Lack of Academic Integrity in Self-Directed Learning and Teamwork

The assignment content outlines the importance of academic integrity and honesty in the pursuit of knowledge, highlighting the principles of truth, honesty, and mutual respect. It defines assessment offenses such as plagiarism, collusion, and cheating, providing examples and consequences for each. The content also emphasizes the need to maintain original ideas and intellectual property, warning against the misuse of others' work or ideas. Additionally, it mentions procedures for investigating suspected assessment offenses and encourages students to complete module evaluations to provide feedback on their learning experience.

London School of Commerce
Project Management
Department: BA (Honours) Business Studies
Academic Year: October – January 2017
Peterborough
1

Contents
Topic Page
1. Key Information 1
2. Introduction to the Module 1
3. Intended Learning Outcomes 2
4. Outline Delivery 2
5. Assessment 3
6. How is My Work Marked? 5
7. Assessment Offences 8
8. Reading Lists 9
9. Module Evaluation 10
1. Key Information
Module/Unit title: Project Management
Module Leader: Chandranna Rayadurg
All modules delivered by Anglia Ruskin University at its main campuses in the UK and at
Associate Colleges throughout the UK and overseas are governed by the Academic
Regulations. You can view these at www.anglia.ac.uk/academicregs.
In the unlikely event of any discrepancy between the Academic Regulations and any other
publication, including this module guide, the Academic Regulations, as the definitive
document, take precedence over all other publications and will be applied in all cases.
2. Introduction to the Module
This module is designed to give students an opportunity to be an individual contributor,
working on a project team to define, plan and manage a project. Particular focus is given to
hands-on practice of the processes, developing a project plan, and using project
management software to build and then present the project team results in class with a
debrief of key points.
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This module introduces Project Management and identifies the tools and techniques to
resolve problems associated with bringing projects in on time and within an established
budget. Discussion will include topics such as project scheduling, PERT/CPM, resource
levelling, team dynamics and cost estimates. The student will learn how to develop project
proposals and project reports
The student will learn the primary elements of Project Management to such an extent that
he/she is able to develop a detailed project plan for a small or large- scale project.
Additionally, the student will become familiar with negotiation, team building and quantitative
estimation skills.
Module assessment is composed of one 2000 words assignment and one 2000 word case
study analysis.
3. Intended Learning Outcomes
Anglia Ruskin modules are taught on the basis of intended learning outcomes and that, on
successful completion of the module, students will be expected to be able to demonstrate
they have met those outcomes.
LO1: Understand and critically comprehend the theory, concepts, practices and role of
project management within businesses and organisations and its contribution to business
development, business functions and business success
LO2: Evaluate and critically comprehend the importance and operational contexts for project
management and project planning within organisations and its contribution to strategic
direction and business applications
LO3: Devise and implement a project management plan for an identified organisation and/or
business context
LO4: Understand and demonstrate the importance of team development and delivery within
the project management contexts with an organisation
4. Attendance Requirements
100% attendance is required.
Attending all your classes is very important and one of the best ways to help you succeed in
this module. In accordance with the Student Charter, you are expected to arrive on time and
take an active part in all your timetabled classes.
Anglia Ruskin will closely monitor the attendance of all students and will contact you by e-
mail if you have been absent without notice for two weeks. Continued absence can result in
various consequences including the termination of your registration as you will be
considered to have withdrawn from your studies.
International students who are non-EEA nationals and in possession of entry
clearance/leave to remain as a student (student visa) are required to be in regular
attendance at Anglia Ruskin. Failure to do so is considered to be a breach of national
immigration regulations. Anglia Ruskin, like all British Universities, is statutorily obliged to
inform the UK Border Agency of the Home Office of significant unauthorised absences by
any student visa holders.
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5. Assessment
There are 2 forms of assessment for this module:
- one 2000-word assignment
- one 2000-word case study analysis.
Both are equally weighted which means each counts for 50% of the total marks.
Assignment 1
1. Planning is an important and essential activity in many complex jobs in today’s modern
world. As complexity increases, the needs of a systematic planning is much more
important.
You have been awarded a contract to create a customer database for the Fierce Lions
football club. You will receive a bonus of £110 a day for completing the project earlier
than project deadline estimated from critical path. The contract also contains a penalty
clause in which you will lose £80 for each day the project takes longer than estimated
deadline. The activity time estimates and their dependencies are shown below in the
table:
ID Description Predecessor Duration
(days)
FL01 System Design None 2
FL02 Subsystem A design FL1 4
FL03 Subsystem B design FL1 5
FL04 Subsystem C design FL1 4
FL05 Program A FL2 3
FL06 Program B FL3 5
FL07 Program C FL4 7
FL08 Subsystem A test FL5 4
FL09 Subsystem B test FL6 8
FL10 Subsystem C test FL7 4
FL11 Integration FL08,FL09,FL10 2
FL12 Integration Test FL11 1
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a) Construct a network diagram identifying the following: [800 words/Equivalent] LO1
i. Earliest Start (ES) – 5 marks
ii. Earliest Finish (EF) – 5 marks
iii. Latest Start (LS) – 5 marks
iv. Latest Finish (LF) – 5 marks
v. Slack/Float on each activities – 7 marks
vi. Critical Path for the project - 8 marks
vii. Do you expect to receive a bonus of penalty on this project -5 marks
(40 marks)
b) Assume that there is a delay of 3 days in completing activity FL06. Critically evaluate
different possible actions that the Project Manager could take to avoid exceeding the
current length of the critical path. [500 words] (30 marks)
LO2
2. Critically discuss five factors that can make your project a success. [700 words]
(30 marks)
LO3, LO4
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Assignment 2 – Case Study
Scenario
Tera Byte, Inc. provides a variety of computer-related goods and services to customers
throughout the world. The corporate headquarters has more than 50,000 full-time
employees, and another 30,000 full- and part-time employees are located throughout the
world. Your new CEO, John, came from General Electric, and he and his management
team are ready to revamp the entire organization by implementing Six Sigma principles.
