Explanation of your Costing for the conference including contingency funds (link to theory) and commentary on your team’s attempt to manage this project


Explanation of your Project Scope Statement (link to theory) developed from the information provided above and from your team discussions plus a Draft Conference Programme (200 words explanation plus supporting Scope Statement and Programme) 20%

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Explanation of your Work Breakdown Structure and Network diagram/Gantt chart and Estimating (link to theory) (200 words explanation plus supporting Work Breakdown Structure and Network diagram/Gantt) 20%

Explanation of your Costing for the conference including contingency funds (link to theory) and commentary on your team’s attempt to manage this project

(200 words explanation plus any supporting Costing Tables in Excel or MS Project) 20%

A detailed explanation of your approach to Risk assessment linked closely to the material in module and the set text. (200 words plus supporting tables, etc)

An Executive Summary of the overall Project (200 words)

the Portfolio submissions must include a full reference list linked to the text by the Westminster Harvard Referencing system. The maximum length of the overall Portfolio is 1000 words supported by the equivalent to 1000 words of work in MS Project and/or Excel/tables/charts. The word count will exclude any supporting artefacts created as examples by your or your team, the Reference List and any Appendices. Charts, tables, graphs and other graphical material may be included in the main text of the Portfolio or as appendices (if the later, be sure to provide links in the text). Any artefacts that you refer to in your Portfolio should be included in the relevant submission.



