COVID-19 Essay on Virus, Symptoms, and Prevention

Essay topic: COVID-19
Points to be included in essay
1. What is COVID-19?
2. What kind of virus is it (RNA or DNA)?
3. To what group of viruses does it belong?
5. What organ or anatomical site is affected by virus infection?
6. What are the main sign and symptoms of disease?
6. What is the mode of transmission of COVID-19?
8. How many are affected (positive), survived and died from the
disease in the USA and worldwide at the time you finalize your
essay?
9. How is transmission of COVID-19 prevented or controlled?
Note well:
· Essay will have three parts (introduction, body and
conclusion)
· A word document (Font size of 12 and 1. 5 spacing and not
more than one page).
· At least 3 references (online or printed media)
· Submit essay as an attachment to an email message
· This essay is worth 50 points.
Due date: COVID-19 essay due - Friday, July 3 @mid-night.
The sooner you do it, the better!
Good luck.
Essay topic:
COVID
-
19

1. What is COVID
-
1
9
?
2.
What kind of virus is it (RNA or DNA)?
3.
To what group of viruses does it belong?
5.
What organ or anatomical site is affected by virus
infection
?
6. What are the main sign and symptoms
of disease?
6. What is the mode of transmission of COVID
-
19?
8
. How many are
affected
(positive

)
,
survived
and
died
from the
disease in the USA and worldwide
at
the time you finalize your essay
?
9
.
How is transmission of COVID
-
19 prevented or controlled?
Note wel
l
:
v
Essay will have three
parts (
i
ntroduction, body and conclusion
)
v
A word document (Font size of 12 and 1. 5 spacing and

not more
than one page
).
v
At least 3 references (online or printed media)
v
Submit essay as an attachment to an email message
v
This essay is worth 50 points.
Due date
:
COVID
-
19 e
ssay
due
-
Friday, July 3
@mid
-
night.
The sooner you do it
,

the better!
Good luck.
Essay topic: COVID-19
1. What is COVID-19?
2. What kind of virus is it (RNA or DNA)?
3. To what group of viruses does it belong?
5. What organ or anatomical site is affected by virus infection?
6. What are the main sign and symptoms of disease?
6. What is the mode of transmission of COVID-19?
8. How many are affected (positive), survived and died from the
disease in the USA and worldwide at the time you finalize your
essay?
9. How is transmission of COVID-19 prevented or controlled?
Note well:
conclusion)
Font size of 12 and 1. 5 spacing and not
more
than one page).
Due date: COVID-19 essay due - Friday, July 3 @mid-night.
The sooner you do it, the better!
Good luck.

PROJ6006_Assessment_01.Docx Page 1 of 6
ASSESSMENT BRIEF 01
Subject Code and Title PROJ6006: Organisational Behaviour
and People
Management
Assessment 01: Participation in Discussions
Individual/Group Individual
Length Approximately 250 words for the main post and
minimum of 2 responses to other students.
Learning Outcomes 1, 2, 3
Submission End of Module 2 and 3
Weighting Module 2 = 10% and Module 3= 10%
Total Marks 20 marks
Context:
they relate to Project
Management, in a group setting
perspectives on project case analysis
and the development of project teams

By participating in discussion threads, students will practice the
skill of professional
communication and thought sharing with colleagues. They will
also have the opportunity to
apply Organisational Behaviour theory to practical situations by
discussing case studies and
project management scenarios applicable to the theories. In
addition, participants can
synthesize lessons of the module by applying them to current or
prior professional
experiences.
Instructions:
To participate in the discussions, complete the required module
readings and research prior to
class.
Face-to-Face students will participate in the discussions, during
class, in week 2 of Module 2 & 3.
The main post will be written in class, the student will then
write a minimum of 2 responses to
other students posts.
Online classes will submit their main post to the discussion
board. The student’s ability to see
other student’s posts is activated only after they make their first
post to the discussions.
Discussion 1: Shared Reflection/Discussions topic - Due end of
module 2

Through reflecting on the case study presented in module 1
learning resources, describe one
or more of the types of power, defined by Shenoy, which could
be demonstrated positively or
negatively by the leader of the team. Further discuss how a
project manager can use this type
of power to impact the performance of the project team and
improve the likelihood of
project success? What benefits can be gained from using more
than one source of influence
when leading a team? Is there a difference between influence
and manipulation? Justify your
answer.
Respond to at least two or more colleagues' postings, offering
further support or potential
challenges to using the power types in a Project Management
capacity.
Discussion 2: Shared Reflection/Discussion topic - Due end of
module 3
What advantages are there to groups/teams comprised of
national/global members? How
would these advantages be different in complex projects? What
challenges do you believe a
PM will face in managing a project group over
national/international boundaries? How can
you prepare for, or minimise these challenges?
Respond to at least two or more colleagues' postings, offering
further support or potential
challenges in geographically dispersed teams.
Subject Learning Outcomes:

• Critically analyse the use of ‘power’ in organisations to
achieve project outcomes, the
management of stakeholder objectives and the impact this has
on the agency of project
teams.
• Develop and apply a range of leadership and communication
strategies to achieve
project success for all stakeholders.
• Reflect on your performance as a project manager in a range
of situations, drawing on
feedback from others in addition to progress against
achievement of outcomes.
Learning Rubrics
Assessment
Attributes
Fail (Unacceptable)
(0-49%)
Pass (Functional) (50-
64%)
Credit (Proficient)
(65-74%)
Distinction
(Advanced) (75-
84%)
High Distinction
(Exceptional) (85-100%)

Issues and challenges on
managing teams.
15%
Confuses logic and
emotion.
People management
information are taken
from reliable sources
but without a coherent
analysis or synthesis.
Lacks evidence from the
view point of people
management experts.
Resembles a recall or
summary of people
management and
systems, their
associated risks and
implementation
processes.
Conflates/confuses
assertion of personal
opinion with people
management information
substantiated by
evidence from the
research/course
materials.
Attempts to synthesise

citation from people
management sources.
Viewpoints of people
management experts
are taken as fact with
little questioning.
Supports personal
opinion with evidence
from reliable people
management sources.
Demonstrates a capacity
to explain and apply
people management
concepts, their
implementation
processes.
Identifies logical flaws in
the evidence from
people management
sources.
Questions viewpoints of
people management
experts.
Discriminates between
opinion and people
management sources.
Capacity to explain

and apply people
management
concepts, their
implementation
processes is
supported by robust
evidence from
research/course
materials.
Questions viewpoints
of people
management experts.
Analysis and
evaluation reflect
growing judgement,
rigor and adaptability.
opinion and people
management sources
substantiated by robust
evidence from the
research/course materials.
Questions viewpoints of
people management experts
and offers critical analysis
of information taken from
outside sources.
People management
information is taken from

sources with a high level of
interpretation/evaluation
to develop a comprehensive
critical analysis or synthesis.
Identifies gaps in
knowledge. Exhibits
intellectual independence,
rigor, good judgement and
adaptability.
High Level of personal
autonomy and
accountability 15%
Does not reflect upon
own learning.
Is unreliable and/or
untimely in
successfully
completing tasks.
Blames others for
inefficiencies and
inaction.
Reflects on own
behaviour and impact
on others, modifies
behaviour when
necessary.
Uses adequate

reflection for own
learning.
Takes responsibility
for own actions and
completes tasks
independently on
time.
Reflects on own
behaviour and impact
on others, modifies
behaviour when
necessary.
Uses reflection for
own learning.
for own actions and
completes tasks
independently on
time.
Demonstrates
resilience by
balancing priorities
and managing time.
Reflects and
evaluates on own
behaviour and
impact on others,
modifies behaviour
when necessary.

