Assessment (%): 50%
Lecturer: Anthony Padovani Internal Verifier:
Assignment Title: Assignment 2:
Individual report
Word count (or
equivalent):
2000
Submission
deadline:
Return date of provisional
marks & written feedback:
tba
Submission method: All written assessments, where practical and possible, must be submitted
via Turnitin unless otherwise instructed by the Lecturer. (Please DO NOT
put this assessment specification into Turnitin or it will match many
similarities with other students’ submissions.)
Alternative submission method (if applicable):
Late submission of the assessment will result in a late penalty mark.
Penalties for late submission: Up to one week late, maximum mark of 40%.
Over one week late, 0%. Only the Extenuating Circumstances Panel may
approve a change to submission dates.
Academic honesty /
referencing:
Academic honesty is required. In the main body of your submission you
must give credit to authors on whose research and ideas your work is
based. Append to your submission a reference list that indicates the books,
articles, etc. that you have used, cited or quoted in order to complete this
assessment.
Module Learning Outcomes
(from module syllabus)
- Be able to devise and implement a project management plan and work effectively within a
project team. - Understand the contexts for project management and project planning in a localised and/or
global context
BABS Project Management – Assignment 2
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This assignment is based on the project and its tasks that you have identified in Assignment1.
Part1: Initiation
Scenario
In continuation with the above project from assignment 1, you have an option of either:
Get it completed by out-sourcing it, or
Complete the project using the company’s own employees.
Tasks - Write a short report by critically evaluating the advantages and disadvantages of outsourcing of
your project. [400 words]
Part2: Planning
Scenario
You have been given 12 major tasks for the project in assignment 1. You have formed a team of five
people to work on this project with various roles. Using the major activities, you have been given,
provide answers for the following tasks:
Tasks - Create a Work Breakdown Structure (WBS) with all the major tasks you have identified. In doing
so, you are required to identify subtasks at least up to level 3 under each project phase. You are
free to add any relevant additional tasks. You can use the five phases of project management,
Initiation, Planning, Execution, Monitor and Controlling and Closing in creating Work Breakdown
Structure. [400 words] - Provide a stakeholder analysis by identifying at least 5 stakeholders. Stakeholder register and
management strategy must be created to achieve this. [300words]
Part 3: Execution
Scenario
Your project has been going well until now with no major challenges and your team is proud of it. It
has been two months into the project since it has started, and you have another two months to go.
One of the key team members, Mark met with an accident and has been advised to take bed rest at
least for two months. This is a big setback for you, as you cannot afford to lose even a single staff.
Tasks - Prepare a milestone report for the project based on information or functionalities you have
identified. Additional milestones can be added, if needed, to make the report more meaningful.
[300 words]
TASK DESCRIPTION – Assignment 2 (50%)
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Part 4: Controlling
Scenario
Due to market uncertainties, Alex, one of the team members, could not promise any extra funds to hire
a new staff member to replace Mark, whose work is being piled up. Three months into the project,
you as a project manager and your team are very concerned about the progress of the project. After
reviewing the progress, it has been decided to have a series of bi-monthly meetings with all affected
staff.
Tasks - After the first bi-monthly meeting and consultations with business experts, you have convinced
Alex that the only way to finish the project successfully is to compromise scope by having only
absolute essential functionality or by hiring the extra staff to finish the project on time with
additional cost. Critically evaluate what functionality and/or tasks can be compromised compared
to hiring additional staff with extra funding in the current project. [350 words]
Part 5: Closing
Scenario
It is one week before your final project presentation. You have been successful in meeting time
deadlines and cost budgets. However, scope had to be compromised! You have been really helpful in
making this project a success.
Tasks - Prepare a lessons-learned report for the entire project. Include input from all stakeholders in
summarizing the lessons learnt.
[250 words]
2000 words +/- 10%. Any deviation from this will be penalized.
LENGTH REQUIRED
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Please note the following when completing your written assignment: - Writing: Written in English in an appropriate business/academic style
- Focus: Focus only on the tasks set in the assignment.
