PROJ 6002: Project Planning and Budgeting
Assessment Assessment 2 – Cost and Quality Management Plans (2 parts) o Part A: Module Discussion Activity o Part B: Cost and Quality Management Plans
Individual/Group Part A: Individual/Group
Part B: Individual/Group
Length Part A: 500 words/student
Part B: 1200 – 1500 words/student
Learning Outcomes Successful completion of this assessment will result in achievement of the following subject learning outcomes:
1. Evaluate and apply a range of project scope, cost and time management planning techniques and practices to address the needs of complex project briefs, including global, paying particular attention to issues impacting project outcomes.
2. Present and justify budgetary and planning outcomes to a globally diverse range of stakeholders who represent competing interests in order to obtain agreement and commitment to action.
3. Apply quality management planning tools and techniques to achieve expected project outcomes.
Submission Part A:
Initial discussion by first half of Module 5.
Response to peer by 11:55pm AEST/AEDT Sunday End of Module 5
Part B:
By 11:55pm AEST/AEDT Sunday First Half of Module 6
Weighting 50% (Part A: 10%; Part B: 40%)
Total Marks Part A: 10 marks
Part B: 40 marks
Context:
Project Cost Management includes the processes of planning, estimating, budgeting, financing, funding, managing and controlling costs so that the project can be completed within the approved budget.
Project Cost Management planning begins with the process of developing cost estimates. In this process, a project manager is tasked with considering all types of costs likely to be incurred in the different phases of a project. In addition, the project manager will consider the risks likely to affect costs and any variations these risks may cause. This helps the project manager to make more reliable and usable cost estimates and ensure that any project budget variation due to unforeseen circumstances is mitigated as much as possible. Once the cost-estimation process has been fully carried out for each project activity, the project manager then combines the costs to determine the project budget. Finally, the project manager will consider the steps he or she will take throughout the project to ensure that the actual expenditure is kept within the budget specified.
Project Quality Management (PQM) includes the processes and activities of the performing organisation that determine quality policies, objectives, and responsibilities so that the project will satisfy the needs for which is was undertaken. PQM uses policies and procedures to implement, within the project’s context, the organisation’s quality management system and, as appropriate, it supports continuous process improvement activities as undertaken on behalf of the performing organisation. PQM works to ensure that the project requirements, including the product requirements, are met and validated.
Project Quality Management planning is the process of identifying quality requirements and/or standards for the project and its deliverables, and documenting how the project will demonstrate compliance with relevant quality requirements. The key benefit of this process is that it provides guidance and direction on how quality will be managed and validated throughout the project.
Instructions:
This assessment has two parts. Part A is Module Discussion Activity and Part B is Cost and Quality Management Plans. Both parts can be completed as an individual or a group assessment.
For Parts A, each student will construct an initial discussion in approximately 250 words to respond to the following questions and post on the relevant Module discussion activity by the first half of the Module.
Each student will also provide constructive feedback/comment in 250 words to at least one fellow student discussion by the end of the Module. (Total 500 words for Assessment 2 Part A)
Part A: Module Discussion Activity
Defining project quality and its association to project cost management
How do you define quality on a project? Which tools and techniques do you think are a necessity for planning a project’s quality management? Explain and given an example of how the project cost can be affected by poor quality?
Output:
Part A – provide an initial discussion of 250 words by first half of Module 5. Respond to at least one fellow student discussion (Total 500 words for Assessment 2 Part A) by the end of Module 5.
Part B: Cost and Quality Management Plans
Part B – You will complete this part individually or in a group of 2-3 students. You will begin developing the cost management planning component of your Cost and Quality Management Plans in Module 4. For this component, you are responsible for developing the project cost estimate and a project budget baseline portion of your Project Management Plan.
In addition to your cost estimates and budget, include a 600-750 words to describe the processes, and tools and techniques you are using in your cost management plan, as well as justification of your budgetary plan. You can use the templates found in this module’s Learning Resources or a format of your own.
In Module 5, you will develop the quality management planning component of your Cost and
Quality Management Plans. Refer to the learning resources and the template provided for guidance.
The written portion of your quality management plan should consist of 600-750 words. You can use the templates found in this module’s Learning Resources or a format of your own.
If you work in group, nominate a group leader within your group and this group leader will submit the group assessment on behalf of the group.
At the end of your assessment, you will individually, and anonymously, evaluate the contribution of your group members and yourself in this assessment, using the Group Contribution Form provided. On a scale of 1 to 10, rate yourself and then rate each of your fellow group members on their performance and contribution to this assessment. Individually submit the completed group contribution form on Blackboard.