Assessment Name Weighting % Date Set Date Due Feedback Portfolio 50 Week 1 Week 11 Formative during seminars, summative after week 12 Exam/OTA 50 Exam Period Via blackboard or by appointment with module leader Module Title: Project Management Host School of the Module: Applied Management . 1. Introduction & Welcome to the Module Increasingly projects are being instigated by businesses and organisations in order to stay competitive and maintain standards. Innovation, development and marketing of new products and services involve project management. The module is intended for second year students interested in applying the theoretical, practical and technical skills of project management in a variety of business contexts. Employability Link to the Module Graduate Attribute Critical and creative thinker Literate and effective communicator Entrepreneurial Global in outlook and engaged in communities How this module curriculum & assessment enhances your employability the portfolio tests your ability to critically evaluate information and to present ideas in ways that communicate meaning with creativity and impact. Seeking, editing and formatting information to communicate effectively – all assessments Demonstrating understanding of problem solving approaches for Sustainability. Social and Environmental Sustainability are global issues engaging the global community. Your assessments require you to demonstrate an understanding of the global impact of these. Page 1 Socially, ethically and environmentally aware Assessments on the module MUST address at least one of these areas and enable you to demonstrate your awareness. The module focuses on Social and Environmental issues. Module Aims To provide students with a sound understanding of the role and importance of project management in business and how it can be applied to many business challenges that face a wide range of organisations. Learning Outcomes By the end of the module a student will be able to: 1. evaluate how project management fits into modern businesses and their day to day operations; 2. explain the role, responsibilities and attributes of a good project manager; 3. appreciate the importance of formal procedures associated with successful project management and appreciate the importance of financial accounting and control in the profitable management of projects; 4. explain the process of managing a project through the project life cycle including the importance of people management, teamwork and resource allocation; 5. apply project management techniques available to a project manager, including critical path analysis; 6. apply and use appropriate software to manage a project successfully. Indicative Syllabus Content • • • Introduction: Why Project Management? The benefits of project management, the project life cycle, the role and functions of the project manager, systems and procedures for managing projects, people management skills; Building the team, managing the team, problem-solving and decisionmaking in the team, motivating the team members, project manager’s authority; Effective communication: why communication is important, establishment of formal communications procedures and standards with the team and between the team and others; reporting methods, managing progress; Page 2 • • • Planning, estimating and quoting: the need for planning, available techniques including: scheduling, critical path analysis, resource allocation, risk management and problem solving; Managing progress and control of project finances: cost management factors, budgets, cost collection methods, cost indices for reporting progress to management; Closing down project: documentation, expenditure, review, archiving of files, security. Page 3 Assessment rationale, methods and weightings Class time and online formative activities will be used to develop the understanding needed to undertake the following assessments: Portfolio • 1000 word Portfolio plus the equivalent of a further 1000 words effort using software such as Microsoft Excel and Project or similar to demonstrate LO 6 in the context of LO’s 1-5. Learning and Feedback from the workshops will form an important part of the Portfolio assessment. Artefacts created in the workshops and seminars may be used to support the Portfolio submission. The assessment for this module has been designed in the full expectation that formative assessment is completed, as directed, by the module leader; failure to do so is likely to impact on the student’s ability to pass the module. Assessment criteria For each assessment there will be specific assessment criteria included in the assignment brief but in general module terms the students should be able to demonstrate the following: 1. Their understanding of the role that digital technologies and Information Management have in the operations of the contemporary business organisation; 2. Their understanding and use of business data analysis techniques in order to answer a set business problem; 3. Their understanding of the use of Information Technology as a tool within organisations to ensure the effective and efficient management of information; 4. That they understand how to work securely and respectfully in online environments; 5. Their ability to collect numerical data from a range of defined sources and use quantitative analysis to present information and solve business problems; 6. Their ability to apply given business tools accurately under direction to a well-defined problem and an appreciation of the complexity of the issues raised by the problem. Assessment General Threshold Criteria The descriptions below are indicative of what is needed to merit a mark at a given level: Page 4 General criteria Level 4 Level Level 5 6 % % % No evidence to suggest that any learning has taken place beyond the most basic principles. 1-9 0 (0) Makes no serious attempt to answer the question, and has little or no coherence. What little evidence exists to show that learning has taken place is interspersed with nonsense. 10-19 1-9 0 Makes a limited attempt to answer the question but demonstrates a clear lack of understanding of the issues concerned. Misunderstandings and errors of fact are likely to outweigh correct or meaningful statements. There is unlikely to be any referencing. The poor quality of the writing may make it difficult to read. 20-29 10-19 1-9 Attempts to answer the question but is only partly successful in doing so, with much irrelevant material included and much relevant material left out. Referencing is likely to be limited. It should show at least an emerging understanding of the issues, but is likely to include some fundamental misunderstandings and/or errors of fact. It may well lack structure and be poorly written. 