The initial focus will be on training employees in Six Sigma and finding high-payoff
projects that will improve operations and decrease costs. You are a project manager in the
Information Technology department, and you have been with the company for more than
ten years. You have met with other managers in your area, and you have suggested the
following potential projects:
1. Online Six Sigma Training Program: Since the CEO wants to train many employees
in Six Sigma very quickly; your team thinks it makes sense to provide much of the
training in an online format. You have researched several suppliers and you believe
you could outsource much of this project.
2. Coding Performance Improvement Project: Even though Tera Byte is in the computer
industry, the information technology department does not think it uses computing
power economically because many programs are not coded for efficiency. The
company spends hundreds of millions of dollars for supercomputer and mainframe
computing power, and you believe that this project can reduce the number of large
computers the company needs.
3. Website Redesign Project: The Company’s corporate Web site has grown
tremendously in the last few years, and you are not sure that the current design is
attracting new customers or meeting current customer needs very well.
4. Wireless Technology Project: There have been great advancements in wireless
technologies, and you believe that the company is not taking advantage of developing
or using various wireless products.
Tasks
1. Prepare a weighted decision matrix using the template provided on
student portal to evaluate these four projects. Develop at least four
criteria, assign weights to each criterion, assign scores, and then
calculate the weighted scores. Write a one-page paper describing
this weighted decision matrix and what the results show. [400 words]
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Part2: Planning
Scenario
Congratulations! You have been selected as the project manager for the Website
Redesign Project. The company’s CIO, Mary, is the project sponsor. Now you need to
put together your project team and get to work on this high-visibility project. Top
management has told you that you can hand pick your team. In addition, you need to
attend a 5-day Six Sigma class before you start working on this project, and you will have
a senior manager at your company and Six Sigma Master Black Belt, Kevin, acting as
your mentor throughout the project. Kevin will also be overseeing your team’s progress.
Tasks
2. Develop a work breakdown structure (WBS) for the project. Break down the work to
level 2 or level 3, as appropriate. You must do some research in finding out the
typical features of a website and include them in your WBS. [400 words]
3. Use the WBS you developed in step above to create a Gantt chart and network
diagram in MS Excel, MS Project or any similar software. Estimate task durations
and enter dependencies, as appropriate, and include several milestones. Remember
that your schedule goal for the project is six months. [300 words]
Part 3: Execution
Scenario
You and your project team have run into a few challenges in executing the Website
Redesign Project. Three months have passed since the project started. You selected four
full-time people for your dream team and four people working quarter time.
Unfortunately, you selected full-time team members who were all pretty much like
youall drivers and natural leaders. Everyone kept trying to say how to do things, but no
one wanted to pay attention to the details and get the actual work done. In addition, no
one on your team really understood how Six Sigma projects worked, and the training was
not very helpful. No one realized how many process diagrams and how much data you
had to collect. No one understood the statistics you had to run as part of the project, and
the programmers on your team think all of the paperwork and number crunching is a
waste of time. They think all you need to do is hold a few meetings with all of the
programmers and have them follow a few basic guidelines to make their website more
efficient and user friendly. Kevin, your mentor and a Master Black Belt, is trying to help
out, but he is ready to reassign at least half of the people on your project to his own dream
team.
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Tasks
4. Create a Pareto diagram related to the Website Redesign Project. Assume you have
been tracking the common coding inefficiencies programmers make by examining
random samples of code from several programs. Assume there are six categories of
inefficiencies with the following frequency counts:
a. Category 1: 24
b. Category 2: 72
c. Category 3: 28
d. Category 4: 15
e. Category 5: 57
f. Category 6: 4
[300 words]
Part 4: Controlling
Scenario
After the Six Sigma Steering Committee meeting halfway through your project, you have
been demoted to team member and Kevin, your mentor, is taking over the role as project
manager. Kevin kept all four part-time team members and one of the full-time team
members, but he replaced the other three people with his own staff. You had the option to
quit the project, but you decided to stay on since you knew much of the history, and you
really did want to see how someone else would run things. You respected Kevin’s work
so far and wanted to learn more from him. Kevin still plans to finish the project in three
more months. He has been given authority to go a bit over budget as long as a new, more
conservative financial analysis shows that this project and the following one are good
investments.
Tasks
5. Review and recreate the Gantt chart you created in task 3. Enter actual values for the
first three months, assuming the project was about 20 percent behind schedule and 20
percent over budget. [300 words or Equivalent]
Part 5: Closing
Scenario
Kevin did a great job managing the rest of the Website Redesign Project. You were very
impressed with his ability to pull everyone together to meet project goals. Your final
project presentation to top management is next week. You did meet your schedule goal,
and the final cost for the whole system was about $400,000. Top management is pleased
with the results, even though it cost about 25 percent more than planned. They
appreciated Kevin’s and your honesty in redoing the financial estimates, which still made
the project look like an excellent investment.
