The document describes a research project examining the challenges of communication skills for project management students in Australia. It outlines the rationale for the project, which is to understand the level and impact of communication challenges, and the essence of communication in managing projects. The methodology will involve interviews, questionnaires and focus groups of students and lecturers to answer research questions about common challenges, the impact on performance, and the importance of communication.

1. COMMUNICATION SKILLS
Student’s Name
Professor’s Name
Institution
Course
Date
A description of the final research topic
The topic of the final research is examining the challenges of
communication skills in project management students in
Australia. The project is essential for project managers,
students, and lecturers.
A brief rationale to justify the need and significance for the
project
The project is essential and significant in different ways. The
first way is associated with the need to know the level of
challenges that are associated with communication when it
comes to managing projects in Australia (Todorović et al.
2015). It is imperative to note that projects in the higher
education sector will never end and this is because they are part
and parcel of the curriculum. A challenge cannot be solved if its
level of severity has not been established. The project comes in
place to make sure that the level of the challenge has been
identified and that will help in looking for a suitable solution

2. (Niazi et al. 2016). The second significance is associated with
the need to understand the essence of communication during
projects among the students of Australia. By examining the
challenges that the students face, it will be easier to see the
extent that the communication aspect affects the overall
delivery of the project. The essence of a concept can only be
known by looking into the effects that come with the absence of
the concept. Therefore, in the case of the project, the project
will help to understand the essence of communication in the
management of projects.
Research questions or hypothesis
1. What are some of the common communication challenges that
the students face while managing projects?
1. What is the essence of communication in the management of
projects?
1. To what extent can communication challenges affect the
overall performance of team members in a project?
A brief Methodology
The qualitative methodology will be the most suitable in the
case of the project (Lewis, 2015). Three essential tools for
collecting data will be utilized. The first tool will be the
interview, the second; questionnaire, the third; focus groups
(Moen & Middelthon, 2015). Random sampling will be the
method that will be used in choosing the participants for the
research. The targeted participants will be the students and the
lecturers. The reason why the students will be involved is that
they are the center for attention. The lecturers have experience
when it comes to working with the students, especially during
projects. Therefore, they have observed the students, and they
must have beneficial information to the research team.
Expected research findings and their implication
The findings of the research are expected to answer all the three
research questions. They are expected to help in outlining the
communication challenges that the students go through, the
extent to which the challenges affect the overall outcomes of
the research, and the essence of communication in managing

3. projects (Muszynska et al. 2015). The implications of the
findings will be positive and beneficial. The reason for stating
so is because the finding will be used to constitute a strategy or
rather strategies on the best ways to avoid the challenges that
are associated with communication during project management.
References
Lewis, S. 2015. Qualitative inquiry and research design:
Choosing among five approaches. Health promotion
practice, 16(4), 473-475.
Moen, K., & Middelthon, A. L. 2015. Qualitative research
methods. In Research in Medical and Biological Sciences
(Second Edition) (pp. 321-378).
Muszynska, K., Dermol, V., Trunk, A., Ðakovic, G., & Smrkolj,
M. 2015. Communication management in project teams–
practices and patterns. Managing Intellectual Capital and
Innovation for Sustainable and Inclusive Society, 1359-1366.
Niazi, M., Mahmood, S., Alshayeb, M., Riaz, M. R., Faisal, K.,
Cerpa, N., ... & Richardson, I. 2016. Challenges of project
management in global software development: A client vendor
analysis. Information and Software Technology, 80, 1-19.
Todorović, M. L., Petrović, D. Č., Mihić, M. M., Obradović, V.
L., & Bushuyev, S. D. 2015. Project success analysis
framework: A knowledge-based approach in project
management. International Journal of Project
Management, 33(4), 772-783.
MY PART 2:
A brief rationale to justify the need and significance for the
project
The project is essential and significant in different ways. The
first way is associated with the need to know the level of
challenges that are associated with communication when it
comes to managing projects in Australia (Todorović et al.

4. 2015). Challenges have different effects on the procedures of
any given project. The magnitude of the challenge is what
dictates if the challenge would affect the project or not.
Therefore, it is essential to note the level of challenges because
the information helps to understand the performance of the
students in a specific project. It is imperative to note that
projects in the higher education sector will never end and this is
because they are part and parcel of the curriculum. A challenge
cannot be solved if its level of severity has not been
established. At the same time, the severity of the challenge
cannot be identified if there are no mechanisms and procedures
in place to look into the magnitude of the challenge. The project
comes in place to make sure that the level of the challenge has
been identified and that will help in looking for a suitable
solution (Niazi et al. 2016). The second significance is
associated with the need to understand the essence of
communication during projects among the students of Australia.
Communication has proven to be an essential tool in
organizational processes and therefore it is imperative to note if
its essentiality extends to projects. By examining the challenges
that the students face, it will be easier to see the extent that the
communication aspect affects the overall delivery of the project.
The essence of a concept can only be known by looking into the
effects that come with the absence of the concept. Therefore, in
the case of the project, the project will help to understand the
essence of communication in the management of projects.
Intake Table
Your Intake
MyPlate (DRI)
Recommended Intake
Are You Over
or Under Recommendation?
Total Calories

