ASSESSMENT 2 BRIEF

Subject Code and Title PROJ6001 Integrated Project Management

Assessment Assessment 2: Enterprise Environmental Analysis and Report

• Part A: Discussion activity: EEFs and tools of Impact
Analysis (Individual)
• Part B: Impact Analysis Report (Individual / Group) and
Individual Reflection

Individual/Group Individual / Group

Length Part A: 500 words per student

Part B: 1500 words report + individual reflection

Learning Outcomes 2. Critically evaluate the impact of internal and external

factors on project management processes and develop
strategies to implement appropriate courses of action.
3. Articulate project management outcomes and
communicate using a range of media to diverse
stakeholders representing differing expectations.

Submission Part A: By 11:55pm AEST/AEDT Sunday end of Module 4

Part B: By 11:55pm AEST/AEDT Sunday end of Module 5

Weighting 55% (Part A: 15%; Part B: 40%)

Total Marks 55 marks

Context:
Enterprise Environment Factors (EEFs) influence on various aspects of organisations, operations and
project outcomes, even a project team usually has no control over them. Nevertheless, it is important
for the project team to effectively manage EEFs as they can impact on project success. In PMBOK 6th
Edition (PMI, 2017), EEFs are key inputs to project management processes, and directly and indirectly
connected to Impact analysis, Benefit realisation, and Stakeholder engagement.
Reflective exercises can help increase the value of the learning experience by relating new materials of
learning to prior knowledge and create a better understanding of the discipline. Reflection improves
learning by providing a structure to reflect systematically over time on the learning process, and to
develop critical reflective aptitudes, skills and habits. Successful reflection enables self-awareness,
personal and professional growth, lifetime learning, and will help students develop into active and
aware learners and become a reflective practitioner in their professional life.

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Instructions:
In this assessment, students are to work individually or in groups (max 4 members) to complete a
project management report to Executive Management, using PMBOK 6th Edition (PMI, 2017) as a
guide. Referencing other provided learning resources and personal research are highly encouraged
too. This assessment contains 2 parts.

Part A – Module 4 Discussion activity: EEFs and Tools of Impact Analysis

In Assessment 2 Part A, students will use their project developed for Assessment 1:
• Identify relevant enterprise environmental factors (EEFs) of the project;
• Propose a tool, technique or framework intend to use for qualitative and/or quantitative impact
analysis of EEFs;
• Justify why the selected tool/technique is appropriate.
Students are encouraged to identify EEFs from the project chosen and share personal thoughts with
group members in the class. Actively seek feedback and inputs from facilitators. The individual and/or
groups should organise discussion notes and upload it on the Blackboard accordingly.

Assessment 2 Part A is due at the end of Module 4. The discussion can be arranged in a “Main post
and Responding post” format, or In-Class discussion notes format.

Part B – Impact Analysis Report and Individual Reflection

In Part B, students will assess and incorporate the feedback received from their peers in Module 4
discussion and submit a report on the impact analysis of EEFs identified within 1500 words. The report
should address the following:
• Evaluation of the internal and external factors and their impact on project management
processes;
• Development of strategies to realise and optimise potential benefits;
• Drafted communication plan and outcomes to diverse stakeholders.
At end of the report, each group member is required to provide a 500-word or equivalent of personal
learning reflection. The reflection should cover

• What key knowledge and skills you learned through this subject?
• How will they benefit you further study and career?
• Any good or bad of your overall learning experience?