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Tasks
6. Prepare a lessons-learned report for the entire project. Include input important
stakeholders in summarizing the lessons learned. Use the template provided on portal.
[300 words]
Marking Scheme
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# Criteria Weight Very Poor/No Attempt
(0-19%)
Poor(20-29%) Average(30-49%) Merit(50-69%) Distinction(70-79%) Excellent(80-89%) Outstanding(90-100%)
1 Part 1: Initiation
Have all tasks in
the first phase of
project been
attempted,
answered
correctly with
critical thinking
and analysis
15% Not attempted or No
evidence of any learning
has taken place
Poor effort is evident
from many tasks,
report(s) not in an
acceptable standard/
Missing some
important
information
Attempts to produce
an acceptable answer
but partially. Very
limited/no critical
evaluation.
Demonstrates an
understanding and
importance of many
tasks with appropriate
critical evaluation
Demonstrates a clear
understanding of the
importance of several tasks
in initiation with their pros
and cons and critical
evaluation
An excellent and clear
understanding of all
tasks their critical
evaluation. Some
originality is
evident
An exceptional and clear
understanding of all taks
and their importance in
the first phase of the
project with significant
evaluation and
justification.
2 Part 2: Planning
Have all tasks in
the second phase
of project been
attempted,
answered
correctly with
critical thinking
and analysis
20% Not attempted or No
evidence of any learning
has taken place
A basic description
with limited/ no proper
insight about the main
tasks to be provided
in the solution
Makes a clear attempt
to answer the question.
However, a limited
research!
Makes a clear attempt
and identifies essential
features and focussed
on the question.
Makes a clear attempt to
answer the question and is
focussed on the question
and demonstrates how
to do research with
appropriate references
An excellent effort! Outstanding, can be used
in publications!
3 Part 3:
Execution
Have all tasks in
the third phase
of project been
attempted,
answered
correctly with
critical thinking
and analysis
20% Not attempted or No
evidence of any learning
has taken place
No evidence of any
learning has taken
place. Very limited
effort
An effort can be seen
to identify the possible
solutions in the
execution phase
However, no thought
has been put in to
arrive
at these!
An effort is evident
identifying possible
alternate solutions
with some
justification.
A significant justification
is evident from the list of
solutions and report
Originality has been
shown in arriving at all
possible alternate
solutions
An integrated approach
and unique thought
process has been applied!
4 Part 4:Control
Have all tasks in
the fourth phase
of project been
attempted,
answered
correctly with
critical thinking
and analysis
20% Not attempted or No
evidence of any learning
has taken place
No/little effort can be
seen.
An attempt to control
the project, missing
the main issues of
commitment
and the strategic
importance
Main issues like
strategic importance
and employee
commitment have
been addressed in the
memo,
but lacks justification
Demonstrates a clear
understanding of the
questions, tasks and
addressed critical issues
A clear understanding
and importance of
monitoring and
controlling project
emphasizing main issues
is clearly evident
5 Part 5:Closing
Have all tasks in
the last phase of
project been
attempted,
answered
correctly with
critical thinking
and analysis
15% Not attempted or No
evidence of any learning
has taken place
No serious effort or no
lessons learned
Makes a clear attempt
to answer all the
questions However, a
limited research
Clearly understood the
question and
developed scope
statement with all
necessary changes
about
the functionality,
however they are more
generic rather than
specific.
Demonstrates a clear
understanding of the
question and addressed
positively.
Excellent effort is
evident from the report
A completely innovative
approach!
6 References 10% No evidence of any Minimal evidence of Little attention to Some evidence of Reasonable range of Wide range of references Standard and consistent
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Accurate
citation and
referencing to
online resources,
books and
journals
referencing referencing
No attention given to
citation
referencing and
citation, but not in a
consistent, acceptable
academic format
referencing and
citation, in acceptable
academic format, but
only limited to online
resources
references in an acceptable,
academic style but limited
to books and online
resources
to books, online
resources in consistent
academic style
academic style in
referencing to latest
books, online resources
but no journals
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General instructions for both assignments:
 Prepare the assignment in a word processor document
 Your name and student number should be included in the footer of each page of the
assignment document, and all pages should be numbered.
 Start each question on a new page in the document and provide a heading for each
question. Paginate your document so that it is neatly presented.
 Outside materials may be used in assignments but all such material must be quoted and
referenced if included verbatim. In general you should present your ideas and
understanding in your own words.
 All written or essay type questions in this assignment are to be answered in writing using
a word processor. Use a proportionally spaced font such as Arial / Verdana/ Calibri 12
point for normal, essay-type written answers.
How the Learning Outcomes are Assessed
Learning Outcomes Assessment
LO1: Understand and critically comprehend the theory, concepts,
practices and role of project management within businesses and
organisations and its contribution to business development,
business functions and business success
Assignment Part 1
LO2: Evaluate and critically comprehend the intergrational
importance and operational contexts for project management and
project planning within organisations and its contribution to
strategic direction and business applications
Assignment Part 2
Case Study (part 1 and
2)
LO3: Devise and implement a project management plan for an
identified organisation and/or business context
Case Study (part 2)
LO4: Understand and demonstrate the importance of team
development and delivery within the project management
contexts with an organisation
Case Study (part 2)
Submission of the assignment:
 Date:
o 20th December 2016 by 23:59 hrs
All coursework assignments and other forms of assessment must be submitted by the
published deadline which is detailed above. It is your responsibility to know when work is
due to be submitted – ignorance of the deadline date will not be accepted as a reason for
late or non-submission.