Uses appropriate
reflective
strategies for own
learning.
for own actions
and completes
tasks
independently on
time.
Demonstrates
resilience by
balancing
competing
priorities,
managing time
effectively and
overcoming
obstacles.
Critically Reflects and
analyses own behavior
and impact on others,
modifies behaviour when
necessary.
Applies critical reflective
practice for own learning.
Takes responsibility for
own actions and
completes tasks
independently on time.

Demonstrates effective
resilience strategies by
balancing competing
priorities, managing time
effectively and
overcoming obstacles.
Sensitive to diverse and
complex contexts.
Knowledge and
understanding of the
management of
stakeholder
objectives and the
impact this has on the
agency of project
teams
15%
Shows limited
management of
stakeholder
objectives and the
impact this has on the
agency of project
teams.
Does not address key
components of
stakeholder
objectives.

summary of key ideas
about stakeholder
objectives.
Addresses the impact
of stakeholder
objectives on project
teams.
Demonstrates clear
concept of agency.
Supports personal
opinion and
information
substantiated by
evidence from the
research materials.
Explains management
of stakeholder
objectives and applies
to the concept of
project teams.
Elaborates clearly the
relationship between
managing stakeholder
objectives and the
agency of project
teams.
Discriminates

between assertion of
personal opinion and
information
substantiated by
robust evidence from
the research
materials.
Critically discriminates
between stakeholder
objectives, their
management, and the
impact these have on
the agency of project
teams.
Supports personal
opinion and
information by robust
evidence from the
research materials
and extended reading.
Analysis and
application of
leadership and
Limited synthesis
and analysis of
communication
Demonstrates
analysis and
synthesis of
communication

Well-developed
analysis and
synthesis of
Thoroughly
developed and
creative analysis
and
Sophisticated and/or
creative analysis,
communication
strategies for
project success
15%
project success
and/or insufficient
identification of
stakeholders.
Limited application/
recommendations
for leadership
project success.
project success.
Applies

recommendations
for leadership
strategies to
achieve project
success.
However
insufficiently
identifies all
stakeholders and
their relation to
project success.
communication
strategies with
application of
recommendations to
achieve project
success linked to
analysis/synthesis.
Applies
recommendations
for leadership
strategies to
achieve project
success.
Sufficiently
identified
stakeholders in
relation to the
project success.
synthesis of
communication

and/or leadership
project success.
Well demonstrated
identification and
analysis of
stakeholders.
synthesising new
and existing
knowledge of
communication and
leadership
project success.
Critically analysed
relationship of
stakeholders in
relation to project
success.
Recommendations
are clearly justified
based on the
analysis/synthesis of
project success.
Participation and
contribution
15%
Fails to participate
in any discussion.

Fails to add any
contribution to the
post of others.
Rarely participates
in discussion forums
Additions to the
post of others are
superficial and lack
insight.
Frequently
participates in
discussions.
Contributions to the
post of others show
insight and advance
the topic under
discussion.
Participates in all
discussions.
post of others show
insight and add
depth to the topic
under discussion.
Participates fully
and actively all
discussions.
post of others show
insight and take the
topic under
discussion into new

directions.
Gives constructive
feedback to peers
15%
Fails to offer any
feedback.
No support or
encouragement to
peers.
No awareness or
sensitivity to
diversity amongst
peers.
Offers feedback but
rarely constructive
or useful.
Feedback is not
always clear or
specific to guide
peers.
Little support or
encouragement to
peers.
Demonstrates little
awareness of and/or

sensitivity to
diversity amongst
peers.
Offers feedback that
is sometimes
constructive or
useful.
Feedback is
provided with
examples to guide
peers.
Some support and
encouragement to
peers.
Demonstrates some
level of awareness
of and sensitivity to
diversity amongst
peers.
Offers constructive
feedback regularly.
Formulates the
merits of alternative
ideas or proposals
and communicates
them to peers.
Offers support and
encouragement to
peers.

Demonstrates a
high level of
awareness of and
sensitivity to diversity
amongst peers.
Always offers
detailed
constructive
feedback that is
specific and
appropriate.
Expertly articulates
the merits of
alternative ideas or
proposals and
communicates them
effectively to peers.
Provides expert
assistance, support,
and encouragement
to peers.
Consistently
demonstrates a high
level of awareness
of and sensitivity to
diversity amongst
peers.

Effective
Communication 10%
Difficult to
understand for
audience, no
logical/clear
structure, poor flow
of ideas, argument
lacks supporting
evidence.
No effort is made to
keep audience
engaged, audience
cannot follow the
line of reasoning.
Little use of
presentation aids,
or the presentation
aids and material
used are irrelevant.
Information,
arguments and
evidence are
presented in a way
that is not always
clear and logical.
Attempts are made
to keep the
audience engaged,
but not always
successful. Line of

reasoning is often
difficult to follow.
Presentation aids
are used more for
effect than
relevance.
Information,
arguments and
evidence are well
presented, mostly
clear flow of ideas
and arguments.
The audience is
mostly engaged,
line of reasoning is
easy to follow.
Effective use of
presentation aids.
Information,
arguments and
evidence are very
well presented, the
presentation is
logical, clear and
well supported by
evidence.
Engages the
audience,
demonstrates
cultural sensitivity.

Carefully and well
prepared
presentations aids
are used.
Expertly presented;
the presentation is
logical, persuasive,
and well supported
by evidence,
demonstrating a
clear flow of ideas
and arguments.
Engages and
sustains audience’s
interest in the topic,
demonstrates high
levels of cultural
sensitivity
ASSESSMENT BRIEF 03
Subject Code and Title

PROJ6006: Organisational Behaviour and People
Management
Assessment
03: Project HRM Plan
Individual/Group
Group
Length
2400 words
Learning Outcomes
1, 2 and 3
Submission
End of the first week of Module 6
Weighting

40%
Total Marks
40 marks
Context:
In this Assessment, students further analyse the case study that
was introduced in Module 1 and
Assessment 1. With an understanding of the leadership styles
that seem appropriate for the
environment and circumstances, students now work in groups to
develop a Project Human
Resource Plan. This will give students the opportunity to
participate in the formal project
management practice of developing a plan for managing the
work of the diverse individuals that
will contribute to a specific project.
The Assessment has two components

Students will initially focus on elements that address team
building, including planning for the
team organisational structure, recruitment of team members, and
efforts to bring the
individuals together as a cohesive team.
Students will then address the elements of team management,
including plans for managing
communication, assessment of work, and improvement.
In addition to practicing relevant planning activities, students
will also practice the skills
required to work effectively as part of a group. Each group will
need to negotiate roles
and responsibilities in order to successfully meet deliverable
requirements.