Assessment 2-Part B is due at the end of Module 5

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Demonstration of accomplishments
It is students’ choice on how they wish to present this reflection. Students may use a wide range of
digital and multimedia for presentation. Alternatively, it could be in form of a writing piece. “My
Portfolio” on Blackboard is a space set up for students to collect and organise artefacts representative
of work completed over time. It helps students demonstrate and record progress and achievement.
Students are welcome to use the portfolio to record their learning and reflection. This is a personal
space for the student. “My Portfolio” can be found under ‘Assessments’ à ‘My Portfolio’.
Further information on creating and sharing Portfolios is available here:
https://en-us.help.blackboard.com/Learn/9.1_2014_04/Student/090_Tools/Portfolios

Learning Resources:
Project Management Institute. (2017). A guide to the project management body of knowledge (PMBOK
Guide) (6th ed.). Newtown Square, PA: PMI.

https://ebookcentral-proquest-com.ezproxy.laureate.net.au/lib/think/detail.action?docID=5180849

Project Management Institute. (2013). A guide to the project management body of knowledge (PMBOK
Guide) (5th ed). Newtown Square, PA: PMI.

http://ezproxy.laureate.net.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=
ip,url,uid&db=nlebk&AN=565869&site=eds-live&scope=site

Sanghera, P. (2018). PMP® in Depth: Project Management Professional Certification Study Guide for
the PMP® Exam. Apress.

https://ebookcentral-proquest-com.ezproxy.laureate.net.au/lib/think/detail.action?docID=5528907

Dionisio, C.S. (2017). A Project Manager's Book of Forms: A companion to the PMBOK guide - Sixth
Edition. John Wiley & Sons.

https://ebookcentral-proquest-com.ezproxy.laureate.net.au/lib/think/detail.action?docID=5116553

Herholdt, J. (2012). Managing change in organisations. Knowres Publishing.

https://ebookcentral-proquest-com.ezproxy.laureate.net.au/lib/think/detail.action?docID=3544742

*The above are suggested learning resources. Students are encouraged and may be required to
search further for specialist resources in order to complete their assessments.

See the learning rubrics in the following pages for details on the assessment criteria.

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Learning Rubrics: Assessment 2 Part A – Module 4 Discussion activity: EEFs and Tools of Impact Analysis
Fail Pass Credit Distinction High Distinction
Assessment Attributes
(0-49) (50-64) (65-74) (75-84) (85-100)

Identifies and addresses Identifies and addresses all

Identifies and addresses 2 Identifies and addresses 3
one of the factors the Enterprise Environment Factors
Fails to identify and/or of the factors the project is of the factors the project is
project is operating in. For the project is operating in. For
address any of the cultural, operating in. For example: operating in. For example:
Identification of EEFs example: example:
political, economic, • Cultural • Cultural
• Cultural • Cultural
technological and/or legal • Political • Political
40% • Political • Political
environment factors the • Economic • Economic
• Economic • Economic
project is operating in • Technological • Technological
• Technological • Technological
• Legal • Legal
• Legal • Legal

Specific position
Specific position
(perspective or argument) Specific position (perspective or
Specific position Specific position (perspective or argument)
takes into account the argument) is presented expertly,
Critical reasoning, (perspective or argument) (perspective or argument) is expertly presented and
complexities of the issue(s) authoritatively and imaginatively,
presentation and fails to take into account begins to take into account accurately takes into
or scope of the assignment. accurately taking into account the
justification of tools or the complexities of the the issue(s) or scope of the account the complexities of
Others’ points of view are complexities of the issue(s) and
techniques for EEFs issue(s) or scope of the assignment. the issue(s) and scope of
acknowledged. scope of the assignment. Limits of
impact analysis assignment. the assignment.
position are acknowledged.
Justifies any conclusions
Justifies any conclusions
40% Makes assertions that are reached with arguments not Justifies any conclusions
reached with well-formed Justifies any conclusions reached
not justified merely assertion. reached with well-
arguments not merely with sophisticated arguments.
developed arguments.
assertion.