 Procedure:
o Personal Hand-in: All student work which contributes to the eventual
outcome of the module (ie: if it determines whether you will pass or fail the
module and counts towards the mark you achieve for the module) is
submitted via Reception at Guild House, Peterborough using the formal
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submission sheet. Academic staff CANNOT accept work directly from
you.
o By post: If you decide to submit your work to Reception at Guild House by
post, it must arrive by midday on the due date. If you elect to post your work,
you do so at your own risk and you must ensure that sufficient time is
provided for your work to arrive at the Reception. Posting your work the day
before a deadline, albeit by first class post, is extremely risky and not advised.
 Late work: Any late work (submitted in person or by post) will NOT be accepted and a
mark of zero will be awarded for the assessment task in question.
 Copy: You are requested to keep a copy of your work.
Feedback
You are entitled to feedback on your performance for all your assessed work. For all
assessment tasks which are not examinations, this is provided by a member of academic
staff completing the assignment coversheet on which your mark and feedback will relate to
the achievement of the module’s intended learning outcomes and the assessment criteria
you were given for the task when it was first issued.
Examination scripts are retained by Anglia Ruskin and are not returned to students.
However, you are entitled to feedback on your performance in an examination and may
request a meeting with the Module Leader or Tutor to see your examination script and to
discuss your performance.
Anglia Ruskin is committed to providing you with feedback on all assessed work within 20
working days of the submission deadline or the date of an examination. This is extended to
30 days for feedback for a Major Project module (please note that working days excludes
those days when Anglia Ruskin University is officially closed; eg: between Christmas and
New Year and in breaks between terms).
It is important to note that, in these cases, the marks for these pieces of work are
unconfirmed until after the DAP (see below). This means that, potentially, marks can
change, in either direction!
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Re-sit Assignments
The marks for both assignments are combined to give you one overall grade for this module.
In order to pass the module, you must achieve a combined mark of 40% and a minimum of
30% in both assignments. Should you not pass, you will be able to retake one or both
assessments.
There are 2 forms of assessment for this module:
- one 2000-word assignment
- one 2000-word case study analysis.
Both are equally weighted which means each counts for 50% of the total marks.
Assignment 1
2. You have signed a contract to build a garage for the Simpsons. You will receive a $500
bonus for completing the project within 15 working days. The contract also contains a
penalty clause in which you will lose $100 for each day the project takes longer than 15
working days. The activity time estimates and their dependencies are shown below in
the table:
ID Description Predecessor Duration
(days)
A Pour Foundation None 3
B Erect Frame A 4
C Roof B 4
D Windows B 1
E Doors B 1
F Electrical B 3
G Rough-In Frame C,D,E,F 2
H Door opener E,F 1
I Paint G,H 2
J Cleanup I 1
(a) Construct a network diagram identifying the following:
LO1
viii. Earliest Start (ES) – 5 marks
ix. Earliest Finish (EF) – 5 marks
x. Latest Start (LS) – 5 marks
xi. Latest Finish (LF) – 5 marks
xii. Slack/Float on each activities – 07 marks
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xiii. Critical Path for the project - 08 marks
xiv. Do you expect to receive a bonus or penalty on this project -5marks
(40 marks)
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b) Assume that there is a delay of 3 days in completing activity F. Critically evaluate different
possible actions that the Project Manager could take to avoid exceeding the current length of
the critical path.
(30 marks)
LO2
2. Critically evaluate five factors that can make your project a success.
(30 marks)
LO3, LO4
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Assignment 2 – Case Study
Part1: Initiation
Scenario
ToysRus is a small business selling toys in your local area. However, the business has
grown to a greater extent in the last five years. Number of employees has been increased
from 25 to 100 in the last 5 years and the turnover from £100k to £500k. It has been
planned to open four additional branches next year. Part of the reason for the company’s
success has been their strong work culture.
The company’s founders wanted to focus on using information technology and
innovation to improve sales further. The current system works fairly well, however, only
offline as the company does not have presence online. This is a major disadvantage for
the company and hence the founder, John believes in e-commerce and wants to go online.
After several weeks of consultations with his senior staff, John decided to implement a
system for online sales to increase the business further and is ready to invest
substantially. Davis, the head of ToysRus IT department, which looks after their local
network of computers, printers etc., is very optimistic that his IT department can setup
and provide the necessary IT infrastructure. However, he is also aware of many solutions
like outsourcing the whole system development and SasS (Software as Service) and HasS
(Hardware as Service), which are part of cloud computing.
Tasks
7. Near accurate time and cost estimation are extremely important for any project
to be successful. Assuming you have been asked to estimate the cost and time for
this project, critically evaluate the applicability and suitability of different type
of estimation methods. LO3
Part2: Planning
Scenario
You have an important role to play as a team member of this project and should finish it
successfully within budget and on time, not compromising any functional requirements
for a typical e-commerce website. You promote the idea of working with highly talented
and motivated individuals who can work well on self-managed teams.