30-39 20-29 10-19 Makes a clear attempt to answer the question, but is likely to include material of doubtful relevance. It may well be based largely on a single text-book, or on lecture notes, but shows at least a basic understanding of the issues. There may be some significant misunderstandings or errors of fact. Structure may be confused and language clumsy. 40-49 30-39 20-29 Is clearly focussed on the question and demonstrates a general understanding of the major issues without significant misunderstandings or errors of fact. It may well demonstrate a degree of naivety and is likely to be largely descriptive in nature. It should be properly referenced, but may be based on a limited number of sources, principally text-books. It should have a coherent structure, but may have some clumsy expression. 50-59 40-49 30-39 Page 5 Demonstrates a detailed understanding of the major issues and at least a general awareness of problems and conflicting viewpoints. Reading is likely to go beyond basic textbooks, and should show at least an emerging ability to compare and contrast the arguments in different sources. It should be wellstructured and well-written. 60-69 50-59 40-49 Demonstrates a full understanding of the major issues 70-79 and a full awareness of problems and conflicting viewpoints. It should include references to secondary as well as tertiary sources (journal articles, monographs etc.) and should demonstrate at least an emerging ability to evaluate and criticise sources. The quality of argument should demonstrate a degree of sophistication and elegance. 60-69 50-59 Demonstrates a clear ability to evaluate and criticise sources and at least an emerging ability to apply original insight and thought to the issues under discussion. There should be at least a limited understanding of theoretical issues. If the analysis of primary data is included this should be conducted with at least a basic degree of competence. 80-89 70-79 60-69 Demonstrates a clear ability to apply original insight and critical thought to the issues under discussion, and a clear understanding of the problems and limitations of the approaches developed. It should demonstrate a degree of sophistication in the way in which theory and practice are integrated. If the analysis of primary data is included this should be conducted with complete competence and with a degree of sophistication. 90-99 80-89 70-79 Theoretically informed, with a high degree of originality and an effective integration of secondary and primary data. It should be capable of adaptation with a limited amount of effort either for publication 100 90-99 80-89 (though not necessarily in a peer-reviewed journal) or for effective professional use (e.g. a marketing strategy that could actually be presented to the Board). Page 6 Suitable for publication or effective professional use, as above, in its submitted form, without significant adaptation. (100) 100 90-99 Referencing requirements for assignments Statements, assertions and ideas made in coursework should be supported by citing relevant sources. Sources cited in the text should be listed at the end of the assignment in a reference list. Any material that you read but do not cite in the report should go into a separate bibliography. Unless explicitly stated otherwise by the module teaching team, all referencing should be in Westminster Harvard format. https://www.westminster.ac.uk/current-students/studies/study-skills-andtraining/research-skills/referencing-your-work Difficulties in submitting assignments on time If you have difficulties for reasons beyond your control (e.g. serious illness, family problems etc.) that prevent you from submitting the assignment, make sure you apply to the Mitigating Circumstances board with evidence to support your claim as soon as possible. The WBS Registry or your personal tutor can advise on this. Page 7 . DO NOT USE Safari as your browser or Pages as a document type. REMEMBER: It is a requirement that you submit your work in this way. All coursework must be submitted by 13.00 (1.00 p.m.) UK time on the due date. If you submit your coursework late but within 24 hours or one ‘working’ day of the specified deadline, 10% of the overall marks available for that assessment will be deducted as a penalty for late submission, except for work which is marked in the range 40 – 49%, in which case the mark will be capped at the pass mark (40%). This rule only applies to the original deadline, not to deadlines extended by a RAF or MC. If you have an extension due to a RAF(5 working days) or MC claim (5 working days) then the 24 hour rule does not apply and late work will not be accepted. If you submit your coursework more than 24 hours or more than one ‘working’ day after the specified deadline you will be given a mark of zero for the work in question. The University’s mitigating circumstances procedures relating to the nonsubmission or late submission of coursework apply to all coursework. If you are unclear about this, speak to your seminar leader or module leader. Academic integrity What you submit for assessment must be your own current work. It will automatically be scanned through a text matching system to check for possible plagiarism. Do not reuse material from other assessments that you may have completed on other modules. Collusion with other students (except when working in groups), recycling previous assignments (unless this is explicitly allowed by the module leader) and/or plagiarism (copying) of other sources all are offences and are dealt with accordingly. If you are not sure about this, then speak to your class leader. University of Westminster Quality & Standards statement: Plagiarism is a particular form of cheating. Plagiarism must be avoided at all costs and students who break the rules, however innocently, will be penalised. It is your responsibility to ensure that you understand correct referencing practices. As a University level student, you are expected to use appropriate Page 8 references and keep carefully detailed notes of all your sources of material, including any material downloaded from the www. Plagiarism is defined as submission for assessment of material (written, visual or oral) originally produced by another person or persons, without acknowledgement, in such a way that the work could be assumed to be your own. Plagiarism may involve the unattributed use of another person’s