MBA642: Project Initiation, Planning and Execution Assessment 3 Solution
Assessment 3 Information
Subject Code: MBA642
Subject Name: Project Initiation, Planning and Execution
Assessment Title: Levi Jeans Type 1
Assessment Type: Individual Report
Length: 2000 words (-/+ 10%)
Total Marks: 100
These jeans were a market failure. Create a project management plan to turn them into success.
In this individual assessment, students will be given an opportunity to analyse the organisational factors that promote effective project management by analysing elements of the project management planning and execution phases that may give rise to ethical compromises. More importantly, students will practice creating an integrated project management plans that meet industry standards and objectives.
- Construct a plan to project manage these Levi jeans to success using the five stages of IPECC as per PMBOK.
- Use the criteria for success from assessment 1 and software that would be the best fit for this task from assessment 2. Justify both these choices.
- Use research and common sense to find all the data you need for each step in your complete project plan
- There will be additional information which gives a fuller description of the assessment requirements along with KBS presentation guidelines. This will be posted on the myKBS Assessment page.
- Please refer to the marking guide to assist you in completing all the assessment criteria.
You are required to use at least 12 sources of information and reference these in accordance with Kaplan Harvard Referencing Style. These may include websites, government publications, industry reports, census data, journal articles, and newspaper articles. These references should be presented as a reference list at the end of your report.
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MBA642 Assessment 3 Marking Rubric – Individual Report 40%
|Marking Criteria||F (Fail) 0 – 49%||P (Pass) 50 – 64%||C (Credit) 65 – 74%||D (Distinction) 75 – 84%||HD (High Distinction) 85 -100%|
|Analysis of Initiation Stage|
|The analysis does not move beyond a description of the learning experience.||Attempts to analyse Initiation, but these are vague and unclear.||Analyses several of the Initiation factors and makes several connections to how the learning can be applied.||Analyses many of the Initiation factors and makes many connections to the learning||There is an in-depth analysis of the Initiation factors and the value of the derived learning.|
|Analysis of Planning Stage|
|The analysis does not move beyond a description of the learning experience.||Attempts to analyse Planning factors, but these are vague and unclear.||Analyses several Planning factors and makes connections to how the learning can be applied.||Analyses many Planning factors and makes many connections to the learning||There is an in-depth analysis of Planning factors and derived learning.|
|Analysis of Execution Stage|
|The analysis does not move beyond a description of the learning experience.||Attempts to analyse Execution considerations, but these are vague and unclear.||Analyses several of the Execution considerations and makes several connections to the learning.||Analyses many Execution considerations and makes many connections to the learning||There are an in-depth analysis of Execution considerations and the value of the derived learning.|
|Structure and Formatting|
|The writing style is unclear; lacks logical flow and structure; numerous spelling and grammatical errors.||Writing style lacks clarity, flaws in flow and structure, some use of academic language, several spelling or grammatical errors||The writing style is mostly clear; Mostly written in discipline- specific academic language; Some spelling or grammatical errors.||The writing style is clear; Correct use of discipline-specific academic language: some minor spelling or grammatical errors.||The writing style is clear; Fluent use of discipline-specific academic language: no spelling or grammatical errors.|
|Theory, research and referencing|
Total marks __/100
|Many errors in logical flow and structure, argument sourced from non-academic literature. No discussion of academic research. Cites very few sources.||Some errors in logical flow and structure, basic discussion of relevant theory sourced from a minimal number of academic sources. Little discussion of relevant research.||Sound logical flow and structure, a broad discussion of relevant theory sourced from academic literature. The research acknowledged but not discussed. Cites academic sources.||Good logical flow and structure, an argument supported by detailed relevant theory and research sourced from numerous and varied|
|Excellent logical flow and structure, an argument supported by a comprehensive discussion of relevant theory and research sourced from numerous and varied academic sources.|
|Feedback and grades will be released via Turnitin.|