After several consultations with John and staff at ToysRus over 8 weeks, several
functional and non-functional requirements have been identified and documented. These
requirements have to be analysed and a solution has to be designed, implemented, tested
and deployed. Some non-functional requirements like online security have become very
important as online fraud has become very sophisticated.
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Some of the functional requirements are, customers should be able to order several toys
over the Internet, receive them via express mail, return via express mail, cancel the order
before it has been dispatched, edit the delivery address, automatic email generation to
confirm the order. Several companies already provide this kind of service. Market
research and corporate values suggested your company focus on educational and sports-
related toys in addition to general merchandise toys. You also plan to serve an
international market, providing information on products in several different languages.
This system must be very user-friendly, providing customers, the ability to search for
specific toys, by different categories, age, gender appropriateness, customer reviews,
sport (for sports-related toy), language, and so on. Registered customers must be able to
track delivery and return of toys, pay online or via other payment methods (including
credit card or bank payments, cheque, PayPal etc.), and provide reviews of their online
experience with ToysRus customer services. The system must also be able to track
referrals to the site from corporate partners and customer referrals, display advertisements
and track customer usage patterns.
Tasks
8. Prepare a stakeholder analysis for this project, using the template provided on
portal. Be creative in making up information about stakeholders.
9. Develop a work breakdown structure (WBS) for the project. Break down the
work to level 2 or level 3, as appropriate. In addition to the functional
requirements listed in the scenario above, you can add suitable additional
functionality as well.
LO3
Part 3: Execution
Scenario
Your project has been going well until now with no major challenges and your team is
proud of it. It has been two months into the project since it has started, and you have
another four months to go. One of the key staff members, Bill met with an accident and
has been advised to take bed rest at least for four months. This is a big setback for you as
you cannot afford to lose even a single staff.
Tasks
10. How can the above unfortunate situation with Bill be solved? Write a short
report with several alternatives and suggestions to meet up with John.
LO3
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Part 4: Controlling
Scenario
Due to economic recession, John could not promise any extra funds to hire or replace Bill
and his own work is being piled up. Three months into the project, your project manager
and your team are very concerned about the progress of the project. After reviewing the
progress, it has been decided to have a series of bi-monthly meetings with all affected
staff.
Tasks
11. After the first bi-monthly meeting and consultations with business experts, you
have convinced John that the only way to finish project successfully is to
compromise scope by having only absolute essential functionality. Critically
evaluate what functionality and/or features can be compromised.
LO4
Part 5: Closing
Scenario
Its one week before your final project presentation. You have been successful in meeting
time and cost deadlines. However, scope had to be compromised. You have been really
helpful in making this project a success. Your project manager has recognized your
project management skills and is recommending you to be a project manager for the next
project, which is starting soon.
Tasks
12. Prepare a lessons-learned report for the entire project. Include input from all
stakeholders in summarizing the lessons learned. Use the template provided on
portal.
LO4
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Marking Scheme
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# Criteria Weight Very Poor/No Attempt
(0-19%)
Poor(20-29%) Average(30-49%) Merit(50-69%) Distinction(70-79%) Excellent(80-89%) Outstanding(90-100%)
1 Part 1: Initiation
Have all tasks in
the first phase of
project been
attempted,
answered
correctly with
critical thinking
and analysis
15% Not attempted or No
evidence of any learning
has taken place
Poor effort is evident
from many tasks,
report(s) not in an
acceptable standard/
Missing some
important
information
Attempts to produce
an acceptable answer
but partially. Very
limited/no critical
evaluation.
Demonstrates an
understanding and
importance of many
tasks with appropriate
critical evaluation
Demonstrates a clear
understanding of the
importance of several tasks
in initiation with their pros
and cons and critical
evaluation
An excellent and clear
understanding of all
tasks their critical
evaluation. Some
originality is
evident
An exceptional and clear
understanding of all taks
and their importance in
the first phase of the
project with significant
evaluation and
justification.
2 Part 2: Planning
Have all tasks in
the second phase
of project been
attempted,
answered
correctly with
critical thinking
and analysis
20% Not attempted or No
evidence of any learning
has taken place
A basic description
with limited/ no proper
insight about the main
tasks to be provided
in the solution
Makes a clear attempt
to answer the question.
However, a limited
research!
Makes a clear attempt
and identifies essential
features and focussed
on the question.
Makes a clear attempt to
answer the question and is
focussed on the question
and demonstrates how
to do research with
appropriate references
An excellent effort! Outstanding, can be used
in publications!
3 Part 3:
Execution
Have all tasks in
the third phase
of project been
attempted,
answered
correctly with
critical thinking
and analysis
20% Not attempted or No
evidence of any learning
has taken place
No evidence of any
learning has taken
place. Very limited
effort
An effort can be seen
to identify the possible
solutions in the
execution phase
However, no thought
has been put in to
arrive
at these!
An effort is evident
identifying possible
alternate solutions
with some
justification.
A significant justification
is evident from the list of
solutions and report
Originality has been
shown in arriving at all
possible alternate
solutions
An integrated approach
and unique thought
process has been applied!
4 Part 4:Control
Have all tasks in
the fourth phase
of project been
attempted,
answered
correctly with
critical thinking
and analysis
20% Not attempted or No
evidence of any learning
has taken place
No/little effort can be
seen.