- Length: 2000 words
- Formatting: Typed on A4 paper in Times New Roman or Arial font 12 with at least 2.5 centimetre
space at each edge, double-spaced and pages numbered. - Document format: Report
- Ensure a clear title, course, and name or ID number is on a cover sheet and a bibliography using
Harvard referencing throughout is also provided. - Research: Research should use reliable and relevant sources of information e.g. academic books
and journals that have been peer reviewed. The research should be extensive.
The use of a range of information sources is expected – academic books, peer reviewed journal
articles, professional articles, press releases and newspaper articles, reliable statistics, company
annual reports and other company information. All references must be in Harvard style.
FORMATTING AND LAYOUT
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NOTE: The guidance offered below is linked to the five generic assessment criteria overleaf. - Engagement with Literature Skills
Your work must be informed and supported by scholarly material that is relevant to and focused on the task(s)
set. You should provide evidence that you have accessed an appropriate range of sources, which may be
academic, governmental and industrial; these sources may include academic journal articles, textbooks,
current news articles, organisational documents, and websites. You should consider the credibility of your
sources; academic journals are normally highly credible sources while websites require careful
consideration/selection and should be used sparingly. Any sources you use should be current and up-todate, mostly published within the last five years or so, though seminal/important works in the field may be
older. You must provide evidence of your research/own reading throughout your work, using a suitable
referencing system, including in-text citations in the main body of your work and a reference list at the end of
your work.
Guidance specific to this assessment: Your report must be supported by appropriate references to books,
websites, journals etc as required above. Though templates are readily available on the student portal, you
are free to create one for your project, but must be justified with evidence of referencing. - Knowledge and Understanding Skills
You should be able to demonstrate: sound knowledge and critical understanding of the well-established
concepts and principles of the subject area and the way in which those principles have developed; knowledge
of the main methods of enquiry in the discipline. Knowledge relates to the facts, information and skills you
have acquired through your learning. You demonstrate your understanding by interpreting the meaning of
the facts and information (knowledge). This means that you need to select and include in your work the
concepts, techniques, models, theories, etc. appropriate to the task(s) set. You should be able to explain the
theories, concepts, etc. meaningfully to show your understanding. Your mark/grade will also depend upon
the extent to which you demonstrate your knowledge and understanding.
Guidance specific to this assessment: Sound knowledge and critical understanding of project
management concepts and phases must be presented in various tasks related to stakeholder register and
management, work breakdown structure and Gantt Chart etc. - Cognitive and Intellectual Skills
You should be able to critically analyse information, and propose solutions to problems arising from that
analysis, including the critical evaluation of the appropriateness of different approaches to solving problems.
Your work must contain evidence of logical, analytical thinking, evaluation and synthesis. For example, to
examine and break information down into parts, make inferences, compile, compare and contrast information.
This means not just describing what! But also justifying: Why? How? When? Who? Where? At what cost? At
all times, you must provide justification/evidence for your arguments and judgements. Evidence that you have
reflected upon the ideas of others within the subject area is crucial to you providing a reasoned and informed
debate within your work. Furthermore, you should provide evidence that you are able to make sound
judgements and convincing arguments using data and concepts, with an understanding of the limits of
knowledge, and how this influences analyses and interpretations. Sound, valid conclusions are necessaryand
must be derived from the content of your work. Where relevant, alternative solutions and recommendations
may be proposed.
Guidance specific to this assessment: Report should include analysis of different approaches for
managing projects, evaluating their solutions and applying to real life scenarios. For example; Stakeholder
management might include sensitive information for some stakeholders, which must be confidential and may
not be shared with many other stakeholders.