Note: Groups will be assigned by the Learning Facilitator in
consultation with the
students and it is expected that there would be four(4) people in
each group. It is
expected that Groups will be identified early during the Module
1 and 2 so that
students can get to know each other within the group well
before starting the group
project. A group size of 4 has been proposed to ensure diversity,
interaction and
opportunity for students to grow and lead teams. Only in
exceptional situation a
different group size may be approved by the Learning
Facilitator.
Instructions:
From a project management perspective, students will begin
work in groups on delivery of a
Project HR Plan, to be submitted at the end of week 1 of
Module 6. The assessment requires that
students work in groups to develop a project HR plan for the
organisation highlighted in the case
student presented in Module 1. The assessment combines two

parts, as follows:
Team Building component
As part of the team building component, the assessment will
contain the following components:
• A draft organisational chart for the project team
• A staffing/recruitment plan
• A team building plan
Moving to the team Management component,
As part of managing the team, the assessment will then contain
the following components:
• A staff management plan
• A communications plan
• An assessment plan
• An improvement plan
PROJ6006_Assessment_02.docx Page 3 of 5

Learning Rubrics
Assessment Attributes
Fail (Unacceptable) (0-
49%)
Pass
(Functional)
(50-64%)
Credit
(Proficient)
(65-74%)
Distinction
(Advanced)
(75-84%)
High Distinction
(Exceptional)

(85-100%)
Develop and apply a range
of leadership and
communication strategies
to achieve project success
for all stakeholders
25%
Shows limited knowledge,
skill and/or experience in
change management due to:
• Limited description of
change management
principles and processes
• Limited application of the
impact of business and
staff of change
management principles
and processes

Demonstrates clear
understanding of change
management principles
and processes, and its
impact on business and
staff by:
• Identifying elements
needed to facilitate
teams involvement in
change
• Calling attention to the
need to communicate
strategies for change
and leadership in
support of new ideas
and processes
Advocates processes to
enable continuous

improvement.
Articulates how to
facilitate team’s
involvement in the change
process.
Communicates the need
for change and strategies
to support leadership for
new ideas and processes.
Identifies the role of
culture on change.
Elaborates a process to
create innovative
solutions.
Suggests a plan to develop
individual and team

commitment to new
solutions.
Articulates leadership
strategies to encourage
knowledge sharing under
different change scenarios.
Anticipates obstacles to
knowledge sharing and
suggests ways to alleviate
obstruction.
Incorporates an agenda to
foster continuous
improvement for change
management.
Elaborates a plan to
develop leadership and

individual and team
commitment to new
solutions.
Identifies a framework to
foster a continuous
improvement cycle of
learning within the
organisation.
Anticipates obstacles to
knowledge sharing and
suggests ways to alleviate
obstruction.
Knowledge and
management of
stakeholder objectives and
the impact this has on the

agency of project teams
25%
Shows limited understanding
of the management of
the impact this has on the
agency of project teams.
components of stakeholder
objectives.
about stakeholder
objectives.
Addresses the impact of
stakeholder objectives on
project teams.

Articulates clear
concept of agency.
Supports personal opinion
and information
substantiated by evidence
from the research
materials.
Elaborates the relationship
between managing
the agency of project
teams.
opinion and information

objectives and the agency
of project teams,
articulates the relationship,
identifies risk in managing
suggests strategies for
mitigation.
Explains management of
applies to the concept of
project teams.
evidence from the research

materials.
and information by robust
evidence from the research
materials and extended
reading.
Ethical moral reasoning
(recognises ethical and
moral issues within a
discipline and is able to
reason based on these
principles)
20%
Difficulty in formulating own
opinion and lack of
recognition of ethical
principles and competing

interests.
Does not clearly demonstrate
moral-ethical reasoning.
Difficulty in justifying
conclusions based on
moral-ethical principles but
recognises different
viewpoints.
Conclusions are justified
based on moral-ethical
principles.
Formulates and justifies
conclusions based on
moral-ethical principles.
Can recognise the
competing interests in
arguments and identify

ethical issues embodied in
them.
Uses ethical principles to
identify competing
interests and views.
Sophisticated
ethical and moral
positions.
Well-articulated viewpoint
based on moral-ethical
reasoning.
Use of academic and
discipline conventions and
sources of evidence
10%
Poorly written with errors in

spelling, grammar.
Demonstrates inconsistent use
of good quality, credible and
relevant research sources to
support and develop ideas.
There are mistakes in using
the APA style.
Is written according to
academic genre (e.g. with
introduction, conclusion or
summary) and has accurate
spelling, grammar,
sentence and paragraph
construction.
Demonstrates consistent
use of credible and

relevant research sources
to support and develop
ideas, but these are not
always explicit or well
developed.
Is well-written and adheres
to the academic genre (e.g.
with introduction,
conclusion or summary).
Demonstrates consistent use
of high quality, credible and
ideas.
There are no mistakes in
using the APA style.
Is very well-written and

adheres to the academic
genre.
Consistently demonstrates
expert use of good quality,
credible and relevant
research sources to
support and develop
appropriate arguments and
statements. Shows
evidence of reading
beyond the key reading
Expertly written and
genre.
Demonstrates expert use of

high-quality, credible and
arguments and position
statements. Shows
extensive evidence of
reading beyond the key
reading
using the APA Style.
Effective Communication

10%
Difficult to understand for
audience, no logical/clear
structure, poor flow of ideas,
argument lacks supporting
evidence.
No effort is made to keep
audience engaged, audience
cannot follow the line of
reasoning.
Information, arguments
and evidence are
presented in a way that is
not always clear and
logical.
Attempts are made to keep
the audience engaged, but

not always successful. Line
of reasoning is often
difficult to follow.
and evidence are well
presented, mostly clear
flow of ideas and
arguments.
The audience is mostly
engaged, line of reasoning
is easy to follow.
and evidence are very well
presented, the
presentation is logical,
clear and well supported
by evidence.

Engages the audience,
demonstrates cultural
sensitivity.
Expertly presented; the
presentation is logical,
persuasive, and well
supported by evidence,
demonstrating a clear flow
of ideas and arguments.
Engages and sustains
audience’s interest in the
topic, demonstrates high
levels of cultural
sensitivity.
Team Work
10%
Does not participate
effectively in a team

environment.
Places individual goals ahead
of the group responsibility.
Hinders the group process
and upsets the schedule.
Participates effectively in
teams.
Identifies team and
individual goals, tasks,
responsibilities and
schedules.
Contributes to group
processes.
Supports the team.
Contributes to small group

discussions to reach
agreement on issues.
Works together with others
towards shared goals.
Renegotiates
responsibilities to meet
needed change.
Understands group
dynamics and team roles.
Facilitates team
development.
Renegotiates
responsibilities, tasks and
schedules to meet needed
change.
Builds team’s identity and

commitment.
Leads teams.
Evaluates teams’ outcomes.
Implements strategies for
enhancing team
effectiveness.
ASSESSMENT BRIEF 02
Subject Code and Title
PROJ6006: Organisational Behaviour and People
Management
Assessment

02: Case Study
Individual/Group
Individual
Length
1600 words
Learning Outcomes
1, 2
Submission
End of Module 4
Weighting
40%
Total Marks

40 marks
Context:
In this assessment, students are required to analyse a case study
that describes an organisation
launching projects. In later modules, students work in groups
to analyse the actual project. In
this assessment, they analyse the leadership styles/approaches
they believe to be appropriate for
project leadership in this environment
Identifying and analysing leadership styles helps students to
prepare for the management of the
efforts of individuals who contribute to a project. This also
introduces the concepts of power,
and how the appropriate use of power can influence these
efforts.