Output:
Complete and submit your Cost and Quality Management Plans assessment (by the group leader) and group contribution form (individually) by the first half of Module 6.
Learning Resources:
Aaltonen, K., & Kujala, J. (2010). A project lifecycle perspective on stakeholder influence strategies in global projects. Scandinavian Journal of Management, 26(4), 381–397.
AIMS (2015). What is Project Cost Management? Tools, Techniques and Processes for PMP & PMBOK | AIMS Lecture. Retrieved from https://www.youtube.com/watch?v=PflAkMayixM
Ainamo, A., Artto, K., Levitt, R. E., Orr, R. J., Scott, W. R., & Tainio, R. (2010). Global projects: Strategic perspectives. Scandinavian Journal of Management, 26(4), 343–351.
Heldman, K. (2013). PMP Project Management Professional Exam Study Guide (7th ed.). Indianapolis, IN: Wiley.
• Chapter 5: Developing the Project Budget and Communicating the Plan
• Chapter 6: (up to ‘Analyzing Risks Using Qualitative Techniques’)
Pensar, S. (2010, August 17). Five challenges in global projects. Retrieved from https://www.itforbusiness.org/article/five-challenges-in-global-projects/ Project Management Institute. (2017). A guide to the project management body of knowledge (PMBOK Guide®) (6th ed.). Newtown Square, Pennsylvania: Project Management Institute.
Project Management Institute. (2013). A guide to the project management body of knowledge (PMBOK Guide®) (5th ed.). Newtown Square, Pennsylvania: Project Management Institute.
• Section 7.1: Plan Cost Management
• Section 7.2: Estimate Costs
• Section 7.3: Determine Budget
• Section 8.1: Plan Quality Management
Rodrigues, I., & Sbragia, R. (2013). The cultural challenges of managing global project teams: A study of Brazilian multinationals. Journal of Technology Management and Innovation, 8. Retrieved from https://monkessays.com/write-my-essay/jotmi.org/index.php/GT/article/view/1237
Sahi, R. (2009). Managing Projects Across the Global Enterprise. Retrieved from https://monkessays.com/write-my-essay/pmi.org/learning/managing-projects-global-six-challenges-6823
Snyder, C. S. (2013). A project manager’s book of forms: A companion to the PMBOK guide (2nd ed.). Indianapolis, IN: Wiley.
• Document: Cost Estimating Worksheet Template
• Document: Cost Management Plan Template
• Document: Quality Management Plan Template
Wysocki, R. K. (2014). Effective Project Management: Traditional, Agile, Extreme (7th ed.). Indianapolis, IN: Wiley.
• Chapter 5, section ‘Estimating Cost’
Document: Group Contribution Form
Assessment Criteria:
Submitted assessment will be marked using the Learning Rubric enclosed.
Students’ contribution in the group assessment will be calculated from the submitted Group Contribution forms. This will then feed into each student’s assessment result.
Learning Rubric: Part A – Module 5 Discussion Activity
Assessment Attributes Fail (0-49) Pass (50-64) Credit (65-74) Distinction (75-84) High Distinction (85-100)
Identification and application of cost and quality management planning tools and techniques
60%
Fails to identify or apply cost and quality management planning tools and/or techniques to address project briefs Identifies and applies cost and quality management planning tools and/or techniques to address project briefs. Identifies and applies cost and quality management planning tools and techniques to address project briefs.
Identifies the issues impacting project outcomes. Identifies and applies a range of cost and quality management planning tools, techniques and practices to address project briefs and identifies the issues impacting project outcomes.
Elaborates on the consequences of the application of cost management tools to the project. Critically evaluates and applies a range of cost and quality management planning tools, techniques and practices to address project briefs and the issues impacting project outcomes and success.
Elaborates on the consequences of the application of cost management tools to the project.
Constructive feedback
to peers
30% Fails to offer any feedback.
No support or encouragement to peers.
No awareness or
sensitivity to diversity amongst peers. Offers feedback but rarely constructive or useful.
Feedback is not always clear or specific to guide peers.
Little support or encouragement to peers.
Offers feedback that is sometimes constructive or useful.
Feedback is provided with examples to guide peers.
Some support and encouragement to peers.
Offers constructive feedback regularly.
Formulates the merits of alternative ideas or proposals and communicates them to peers.
Offers support and encouragement to peers.
Always offers detailed constructive feedback that is specific and appropriate.
Expertly articulates the merits of alternative ideas or proposals and communicates them effectively to peers.