GUIDANCE FOR STUDENTS IN THE COMPLETION OF
TASKS
Page 6 of 11 - Practical Skills
You should be able to use/deploy a range of established techniques within the discipline and apply underlying
concepts and principles outside the context in which they were first studied, including, where appropriate, the
application of those principles in an employment context. You should be able to demonstrate how the subjectrelated concepts and ideas relate to real world situations and/or a particular context. How do they work in
practice? You will deploy models, methods, techniques, and/or theories, in that context, to assess current
situations, perhaps to formulate plans or solutions to solve problems, or to create artefacts, some of which
may be creative. This is likely to involve, for instance, the use of real-world artefacts, examples and cases,
the application of a model within an organisation and/or benchmarking one theory or organisation against
others based on stated criteria. You should show awareness of the limitations of concepts and theories when
applied in particular contexts.
Guidance specific to this assessment: Theories, practices and models must be explored and considered
for suitability for projects in general and selected project in particular in real life scenarios. - Transferable Skills for Life and Professional Practice
Your work must provide evidence of the qualities and transferable skills necessary for employment requiring
the exercise of personal responsibility and decision-making. This includes demonstrating: professional
development to advance existing skills and acquire new competences that will enable you to assume
significant responsibility within organisations; that you can initiate and complete tasks and procedures,
whether individually and/or collaboratively; that you can use appropriate media to effectively communicate
information, arguments and analysis in a variety of forms to specialist and non-specialist audiences; fluency
of expression; clarity and effectiveness in presentation and organisation. Work should be coherent and wellstructured in presentation and organisation.
Guidance specific to this assessment: The above criterion will be demonstrated in terms of its
appropriateness to a professional audience in part. It will also be met via the standards of the presentation
and organisation of the essay.
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This section details the extent to which the assessment criteria are demonstrated by you, which in turn determines your
mark. The marks available for each category of skill are shown. Lecturers will use the space provided to comment on
the achievement of the task(s), including those areas in which you have performed well and areas that would benefit
from development/improvement.
Generic Assessment Criteria
Marks
available
Marks
awarded - Engagement with Literature Skills
Require students to carry out relevant research identifying various sources likes books,
latest journals etc. Marks will be awarded based on the research that is relevant to
finding answers to the given task. Good answers show evidence of research beyond
the case material provided.
10 - Knowledge and Understanding Skills
This criterion assesses students’ acquired knowledge and understanding of different
theories, models through research and independent study. Marks are given for
identification and application of relevant theoretical models. 15 - Cognitive and Intellectual Skills
This criterion carries a significant amount of marks, as analysis is required in many
complex tasks, which require many skills.
Analysis comes from appropriate data and information to provide insights. 30 - Practical Application Skills
Application of concepts, theories, models, skills etc. to given tasks, which are similar to
real life scenarios, is very critical to be successful in employment. ALL
recommendations to be sourced from and relevant to the analysis provided. 30 - Transferable Skills for Life and Professional Practice
Report format normally includes the following sections: Executive Summary,
Introduction, Main Findings, Conclusions, Recommendations, References and
Appendices. Your report should be written in a suitable academic writing style i.e.
using the third person.
15
Assessment Mark (Assessment marks are subject to ratification at the
Exam Board. These comments and marks are to give feedback on module work
and are for guidance only until they are confirmed. )
Late Submission Penalties (tick if
appropriate)
Up to 1 week late (40% Max) %
Over 1 week late (0%)
STUDENT FEEDBACK FORM – ASSIGNMENT 2
(50%)
FAIL MARGINAL FAIL SATISFACTORY
(3rd / Pass)
GOOD
(2.2 / Pass)
VERY GOOD
(2.1 / Merit)
EXCELLENT
(1st / Distinction)
EXCEPTIONAL
(1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
Engagement
with literature
(including
reading,
referencing,
academic
conventions and
academic
honesty)
Little or no
evidence of
reading and/or
reliance on
inappropriate
sources.
Views and
findings mostly
unsupported and
nonauthoritative.
Referencing
conventions
used
incoherently or
largely absent.
Poor
engagement
with essential
reading. No
evidence of
wider reading.
Reliance on
inappropriate
sources, and/or
indiscriminate
use of sources.
Heavily reliant
on information
gained through
class contact.
Inconsistent and
weak use of
referencing.
Engagement
with a limited
range of mostly
relevant and
credible sources.
Some omissions
and minor
errors.