Instructions:
Address questions for case study
Students will read the case study and address the following,
utilising subject resources and research:
• Explain why you might choose one of the leadership styles
discussed in this
module’s learning resources over another style when managing
the highlighted

project team.
• Describe which tools and techniques discussed in the
resources you might use as a PM
to influence this project team.
• As a project manager, what tools and techniques discussed in
the resources are
appropriate for managing communication outside of the project
group?
• Explain which of the 5 types of power (as described in Shenoy
web article) you would
employ to motivate the team members to work collaboratively,
and impact the
project’s success
• Explain the methods for developing self-managed teams for
Agile projects
• Explain your reasons for selecting these approaches,
referencing any insight you have gained
from the module resources and research or your interaction
with colleagues in the
Module Discussions.
• Describe the steps you might take, as project manager, to
alleviate challenges faced by your
project team before those challenges grow so large that they

damage the work environment
or the final product. Explain why.
Learning Rubrics
Assessment Attributes
Fail (Unacceptable)
(0-49%)
Pass
(Functional)
(50-64%)
Credit
(Proficient)
(65-74%)

Distinction
(Advanced)
(75-84%)
High Distinction
(Exceptional)
(85-100%)
Knowledge and
management of
stakeholder objectives
and the impact this has
on the agency of project
teams
30%
Shows limited understanding of
the management of stakeholder
objectives and the impact this

has on the agency of project
teams.
components of stakeholder
objectives.
about stakeholder
objectives.
Addresses the impact of
stakeholder objectives on
project teams.
Demonstrates clear
concept of agency.
and information

substantiated by evidence
from the research
materials.
Explains management of
stakeholder objectives
and applies to the
concept of project teams.
Elaborates clearly the
relationship between
objectives and the agency
of project teams.
opinion and information
evidence from the

research materials.
Critically discriminates
between stakeholder
objectives, their
management, and the
impact these have on the
agency of project teams.
and information by robust
evidence from the
research materials and
extended reading.
Identification and
analysis to alleviate
challenges
30%
Does not identify a range of

strategic issues or insufficiently
analyses challenges identified.
Demonstrates limited
awareness of a range of
challenges or analyses
minimally the risk.
Identifies a range of
pertinent challenges and
competently analyses the
risk.
Integrates understanding
of the range of challenges
in presenting a coherent
risk analysis.
Demonstrates innovation
in the range of challenges
identified and
communicates a critical

understanding of risk
analysis.
Analysis and application
of leadership and
communication
strategies for project
success
30%
Limited synthesis and analysis of
communication strategies to
achieve project success and/or
insufficient identification of
stakeholders.
Limited
application/recommendations
Demonstrates analysis and
synthesis of

to achieve project
success.
Applies recommendations
for leadership strategies
Well-developed analysis
and synthesis of
with application of
recommendations to
achieve project success
linked to
analysis/synthesis.
Thoroughly developed
and creative analysis and
synthesis of
communication and/or

leadership strategies to
achieve project success.
Sophisticated and/or
creative analysis,
synthesising new and
existing knowledge of
communication and
leadership strategies to
for leadership strategies to
to achieve project
success.
However insufficiently

identifies all stakeholders
and their relation to
project success.
Applies recommendations
for leadership strategies
to achieve project
success.
Sufficiently identified
stakeholders in relation to
the project success.
Well demonstrated
identification and analysis
of stakeholders.
Critically analysed
relationship of
stakeholders in relation to
project success.

Recommendations are
clearly justified based on
the analysis/synthesis of
project success.
Use of academic and
discipline conventions
and sources of evidence
10%
Poorly written with errors in
spelling, grammar.
Demonstrates inconsistent use
of good quality, credible and
relevant research sources to
support and develop ideas.
There are mistakes in using the
APA style.
Is written according to

academic genre (e.g. with
introduction, conclusion
or summary) and has
accurate spelling,
grammar, sentence and
paragraph construction.
use of credible and
ideas, but these are not
always explicit or well
developed.
Is well-written and

genre (e.g. with
introduction, conclusion
or summary).
use of high quality,
credible and relevant
research sources to
support and develop
ideas.
Is very well-written and
genre.
Consistently
demonstrates expert use

of good quality, credible
and relevant research
sources to support and
develop appropriate
arguments and
statements. Shows
evidence of reading
beyond the key reading
Expertly written and
genre.
Demonstrates expert use
of high-quality, credible
and relevant research
sources to support and

develop arguments and
position statements.
Shows extensive evidence
of reading beyond the key
reading
using the APA Style.
Kerzner, H., & Kerzner, H. R. (2013). Project management case
studies : Case studies. Retrieved from
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Text Box
6/3/2020 Laureate International Universities
https://laureate-
au.blackboard.com/webapps/blackboard/content/listContent.jsp?
course_id=_89506_1&content_id=_8991623_1&mode=reset 1/3
MODULE 1MODULE 1
Leadership and People Management for
Effective Projects

Learning Resources
Assessment Case Study - Provided by Facilitator
Essential for Module 1 & 2
Shenoy web article: PROJ6006 - Shenoy.pdf
PROJ6006 - Shenoy.pdf
Required
Project leadership and the art of managing relationships
Anderson, B. (2010). Project leadership and the art of managing
relationships. T&D, 64(3), 59–
63.
This resource discusses the important skill of relationship
building within the content of leadership
(both people leadership and project leadership). This material
will assist in the completion of
Assessment 1 by helping suggest approaches to be utilised by
the management of the organisation
in the case study. As relationship-building is a crucial skill for
project managers, this resource can
also help readers identify ways to better manage team e�orts by
establishing relationships.
Project Management Leadership Styles
Scheid, J. (2011). Project Management Leadership Styles.

Bright Hub Project Management.
Accessed 28 Feb. 2016 at:
http://www.brighthubpm.com/monitoring-projects/64679-
project-management-
leadership-styles/
https://laureate-au.blackboard.com/bbcswebdav/pid-8991638-dt-
content-rid-
15378378_1/institution/AUT1/Master/MS_GPM/PROJ_6006/We
b%20Content/module%2001/Resources/PROJ6006%20-
%20Shenoy.pdf
http://ezproxy.laureate.net.au/login?url=http://search.ebscohost.
com/login.aspx?direct=true&db=bsu&AN=48407697&site=ehost
-live
http://www.brighthubpm.com/monitoring-projects/64679-
project-management-leadership-styles/
https://laureate-
This web article examines a variety of leadership styles in the
context of project management. It will
assist in the completion of Assessment 1 by o�ering potentials
styles that may work well for the
scenario described in the case study. In addition, this resource
will help readers identify with a
leadership style that they currently utilise and/or one they
aspire to utilise.