An attempt to control
the project, missing
the main issues of
commitment
and the strategic
importance
Main issues like
strategic importance
and employee
commitment have
been addressed in the
memo,
but lacks justification
Demonstrates a clear
understanding of the
questions, tasks and
addressed critical issues
A clear understanding
and importance of
monitoring and
controlling project
emphasizing main issues
is clearly evident
5 Part 5:Closing
Have all tasks in
the last phase of
project been
attempted,
answered
correctly with
critical thinking
and analysis
15% Not attempted or No
evidence of any learning
has taken place
No serious effort or no
lessons learned
Makes a clear attempt
to answer all the
questions However, a
limited research
Clearly understood the
question and
developed scope
statement with all
necessary changes
about
the functionality,
however they are more
generic rather than
specific.
Demonstrates a clear
understanding of the
question and addressed
positively.
Excellent effort is
evident from the report
A completely innovative
approach!
6 References 10% No evidence of any Minimal evidence of Little attention to Some evidence of Reasonable range of Wide range of references Standard and consistent
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Accurate
citation and
referencing to
online resources,
books and
journals
referencing referencing
No attention given to
citation
referencing and
citation, but not in a
consistent, acceptable
academic format
referencing and
citation, in acceptable
academic format, but
only limited to online
resources
references in an acceptable,
academic style but limited
to books and online
resources
to books, online
resources in consistent
academic style
academic style in
referencing to latest
books, online resources
but no journals
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General instructions for both assignments:
 Prepare the assignment in a word processor document
 Your name and student number should be included in the footer of each page of the assignment
document, and all pages should be numbered.
 Start each question on a new page in the document and provide a heading for each question.
Paginate your document so that it is neatly presented.
 Outside materials may be used in assignments but all such material must be quoted and referenced
if included verbatim. In general you should present your ideas and understanding in your own words.
 All written or essay type questions in this assignment are to be answered in writing using a word
processor. Use a proportionally spaced font such as Arial / Verdana/ Calibri 12 point for normal,
essay-type written answers.
How the Learning Outcomes are Assessed
Learning Outcomes Assessment
LO1: Understand and critically comprehend the theory, concepts, practices
and role of project management within businesses and organisations and its
contribution to business development, business functions and business
success
Assignment Part 1
LO2: Evaluate and critically comprehend the intergrational importance and
operational contexts for project management and project planning within
organisations and its contribution to strategic direction and business
applications
Assignment Part 2
Case Study (part 1 and 2)
LO3: Devise and implement a project management plan for an identified
organisation and/or business context
Case Study (part 2)
LO4: Understand and demonstrate the importance of team development
and delivery within the project management contexts with an organisation
Case Study (part 2)
Submission of the assignment:
 Date:
o TBC
All coursework assignments and other forms of assessment must be submitted by the published
deadline which is detailed above. It is your responsibility to know when work is due to be submitted –
ignorance of the deadline date will not be accepted as a reason for late or non-submission.
 Procedure:
o Personal Hand-in: All student work which contributes to the eventual outcome of the
module (ie: if it determines whether you will pass or fail the module and counts towards
the mark you achieve for the module) is submitted via Reception at Guild House,
Peterborough using the formal submission sheet. Academic staff CANNOT accept work
directly from you.
o By post: If you decide to submit your work to Reception at Guild House by post, it must
arrive by midday on the due date. If you elect to post your work, you do so at your own
risk and you must ensure that sufficient time is provided for your work to arrive at the
1 | P a g e

Reception. Posting your work the day before a deadline, albeit by first class post, is
extremely risky and not advised.
 Late work: Any late work (submitted in person or by post) will NOT be accepted and a mark of
zero will be awarded for the assessment task in question.
 Copy: You are requested to keep a copy of your work.
6. How is My Work Marked?
After you have handed your work in or you have completed an examination, Anglia Ruskin undertakes a
series of activities to assure that our marking processes are comparable with those employed at other
universities in the UK and that your work has been marked fairly and honestly. These include:
 Anonymous marking – your name is not attached to your work so, at the point of marking, the
lecturer does not know whose work he/she is considering. When you undertake an assessment task
where your identity is known (eg: a presentation or Major Project), it is marked by more than one
lecturer (known as double marking)
 Internal moderation – a sample of all work for each assessment task in each module is moderated
by other Anglia Ruskin staff to check the marking standards and consistency of the marking
 External moderation – a sample of student work for all modules is moderated by external
examiners – experienced academic staff from other universities (and sometimes practitioners who
represent relevant professions) - who scrutinise your work and provide Anglia Ruskin academic staff
with feedback, advice and assurance that the marking of your work is comparable to that in other UK
universities. Many of Anglia Ruskin’s staff act as external examiners at other universities.
 Departmental Assessment Panel (DAP) – performance by all students on all modules is discussed
and approved at the appropriate DAPs which are attended by all relevant Module Leaders and
external examiners. Anglia Ruskin has over 25 DAPs to cover all the different subjects we teach.
This module falls within the remit of the Lord Ashcroft International Business School DAP.
.
Anglia Ruskin’s marking process is represented in the flowchart below:
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Student submits
work / sits
examination
Work collated and passed to
Module Leader
Work is marked by Module
Leader and Module Tutor(s)1. All
marks collated by Module Leader
for ALL locations2
Internal moderation samples
selected. Moderation undertaken
by a second academic3
Unconfirmed marks and feedback
to students within 20 working
days (30 working days for Major
Projects)
External moderation samples
selected and moderated by
External Examiners4
Marks submitted to DAP5 for
consideration and approval
Marks Approved by DAP5 and
forwarded to Awards Board
Any issues?