Provides expert assistance, support, and
Demonstrates little awareness of and/or sensitivity to diversity amongst peers. Demonstrates some level of awareness of and sensitivity to diversity amongst peers. Demonstrates a high level of awareness of and sensitivity to diversity amongst peers. encouragement to peers.
Consistently demonstrates a high level of awareness of and sensitivity to diversity amongst peers.
Use of academic and discipline conventions
and sources of evidence
10% Poorly written with errors in spelling, grammar.
Demonstrates inconsistent use of good quality, credible and relevant research sources to support and develop ideas.
There are mistakes in using the APA style.
Is written according to academic genre (e.g. with introduction, conclusion or summary) and has accurate spelling, grammar, sentence and paragraph construction.
Demonstrates consistent use of credible and relevant research sources to support and develop ideas, but these are not always explicit or well developed.
There are no mistakes in using the APA style. Is well-written and adheres to the academic genre (e.g. with introduction, conclusion or summary).
Demonstrates consistent use of high quality, credible and relevant research sources to support and develop ideas.
There are no mistakes in using the APA style.
Is very well-written and adheres to the academic genre.
Demonstrates consistent use of good quality, credible and relevant research sources to support and develop appropriate arguments and statements.
Shows evidence of reading beyond the key reading
There are no mistakes in using the APA style. Expertly written and adheres to the academic genre.
Demonstrates expert use of high-quality, credible and relevant research sources to support and develop arguments and position statements. Shows extensive evidence of reading beyond the key
reading
There are no mistakes in using the APA Style.
Learning Rubric – Part B: Cost and Quality Management Plans
Assessment Attributes Fail (0-49) Pass (50-64) Credit (65-74) Distinction (75-84) High Distinction (85-100)
Knowledge and understanding of Cost and quality management
60% Neglects one or more elements of cost and quality management plan.
Key components of the assignment are not addressed. Completes all elements of cost and quality management plan.
Resembles a recall or summary of key ideas.
Often conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/course materials. Elaborates all elements of cost and quality management plan.
Supports personal opinion and information substantiated by evidence from the research/course materials.
Demonstrates a capacity to explain and apply relevant concepts. Elaborates all elements of cost and quality management plan and identifies the issues impacting cost and quality management planning as they effect project outcomes.
Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
Well demonstrated capacity to explain and apply relevant concepts. Critically evaluates all elements of cost and quality management plan to address project brief and elaborates the issues impacting cost and quality management planning as they effect project outcomes and success.
Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
Mastery of concepts and application to new situations/further learning.
Use of academic and discipline Poorly written with errors in spelling, grammar. Is written according to academic genre (e.g. with introduction, Is well-written and adheres to the academic genre (e.g. with Is very well-written and adheres to the academic genre. Expertly written and adheres to the academic genre.
conventions and
sources of evidence
10%
Demonstrates inconsistent use of good quality, credible and relevant research sources to support and develop ideas.
There are mistakes in using the APA style. conclusion or summary) and has accurate spelling, grammar, sentence and paragraph construction.
Demonstrates consistent use of credible and relevant research sources to support and develop ideas, but these are not always explicit or well developed.
There are no mistakes in using the APA style. introduction, conclusion or summary).
Demonstrates consistent use of high quality, credible and relevant research sources to support and develop ideas.
There are no mistakes in using the APA style.
Consistently demonstrates expert use of good quality, credible and relevant research sources to support and develop appropriate arguments and statements.
Shows evidence of reading beyond the key
reading
There are no mistakes in using the APA style.
Demonstrates expert use of high-quality, credible and relevant research sources to support and develop arguments and position statements.
Shows extensive evidence of reading
beyond the key reading
There are no mistakes in using the APA Style.
Effective communication
30% Difficult to understand for audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence.
No effort is made to keep audience engaged, audience cannot follow the line of reasoning.
Little use of presentation aids, or the presentation aids and material used are irrelevant. Information, arguments and evidence are presented in a way that is not always clear and logical.
Attempts are made to keep the audience engaged, but not always successful.
Line of reasoning is often difficult to follow.
Presentation aids are used more for effect than relevance. Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments.
The audience is mostly engaged, line of reasoning is easy to follow.
Effective use of presentation aids. Information, arguments and evidence are very well presented, the presentation is logical, clear and well supported by evidence.
Engages the audience, demonstrates cultural sensitivity.
Carefully and well prepared presentations aids are used. Expertly presented; the presentation is logical, persuasive, and well supported by evidence, demonstrating a clear flow of ideas and arguments.
Engages and sustains audience’s interest in the topic, demonstrates high
levels of cultural
sensitivity
Effective use of diverse presentation aids,
including graphics and multi-media.

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