Referencing
conventions
evident though
not always
applied
accurately or
consistently.
Engagement
with an
appropriate
range of
literature,
including
sources
retrieved
independently.
Some overreliance on texts.
Referencing may
show minor
inaccuracies or
inconsistencies.
Engagement
with a wide
range of
literature,
including
sources
retrieved
independently.
Selection of
relevant and
credible sources.
Very good use of
referencing, with
no/very few
inaccuracies or
inconsistencies.
Engagement
with an
extensive range
of relevant and
credible
literature.
Consistently
accurate
application of
referencing.
Exceptional
engagement
with an
extensive range
of relevant and
credible
literature. Highlevel referencing
skills
consistently
applied.
Knowledge
and
understanding
(Sound
knowledge and
Major gaps in
knowledge with
unsatisfactory,
uncritical
understanding of
Fragmentary
knowledge, with
only superficial
critical
understanding.
Limited but
adequate
knowledge and
critical
understanding of
Knowledge is
reasonably
detailed and
accurate. A good
critical
Knowledge is
reasonably
extensive.
Exhibits very
competent
Excellent,
detailed
knowledge and
highly critical
understanding of
Exceptionally
detailed
knowledge and
outstanding
critical
GENERIC ASSESSMENT CRITERIA
In accordance with the Framework for Higher Education Qualifications, at the end of Level 5 students will be expected to have developed sound knowledge
and critical understanding of the well-established concepts and principles in their field of study, and of the way in which those principles have developed.
They will have learned to apply those concepts and principles more widely outside the context in which they were first studied, including, where appropriate,
the application of those principles in an employment context. They will have knowledge of the main methods of enquiry in the subject area, and ability to
evaluate critically different approaches to problem solving. They will possess an understanding of the limits of their knowledge, and how this influences their
analyses and interpretations. They will be able to use a range of established techniques to initiate and undertake critical analysis of information, and to
propose solutions to problems arising from that analysis. They will be able to effectively communicate information, arguments and analysis in a variety of
forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively. They will be able to undertake further training,
develop existing skills and acquire new competences that will enable them to assume significant responsibility within organisations. They will have the
qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making.
FAIL MARGINAL FAIL SATISFACTORY
(3rd / Pass)
GOOD
(2.2 / Pass)
VERY GOOD
(2.1 / Merit)
EXCELLENT
(1st / Distinction)
EXCEPTIONAL
(1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
critical
understanding of
the wellestablished
concepts and
principles in their
field of study;
knowledge of the
main methods of
enquiry in the
discipline.)
the subject
matter. Much
irrelevant
material.
Substantial
inaccuracies.
Significantly
flawed
understanding of
the main
methods of
enquiry in the
discipline.
Some significant
inaccuracies
and/or irrelevant
material.
Incomplete or
partially flawed
understanding of
the main
methods of
enquiry in the
discipline.
the wellestablished
concepts and
principles within
the subject area,
with a few gaps
in the selection
of material. A
narrow critical
understanding of
the main
methods of
enquiry.
understanding of
the wellestablished
concepts and
principles and
the main
methods of
enquiry, with
minor gaps in
the selection of
material.
critical
understanding of
the wellestablished
concepts and
principles of the
subject and the
main methods of
enquiry.
Breadth and
depth of
knowledge.
the wellestablished
concepts and
principles of the
subject and the
main methods of
enquiry.
understanding of
the wellestablished
concepts and
principles of the
subject and the
main methods of
enquiry. May go
beyond
established
theories.
Cognitive and
intellectual
skills
(Critical
evaluation and
analysis of
concepts and
principles;
argument and
judgement; the
limits of their
knowledge, and
how this
influences their
analyses and
interpretations.)
Wholly or almost
wholly
descriptive work.
Little or no
critical
evaluation and
analysis of
concepts and
principles.
Failure to
develop
arguments,
leading to
illogical or invalid
judgements.
Unsubstantiated
generalisations
or opinion, made
without use of
any credible
evidence.