5. Grams of Protein
Percentage of Calories
from Protein
*Note that each gram of protein contains 4 calories. Make sure
to show your work!
Grams of Carbohydrates
Percentage of Calories
from Carbohydrates
*Note that each gram of carbs contains 4 calories. Make sure to
show your work!
Grams of Dietary Fiber
Added Sugars
Total Fat Intake in Grams

6. Percentage of Calories
from Fats
* Note that each gram of fat contains 9 calories. Make sure to
show your work!
Grams of Saturated Fat
Grams of Polyunsaturated Fat
Grams of Monounsaturated Fat
Reflection Questions:
· Did you consume more animal or non-animal sources of
protein? Provide examples of each from your food log.
· How does your protein intake compare to USDA
recommendations?
· Did you consume more simple carbohydrates or complex
carbohydrates? Provide examples of each from your food log.
· What foods with added sugars did you consume?
· What sources of fiber did you consume?
· How does your fiber intake compare to USDA
recommendations?
· What food items did you consume that contained gluten, if
any?

7. · Did you consume more saturated or unsaturated fat? Provide
examples of each from your food log.
· What items with transfats did you consume, if any? How does
your fat intake compare to USDA recommendations?
· What are the strengths of your diet? What are the weaknesses?
· What are three concrete improvements you can make to
improve your health and diet?
· What did you learn from completing this lab?
Make sure you respond to all the questions THOROUGHLY and
include both your food log and your analysis of nutrient intake
chart in your write up!
MyPlate Plan
Find your Healthy Eating Style
United States Department of Agriculture
Drink and eat less sodium, saturated fat, and added sugars.
Limit:
• Sodium to 2,300 milligrams a day.
• Saturated fat to 29 grams a day.
• Added sugars to 65 grams a day.
Limit
3 1/2 cups
Vary your veggies
Choose a variety of colorful

8. fresh, frozen, and canned
vegetables—make sure to
include dark green, red, and
orange choices.
Vegetables
3 cups
Move to low-fat or
fat-free milk or yogurt
Choose fat-free milk, yogurt,
and soy beverages (soy milk)
to cut back on your saturated
fat.
Dairy
2 cups
Focus on whole fruits
Focus on whole fruits that
are fresh, frozen, canned, or
dried.
Fruits
6 1/2 ounces
Vary your protein
routine
Mix up your protein foods
to include seafood, beans

9. and peas, unsalted nuts and
seeds, soy products, eggs,
and lean meats and poultry.
Protein
9 ounces
Make half your grains
whole grains
Find whole-grain foods by
reading the Nutrition Facts
label and ingredients list.
Grains
Be active your way: Children 6 to 17 years old should move 60
minutes every day. Adults should be physically active at least 2
1/2 hours per week.
Everything you eat and drink matters. Find your healthy eating
style that reflects your preferences, culture, traditions,
and budget—and maintain it for a lifetime! The right mix can
help you be healthier now and into the future. The key is
choosing a variety of foods and beverages from each food
group—and making sure that each choice is limited in
saturated fat, sodium, and added sugars. Start with small
changes—“MyWins”—to make healthier choices you can enjoy.
Food Group Amounts for 2,600 Calories a Day
Food group targets for a 2,600 calorie* pattern are:

10. 2 cups
1 cup of fruits counts as
• 1 cup raw or cooked fruit; or
• 1/2 cup dried fruit; or
• 1 cup 100% fruit juice.
3 1/2 cups
1 cup vegetables counts as
• 1 cup raw or cooked vegetables; or
• 2 cups leafy salad greens; or
• 1 cup 100% vegetable juice.
9 ounce equivalents
1 ounce of grains counts as
• 1 slice bread; or
• 1 ounce ready-to-eat cereal; or
• 1/2 cup cooked rice, pasta, or cereal.
6 1/2 ounce equivalents
1 ounce of protein counts as
• 1 ounce lean meat, poultry, or seafood; or
• 1 egg; or
• 1 Tbsp peanut butter; or
• 1/4 cup cooked beans or peas; or
• 1/2 ounce nuts or seeds.
3 cups
1 cup of dairy counts as
• 1 cup milk; or
• 1 cup yogurt; or
• 1 cup fortified soy beverage; or

11. • 1 1/2 ounces natural cheese or 2 ounces
processed cheese.
Fruits
Vegetables
Grains
Protein
Dairy
MyPlate Plan
Write down the foods you ate today and track your daily
MyPlate, MyWins!
Write your food choices for
each food group
Did you reach
your target?
Limit:
• Sodium to 2,300 milligrams a day.
• Saturated fat to 29 grams a day.
• Added sugars to 65 grams a day.
Limit
Be active your way:
Adults:
• Be physically active at least
2 1/2 hours per week.