Human Factors in Project Management: Concepts, Tools, and
Techniques for
Inspiring Teamwork and Motivation
Wong, Z. (2007). Human Factors in Project Management:
Concepts, Tools, and Techniques for
Inspiring Teamwork and Motivation. San Francisco: Jossey-
Bass.
com/login.aspx?
direct=true&AuthType=ip,url,uid&db=nlebk&AN=199920&site
=eds-live&scope=site
Chapters:
Chapter 1, ‘Emergence of Human Factors’
Chapter 2, ‘Human Factors and Team Dynamics in Project
Management’
This reading from the course text focuses on the factors that
come to play when bringing a group of
individuals together to form a project team. This will be
applicable to Assessment 1 and Assessment
2 as the HP Plan will require a discussion on team building.
Further
Emotional intelligence and its relationship to transformational
leadership and

key project manager competences
Clarke, N. (2010). Emotional intelligence and its relationship to
transformational leadership
and key project manager competences. Project Management
Journal, 41(2), 5–20. Available in
TUA library at:
com/login.aspx?
direct=true&AuthType=ip,url,uid&db=bsu&AN=48836962&site
A Perspective-Based Understanding of Project Success
McLeod, L., Doolin, B., & MacDonell, S. G. (2012). A
Perspective-Based Understanding of
Project Success. Project Management Journal, 43(5), 68-86.
Available in TUA library at:
com/login.aspx?
direct=true&AuthType=ip,url,uid&db=bsu&AN=80202142&site
A Perspective-Based Understanding of Project Success
Ong, V., Richardson, D., Yanqing, D., Qile, H., & Johnson, B.
(2009). The Role of Project
Leadership in Achieving E�ective Project Management.
Proceedings Of The European
com/login.aspx?direct=true&AuthType=ip,url,uid&db=nlebk&A
N=199920&site=eds-live&scope=site

com/login.aspx?direct=true&AuthType=ip,url,uid&db=bsu&AN
=48836962&site=eds-live&scope=site
com/login.aspx?direct=true&AuthType=ip,url,uid&db=bsu&AN
=80202142&site=eds-live&scope=site
https://laureate-
Conference On Management, Leadership & Governance, 157-
163.
The Role of Project Leadership in Achieving E�ective.pdf
Media:
Leaders build excellence in others
Hlahla, M. (2013). Leaders build excellence in others [Video
�le; 4:00]. Nashua, NH:
Skillsoft.
0:00 / 4:00
content-rid-
b%20Content/module%2001/Resources/The%20Role%20of%20
Project%20Leadership%20in%20Achieving%20Effective.pdf

https://laureate-
MODULE 4MODULE 4
Virtual Teams in Global Projects
Learning Activities
Shared Re�ection: Global Teams
As your group continues to develop an HR plan for the project
identi�ed in the case study, consider
the fact that the team is comprised of individuals from various
locations globally. With these
thoughts in mind, address the following by the end of this
module:
What advantages are there to groups comprised of members
from around the globe? Would these
advantages be di�erent in complex projects? How?
What challenges do you believe that you personally might have
as a PM in managing a project
group over international boundaries? How can you prepare for
these challenges?
Once you have posted your own thoughts on these topics,

respond to at least one post with
supporting or contrasting opinions.
Assessment 2: Project Human Resource Plan (Part A)
In this module you will continue working, with your group, on
the Human Resource Project Plan. By
the end of this module, you will submit a draft of Part A of this
plan. To do this, submit the following
components:
Part A (Due at the end of this module):
A draft organisational chart for the project teams: Which of the
functional roles will be
represented on each of these project teams?
A sta�ng/recruitment plan: What strategies and approaches will
you use to bring the
appropriate individuals onto these project teams?
A team building plan: What strategies and approaches will you
use to e�ectively build a team
that will work together in a project management approach to
achieve each of the goals?
https://laureate-

In all responses, be sure to incorporate material from the
Learning Resources and other sources to
support your group’s position.
There are a number of resources published by the Project
Management Institute and other sources
that may be helpful to you in developing the components of this
assessment. Some examples
include:
Wallace, S. Project Structure and Organisation. The ePMbook.
Accessed 29 February 2016
from:
http://www.epmbook.com/structure.htm
Darnell, R. and Preston, J. Project Management: From Simple to
Complex, v. 1.0. Accessed 29
February 2016 from:
http://catalog.�atworldknowledge.com/bookhub/16?e=fwk-
38087-ch03_s02
Developing a Project Management Sta�ng Plan. Bright Hub
Project Management. Accessed
29 February 2016 from:
http://www.brighthubpm.com/project-planning/88606-
developing-a-project-
management-sta�ng-plan/
Questions to answer in your sta�ng plan. CapturePlanning.com.

from:
http://www.captureplanning.com/articles/13577.cfm
Assemble Your First Project Team. Project Management
Institute. Accessed 29 February 2016
from:
: http://www.pmi.org/learning/professional-development/career-
central/assemble-
your-�rst-project-team.aspx
Submit a draft of Part A of your Assessment at the end of this
module.
NOTE: The complete project, including Parts A and B will be
due at the end of Module 5.
Assessment 3: Re�ection Part A
In this subject you are to maintain a Re�ection Journal. This
journal will provide an opportunity for
you to re�ect on your learning, document lessons learnt,
identify global project management
practices you hope to adopt in your career and recognise current
strengths, limitations and
struggles. In short, your journal is a tool for re�ecting and
developing self-awareness in all matters
relevant to you as a project manager. Throughout each module,
you should consider recording one

or more journal entries addressing those topics.
In this Assessment, you are to record a journal entry related to
the topics in this module. Address
your thoughts on how the lessons presented in Modules 1-4
apply to your experience of launching
http://catalog.flatworldknowledge.com/bookhub/16?e=fwk-
38087-ch03_s02
developing-a-project-management-staffing-plan/
content-rid-
b%20Content/module%2004/:%20http://www.pmi.org/learning/p
rofessional-development/career-central/assemble-your-first-
project-team.aspx
https://laureate-
the group assessment (HR plan). Also consider concepts and
strategies that you hope to adopt in
your career.
Submit your journal entry by the end of this module.

https://laureate-
MODULE 3MODULE 3
Managing Project Teams
Learning Resources
Required
John Adair's 100 greatest ideas for e�ective leadership
Adair, J. (2011). John Adair's 100 greatest ideas for e�ective
leadership. West Sussex, UK:
Capstone Publishing. John Adair's 100 Greatest Ideas for
E�ective Leadership by Adair, J.
Copyright 2011 by John Wiley & Sons.
http://think.eblib.com.ezproxy.laureate.net.au/patron/FullRecor
d.aspx?p=707739
Ideas:
Idea 26: The Individual and Teams (PDF)
Idea 27: From Good to Great - Hallmarks of a High-
Performance Team (PDF)

Idea 28: The 50:50 Rule of Motivation (PDF)
Idea 29: Eight Rules for Motivating People (PDF)
Idea 33: Manager's Motivating Checklist (PDF)
Idea 35: The Seven Indicators of High Motivation (PDF)
Idea 39: Giving Feedback to Reinforce and Motivate (PDF)
Idea 40: Maintaining Morale to Maintain Motivation (PDF)
Idea 41: Creating a Motivating Environment (PDF)
This collection of readings focuses on elements of e�ective
team leadership, including motivation.
This topic lends itself well to Assessment 1, as students must
consider a motivational approach to
the issues presented in the case study. As motivation is a vital
aspect of individual and team
management, this topic also is critical to careers in project
management.
http://think.eblib.com.ezproxy.laureate.net.au/patron/FullRecor
d.aspx?p=707739
https://laureate-

Developing the Human Resources Plan
Developing the Human Resources Plan. Free Management
Books. Accessed from:
http://www.free-management-ebooks.com/faqpm/team-02.htm
A human resources plan is an important tool for project
managers It is a formal approach to the
leadership of a team responsible for executing the project plan.
This resource discusses the
elements of an e�ective HR plan, and prepares students for the
development of their own HR plan
for Assessment 2.
Human Factors in Project Management: Concepts, Tools, and
Techniques for
Inspiring Teamwork and Motivation
Wong, Z. (2007). Human Factors in Project Management:
Concepts, Tools, and Techniques for
Inspiring Teamwork and Motivation. San Francisco: Jossey-
Bass.
com/login.aspx?
direct=true&AuthType=ip,url,uid&db=nlebk&AN=199920&site
Chapters:
Chapter 10, ‘Team Con�icts’