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Fail Pass Credit Distinction High Distinction

Assessment Attributes
(0-49) (50-64) (65-74) (75-84) (85-100)

Expertly presented; the

presentation is logical,
persuasive, and well supported by
Difficult to understand for Information, arguments and Information, arguments and
Information, arguments and evidence, demonstrating a clear
audience, no logical/clear evidence are well evidence are very well
evidence are presented in a flow of ideas and arguments.
Effective structure, poor flow of presented, mostly clear presented; the presentation
way that is not always clear
Communication ideas, argument lacks flow of ideas and is logical, clear and well
and logical. Engages and sustains audience’s
supporting evidence. arguments. supported by evidence.
interest in the topic, demonstrates
20%
Line of reasoning is often high levels of cultural sensitivity
Audience cannot follow the Line of reasoning is easy to Demonstrates cultural
difficult to follow.
line of reasoning. follow. sensitivity.
Effective use of diverse
presentation aids, including
graphics and multi-media.

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Learning Rubrics: Assessment 2 Part B – Impact Analysis Report and Personal Learning Reflection
Fail Pass Credit Distinction High Distinction
Assessment Attributes
(0-49) (50-64) (65-74) (75-84) (85-100)

Contributes to evaluation of
Contributes to evaluation of Sophisticated evaluation of
internal and external factors Contributes to evaluation of
internal and external factors internal and external factors
and their impact on project internal and external factors
and their impact on project and their impact on project
management processes, but and their impact on project
management processes, and management processes.
work accomplished lacks management processes, and
work shows insight, and
insight, and shows limited shows understanding of
thorough understanding of Critically discriminates
Evaluation of internal knowledge or understanding internal and external factors.
Fails to contribute to internal and external factors. between assertion of
and external factors of internal and external
evaluation of internal and personal opinion and
and their impact on factors. Supports personal opinion
external factors and their Discriminates between information substantiated by
project management and information
impact on project assertion of personal opinion robust evidence from the
processes Resembles a recall or substantiated by evidence
management processes. and information research/course materials
summary of key ideas. from the research/course
substantiated by robust
20% materials.
evidence from the Mastery of concepts and
Often conflates/confuses
research/course materials application to new
assertion of personal opinion Demonstrates a capacity to
situations/further learning.
with information explain and apply relevant
Well demonstrated capacity
substantiated by evidence concepts.
to explain and apply relevant Contribution is
from the research/course
concepts. comprehensive.
materials.

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Fail Pass Credit Distinction High Distinction

Assessment Attributes
(0-49) (50-64) (65-74) (75-84) (85-100)

Contributes to development
Contributes to development
Contributes to development of strategies to implement Developed sophisticated
of strategies to implement
of strategies to implement appropriate course of action strategies to implement
appropriate course of action,
appropriate course of action and work shows insight and appropriate course of action.
and shows limited
and work shows insight and thorough understanding of
knowledge or understanding
understanding of change change management Critically discriminates
of change management
management strategies in strategies in project between assertion of
Development of strategies in project
Fails to contribute to project management context. management context. personal opinion and
strategies to management context.
development of strategies to information substantiated by
implement appropriate
implement appropriate Supports personal opinion Discriminates between robust evidence from the
course of action Resembles a recall or
course of action. and information assertion of personal opinion research/course materials
summary of key ideas.
substantiated by evidence and information
20%
from the research/course substantiated by robust Mastery of concepts and
Often conflates/confuses
materials. evidence from the application to new
assertion of personal opinion
research/course materials situations/further learning.
with information
Demonstrates a capacity to
substantiated by evidence
explain and apply relevant Well demonstrated capacity Contribution is
from the research/course
concepts. to explain and apply relevant comprehensive.
materials.
concepts.

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Fail Pass Credit Distinction High Distinction

Assessment Attributes
(0-49) (50-64) (65-74) (75-84) (85-100)

Perform high level of

communication and
Identifies key stakeholders
stakeholder analysis.
and communication
processes.
Clearly demonstrates
Limited knowledge, skill
effective strategies to
and/or experience in Understands stakeholder Identifies key stakeholders Articulates appropriate
communicate results of the
stakeholder and and communication and communication strategies to communicate
impact analysis of the project
Stakeholder communication management principles and processes. impact on the project with
with a range of key
management and management. processes. key stakeholders.
stakeholders.
communication Information, arguments and
Difficult to understand for Information, arguments and evidence are well presented, Information, arguments and
Expertly presented; the
20% audience, no logical/clear evidence are presented in a mostly clear flow of ideas evidence are very well
presentation is logical,
structure, poor flow of ideas, way that is not always clear and arguments. presented; the presentation
persuasive, and well
argument lacks supporting and logical. is logical, clear and well
supported by evidence,
evidence. supported by evidence.
demonstrating a clear flow of
ideas and arguments.
Demonstrates cultural
sensitivity.
Demonstrates high levels of
cultural sensitivity

