Assessment Information/Brief 2019/20
Module title Project Management, Leadership and Skills: Planning and Control
CRN 53406 / 53411 / 53413
Assessment title Assignment 2 : People in Projects
Weighting within module This assessment is worth 50% of the overall module mark.
Submission deadline date and time 7th December 2019, 23:59 Zurich Time
608f Maxwell Building,
Assessment set by
601 Maxwell Building,
How to submit
A single file is to be uploaded via the campus website of RKC. Maximum 3000 words (+/- 10%, see below for details).
Any diagrams should be included directly in the document as images (not as embedded documents).
Assessment task details and instructions
You have recently been appointed by a large property investor in the UK who wishes to renovate a house. To keep his costs to a minimum he likes to have only one worker working on each activity. The property renovation involves various tasks which he estimates will take one worker the times shown in the table below:
Activity Time needed to complete
Substantial repairs to the roof 6 days
Internal structural work 7 days
Electrical work 6 days
Plumbing 3 days
Plastering 4 days
Installing a new kitchen 4 days
Installing a new bathroom 2 days
Internal decoration 6 days
Garden 4 days
Change windows 1 day
Fitting carpets 1 day
Outside paintwork 7 days
The roof and structural work must be completed before any other activities (inside or outside) can commence. Once these are done, the other tasks can happen at any stage. However, inside the house, the plumbing and electrics must be completed before the plastering can be done. The plastering must be complete before the new kitchen and bathroom can be installed. Decoration can only happen once the kitchen and bathroom are in place, and carpets can only be fitted after decorating. The windows have to be changed before the outside paintwork is started.
The property developer knows that to keep his budget on target, all work needs to be completed in 6 weeks. His team only works from Monday to Friday. Can it be done? Which activities is it most important for the property developer to keep on track?
The developer has several other projects on the go at the same time and decides that he can only spare two of his team to work on this project. By assigning activities to Worker 1 and Worker 2 show how this is possible.
There are three (3) parts to this assignment, and each is worth 33% of the final assignment mark.
Part 1 – 30%
A. Create a network diagram with the critical path clearly marked
B. What are the advantages to the property developer in using critical path analysis to plan this project?
C. How realistic is the idea of using only two workers to complete the project given the deadline of six weeks?
You do not need any specialist knowledge of construction to answer this question.
Part 2 – 30%
Review the case above of The House with regard to risk management.
A. Identify at least 5 risks relevant to this project and create a simple risk table showing how you would manage these risks with appropriate risk controls
B. Discuss how you would derive a risk score for each of these risks explaining what evidence you could access to support you calculation of impact and probability
C. What are the opportunities available and how would you categorise these strategies?
Please note that you are being assessed on your understanding of risk management and not the discovery of the ‘correct answer’.
Part 3 – 40%
You have recently hired Kevin, a retired ex-lecturer in project management, to work as part of your project team on the house build. He is very good at solving technical project problems but seems to find working in the team very difficult and gives constant negative feedback on his co-workers. His performance and temper has become progressively worse over time. He seems to lack motivation and you may have to consider ending his employment. Why might Kevin lack motivation? Discuss with reference to appropriate theories and case examples; suggest ways in which Kevin may be motivated.
Part 1 30
- A. network diagram 10
- B. critical path discussion 10
- C. discussion of 2 workers/6 weeks constraint 10
Part 2 30
- A. risk analysis 10
- B. risk score discussion 10
- C. opportunities discussion 10
Part 3 40
- Review of theory relating to leadership and motivation 20
- Examples 10
- Conclusion on ways to motivate Kevin 10
• Please add the assignment name and your student identity number to the title page of the report.
• Please ensure you put your word count on your title page as well.
• University lateness and plagiarism rules apply.
Please follow a report format. Therefore, you should have a title page, contents page, sections and sub sections, page numbers, appendix section etc. Please note if you are uncertain on how to present and structure a report then visit the university library website or ask your tutor for assistance.
Please do use diagrams, illustrations, tables, graphics etc. wherever these are helpful, and remember that these do not count towards your word limit. If you do use these, please do not put them in the appendices if they are part of your discussion. Appendices are the appropriate places to put supporting material, however, remember if the reader is satisfied with the main points of your discussion; the supporting information within the appendices may not even be reviewed.
Please try to use theory explicitly at all stages, but do not spend too much time describing a theory. While you must be explicit about the theories, models, techniques etc. that you use, you can assume that the reader is familiar with them. What the reader requires is evidence of your ability to understand and apply the theory and learn from in order to support the development of your findings and/or ideas.
You must cite all sources on which you have relied, for example textbooks, journal articles, web pages etc. using the Harvard Bibliographic referencing system. If you do not cite all sources, then you may be accused of plagiarism, and that may endanger your success in passing the module. If you are in any doubt about how to reference your work, please obtain guidance from the library and/or your academic librarian(s) for this module.
