Assessment Information/Brief 2019/20 Project Management, Leadership and Skills: Planning and Control

1. Project Management LeadershipandSkills:Planning and Control – Assessment 2
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Assessment Information/Brief 2019/20
Module title Project Management, Leadership and Skills:
Planning and Control
CRN 53406 / 53411 / 53413
Level 7
Assessment title Assignment 2 : People in Projects
Weighting within module This assessment is worth 50% of the overall module mark.
Submission deadline date
and time
Sunday 12th
July 2020, 23:59 Zurich Time
Module Leader
Stylianos Sapountzis
608f Maxwell Building, 0161 295 4815, email : s.sapountzis@salford.ac.uk
Assessment set by
Kevin Kane
601 Maxwell Building, 0161 295 2239, email: k.kane@salford.ac.uk
How to submit
A single file is to be uploaded via the campus website of RKC. Maximum 3000 words (+/- 10%, see
below for details).
Any diagrams should be included directly in the document as images (not as embedded
documents).
Assessment task details and instructions
You have recently been appointed by a large property investor in the UK who wishes to
renovate a house. To keep his costs to a minimum he likes to have only one worker working on
each activity. The property renovation involves various tasks which he estimates will take one
worker the times shown in the table below:

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Activity Time needed to complete
Substantial repairs to the
roof
5 days
Internal structural work 7 days
Electrical work 5 days
Plumbing 2 days
Plastering 3 days
Installing a new kitchen 3 days
Installing a new bathroom 4 days
Internal decoration 6 days
Garden 4 days
Change windows 2 day
Fitting carpets 2 day
Outside paintwork 5 days
The roof and structural work must be completed before any other activities (inside or outside)
can commence. Once these are done, the other tasks can happen at any stage. However, inside
the house, the plumbing and electrics must be completed before the plastering can be done.
The plastering must be complete before the new kitchen and bathroom can be installed.
Decoration can only happen once the kitchen and bathroom are in place, and carpets can only
be fitted after decorating. The windows have to be changed before the outside paintwork is
started.
The property developer knows that to keep his budget on target, all work needs to be
completed in 6 weeks. His team only works from Monday to Friday. Can it be done? Which
activities is it most important for the property developer to keep on track?
The developer has several other projects on the go at the same time and decides that he can
only spare two of his team to work on this project. By assigning activities to Worker 1 and
Worker 2 show how this is possible.
There are three (3) parts to this assignment, and each is worth a percentage of the final
assignment mark.
Part 1 – 30%
A. Create a network diagram with the critical path clearly marked
B. What are the advantages to the property developer in using critical path analysis to plan
this project?

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C. How realistic is the idea of using only two workers to complete the project given the
deadline of six weeks?
You do not need any specialist knowledge of construction to answer this question.
Part 2 - 30%
Review the case above of The House with regard to risk management.
A. Identify at least 5 risks relevant to this project and create a simple risk table showing
how you would manage these risks with appropriate risk controls
B. Discuss how you would derive a risk score for each of these risks explaining what
evidence you could access to support you calculation of impact and probability
C. What are the opportunities available and how would you categorise these strategies?
Please note that you are being assessed on your understanding of risk management and not the
discovery of the ‘correct answer’.
Part 3 – 40%
You have recently hired Kevin, a retired ex-lecturer in project management, to work as part of
your project team on the house build. He is very good at solving technical project problems but
seems to find working in the team very difficult and gives constant negative feedback on his co-
workers. His performance and temper has become progressively worse over time. He seems to
lack motivation and you may have to consider ending his employment. Why might Kevin lack
motivation? Discuss with reference to appropriate theories and case examples; suggest ways in
which Kevin may be motivated.
Marking scheme
Criteria Marks
Part 1 30
- A. network diagram 10
- B. critical path discussion 10
- C. discussion of 2 workers/6 weeks
constraint
10
Part 2 30
- A. risk analysis 10
- B. risk score discussion 10
- C. opportunities discussion 10
Part 3 40
- Review of theory relating to
leadership and motivation
20
- Examples 10
- Conclusion on ways to motivate Kevin 10
NB:
 Pleaseadd the assignmentname and your student identity number to the title page of the
report.
 Please ensure you put your word count on your title page as well.