Chapter 13, ‘Managing Good and Bad Behaviors’
This reading from the course text examines some of the
breakdowns within teams and o�ers
approaches for mitigating their e�ects. This is an important
skill for any leader, particularly those
responsible for managing the e�orts of teams working toward a
common goal. Much of this can be
applicable to the development of a communications plan,
required as part of Assessment 2.
Further
Human Resource Management Plan Template
Human Resource Management Plan Template. Free Management
Books. Accessed from:
http://www.free-management-ebooks.com/dldtem/dltmpm-
hrplan.htm
Media:
Building cross-functional teams: Be a talent scout
Stewart, S., Jr. (2008). Building cross-functional teams: Be a
talent scout [Video �le]. Nashua,
NH: Skillsoft.
http://www.free-management-ebooks.com/faqpm/team-02.htm
com/login.aspx?direct=true&AuthType=ip,url,uid&db=nlebk&A

N=199920&site=eds-live&scope=site
http://www.free-management-ebooks.com/dldtem/dltmpm-
hrplan.htm
https://laureate-
0:00 / 4:29
https://laureate-
MODULE 4MODULE 4
Learning Resources
Required
Building and Sustaining Trust in Virtual Teams within
Organizational Context

Benetytė, D., & Jatuliavičienė, G. (2013). Building and
Sustaining Trust in Virtual Teams within
Organizational Context. Region Formation & Development
Studies, (10), 18-30. ). Available
from TUA library at:
Trust is a signi�cant contributor to team success, particularly
when the team is geographically
dispersed. This article discusses trust among virtual teams,
which will help prepare students for
managing such teams. The article also helps students address
the topic in t heir Project HR plans.
Building and Sustaining Trust in Virtual Teams within
Organizational Context.pdf
Unpacking the Concept of Virtuality: The E�ects of Geographic
Dispersion,
Electronic Dependence, Dynamic Structure, and National
Diversity on Team
Innovation
Gibson, C. B., & Gibbs, J. L. (2006). Unpacking the Concept of
Virtuality: The E�ects of
Geographic Dispersion, Electronic Dependence, Dynamic
Structure, and National Diversity on
Team Innovation. Administrative Science Quarterly, (3). 451.
Available from TUA library at:
com/login.aspx?
direct=true&AuthType=ip,url,uid&db=edsjsr&AN=edsjsr.25426

915&site=eds-
live&scope=site
As the likelihood of utilising virtual and culturally-diverse
project teams increases, project managers
must be prepared to address challenges. This article addresses
the challenges, and helps students
https://laureate-au.blackboard.com/bbcswebdav/xid-5158145_1
com/login.aspx?direct=true&AuthType=ip,url,uid&db=edsjsr&A
N=edsjsr.25426915&site=eds-live&scope=site
https://laureate-
address them in their own Project HR Plan.
Power and Trust in Global Virtual Teams
Pantelli, N., and Tucker, R. (2009). Power and Trust in Global
Virtual Teams. Communications
of the ACM, 52(12), 113-115. Available from TUA library at:
The concepts of trust and power are critically important to
teams, but they are faced with unique
challenges when the team is geographically dispersed. This is
increasingly the case in industry, so
leaders must be prepared to face the challenges. This article

addresses those challenges, and will
help students consider strategies as part of the Project HR Plan.
Power and Trust in Global Virtual Teams.pdf
Further
Successfully transitioning to a virtual organization: challenges,
impact and
technology
• Anonymous. Successfully transitioning to a virtual
organization: challenges, impact and
technology. (2010). HRMagazine, (4). SS1. Available from
TUA library at:
com/login.aspx?
direct=true&AuthType=ip,url,uid&db=edsgbe&AN=edsgcl.2268
08369&site=eds-
live&scope=site
Media:
Raising performance and collaboration in virtual teams
Gratton, L. (2008). Raising performance and collaboration in
virtual teams [Video �le].
Nashua, NH: Skillsoft.
https://laureate-au.blackboard.com/bbcswebdav/xid-5158146_1
com/login.aspx?direct=true&AuthType=ip,url,uid&db=edsgbe&
AN=edsgcl.226808369&site=eds-live&scope=site

https://laureate-
0:00 / 4:37
https://laureate-
MODULE 1MODULE 1
Effective Projects
Learning Activities
Shared Re�ection: Types of Power and Project Managers
In the next two modules you will analyse a case study
highlighting an organisation that has put a
project team together. Among the items you will address in your
analysis are the types of power
that a project manager can use when building and managing a

project team.
To prepare for this Discussion:
Read the Shenoy web article found in this module’s Learning
Resources.
Re�ect on personal experiences whereby a supervisor or
manager of a project you were a
part of utilised one of the types of power described in the
article.
By the end of this module, post a paragraph describing an
experience as a member of a project
team or other type of team where the leader of the group
demonstrated one or more of the types
of power as described by Shenoy. Explain why you believe your
observation demonstrates the type
of power you identify it as. Was this individual’s attempt to use
power in this way e�ective? Explain.
Also, how can a project manager use this type of power
e�ectively to impact the performance of the
project team and / or improve the likelihood of project success?
Once you have posted your own experience, respond to one or
more colleagues’ postings, o�ering
further support or potential challenges to use of this type of
power in a Project Management
capacity.

Introduction to Assessment 1
Assessment 1 (Individual): Case Study: Leading and Managing
Project Teams
(Begin work)
https://laureate-
A project manager’s performance is dependent upon the
performance of the project team and
associated stakeholders. Most project management problems
stem from behavioural issues, so the
project manager must understand the dynamics of human
productivity.
In your textbook, Wong describes human factors (including
leadership) as being the driving force
behind project success. While every team has the same basic
goal – to meet the objectives and
expectations of the project, every project team is unique and
operates a project di�erently.
To prepare for this Assessment:

Read the case study and address the following:
Explain why you might choose one of the leadership styles
discussed in this module's
learning resources over another style when managing project
teams responsible for
achieving the three goals highlighted in the case study.
Describe which tools and techniques discussed in the resources
you might use as a project
manager to in�uence these project teams.
Explain which of the 5 types of power (as described in Shenoy
web article) you would employ
to:
1. In�uence the project teams
2. Motivate the team members to work collaboratively
3. Impact the projects' success
Explain your reasons for selecting these approaches, referencing
any insight you have gained
from your interaction with colleagues in the Module 1
Discussion.
Describe the steps you might take, as project manager, to
alleviate challenges faced by your
project teams before those challenges grow so large that they
damage the work environment
or the �nal product. Explain why would you choose these steps.
NOTE: This assessment will be submitted at the end of Module
2.