Assessed intended learning outcomes: Knowledge and Understanding
On successful completion of the module the student will be able to:
- Apply knowledge of the theory and practice of project planning and control and the use of Project Management methods and techniques.
- Critically evaluate the use of techniques in leading, planning, control and process management.
- Demonstrate a sound understanding of the importance of Project Management in the development and maintenance of sustainable and global organisations operating in complex market environments
- Develop knowledge and application of the techniques of estimating, forecasting and resource management
- Critically appraise project outcomes for the purpose of improvement
Assessed intended learning outcomes: Practical, Professional or Subject Specific Skills
- Leads by example – as high levels of self-awareness, emotional and social intelligence, empathy and compassion, and able to identify mental well-being in others. Work collaboratively enabling empowerment and delegation – acts with humility and authenticity, is credible, confident and resilient.
- Judgement and Challenge – Takes personal accountability aligned to clear values. Demonstrates flexibility and willingness to challenge when making decisions and solving problems – instils confidence demonstrating honesty, integrity, openness, and trust.
- Courage & Curiosity – is confident and brave, willing to innovate, seeks new ideas and looks for contingencies. Manages complexity and ambiguity, comfortable in uncertainty, and is pragmatic.
- Valuing Difference – engaging with all, is ethical and demonstrates inclusivity, recognising diversity, championing, and enabling cultural inclusion. Empowers and motivates to inspire and support others.
- Professional Reflects on own performance, demonstrates professional standards in relation behaviour and ongoing development. Advocates the use of good practice within and outside the organisation.
Assessed intended learning outcomes: Transferable Skills and other Attributes
- Work independently and with others in analysing and presenting solutions to Project Management planning, control and process problems.
- Locate, synthesise and critically evaluate recent/current information from a wide range of published literature in Project Management
- Communicate effectively through a variety of media to different audiences.
- Make decisions in complex and unpredictable situations using tools and techniques appropriate to the module.
- Use terminology associated with the subject area accurately and in a way, which demonstrates sophisticated knowledge and understanding.
• The overall aim of the module is to allow students to explore. approaches and methods required to leading and manage complex projects.
• To develop an understanding of the planning, control and other processes utilised in the effective operation of project management
• To appreciate and develop leadership skills for the management of organisational projects and the change and resource processes required for effective project management
The maximum word count is 3000 words (+/- 10%). Your word count is from the introduction to conclusion sections. Therefore, it does not include title page, contents page, reference section, appendices etc. If the assignment exceeds these limits; the work in excess of 3000 is not marked.
All work submitted late will be capped at the pass mark of 50%, there is no sliding scale
You can expect to receive feedback
• Two working weeks (excluding University Seasonal Closing) after the submission date.
• Marks and written feedback will be available on the RKC campus
o An announcement per email will be made informing you of the release.
• Please email your tutor should you require specific feedback following the release of your results.
You can obtain support for this assessment by attending your module lectures, seminars and drop in sessions. You can e-mail the tutor and visit the module forum website for the regular updates that can directly support your learning in the subject and in developing your assignment.
The University offers a range of support services for students through askUS.
Good Academic Conduct and Academic Misconduct
Students are expected to learn and demonstrate skills associated with good academic conduct (academic integrity). Good academic conduct includes the use of clear and correct referencing of source materials. Here is a link to where you can find out more about the skills which students require http://www.salford.ac.uk/skills-for-learning.
Academic Misconduct is an action which may give you an unfair advantage in your academic work. This includes plagiarism, asking someone else to write your assessment for you or taking notes into an exam. The University takes all forms of academic misconduct seriously. You can find out how to avoid academic misconduct here https://www.salford.ac.uk/skills-for-learning.
If you have any questions about assessment rules, you can find out more here.
Personal Mitigating Circumstances
If personal mitigating circumstances may have affected your ability to complete this assessment, you can find more information about personal mitigating circumstances procedure here.
Personal Tutor/Student Progression Administrator
If you have any concerns about your studies, contact your RKC Tutor or Student Care.
Level 7 undergraduate Generic Grade Descriptors for ‘Knowledge’
• Outstanding – 100-90: Outstanding knowledge. Theory is linked to practice to an exceptional level and may be used to formulate new questions, ideas or challenges.
• Excellent – 80-89: Integrates the complexity of a range of knowledge and excellent understanding of its relevance.
Excellent depth of knowledge in a variety of contexts. Coherent and systematic application of theory to practice
• Very Good – 70-79: Comprehensive knowledge demonstrating very good depth and breadth. Clear insight into links between theory and practice. Demonstrates ability to transfer knowledge between different contexts appropriately. Consistently accurate level of knowledge in depth and breath.