12. Children 6 to 17 years old:
• Move at least 60 minutes every day.
Activity
Y
N
Y
N
Y
N
Y
N
Y
N
Y N
Y N
Track your MyPlate, MyWins
Center for Nutrition Policy and Promotion
January 2016
USDA is an equal opportunity provider and employer.

13. MyWins
* This 2,600 calorie pattern is only an estimate of your
needs. Monitor your body weight and adjust your
calories if needed.
DRI Calculator Results
Daily nutrient recommendations are based on the Dietary
Reference Intakes (DRIs) by age and gender. Nutrient
recommendations based on the DRIs are meant to be applied to
generally healthy people of a specific age and gender set.
Individual nutrient requirements may be higher or lower than
the DRIs. Consult a healthcare professional to determine
individual nutrient requirements for those with specific health
or medical conditions. Learn more about the DRIs.
When looking at results, keep in mind:
· DRI amounts are set at levels to meet the nutrient
requirements of almost all healthy people. Each reference value
refers to average daily nutrient intake. Some deviation around
this average value is expected over a number of days. In fact,
nutrient amounts derived from day-to-day intake may vary
substantially without ill effect. Access the DRI Reports for in-
depth information on using the DRIs for planning and assessing
dietary intake, as well as detailed reports on each of the
nutrients.
· Foods provide a variety of nutrients and other compounds that
have healthful effects. Nutritional needs should be met
primarily through eating a variety of foods as outlined in
the Dietary Guidelines for Americans, 2015-2020.
· Additional resources:
· ChooseMyPlate.gov
· USDA Food Composition Database
· USDA Food Surveys Research Group
· Nutrition.gov
You entered:

14. Gender
Male
Age
34 yrs
Height
6 ft. 2 in.
Weight
220 lbs.
Activity level
Low Active
Begin New Calculation
Results:
Body Mass Index (BMI)
28.3
Estimated Daily Caloric Needs
3230 kcal/day
Macronutrients:
Macronutrient
Recommended Intake per day
Carbohydrate
363 - 525 grams
Total Fiber
38 grams
Protein
80 grams
Fat
72 - 126 grams
Saturated fatty acids
As low as possible while consuming a nutritionally adequate
diet.
Trans fatty acids
As low as possible while consuming a nutritionally adequate
diet.
α-Linolenic Acid
1.6 grams

15. Linoleic Acid
17 grams
Dietary Cholesterol
As low as possible while consuming a nutritionally adequate
diet.
Total Water
3.7 Liters (about 16 cups)
Vitamins:
Vitamin
Recommended Intake per day
Tolerable UL Intake per day
Vitamin A
900 mcg
3,000 mcg
Vitamin C
90 mg
2,000 mg
Vitamin D
15 mcg
100 mcg
Vitamin B6
1.3 mg
100 mg
Vitamin E
15 mg
1,000 mg
Vitamin K
120 mcg
ND
Thiamin
1.2 mg
ND
Vitamin B12
2.4 mcg
ND

16. Riboflavin
1.3 mg
ND
Folate
400 mcg
1,000 mcg
Niacin
16 mg
35 mg
Choline
0.55 g
3.5 g
Pantothenic Acid
5 mg
ND
Biotin
30 mcg
ND
Carotenoids
NA
ND
Minerals (Elements):
Mineral
Recommended Intake per day
Tolerable UL Intake per day
Essential
Calcium
1,000 mg
2,500 mg
Chloride
2.3 g
3.6 g
Chromium
35 mcg
ND

17. Copper
900 mcg
10,000 mcg
Fluoride
4 mg
10 mg
Iodine
150 mcg
1,100 mcg
Iron
8 mg
45 mg
Magnesium
420 mg
350 mg
Manganese
2.3 mg
11 mg
Molybdenum
45 mcg
2,000 mcg
Phosphorus
0.7 g
4 g
Potassium
4.7 g
ND
Selenium
55 mcg
400 mcg
Sodium
1.5 g
2.3 g
Zinc
11 mg
40 mg

18. Non-Essential
Arsenic
NA
ND
Boron
NA
20 mg
Nickel
NA
1 mg
Silicon
NA
ND
Sulfate
NA
ND
Vanadium
NA
1.8 mg
Definitions:
UL
Tolerable Upper Intake Level
NA
No information available.
ND
Not determinable due to lack of data.
mcg
Micrograms
mg
Milligrams
For more information see the DRI Glossary.
Used with permission from:
Institute of Medicine. 2011. Dietary Reference Intakes for
Calcium and Vitamin D. Washington, DC: The National
Academies Press. https://doi.org/10.17226/13050.