LOOKING AHEAD: In this subject you are to maintain a
Re�ection Journal. This journal will provide
an opportunity for you to re�ect on your learning, document
lessons learnt, identify global project
management practices you hope to adopt in your career and
recognise current strengths,
limitations and struggles. In short, your journal is a tool for
re�ecting and developing self-awareness
in all matters relevant to you as a project manager. Throughout
each module, you should consider
recording one or more journal entries addressing those topics.
You will be required to submit a
journal entry in Module 4 related to the topics in modules 1-4,
as well as concepts and strategies
that you hope to adopt in your career.
https://laureate-

https://laureate-
MODULE 5MODULE 5
Project Communications Management
Learning Activities
Shared Re�ection: Communicating with the Project Team
As your group continues to develop an HR plan for the project
identi�ed in the case study, consider
the impact of an e�ective communications plan. With these
thoughts in mind, address the following
by the end of this module.
What tools and techniques would you prefer to use for
facilitating communications among your
group members? As a project manager, what tools and
techniques would you prefer to use for
managing communication outside of the project group? Explain
your responses.
Once you have posted your own thoughts on tools and
techniques to facilitate project
communication, respond to at least one post with supporting or
contrasting opinions.
Assessment: Project Human Resource Plan (Parts A and B)

In Module 4 you began work on a Human Resource Management
Plan. In this module you are to
submit the �nal version of this plan. To do this:
1. Complete a �nal version of Part A, which includes:
i. A draft organisational chart for the project team
ii. A sta�ng/recruitment plan
iii. A team building plan
NOTE: A draft of this component was submitted in Module 4.
Be sure to incorporate it
into the �nal version including any feedback you have received
from your Facilitator.
2. Complete a �nal version of Part B, which includes the
following:
A sta� management plan: What strategies and approaches will
you use to manage the
project teams?
https://laureate-
A communications plan: What strategies and approaches will

you use to e�ectively
manage communications among (and, if necessary between)
each project team? Assume
some stakeholders are remote.
An assessment plan: What strategies and approaches will be
used to assess the
e�ectiveness of each project team?
An improvement plan: Describe the improvement plan proposed
to address any
shortcomings in the performance of the project teams.
include:
HR Management. PMPNotes.com. Accessed 29 February 2016
from:
http://www.pmpnotes.com/pmp-notes/hr-management/
Communication: The Message is Clear. PMI White Paper.
Accessed 29 February 2016 from:
http://www.pmi.org/~/media/PDF/Knowledge%20Center/Comm
unications_whitepaper_v2.ashx

Did You Hire the Wrong Project Team Member? Now What?
Project Management Institute.
http://www.pmi.org/learning/professional-development/career-
central/did-you-hire-the-
wrong-project-team-member-now-what.aspx
O’Connor, G. Three Requirements for a Great Agile Team.
Project Management Institute.
http://www.pmi.org/Learning/PM-Network/2016/three-
requirements-great-agile-
team.aspx
Submit Parts A and B of the Project Human Resource Plan by
the end of this Module.
http://www.pmpnotes.com/pmp-notes/hr-management/
http://www.pmi.org/~/media/PDF/Knowledge%20Center/Comm
unications_whitepaper_v2.ashx
central/did-you-hire-the-wrong-project-team-member-now-
what.aspx
http://www.pmi.org/Learning/PM-Network/2016/three-
requirements-great-agile-team.aspx
https://laureate-

MODULE 3MODULE 3
Learning Activities
Assessment: Project Human Resource Plan
The Project Management Body of Knowledge (PMBOK)
identi�es a number of elements required to
develop an e�ective plan for organising and managing a project
team – a group of people charged
with responsibilities for completing a project. Emphasis is on
PMBOK processes for (a) human
resource planning, (b) acquiring the project team, (c)
developing the team, and (d) managing the
project team.
In this assessment you will work with a group on a formal
Human Resource (HR) plan, to be
submitted at the end of Module 5. The assessment requires that
your group develop a project HR
plan for the organisation highlighted in the case study presented
in Module 1. The assessment is
divided into two parts, as follows:
Part A (Due at the end of Module 4):

Part A will contain the following components:
A draft organisational chart for the project teams: Which of the
functional roles will be
represented on each of these project teams?
A sta�ng/recruitment plan: What strategies and approaches will
you use to bring the
appropriate individuals onto these project teams?
A team building plan: What strategies and approaches will you
use to e�ectively build a team
that will work together in a project management approach to
achieve each of the goals?
Part B: (Due at the end of Module 5):
Part B will contain the following components:
https://laureate-
A sta� management plan: What strategies and approaches will
you use to manage the project
teams?
A communications plan: What strategies and approaches will
you use to e�ectively manage
communications among (and, if necessary between) each project
team? Assume some
stakeholders are remote.

An assessment plan: What strategies and approaches will be
used to assess the e�ectiveness
of each project team?
An improvement plan: Describe the improvement plan proposed
to address any
shortcomings in the performance of the project teams.
include:
Wallace, S. Project Structure and Organisation. The ePMbook.
from:
Darnell, R. and Preston, J. Project Management: From Simple to
Complex, v. 1.0. Accessed 29
February 2016 from:
http://catalog.�atworldknowledge.com/bookhub/16?e=fwk-
38087-ch03_s02
Developing a Project Management Sta�ng Plan. Bright Hub

Project Management. Accessed
29 February 2016 from:
developing-a-project-
management-sta�ng-plan/
Questions to answer in your sta�ng plan. CapturePlanning.com.
from:
Assemble Your First Project Team. Project Management
Institute. Accessed 29 February 2016
from:
central/assemble-your-
�rst-project-team.aspx
Over the subject of the next two modules, you are to develop
and submit a draft of Part A, which
you will submit at the end of Module 4. Feedback is to be
provided during Module 5. Revisions can
be made, and combined with the work done on Part B to submit
the �nal version of the plan at the
end of Module 5.
http://catalog.flatworldknowledge.com/bookhub/16?e=fwk-
38087-ch03_s02

developing-a-project-management-staffing-plan/
central/assemble-your-first-project-team.aspx
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MODULE 6MODULE 6
Managing Stakeholder Relationships
Learning Resources
Required
Identifying Who Matters: Mapping Key Players in Multiple
Environments
Assudani, R., & Kloppenborg, T. J. (2010). Managing
stakeholders for project management

success: an emergent model of stakeholders. Journal Of General
Management, 35(3), 67-80.
[PDF or available in TUA library at:
com/login.aspx?
direct=true&db=bsu&AN=52409119&site=ehost-live
Cummings, J. L., & Doh, J. P. (2000). Identifying Who Matters:
Mapping Key Players in Multiple
Environments. California Management Review, (2). 83. [PDF or
available in TUA library at:
com/login.aspx?
direct=true&AuthType=ip,url,uid&db=edsjsr&AN=edsjsr.10.23
07.41166034&site=eds-
live&scope=site
This article presents a framework to help identify and map key
value creators and destroyers on the
basis of their impact upon value creation in their economic,
political/social, and technological
environments. This framework provides a basis from which
students can consider the use of a
comprehensive stakeholder valuation analysis in their
professional careers.
Media:
E�ecting change through active engagement with stakeholders
Thomson, W. (2005). E�ecting change through active

engagement with stakeholders [Video
�le]. Nashua, NH: Skillsoft.
com/login.aspx?direct=true&db=bsu&AN=52409119&site=ehost
-live
com/login.aspx?direct=true&AuthType=ip,url,uid&db=edsjsr&A
N=edsjsr.10.2307.41166034&site=eds-live&scope=site
https://laureate-
Since projects typically bring a signi�cant number of
stakeholders together, developing strategies to
engage project teams and project stakeholders is an important
professional skill. This media piece
examines these strategies, and helps students recognize the
importance of stakeholder
engagement to their profession.
0:00 / 5:39

