PROJ6006: Organisational Behaviour and People… | Good Grade Guarantee!
PROJ6006_Assessment_02.Docx Page 1 of 5
ASSESSMENT BRIEF 03
Subject Code and Title
PROJ6006: Organisational Behaviour and PeopleManagement
03: Project HRM Plan
1, 2 and 3
End of the first week of Module 6
Context:In this Assessment, students further analyse the case study that was introduced in Module 1 andAssessment 1. With an understanding of the leadership styles that seem appropriate for theenvironment and circumstances, students now work in groups to develop a Project HumanResource Plan. This will give students the opportunity to participate in the formal projectmanagement practice of developing a plan for managing the work of the diverse individuals thatwill contribute to a specific project.The Assessment has two componentsStudents will initially focus on elements that address team building, including planning for theteam organisational structure, recruitment of team members, and efforts to bring theindividuals together as a cohesive team.Students will then address the elements of team management, including plans for managingcommunication, assessment of work, and improvement.In addition to practicing relevant planning activities, students will also practice the skillsrequired to work effectively as part of a group. Each group will need to negotiate rolesand responsibilities in order to successfully meet deliverable requirements.PROJ6006_Assessment_02.Docx Page 2 of 5Note: Groups will be assigned by the Learning Facilitator in consultation with thestudents and it is expected that there would be four(4) people in each group. It isexpected that Groups will be identified early during the Module 1 and 2 so thatstudents can get to know each other within the group well before starting the groupproject. A group size of 4 has been proposed to ensure diversity, interaction andopportunity for students to grow and lead teams. Only in exceptional situation adifferent group size may be approved by the Learning Facilitator.Instructions:From a project management perspective, students will begin work in groups on delivery of aProject HR Plan, to be submitted at the end of week 1 of Module 6. The assessment requires thatstudents work in groups to develop a project HR plan for the organisation highlighted in the casestudent presented in Module 1. The assessment combines two parts, as follows:Team Building componentAs 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 planMoving 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 planPROJ6006_Assessment_02.docx Page 3 of 5Learning Rubrics
Develop and apply a rangeof leadership andcommunication strategiesto achieve project successfor all stakeholders25%
Shows limited knowledge,skill and/or experience inchange management due to:• Limited description ofchange managementprinciples and processes• Limited application of theimpact of business andstaff of changemanagement principlesand processes
Demonstratesclearunderstanding of changemanagement principlesand processes, and itsimpact on business andstaff by:• Identifying elementsneeded to facilitateteams involvement inchange• Calling attention to theneed to communicatestrategies for changeand leadership insupport of new ideasand processes
Advocates processes toenablecontinuousimprovement.Articulates how tofacilitateteam’sinvolvement in the changeprocess.Communicates the needfor change and strategiesto support leadership fornew ideas and processes.Identifies the role ofculture on change.
Elaborates a process tocreateinnovativesolutions.Suggests a plan to developindividual and teamcommitment to newsolutions.Articulates leadershipstrategies to encourageknowledge sharing underdifferent change scenarios.Anticipates obstacles toknowledge sharing andsuggests ways to alleviateobstruction.
Incorporates an agenda tofostercontinuousimprovement for changemanagement.Elaborates a plan todevelop leadership andindividual and teamcommitment to newsolutions.Identifies a framework tofoster a continuousimprovement cycle oflearning within theorganisation.Anticipates obstacles toknowledge sharing andsuggests ways to alleviateobstruction.
Knowledge andunderstanding of themanagementofstakeholder objectives andthe impact this has on theagency of project teams25%
Shows limited understandingof the management ofstakeholder objectives andthe impact this has on theagency of project teams.Does not address keycomponents of stakeholderobjectives.
Resembles a recall orsummary of key ideasaboutstakeholderobjectives.Addresses the impact ofstakeholder objectives onproject teams.
Articulatesclearunderstanding of theconcept of agency.Supports personal opinionandinformationsubstantiated by evidencefrom the researchmaterials.