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 University lateness and plagiarism rules apply.
Please follow a report format. Therefore, you should have a title page, contents page, sections
and sub sections, page numbers, appendix section etc. Please note if you are uncertain on how
to present and structure a report then visit the university library website or ask your tutor for
assistance.
Please do use diagrams, illustrations, tables, graphics etc. wherever these are helpful, and
remember that these do not count towards your word limit. If you do use these, please do not
put them in the appendices if they are part of your discussion. Appendices are the appropriate
places to put supporting material, however, remember if the reader is satisfied with the main
points of your discussion; the supporting information within the appendices may not even be
reviewed.
Please try to use theory explicitly at all stages, but do not spend too much time describing a
theory. While you must be explicit about the theories, models, techniques etc. that you use, you
can assume that the reader is familiar with them. What the reader requires is evidence of your
ability to understand and apply the theory and learn from in order to support the development
of your findings and/or ideas.
You must cite all sources on which you have relied, for example textbooks, journal articles, web
pages etc. using the Harvard Bibliographicreferencing system. If you do not cite all sources, then
you may be accused of plagiarism, and that may endanger your success in passing the module. If
you are in any doubt about how to reference your work, please obtain guidance from the library
and/or your academic librarian(s) for this module.
Assessed intended learning outcomes: Knowledge and Understanding
On successful completion of the module the student will be able to:
1. Apply knowledge of the theory and practice of project planning and control and the use
of Project Management methods and techniques.
2. Critically evaluate the use of techniques in leading, planning, control and process
management.
3. Demonstrate a sound understanding of the importance of Project Management in the
development and maintenance of sustainable and global organisations operating in
complex market environments
4. Develop knowledge and application of the techniques of estimating, forecasting and
resource management
5. Critically appraise project outcomes for the purpose of improvement
Assessed intended learning outcomes: Practical, Professional or Subject Specific Skills
1. Leads by example - as high levels of self-awareness, emotional and social intelligence,
empathy and compassion, and able to identify mental well-being in others. Work

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collaboratively enabling empowerment and delegation - acts with humility and
authenticity, is credible, confident and resilient.
2. Judgement and Challenge - Takes personal accountability aligned to clear values.
Demonstrates flexibility and willingness to challenge when making decisions and solving
problems - instils confidence demonstrating honesty, integrity, openness, and trust.
3. Courage & Curiosity - is confident and brave, willing to innovate, seeks new ideas and
looks for contingencies. Manages complexity and ambiguity, comfortable in uncertainty,
and is pragmatic.
4. Valuing Difference - engaging with all, is ethical and demonstrates inclusivity, recognising
diversity, championing, and enabling cultural inclusion. Empowers and motivates to
inspire and support others.
5. Professional Reflects on own performance, demonstrates professional standards in
relation behaviour and ongoing development. Advocates the use of good practice within
and outside the organisation.
Assessed intended learning outcomes: Transferable Skills and otherAttributes
1. Work independently and with others in analysing and presenting solutions to Project
Management planning, control and process problems.
2. Locate, synthesise and critically evaluate recent/current information from a wide range
of published literature in Project Management
3. Communicate effectively through a variety of media to different audiences.
4. Make decisions in complex and unpredictable situations using tools and techniques
appropriate to the module.
5. Use terminology associated with the subject area accurately and in a way, which
demonstrates sophisticated knowledge and understanding.
Module Aims
 The overall aim of the module is to allow students to explore. approaches and methods
required to leading and manage complex projects.
 To develop an understanding of the planning, control and other processes utilised in the
effective operation of project management
 To appreciate and develop leadership skills forthe management of organisationalprojects
and the change and resource processes required for effective project management
Word count
The maximum word count is 3000 words (+/- 10%). Your word count is from the introduction to
conclusion sections. Therefore, it does not include title page, contents page, reference section,
appendices etc. If the assignment exceeds these limits; the work in excess of 3000 is not marked.
Late submission:

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All work submitted late will be capped at the pass mark of 50%, there is no sliding scale
Feedback arrangements
You can expect to receive feedback
 Two working weeks (excluding University Seasonal Closing) after the submission date.
 Marks and written feedback will be available on the RKC campus
o An announcement per email will be made informing you of the release.
 Please email your tutor should you require specific feedback following the release of
your results.
Support arrangements
You canobtain support for this assessmentby attending your module lectures, seminars and drop
in sessions. You can e-mail the tutor and visit the module forum website for the regular updates
that can directly support your learning in the subject and in developing your assignment.
askUS
The University offers a range of support services for students through askUS.
Good Academic Conduct and Academic Misconduct
Students are expected to learn and demonstrate skills associated with good academic conduct
(academic integrity). Good academic conduct includes the use of clear and correct referencing
of source materials. Here is a link to where you can find out more about the skills which
students require http://www.salford.ac.uk/skills-for-learning.
Academic Misconduct is an action which may give you an unfair advantage in youracademic
work. This includes plagiarism, asking someone else to write your assessment for you or
taking notes into an exam. The University takes all forms of academic misconduct seriously.
You can find out how to avoid academic misconduct herehttps://www.salford.ac.uk/skills-for-
learning.
Assessment Information
If you have any questions about assessment rules, you can find out more here.
Personal Mitigating Circumstances
If personal mitigating circumstances may have affected your ability to complete this
assessment, you can find more information about personal mitigating circumstances procedure
here.
Personal Tutor/Student Progression Administrator
If you have any concerns about your studies, contact your RKC Tutor or Student Care.
Level 7 undergraduate Generic Grade Descriptors for ‘Knowledge’

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• Outstanding - 100-90: Outstanding knowledge. Theory is linked to practice to an
exceptional level and may be used to formulate new questions, ideas or challenges.
• Excellent – 80-89: Integrates the complexity of a range of knowledge and excellent
understanding of its relevance.
Excellent depth of knowledge in a variety of contexts. Coherent and systematic
application of theory to practice
• Very Good – 70-79: Comprehensive knowledge demonstrating very good depth and
breadth. Clear insight into links between theory and practice. Demonstrates ability to
transfer knowledge between different contexts appropriately. Consistently accurate
level of knowledge in depth and breath.
• Good – 60-69: Consistently relevant accurate knowledge with good depth and
breadth. Clear and relevant application of theory to practice. Good identification of
key themes. Good demonstration of depth and breadth of knowledge.
• Fair – 50-59: Mostly accurate knowledge with satisfactory depth and breadth of
knowledge. Sound integration of theory and practice with satisfactory identification
of key themes. Fair demonstration of depth and breadth of knowledge.
• Adequate – 40-49: Basic knowledge with occasional inaccuracies appropriate yet
basic integration of theory and practice. Superficial depth or limited breadth with
unsatisfactory identification of key themes. Basic knowledge demonstrated with
some inaccuracies.
• Unsatisfactory – 30-39: Limited evidence of knowledge. Inappropriate links between
theory and practice.
Inadequate identification of key themes.
• Poor – 20-29: Inconsistent or inaccurate knowledge. Limited and inappropriate or
inaccurate links between theory and practice. Poor identification of key themes.
• Very Poor – 10-19: Virtually no relevant knowledge demonstrated. Fails to
adequately demonstrate links between theory and practice. Very poor identification
of key themes.
• Extremely Poor – 1-9: Totally inadequate demonstration of required knowledge. Not
able to link theory to practice. No appropriate themes identified.
You should consult Level 7 Generic Grade Descriptors for detailed grade/mark descriptors.
Criterion/
Mark range
90-100 80-89 70-79 60-69 50-59 40-49 0-39
Overall level
(indicative –
not for
grading)
Standard
comparable to
journal
publication
Standard
comparable to
conference
paper
publication
Distinctive
work for
Masters
level
Merit work
for Masters
level
Acceptable
for Masters
Below
Masters
pass
standard
Significantly
below
Masters
pass
standard
Scope Outstanding
clarity of
focus,
includes w hat
is important,
and excludes
irrelevant
issues.
Excellent
clarity of
focus,
boundaries set
w ith no
significant
omissions or
unnecessary
issues.
Clear focus.
Very good
setting of
boundaries,
includes
most of w hat
is relevant.
Clear scope
and focus,
w ith some
omissions or
unnecessary
issues.
Scope
evident and
satisfactory
but w ith
some
omissions
and
unnecessary
issues.
Poorly
scoped,
w ith
significant
omissions
and
unnecessar
y issues.
Little or no
scope or
focus
evident.
Understandi
ng of subject
matter
Outstanding
w ith critical
aw areness of
relevance of
Excellent w ith
critical
aw areness of
relevance of
Very good
w ith critical
aw areness
of relevance
Good w ith
some
aw areness
of relevance
Basic w ith
limited
aw areness
of relevance
Poor w ith
little
aw areness
of
Little or no
understandin
g of subject
matter is

