Assessment 2 and Assessment 3 are to be completed using the Virtucon & Globex Scenario outlined in Interact 2, (with additional resources found at virtucon.uimagine.edu.au and globex.uimagine.edu.au). The specific scenario to be used will be given on the subject site and discussed in class.
Assessment 2: You are to complete the following tasks based on the discussions and learnings from meetings held with your assigned team. Your work should be submitted individually and will be marked individually according to the rubric.
Project Name / Team Names / Project Description
Working as a team you are to
• Agree on a suitable team name, list all team members and provide their contact details in a professional looking document.
• Complete a project description. This should be written clearly and concisely so that anyone unfamiliar with the project can fully understand the objectives.
After your team agreed on a team name and identified all of the contact details of your team members, address the following points and present them in a professional looking document: Skills and Knowledge Inventory – List the specific knowledge and/or skills that each team member can contribute to the project. This could be technical knowledge, communication or leadership skills. Roles and Responsibilities – Define roles and responsibilities for each team member. This can be defined for the entire project or can be shared or even rotated. Team Communications Meeting Times & Location – Agree on mutually convenient times and location to convene to work on the case assignments. Define how the team will communicate with each other and share information. Also, specify how meetings will be documented and where subsequent resources will be stored for ease of access. Team Rules & Expectations Discuss your previous experiences of working in teams, both positive and negative. What is the overall team goal? Team Values – Discuss as a team what values are important. Develop a statement or itemised list that summarises these values. Code of Ethics – Based on your team values, create a statement that summarises a code of ethics to guide your teams ethical behaviour. Rules and Expectations – Build a set of rules and expectation that all members of the team shall abide by. Consider team decisions, conflict, absence from meetings, and an individual’s lack of contribution for example. Signatures – Get each member of the team to sign the team charter. This will indicate an understanding and agreement to the rules and expectations as specified in the points above.
Learning cycles give structure to your team meetings and accountability for when you and your team work outside of the meeting schedule
Firstly, prior to your next meeting, assign roles to the team. There should only be two central roles – the organiser and the scribe: Organiser – organises the meeting by writing down the team’s ideas and then distributes them to the team for feedback. Scribe – documents the ideas and action points going forward.
Note: Roles should be rotated for each meeting and assigned so that everyone on the team has equal responsibility.
Using peer learning and reflections, document your understanding of the project at this point in time in a Learning Cycle table format (example in lecture slides and textbook)
Note:it is likely at this early stage of the project that you will write down very few facts. You will have a few more assumptions and probably a larger list of questions to be answered. Seek answers to your questions, and show the iteration of learning cycles as you gain a deeper understanding.
As a team, brainstorm and identify all stakeholders to the project. Then individually, develop an appropriate communication plan.
Write a brief reflection of no more than 500 words of your team work experience in this subject. To guide your reflection you should address the following questions: How did your experience compare to your understanding of the leadership qualities required to successfully lead a project? Based on your experience, what are necessary techniques, skills, methods and ICT project manager requires in the IT profession? Rationale
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This assessment task will assess the following learning outcome/s: be able to explain and appreciate the role of ICT project management within a professional workplace, from the viewpoint of the member/leader of the project team. be able to demonstrate an understanding of leadership qualities required to successfully lead a project. be able to apply and analyse established ICT project management principles, skills and techniques to a case study. Marking criteria and standards
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Identifies the specifics of the project team and provides a full description of the objectives.
All required project steps extensively identified and accurately contextualised for the selected project.
All required project steps are correctly identified and are applied to the selected project with some contextualisation.
All required project steps are correctly identified and are applied to the selected project.
Most required project steps are correctly identified and applied to the selected project.
Multiple project steps are missing or not applied to the selected project.
Produces a team charter and includes reference to all points of reference as specified in the assessment, and presents the work in a document.
All requirements associated with the team charter are thoroughly analysed, identified, and clearly defined against the points of reference. Information is comprehensively and logically documented.
All requirements associated with the team charter are accurately analysed and identified, highlighting key points of reference. Information is clearly documented.
Most requirements associated with the team charter are correctly analysed, and identified with some linkages to the points of references. The information is documented.
Key requirements associated with the team charter requirements are correctly identified and documented.
Key requirements associated with the team charter requirements have not been identified.
The Learning Cycles are completed according to the roles of the group.
The Learning Cycles correctly address all project requirements and document the roles of the group fully.
The Learning Cycles correctly address most project requirements and document the roles of the group well.
The Learning Cycles correctly address all key project requirements and document the roles of the group adequately.
The Learning Cycles correctly addresse all key project requirements and document the roles of the group.
The Learning Cycles fails to correctly address one or more essential project requirements and do not document the roles of the group.
A Communication Plan is completed that identifies all relevant stakeholders.
All stakeholders are identified and comprehensively and accurately documented in the Communication Plan.
All stakeholders are identified and well documented in the Communication Plan.
Most stakeholders are correctly identified and documented in the Communication Plan.
Some stakeholders are identified and documented in the Communication Plan.
Key stakeholders have not been identified or documented in the Communication Plan.
A final reflection is completed containing reference to all specified areas.
A well-structured, professionally communicated reflection with detailed reference to all specified areas.
The sequence and communication of the reflection is good with appropriate reference to all specified areas.
The sequence of the reflection is generally well organised but more clarity of communication is required in terms of addressing all areas.
The reflection is loosely connected, transitions lack clarity. Ineffective reference to all specified areas.
No apparent logical order of reflection with unclear focus. Little or no use of reference to specified areas.
Referencing of sources (APA 6th ed citation) to reinforce findings.
All written evidence is professionally communicated using correct citing and referencing.
All written information is supported with appropriate citing and referencing.
All written information is generally well organised but more clarity of communication is required in terms of referencing.
All written content is loosely connected, and there is ineffective use of referencing.
No apparent logical order of written content, and there is a lack of referencing.