Elaborates the relationshipbetweenmanagingstakeholder objectives andthe agency of projectteams.Discriminates betweenassertion of personalopinion and information
Discriminates betweenmanaging stakeholderobjectives and the agencyof project teams,articulates the relationship,identifies risk in managingstakeholder objectives andsuggests strategies formitigation.
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Explains management ofstakeholder objectives andapplies to the concept ofproject teams.
substantiated by robustevidence from the researchmaterials.
Supports personal opinionand information by robustevidence from the researchmaterials and extendedreading.
Ethical moral reasoning(recognises ethical andmoral issues within adiscipline and is able toreason based on theseprinciples)20%
Difficulty in formulating ownopinion and lack ofrecognition of ethicalprinciples and competinginterests.Does not clearly demonstratemoral-ethical reasoning.
Difficulty in justifyingconclusions based onmoral-ethical principles butrecognises differentviewpoints.
Conclusions are justifiedbased on moral-ethicalprinciples.
Formulates and justifiesconclusions based onmoral-ethical principles.Can recognise thecompeting interests inarguments and identifyethical issues embodied inthem.
Uses ethical principles toidentifycompetinginterests and views.Sophisticatedunderstanding of theethical and moralpositions.Well-articulated viewpointbased on moral-ethicalreasoning.
Use of academic anddiscipline conventions andsources of evidence10%
Poorly written with errors inspelling,grammar.Demonstrates inconsistent useof good quality, credible andrelevant research sources tosupport and develop ideas.There are mistakes in usingthe APA style.
Is written according toacademic genre (e.g. withintroduction, conclusion orsummary) and has accuratespelling,grammar,sentence and paragraphconstruction.Demonstrates consistentuse of credible andrelevant research sourcesto support and developideas, but these are notalways explicit or welldeveloped.
Is well-written and adheresto the academic genre (e.g.withintroduction,conclusion or summary).Demonstrates consistent useof high quality, credible andrelevant research sourcesto support and developideas.There are no mistakes inusing the APA style.
Is very well-written andadheres to the academicgenre.Consistently demonstratesexpert use of good quality,credible and relevantresearch sources tosupport and developappropriate arguments andstatements.Showsevidence of readingbeyond the key readingThere are no mistakes inusing the APA style.
Expertly written andadheres to the academicgenre.Demonstrates expert use ofhigh-quality, credible andrelevant research sourcesto support and developarguments and positionstatements. Showsextensive evidence ofreading beyond the keyreadingThere are no mistakes inusing the APA Style.
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There are no mistakes inusing the APA style.
Difficult to understand foraudience, no logical/clearstructure, poor flow of ideas,argument lacks supportingevidence.No effort is made to keepaudience engaged, audiencecannot follow the line ofreasoning.
Information, argumentsand evidence arepresented in a way that isnot always clear andlogical.Attempts are made to keepthe audience engaged, butnot always successful. Lineof reasoning is oftendifficult to follow.
Information, argumentsand evidence are wellpresented, mostly clearflow of ideas andarguments.The audience is mostlyengaged, line of reasoningis easy to follow.
Information, argumentsand evidence are very wellpresented, thepresentation is logical,clear and well supportedby evidence.Engages the audience,demonstrates culturalsensitivity.
Expertly presented; thepresentation is logical,persuasive, and wellsupported by evidence,demonstrating a clear flowof ideas and arguments.Engages and sustainsaudience’s interest in thetopic, demonstrates highlevels of culturalsensitivity.
Does not participateeffectively in a teamenvironment.Places individual goals aheadof the group responsibility.Hinders the group processand upsets the schedule.
Participates effectively inteams.Identifies team andindividual goals, tasks,responsibilitiesandschedules.Contributes to groupprocesses.Supports the team.
Contributes to small groupdiscussions to reachagreement on issues.Works together with otherstowards shared goals.Renegotiatesresponsibilities to meetneeded change.
Understandsgroupdynamics and team roles.Facilitatesteamdevelopment.Renegotiatesresponsibilities, tasks andschedules to meet neededchange.
Builds team’s identity andcommitment.Leads teams.Evaluates teams’ outcomes.Implements strategies forenhancingteameffectiveness.
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