Any issues?
Students receive
initial (unconfirmed)
feedback
Confirmed marks
issued to students
via e-Vision
Marking Stage Internal Moderation Stage External Moderation Stage DAP4 Stage
YES
YES
NO
NO
Flowchart of Anglia Ruskin’s Marking Processes
All work is marked anonymously or double marked where identity of the student is known (eg: in a presentation)
The internal (and external) moderation process compares work from all locations where the module is delivered (eg:
Cambridge, Chelmsford, Peterborough, Malaysia, India, Trinidad etc.)
The sample for the internal moderation process comprises a minimum of eight pieces of work or 10% (whichever is
the greater) for each marker and covers the full range of marks
Only modules at levels 5, 6 and 7 are subject to external moderation (unless required for separate reasons). The
sample for the external moderation process comprises a minimum of eight pieces of work or 10% (whichever is the
greater) for the entire module and covers the full range of marks
DAP: Departmental Assessment Panel – Anglia Ruskin has over 25 different DAPs to reflect our subject coverage3 | P a g e

Assessment Criteria and Marking Standards
ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS
LEVEL 5 (was level 2)
Level 5 reflects continuing development from Level 4. At this level students are not fully autonomous but are able to take responsibility
for their own learning with some direction. Students are expected to locate an increasingly detailed theoretical knowledge of the
discipline within a more general intellectual context, and to demonstrate this through forms of expression which go beyond the merely
descriptive or imitative. Students are expected to demonstrate analytical competence in terms both of problem identification and
resolution, and to develop their skill sets as required.
Mark Bands Outcome
Generic Learning Outcomes (GLOs) (Academic Regulations, Section 2)
Knowledge & Understanding Intellectual (thinking), Practical,
Affective and Transferable Skills
Characteristics of Student Achievement by Marking Band
90-100%
Achieves module
outcome(s) related to
GLO at this level
Exceptional information base exploring and analysing the
discipline, its theory and ethical issues with extraordinary
originality and autonomy. With some additional effort,
work may be considered for internal publication
Exceptional management of learning resources, with a
higher degree of autonomy/ exploration that clearly
exceeds the brief. Exceptional structure/accurate
expression. Demonstrates intellectual originality and
imagination. Exceptional team/practical/professional skills.
With some additional effort, work may be considered for
internal publication
80-89% Outstanding information base exploring and analysing the
discipline, its theory and ethical issues with clear originality
and autonomy
Outstanding management of learning resources, with a
degree of autonomy/exploration that clearly exceeds the
brief. An exemplar of structured/accurate expression.
Demonstrates intellectual originality and imagination.
Outstanding team/practical/professional skills
70-79% Excellent knowledge base, exploring and analysing the
discipline, its theory and ethical issues with considerable
originality and autonomy
Excellent management of learning resources, with a
degree of autonomy/exploration that may exceed the brief.
Structured/accurate expression. Very good academic/
intellectual skills and team/practical/professional skills
60-69% Good knowledge base; explores and analyses the
discipline, its theory and ethical issues with some
originality, detail and autonomy
Good management of learning with consistent self-
direction. Structured and mainly accurate expression.
Good academic/intellectual skills and team/practical/
professional skills
50-59% Satisfactory knowledge base that begins to explore and
analyse the theory and ethical issues of the discipline
Satisfactory use of learning resources. Acceptable
structure/accuracy in expression. Acceptable level of
academic/intellectual skills, going beyond description at
times. Satisfactory team/practical/professional skills.
Inconsistent self-direction
40-49%
A marginal pass in
module outcome(s)
related to GLO at this
level
Basic knowledge base with some omissions and/or lack of
theory of discipline and its ethical dimension
Basic use of learning resources with little self-direction.
Some input to team work. Some difficulties with academic/
intellectual skills. Largely imitative and descriptive. Some
difficulty with structure and accuracy in expression, but
developing practical/professional skills
30-39%
A marginal fail in
module outcome(s)
related to GLO at this
level. Possible
compensation. Sat-
isfies qualifying mark
Limited knowledge base; limited understanding of
discipline and its ethical dimension
Limited use of learning resources, working towards self-
direction. General difficulty with structure and accuracy in
expression. Weak academic/intellectual skills. Still mainly
imitative and descriptive. Team/practical/professional skills
that are not yet secure
20-29%
Fails to achieve
module outcome(s)
related to this GLO.
Qualifying mark not
satisfied. No
compensation
available
Little evidence of an information base. Little evidence of
understanding of discipline and its ethical dimension
Little evidence of use of learning resources. No self-
direction, with little evidence of contribution to team work.
Very weak academic/intellectual skills and significant
difficulties with structure/expression. Very imitative and
descriptive. Little evidence of practical/professional skills
10-19% Inadequate information base. Inadequate understanding of
discipline and its ethical dimension
Inadequate use of learning resources. No attempt at self-
direction with inadequate contribution to team work. Very
weak academic/intellectual skills and major difficulty with
structure/expression. Wholly imitative and descriptive.