work, ideas, opinions, theory, facts, statistics, graphs, models, paintings, performance, computer code, drawings, quotations of another person’s actual spoken or written words, or paraphrases of another person’s spoken or written words. Plagiarism covers both direct copying and copying or paraphrasing with only minor adjustments: • a direct quotation from a text must be indicated by the use of quotation marks (or an indented paragraph in italics for a substantive section) and the source of the quote (title, author, page number and date of publication) provided; • a paraphrased summary must be indicated by attribution of the author, date and source of the material including page numbers for the section(s) which have been summarised. Page 9 2. Feedback arrangements Feedback on formative work will be ongoing during timetabled seminar and workshop sessions. For this reason attendance at all timetabled events is a very important part of the learning process. Feedback for assessments contributing to the module grade, please see the table that indicated key dates for your diary. Please also note that feed forward in preparation for assessments will take place as an ongoing learning process throughout all taught sessions. Summative written feedback will be made available via the module Blackboard site accessed via the Gradebook. 3. Using your study time effectively You have primary responsibility for your own learning. You will have a schedule of formal study where you will be working with academic staff and this is outlined later in this handbook. Alongside your scheduled studies, your private or ‘independent’ study is very important. This is the time that you spend learning without direct supervision from, or contact with, a member of teaching staff and this makes up a large part of your studies. It is likely to include background reading, preparation for seminars or tutorials, followup work, wider practice, the completion of assignments, revision and so on. Some independent study may be structured for you as a key part of your learning, but it also is the additional study you choose to undertake to further improve your learning. To summarise, in general your study activity will break down into: • Scheduled contact/activity time (such as lectures, classes, tutorials, workshops, supervisions and other directed activities) • Structured independent study (such as reading and preparing for scheduled learning activity) • Module and course-based wider study (such as reading the business media, employability activities, personal tutoring activity) • Assessment (working on coursework and/or preparing for and taking tests/exams) This is a 20 credit module. You should be putting in 10 hours of study time for every credit so you should plan to commit 200 hours over the duration of the module and its assessment. Below is an indicative split of study time for this module: Page 10 Activity type Lecture Seminar Workshop Total Scheduled Structured exercises Focused preparation for seminars Working on Assessment Preparation for workshops Total Independent study Total student learning and teaching hours Category Student learning and teaching hours* Scheduled 12 Scheduled 12 Scheduled 24 48 Independent 30 Independent 35 Independent 35 Independent 52 Independent 152 200 * These hours are indicative only and may be subject to change. They also indicate what would be typical. Your particular study needs may vary. If you are unclear on any aspect of making the best use of your study time on this module, speak to your seminar leader or the module leader. Page 11 4. Reading and key learning resources Essential reading: Larson, Erik, W and Clifford F. Gray. ISE EBook Online Access for Project Management: the Managerial Process, McGraw-Hill US Higher Ed ISE, 2020. ProQuest Ebook Central, and is available free online via the module reading list. https://ebookcentral.proquest.com/lib/westminster/detail.action?docID=614 8222. (the latest edition is the eighth but the edition is not critical and second hand copies from 2014 may be used) Additional Reading Brown K B and Hyer N L (2013) Managing Projects – A Team-based Approach, New York, McGraw Hill, International Edition Andersen Erling S, (2008) Rethinking Project Management, Harlow, Prentice Hall Maylor H (2010) Project Management Planning, Harlow, Prentice Hall Periodical references/ Newspapers: International Journal of Project Management Computer Weekly Project Management Today Newspapers: Daily Telegraph, Financial Times, Guardian, Independent, Times WWW references: www.apm.org.uk [The Association for Project Managers] www.pmi.org [The Project Management Institute] http://www.ogc.gov.uk/methods_prince_2.asp (PRINCE2 Web Site) http://www.dsdm.org/atern/ Project Management Method – Agile BLACKBOARD: lecture slides, materials and online reading list will be made available through Blackboard each week. Blackboard will also be used during the module as an electronic notice board. PLEASE LOG IN TO BLACKBOARD REGULARLY: to keep up to date with the self-study as indicated by the module calendar which follows. For on campus sessions please make sure that you familiarise yourself with the logging in process for the university’s computers. You will need have a valid password and may wish to bring an USB to save your work for later reference. Page 12 Teaching Lecture – one hour Week Week 1 20th Jan Lecture Workshop – two hours Project Selection Week 4 Introduction – Project Selection/ HGS Alignment with Organisation Strategy Defining the Project HGS Requirements /Scope/WBS tools and techniques HGS Estimating Times/tools and Cost Estimating Developing a Project Plan HGS Week 5 The Role of the Project Manager HGS Creating a project plan using Project and PowerPoint/Excel Week 6 Scheduling Resources & Costs HGS Resourcing Exercises Week 7 Reducing Project Duration HGS Using MS Project to monitor costs/assignment work Week 8 Identifying and Managing Risk HGS Week 9 Project Teams HGS Revising of plan to reduce project duration/assignment work Continuing work to support Assignment project Week 10 Project Leadership HGS Using MS Project to manage resources Week 11 Project Closure HGS Week 12 What Have we learnt and where does this lead? HGS Week 2 Week 3 Creating a Project Scope Statement Using MS Project to manage project Working with estimates and work breakdown structure Seminar – one hour Familiarisation Activities Introducing Portfolio Assessment set reading Self check test Set Text Chapter 1 Case Study/s On Campus Self check test Estimating Exercis …
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