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ASSESSMENT BRIEF 03
Subject Code and Title
PROJ6006: Organisational Behaviour and People Management
Assessment
03: Project HRM Plan
Individual/Group
Group
Length
2400 words
Learning Outcomes 1, 2 and 3
Submission
End of the first week of Module 6
Weighting
40%
Total Marks
40 marks
Context:
In this Assessment, students further analyse the case study that was introduced in Module 1 and
Assessment 1. With an understanding of the leadership styles that seem appropriate for the
environment and circumstances, students now work in groups to develop a Project Human
Resource Plan. This will give students the opportunity to participate in the formal project
management practice of developing a plan for managing the work of the diverse individuals that
will contribute to a specific project.
The Assessment has two components
Students will initially focus on elements that address team building, including planning for the
team organisational structure, recruitment of team members, and efforts to bring the
individuals together as a cohesive team.
Students will then address the elements of team management, including plans for managing
communication, assessment of work, and improvement.
In addition to practicing relevant planning activities, students will also practice the skills
required to work effectively as part of a group. Each group will need to negotiate roles
and responsibilities in order to successfully meet deliverable requirements.
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Note: Groups will be assigned by the Learning Facilitator in consultation with the students and it is expected that there would be four(4) people in each group. It is expected that Groups will be identified early during the Module 1 and 2 so that students can get to know each other within the group well before starting the group project. A group size of 4 has been proposed to ensure diversity, interaction and opportunity for students to grow and lead teams. Only in exceptional situation a different group size may be approved by the Learning Facilitator.
Instructions:
From a project management perspective, students will begin work in groups on delivery of a
Project HR Plan, to be submitted at the end of week 1 of Module 6. The assessment requires that
students work in groups to develop a project HR plan for the organisation highlighted in the case
student presented in Module 1. The assessment combines two parts, as follows:
Team Building component
As part of the team building component, the assessment will contain the following components:
• A draft organisational chart for the project team
• A staffing/recruitment plan
• A team building plan
Moving to the team Management component,
As part of managing the team, the assessment will then contain the following components:
• A staff management plan
• A communications plan
• An assessment plan
• An improvement plan
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Learning Rubrics
Assessment Attributes
Fail (Unacceptable) (0-
49%)
Pass
(Functional)
(50-64%)
Credit
(Proficient)
(65-74%)
Distinction
(Advanced)
(75-84%)
High Distinction
(Exceptional)
(85-100%)
Develop and apply a range
of leadership and
communication strategies
to achieve project success
for all stakeholders
25%
Shows limited knowledge,
skill and/or experience in
change management due to:
• Limited description of
change management
principles and processes
• Limited application of the
impact of business and
staff of change
management principles
and processes
Demonstrates clear
understanding of change
management principles
and processes, and its
impact on business and
staff by:
• Identifying elements
needed to facilitate
teams involvement in
change
• Calling attention to the
need to communicate
strategies for change
and leadership in
support of new ideas
and processes
Advocates processes to
enable continuous
improvement.
Articulates how to
facilitate team’s
involvement in the change
process.
Communicates the need
for change and strategies
to support leadership for
new ideas and processes.
Identifies the role of
culture on change.
Elaborates a process to
create innovative
solutions.
Suggests a plan to develop
individual and team
commitment to new
solutions.
Articulates leadership
strategies to encourage
knowledge sharing under
different change scenarios.
Anticipates obstacles to
knowledge sharing and
suggests ways to alleviate
obstruction.
Incorporates an agenda to
foster continuous
improvement for change
management.
Elaborates a plan to
develop leadership and
individual and team
commitment to new
solutions.
Identifies a framework to
foster a continuous
improvement cycle of
learning within the
organisation.
Anticipates obstacles to
knowledge sharing and
suggests ways to alleviate
obstruction.
Knowledge and
understanding of the
management of
stakeholder objectives and
the impact this has on the
agency of project teams
25%
Shows limited understanding
of the management of
stakeholder objectives and
the impact this has on the
agency of project teams.
Does not address key
components of stakeholder
objectives.
Resembles a recall or
summary of key ideas
about stakeholder
objectives.
Addresses the impact of
stakeholder objectives on
project teams.
Articulates clear
understanding of the
concept of agency.
Supports personal opinion
and information
substantiated by evidence
from the research
materials.
Elaborates the relationship
between managing
stakeholder objectives and
the agency of project
teams.
Discriminates between
assertion of personal
opinion and information
Discriminates between
managing stakeholder
objectives and the agency
of project teams,
articulates the relationship,
identifies risk in managing
stakeholder objectives and
suggests strategies for
mitigation.
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Explains management of
stakeholder objectives and
applies to the concept of
project teams.
substantiated by robust
evidence from the research
materials.
Supports personal opinion
and information by robust
evidence from the research
materials and extended
reading.
Ethical moral reasoning
(recognises ethical and
moral issues within a
discipline and is able to
reason based on these
principles)
20%
Difficulty in formulating own
opinion and lack of
recognition of ethical
principles and competing
interests.
Does not clearly demonstrate
moral-ethical reasoning.
Difficulty in justifying
conclusions based on
moral-ethical principles but
recognises different
viewpoints.
Conclusions are justified
based on moral-ethical
principles.
Formulates and justifies
conclusions based on
moral-ethical principles.
Can recognise the
competing interests in
arguments and identify
ethical issues embodied in
them.
Uses ethical principles to
identify competing
interests and views.
Sophisticated
understanding of the
ethical and moral
positions.
Well-articulated viewpoint
based on moral-ethical
reasoning.
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.
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.
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There are no mistakes in
using the APA style.
Effective Communication
10%
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.
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.
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.
Information, arguments
and evidence are very well
presented, the
presentation is logical,
clear and well supported
by evidence.
Engages the audience,
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.
Team Work
10%
Does not participate
effectively in a team
environment.
Places individual goals ahead
of the group responsibility.
Hinders the group process
and upsets the schedule.
Participates effectively in
teams.
Identifies team and
individual goals, tasks,
responsibilities and
schedules.
Contributes to group
processes.
Supports the team.
Contributes to small group
discussions to reach
agreement on issues.
Works together with others
towards shared goals.
Renegotiates
responsibilities to meet
needed change.
Understands group
dynamics and team roles.
Facilitates team
development.
Renegotiates
responsibilities, tasks and
schedules to meet needed
change.
Builds team’s identity and
commitment.
Leads teams.
Evaluates teams’ outcomes.
Implements strategies for
enhancing team
effectiveness.