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Fail Pass Credit Distinction High Distinction

Assessment Attributes
(0-49) (50-64) (65-74) (75-84) (85-100)
A sophisticated
Highly developed understanding of Integrated
understanding of Integrated project management, plan,
Thorough knowledge or project management, plan, processes, life cycle and/or
Knowledge or understanding
understanding of Integrated processes, life cycle and/or enterprise environment
of Integrated project
project management, plan, enterprise environment factors.
management, plan,
processes, life cycle and/or factors.
processes, life cycle and/or
enterprise environment Systematically and critically
enterprise environment
factors. Discriminates between discriminates between
factors.
assertion of personal opinion assertion of personal opinion
Supports personal opinion and information and information
Resembles a recall or
and information substantiated by robust substantiated by robust
Personal Learning summary of key ideas.
substantiated by evidence evidence from the evidence from the
Reflection: Key Limited understanding of
from the research/course research/course materials research/course materials
knowledge and skills Integrated project Often conflates/confuses
materials. and extended reading. and extended reading.
learned from this management, plan, assertion of personal opinion
subject. Lesson learnt processes, life cycle and/or with information
Realise and reflect to Well demonstrated capacity Expertly articulates, justifies
and benefits for future enterprise environment substantiated by evidence
personal study and career to explain and apply tools or and apply tools or
study and career. factors. from the research/course
benefits from the learning. techniques for future study techniques for future study
No personal reflection materials.
and career and career. Well structured
30%
Some attempt at self- report follow reflection
Some attempt at self-
criticism, but fails to Demonstrates the ability to frameworks
criticism, but fails to
demonstrate awareness of question own biases,
demonstrate awareness of
personal biases, stereotypes stereotypes, preconceptions Demonstrates the ability to
personal biases, stereotypes
or preconceptions. but new modes of thinking is question own biases,
or preconceptions.
not evident. stereotypes, preconceptions
Asks some probing and define new modes of
No attempt at asking probing
questions about self, but do Risks asking probing thinking as a result.
questions about self.
not attempt to answer these. questions about self but only
attempts to answer these Risks asking probing
sometimes. questions about self and
attempts to answer these.

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Fail Pass Credit Distinction High Distinction

Assessment Attributes
(0-49) (50-64) (65-74) (75-84) (85-100)

Is written according to Is very well-written and Expertly written and adheres

academic genre (e.g. with adheres to the academic to the academic genre.
Is well-written and adheres
Poorly written with errors in introduction, conclusion or genre.
to the academic genre (e.g.
spelling, grammar. summary) and has accurate Demonstrates expert use of
with introduction, conclusion
spelling, grammar, sentence Consistently demonstrates high-quality, credible and
Use of academic and or summary).
Demonstrates inconsistent and paragraph construction. expert use of good quality, relevant research sources to
discipline conventions
use of good quality, credible credible and relevant support and develop
and sources of Demonstrates consistent use
and relevant research Demonstrates consistent use research sources to support arguments and position
evidence of high quality, credible and
sources to support and of credible and relevant and develop appropriate statements. Shows
relevant research sources to
develop ideas. research sources to support arguments and statements. extensive evidence of
10% support and develop ideas.
and develop ideas, but these Shows evidence of reading reading beyond the key
There are mistakes in using are not always explicit or beyond the key reading reading
There are no mistakes in
the APA style. well developed.
using the APA style.
There are no mistakes in There are no mistakes in There are no mistakes in
using the APA style. using the APA style. using the APA Style.

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