Largely
descriptive work,
with superficial
use of critical
evaluation and
analysis of
concepts and
principles. Weak
development of
arguments and
judgements.
Information
accepted
uncritically, uses
generalised
statements
made with scant
evidence and
unsubstantiated
opinions. Ideas
sometimes
illogical and
contradictory.
Limited attempt
at critical
evaluation and
analysis of
concepts and
principles,
tending towards
description.
Some evidence
to support
arguments and
judgements but
these may be
underdeveloped,
with a little
inconsistency /
misinterpretation or
failure to fully
recognise limits
of knowledge.
Some critical
evaluation and
analysis of
concepts and
principles,
though
descriptive in
parts.
An emerging
awareness the
limits of their
knowledge and
ability to use
evidence to
support the
argument though
with some
tendency to
assert/state
opinion rather
than argue on
the basis of
reason and
evidence.
Mostly valid
arguments and
logical
judgements.
Sound critical
evaluation and
analysis of
concepts. Is
selective in the
range of
evidence used
and synthesises
rather than
describes. Ability
to devise
arguments that
show awareness
of different
stances, and use
evidence
convincingly, to
support
appropriate and
valid
judgements.
Excellent critical
evaluation and
analysis of
concepts and
principles
leading to
logical,
evidence-based,
reasoned
arguments and
judgements.
Explicit
recognition of
other stances
and a strong
awareness of
the limits of their
knowledge.
A capacity for
independent
thought and
ability to ‘see
beyond the
question’,
suggesting some
grasp of the
broader field and
wider concepts.
Outstanding
critical
evaluation and
analysis of
concepts and
principles. Uses
evidence
exceptionally
well to connect
ideas, and
support highly
logical and
persuasive,
arguments and
judgements.
Evidence of
independent
thought and
ability to ‘see
beyond the
question’,
suggesting a
clear grasp of
the broader field
and wider
concepts.
Perceptive
recognition of
FAIL MARGINAL FAIL SATISFACTORY
(3rd / Pass)
GOOD
(2.2 / Pass)
VERY GOOD
(2.1 / Merit)
EXCELLENT
(1st / Distinction)
EXCEPTIONAL
(1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
the limits of their
knowledge, and
how this
influences their
analyses and
interpretations.
Practical skills
(Apply underlying
concepts and
principles more
widely outside the
context in which
they were first
studied; use a
range of
established
techniques;
propose solutions
to problems
arising from
analysis.)
Limited or no
use of
established
methods,
materials, tools
and/or
techniques.
Little or no
appreciation of
the context of
the application.
Limited
understanding of
the application of
theory to
practice or
making
appropriate links
between the two.
Very weak
problem-solving
skills outside the
context in which
they were first
studied.
Rudimentary
application of
established
methods,
materials, tools
and/or
techniques but
without
consideration
and
competence.
Flawed
appreciation of
the context of
the application.
Weak
understanding of
the application of
theory to
practice, with
only occasional
evidence of
making
appropriate links
between the two.
Weak problemsolving skills
outside the
context in which
they were first
studied.
An adequate
awareness and
mostly
appropriate
application of
established
methods,
materials, tools
and/or
techniques.
Basic
appreciation of
the context of
the application.
Theoretical
knowledge and
understanding
applied in
practice, but not
always making
logical links
between the two.
Can identify
problems and
propose basic
solutions outside
the context in
which they were
first studied.
A good and
appropriate
application of
established
methods,
materials, tools
and/or
techniques.
Clear
appreciation of
the context of
the application.
Mainly
consistent,
accurate and
logical
application of
theory to
practice, making
appropriate links
between the two.
Can identify
problems and
propose mostly
appropriate
solutions outside
the context in
which they were
first studied.
A very good
application of a
range of
established
methods,
materials, tools
and/or
techniques.
Very good
consideration of
the context of
the application,
with perceptive
insights.
Consistent,
accurate and
logical
application of
theory to
practice, making
appropriate links
between the two.
Can identify
problems and
propose
appropriate
solutions outside
the context in
which they were
first studied.
Evidence of
some creativity.