• Good – 60-69: Consistently relevant accurate knowledge with good depth and breadth. Clear and relevant application of theory to practice. Good identification of key themes. Good demonstration of depth and breadth of knowledge.
• Fair – 50-59: Mostly accurate knowledge with satisfactory depth and breadth of knowledge. Sound integration of theory and practice with satisfactory identification of key themes. Fair demonstration of depth and breadth of knowledge.
• Adequate – 40-49: Basic knowledge with occasional inaccuracies appropriate yet basic integration of theory and practice. Superficial depth or limited breadth with unsatisfactory identification of key themes. Basic knowledge demonstrated with some inaccuracies.
• Unsatisfactory – 30-39: Limited evidence of knowledge. Inappropriate links between theory and practice.
Inadequate identification of key themes.
• Poor – 20-29: Inconsistent or inaccurate knowledge. Limited and inappropriate or inaccurate links between theory and practice. Poor identification of key themes.
• Very Poor – 10-19: Virtually no relevant knowledge demonstrated. Fails to adequately demonstrate links between theory and practice. Very poor identification of key themes.
• Extremely Poor – 1-9: Totally inadequate demonstration of required knowledge. Not able to link theory to practice. No appropriate themes identified.
You should consult Level 7 Generic Grade Descriptors for detailed grade/mark descriptors.
Criterion / Mark range 90-100 80-89 70-79 60-69 50-59 40-49 0-39
Overall level (indicative – not for grading) Standard comparable to journal publication Standard comparable to conference paper publication Distinctive work for Masters level Merit work for Masters level Acceptable for Masters Below Masters pass standard Significantly below Masters pass standard
Scope Outstanding clarity of focus, includes what is important, and excludes irrelevant issues. Excellent clarity of focus, boundaries set with no significant omissions or unnecessary issues. Clear focus. Very good setting of boundaries, includes most of what is relevant. Clear scope and focus, with some omissions or unnecessary issues. Scope evident and satisfactory but with some omissions and unnecessary issues. Poorly scoped, with significant omissions and unnecessary issues. Little or no scope or focus evident.
Understanding of subject matter Outstanding with critical awareness of relevance of issues. Outstanding expression of ideas. Excellent with critical awareness of relevance of issues. Excellent expression of ideas. Very good with critical awareness of relevance of issues. Outstanding expression of ideas. Good with some awareness of relevance of issues. Ideas are expressed, with some limitation. Basic with limited awareness of relevance of issues. Limited expression of ideas. Poor with little awareness of relevance of issues Little or no understanding of subject matter is demonstrated.
Literature Comprehensive literature review. Evaluation and synthesis of source material to produce an outstanding contribution. Excellent independent secondary research. Sources are evaluated and synthesized to produce an excellent contribution. Very good independent secondary research. Sources are evaluated and synthesized to produce a very good contribution. Good secondary research to extend taught materials. Evidence of evaluation of sources, with some deficiencies in choice and synthesis. Limited secondary research to extend taught materials. Limited evaluation of sources, deficiencies in choice and synthesis. Little or no extension of taught materials. Poor choice and synthesis of materials. Poor use of taught materials. No synthesis.
Critical analysis based on evidence Standard of critical analysis – showing questioning of sources, understanding of bias, independence of thought Excellent standard of critical analysis – excellence in questioning of sources, understanding of bias, independence of thought A very good standard of critical analysis. Sources are questioned appropriately, and a very good understanding of bias, showing independence of thought Critical analysis with some questioning of sources, understanding of bias, independence of thought. Analysis evident but uncritical. Sources are not always questioned, with limited independence of thought. Little or no analysis. No valid analysis.
Structure of argument, leading to conclusion Well structured, compelling and persuasive argument that leads to a valuable contribution to the field of study, paving the way for future work. Argument has excellent structure and persuasiveness, leading to very significant insights and relevant future work. Well-structured and persuasive argument Insightful conclusion draws together key issues and possible future work. Structured and fairly convincing argument leads to conclusion that summarises key issues. Argument has some structure and development towards conclusion with limitations in summary of issues. Argument is unstructured, no recognizable conclusion. No evidence of argument or conclusion.
In Year Retrieval Scheme
Your assessment is not eligible for in year retrieval.
If you fail your assessment, and are eligible for reassessment, you will need to resubmit in a date that will be notified to you. For students with accepted personal mitigating circumstances, this will be your replacement assessment attempt. Students should be aware that there is no late submission period at reassessment (this includes those students who have an accepted PMC request from a previous attempt). If a student needs to be reassessed, s/he will be given a new assignment brief with a deadline, which will be provided by the School.