Inadequate practical/professional skills
1-9% No evidence of any information base. No understanding of
discipline and its ethical dimension
No evidence of use of learning resources of understanding
of self-direction with no evidence of contribution to team
work. No evidence academic/intellectual skills and
incoherent structure/ expression. No evidence of practical/
professional skills
0% Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address the
assignment brief (eg: answers the wrong question) and/or related learning outcomes
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7. Assessment Offences
As an academic community, we recognise that the principles of truth, honesty and mutual respect are
central to the pursuit of knowledge. Behaviour that undermines those principles diminishes the
community, both individually and collectively, and diminishes our values. We are committed to ensuring
that every student and member of staff is made aware of the responsibilities s/he bears in maintaining
the highest standards of academic integrity and how those standards are protected.
You are reminded that any work that you submit must be your own. When you are preparing your work
for submission, it is important that you understand the various academic conventions that you are
expected to follow in order to make sure that you do not leave yourself open to accusations of plagiarism
(eg: the correct use of referencing, citations, footnotes etc.) and that your work maintains its academic
integrity.
Definitions of Assessment Offences
Plagiarism
Plagiarism is theft and occurs when you present someone else’s work, words, images, ideas, opinions or
discoveries, whether published or not, as your own. It is also when you take the artwork, images or
computer-generated work of others, without properly acknowledging where this is from or you do this
without their permission.
You can commit plagiarism in examinations, but it is most likely to happen in coursework, assignments,
portfolios, essays, dissertations and so on.
Examples of plagiarism include:
 directly copying from written work, physical work, performances, recorded work or images, without
saying where this is from;
 using information from the internet or electronic media (such as DVDs and CDs) which belongs to
someone else, and presenting it as your own;
 rewording someone else’s work, without referencing them; and
 handing in something for assessment which has been produced by another student or person.
It is important that you do not plagiarise – intentionally or unintentionally – because the work of others
and their ideas are their own. There are benefits to producing original ideas in terms of awards, prizes,
qualifications, reputation and so on. To use someone else’s work, words, images, ideas or discoveries is
a form of theft.
Collusion
Collusion is similar to plagiarism as it is an attempt to present another’s work as your own. In plagiarism
the original owner of the work is not aware you are using it, in collusion two or more people may be
involved in trying to produce one piece of work to benefit one individual, or plagiarising another person’s
work.
Examples of collusion include:
 agreeing with others to cheat;
 getting someone else to produce part or all of your work;
 copying the work of another person (with their permission);
 submitting work from essay banks;
 paying someone to produce work for you; and
 allowing another student to copy your own work.
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Many parts of university life need students to work together. Working as a team, as directed by your
tutor, and producing group work is not collusion. Collusion only happens if you produce joint work to
benefit of one or more person and try to deceive another (for example the assessor).
Cheating
Cheating is when someone aims to get unfair advantage over others.
Examples of cheating include:
 taking unauthorised material into the examination room;
 inventing results (including experiments, research, interviews and observations);
 handing your own previously graded work back in;
 getting an examination paper before it is released;
 behaving in a way that means other students perform poorly;
 pretending to be another student; and
 trying to bribe members of staff or examiners.
Procedures for assessment offences
An assessment offence is the general term used to define cases where a student has tried to get unfair
academic advantage in an assessment for himself or herself or another student.
We will fully investigate all cases of suspected assessment offences. If we prove that you have
committed an assessment offence, an appropriate penalty will be imposed which, for the most serious
offences, includes expulsion from Anglia Ruskin. For full details of our assessment offences policy and
procedures, see the Academic Regulations, section 10 at: www.anglia.ac.uk/academicregs
To see an expanded version of this guidance which provides more information on how to avoid
assessment offences, visit www.anglia.ac.uk/honesty.
8. Reading List
Essential Reading
 Kerzner H (2009) Project Management: A Systems Approach to Planning, Scheduling,
and Controlling John Wiley & Sons; 10th Edition
Recommended reading
 Lock D (2007) Project Management, (9th edn) Gower Publishing Ltd
 Meredith JR and Mantel SJ (2009) Project Management: A Managerial Approach John
Wiley & Sons; 7th Edition
 Slack N, Chambers S, Johnston R and Betts A (2010) Operations and Process
Management: Principles and Practice for Strategic Impact Financial Times/ Prentice Hall;
3 edition
 Burke R (2003) Project Management: Planning and Control Techniques John Wiley &
Sons; Fourth Edition
 Gardiner P (2005) Project Management: A Strategic Planning Approach Palgrave
Macmillan
 Greasley A (2009) Operations Management John Wiley & Sons; 2nd Edition
 Heizer J and Render B (2010) Operations Management Pearson Education; 10 edition
7 | P a g e

9. Module Evaluation
During the second half of the delivery of this module, you will be asked to complete a module evaluation
questionnaire to help us obtain your views on all aspects of the module.
This is an extremely important process which helps us to continue to improve the delivery of the module
in the future and to respond to issues that you bring to our attention. The module report in section 11 of
this module guide includes a section which comments on the feedback we received from other students
who have studied this module previously.
Your questionnaire response is anonymous.
Please help us to help you and other students at Anglia Ruskin by completing the Module Evaluation
process. We very much value our students’ views and it is very important to us that you provide
feedback to help us make improvements.
In addition to the Module Evaluation process, you can send any comment on anything related to your
experience at Anglia Ruskin to [e-mail] at any time.
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