An advanced
application of a
range of
established
methods,
materials, tools
and/or
techniques.
The context of
the application is
well considered,
and insightful.
Consistent,
accurate and
logical
application of
theory to
practice, making
well-developed
links between
the two. Can
identify problems
and propose
excellent,
creative
solutions outside
the context in
which they were
first studied.
Exceptional
levels of
application and
deployment
skills using
established
methods,
materials, tools
and/or
techniques.
Consistent,
accurate and
logical
application of
theory to
practice, making
highly developed
links between
the two. Can
identify routine
and non-routine
problems and
propose quite
sophisticated,
creative
solutions outside
the context in
which they were
first studied.
Transferable
skills for life
Communication
medium is
Communication
medium is poorly
Can
communicate in
Can
communicate
Can
communicate
Can
communicate
Can
communicate
FAIL MARGINAL FAIL SATISFACTORY
(3rd / Pass)
GOOD
(2.2 / Pass)
VERY GOOD
(2.1 / Merit)
EXCELLENT
(1st / Distinction)
EXCEPTIONAL
(1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
and
professional
practice
(Effectively
communicate in a
variety of forms
to specialist and
non-specialist
audiences; the
qualities and
transferable skills
necessary for
employment
requiring the
exercise of
personal
responsibility and
decision-making.)
inappropriate or
misapplied.
Work is poorly
structured,
disorganised
and/or
confusingly
expressed. Very
weak use of
language and/or
very
inappropriate
style. Failure to
work effectively
as part of a
group. Little or
no evidence of
the skills for
employment
requiring the
exercise of
personal
responsibility
and decisionmaking.
designed and/or
not suitable for
the audience.
Work is poorly
presented in a
disjointed
manner. It is
loosely, and at
times
incoherently,
structured, with
information and
ideas often
poorly
expressed.
Weak use of
language and/or
inappropriate
style. Flawed
approach to
group work,
meeting only
partial
obligations to
others. Limited
evidence of the
skills for
employment
requiring the
exercise of
personal
responsibility
and decisionmaking.
a suitable
medium for the
audience but
with some room
for improvement.
Mostly ordered
presentation and
structure in
which relevant
ideas / concepts
are reasonably
expressed. Work
may lack
coherence in
places. Can
work as part of a
group, meeting
most obligations
to others but
perhaps with
limited
involvement in
group activities.
Demonstrates
the basic skills
for employment
requiring the
exercise of
personal
responsibility
and decisionmaking, with
some areas of
minor weakness.
effectively in a
suitable medium
for the audience,
but may have
minor errors.
Mostly coherent,
organised work,
in a suitable
structure and is
for the most part
clearly
expressed. Can
work effectively
independently
and/or as part of
a team, with
clear
contribution to
group activities.
Demonstrates
the skills for
employment
requiring the
exercise of
personal
responsibility
and decisionmaking, with
some areas of
strength and
some of minor
weakness.
well, confidently
and consistently
in a suitable
medium for the
audience.
Work is
coherent, fluent,
well-structured
and organised.
Can work very
well
autonomously
and/or as part of
a team, with very
good
contribution to
group activities.
Demonstrates
very good skills
for employment
requiring the
exercise of
personal
responsibility
and decisionmaking, with just
occasional minor
weakness.
professionally
confidently and
consistently in a
suitable medium
for the audience.
Work is
coherent, very
fluent and is
presented
proficiently. Can
work
autonomously
with initiative.
Where relevant
can work
professionally
within a team,
showing
leadership skills
as appropriate,
and meeting
obligations.
Demonstrates
excellent skills
for employment
requiring the
exercise of
personal
responsibility
and decisionmaking and an
appetite for
further
development.
with an
exceptionally
high level of
professionalism,
highly suitable
for the audience.
Work is
exceptionally
coherent, very
fluent and is
presented
professionally.
Can work
exceptionally
well within a
team, showing
leadership skills.
Demonstrates
exceptional skills
for employment
requiring the
exercise of
personal
responsibility
and decisionmaking and an
appetite for
further
development.
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