8. Project Management LeadershipandSkills:Planning and Control – Assessment 2
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issues.
Outstanding
expression of
ideas.
issues.
Excellent
expression of
ideas.
of issues.
Outstanding
expression
of ideas.
of issues.
Ideas are
expressed,
w ith some
limitation.
of issues.
Limited
expression
of ideas.
relevance
of issues
demonstrate
d.
Literature
Comprehensi
ve literature
review .
Evaluation
and synthesis
of source
material to
produce an
outstanding
contribution.
Excellent
independent
secondary
research.
Sources are
evaluated and
synthesized to
produce an
excellent
contribution.
Very good
independent
secondary
research.
Sources are
evaluated
and
synthesized
to produce a
very good
contribution.
Good
secondary
research to
extend
taught
materials.
Evidence of
evaluation of
sources,
w ith some
deficiencies
in choice
and
synthesis.
Limited
secondary
research to
extend
taught
materials.
Limited
evaluation of
sources,
deficiencies
in choice
and
synthesis.
Little or no
extension
of taught
materials.
Poor choice
and
synthesis of
materials.
Poor use of
taught
materials.
No
synthesis.
Critical
analysis
based on
evidence
Standard of
critical
analysis –
show ing
questioning of
sources,
understanding
of bias,
independence
of thought
Excellent
standard of
critical
analysis –
excellence in
questioning of
sources,
understanding
of bias,
independence
of thought
A very good
standard of
critical
analysis.
Sources are
questioned
appropriatel
y, and a very
good
understandi
ng of bias,
show ing
independenc
e of thought
Critical
analysis w ith
some
questioning
of sources,
understandi
ng of bias,
independenc
e of thought.
Analysis
evident but
uncritical.
Sources are
not alw ays
questioned,
w ith limited
independen
ce of
thought.
Little or no
analysis.
No valid
analysis.
Structure of
argument,
leading to
conclusion
Well
structured,
compelling
and
persuasive
argument that
leads to a
valuable
contribution to
the field of
study, paving
the w ay for
future w ork.
Argument has
excellent
structure and
persuasivenes
s, leading to
very
significant
insights and
relevant future
w ork.
Well-
structured
and
persuasive
argument
Insightful
conclusion
draw s
together key
issues and
possible
future w ork.
Structured
and fairly
convincing
argument
leads to
conclusion
that
summarises
key issues.
Argument
has some
structure
and
developmen
t tow ards
conclusion
w ith
limitations in
summary of
issues.
Argument
is
unstructure
d, no
recognizabl
e
conclusion.
No evidence
of argument
or
conclusion.
In Year Retrieval Scheme
Your assessment is not eligible for in year retrieval.
Reassessment
If you fail your assessment, and are eligible for reassessment, you will need to resubmit in a date
that will be notified to you. For students with accepted personal mitigating circumstances, this
will be your replacement assessment attempt. Students should be aware that there is no late
submission period at reassessment (this includes those students who have an accepted PMC
request from a previous attempt). If a student needs to be reassessed, s/he will be given a new
assignment brief with a deadline, which will be provided by the School.

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