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MODULE 5MODULE 5
Learning Resources
Required
Sharp, J.H. & Ryan, S.D. (2011). Journal of strategic innovation
& sustainability. 7(1), 120-134
https://search-proquest-
com.ezproxy.laureate.net.au/docview/885149967/4E434669C3D
3450DPQ/8?accountid=176901
Let's Be Clear: How to Manage Communication Styles
Edmondson, J. (2009). Let's Be Clear: How to Manage
Communication Styles. T+D, 63(9), 30-
31. Available from Torrens University Library at:
com/login.aspx?
direct=true&AuthType=ip,url,uid&db=edsgao&AN=edsgcl.2127
67598&site=eds-
live&scope=site
The article focuses on ways to increase awareness concerning
communication styles among teams

by examining four speci�c communication styles. This content
can be applied to the Project HR Plan
that is submitted in this module. Students can also re�ect on
their own communication styles as the
develop their professional skills in the workplace.
Media:
In�uence in global cross-functional teams
Cohen, A. (2007). In�uence in global cross-functional teams
[Video �le]. Nashua, NH: Skillsoft.
Leaders sometimes struggle in exercising In�uence over project
teams that are dispersed
geographically. This media piece examines these struggles,
which should be addressed in the
https://search-proquest-
com.ezproxy.laureate.net.au/docview/885149967/4E434669C3D
3450DPQ/8?accountid=176901
com/login.aspx?direct=true&AuthType=ip,url,uid&db=edsgao&
AN=edsgcl.212767598&site=eds-live&scope=site
https://laureate-

Project HR plan being developed as part of Assessment 2.
Understanding these struggles will help
students prepare for leadership of global projects that involve
cross-functional teams.
0:00 / 2:05
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MODULE 2MODULE 2
Organisational Behaviour on Projects
Learning Activities
Shared Re�ection: Strategic In�uence
As you read in the Learning Resources in Modules 1-2, a
number of di�erent types of power are
identi�ed as applicable to the leadership of people and project
teams. These types of power can
directly impact the e�ectiveness of leadership e�orts, but
leaders must consider the characteristics
of the teams and circumstances of their projects in order to best

choose the appropriate approach.
As you continue analysis of the case study presented in Module
1, post thoughts on the following by
the end of this module:
What bene�ts can be gained from using more than one source of
in�uence when leading a team?
What is one power of in�uence you identify with that you could
use in leading a global project
team? Is there a di�erence between in�uence and
manipulation? Justify your response.
Once you have posted your own thoughts on these topics,
respond to at least one post with
supporting or contrasting opinions.
Assessment 1 (Individual): Case Study: Leading and Managing
Project Teams (Submission)
By the end of this module, submit the case study assessment
that you began in Module 1.
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MODULE 6MODULE 6
Introduction
One of the most di�cult challenges in project management is
managing the key stakeholders: the
in�uential people and groups both internal and external, who
are a�ected by the project but may
have di�erent or competing agendas. The squeaky wheel is
often that one that gets oiled, and the
same is true of the loudest or most demanding stakeholders who
can take a project in an
undesirable direction based on a whim or a good idea.
Stakeholder management is an important
issue in project management because project success is tied to
successfully managing relationships
with the various stakeholders.
This module takes a look at how project managers must balance
the interests of stakeholders,
despite sometimes con�icting objectives, and ensure that the
project team interacts with
stakeholders in a professional and cooperative manner.
You will also re�ect on the lessons of this subject and their
impact on your professional goals. You

will do this by completing a second journal entry, as a follow-
up to the one you completed in
Module 4.
This Module will cover:
Power and in�uence over cross-functional teams
Management of project stakeholders
Engagement with project stakeholders
This Module will help you:
Identify di�erent stakeholder management styles used to
manage project teams
Apply strategies to e�ectively manage engage project
stakeholder
Re�ect on the lessons of this subject and their impact on your
professional goals
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MODULE 4MODULE 4
Introduction
As a global project manager (project that spans countries), it
will be commonplace for you to work
with virtual teams (also known as ‘geographically dispersed
teams’); the reality today is that even
small companies are comfortable with virtual teams as a result
of their outsourcing operations to
source better economics. Physical distance is no longer an
obstacle to doing business because
communication and technology are very low cost today.
However, this brings some unique
challenges for the virtual project manager.
In this module, you examine the rewards and pressures of
virtual teams, how levels of authority
di�er between physically present teams and virtual teams, and
how the circle of trust around the
team is potentially more di�cult to develop when the group is

dispersed geographically. You also
research the advantages and disadvantages of virtual teams.
Also in this module you will continue work toward the Human
Resource Plan you began work on in
Module 3. Here, you will submit a draft of Part A of this plan,
which will include an organisational
chart for your project team, a sta�ng plan, and a team building
plan.
Virtual teams
Leadership and communication strategies to lead virtual project
teams
Human Resource Management plans
Apply strategies to manage virtual project teams
Apply strategies to motivate geographically-dispersed and other
types of virtual project
teams
Develop a project team organisational chart

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Develop a draft sta�ng and team building plan
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MODULE 2MODULE 2
Organisational Behaviour on Projects
Introduction
Every project encounters di�culties at some stage. However,
when project managers know the
strengths and weaknesses of their team members, they are able
to address and resolve emerging
team problems/con�icts as they arise. This allows for the
building of inclusive teams that have
mutual respect for each other. Managing those teams to be high
performing does not happen by
chance; it takes e�ort to develop a circle of trust around the
team. The Learning Resources explore

organisational and managerial processes in the context of teams
and focus primarily with the
human implications of project-based activity.
In this module, you critically examine the theory of
organisational behaviour. You are also given
real-world examples and asked to re�ect on your own
experiences in order to help you interpret
and manage organisational behaviour through leadership.
At the end of this module, you will submit your analysis
(initiated in Module 1) of a case study that
includes an examination of appropriate uses of leadership and
power strategies to e�ectively
manage project teams.
Organisational behaviour as it relates to the management of
projects and project teams
Sources of in�uence
The in�uence of power on project success
Challenges work environments faced by project teams
Apply concepts of organisational behaviour to the management
of project teams

Apply the concepts of managerial power to project success
Apply leadership styles to the management of project teams
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MODULE 5MODULE 5
Introduction
An essential skill for successful leadership of a team of people
is the ability to communicate. Given
the geographical and organisational diversity within global
project teams, successful project
managers must consider how the team can best communicate,
and put in place tools to facilitate

e�cient and frequent communication.
In this module, you explore the role that managing
communication throughout the project life cycle
has on project success and how communication methods may be
modi�ed to include virtual
participants.
At the end of this module, you will submit your �nal version of
the Project Human Resource Plan
that you began in Module 4. This will include �nal versions of
Part A and Part B.
Communication techniques and strategies to lead project teams
Use of in�uence
Engagement with project stakeholders
Identify di�erent communication styles used to motivate project
teams
Apply strategies to e�ectively manage communication within
project teams
Develop a Project Human Resource Plan addressing Sta�
Management, Communication, and
Assessment

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MODULE 3MODULE 3
Introduction
Projects involve people working together within an organisation
to create something together that
none of the individuals could create by themselves. Project
managers therefore require a
combination of technical, personal and conceptual skills to
analyse situations and engage
appropriately with all team members while drawing out their
strengths and optimising team
performance. They must display these strong leadership skills
throughout the entire project life
cycle in order to successfully reach their project goals.
In this module, you examine various theories and tools
regarding leadership and management

concepts (teamwork, diversity, organisational behaviours). You
also apply these theories and tools
to the analysis of a project management case study.
Leadership and communication strategies to achieve project
success
Human Resource Management plans
Cross-functional teams
Apply strategies to manage diverse project teams
Apply strategies to motivate project teams
Develop a project team organisational chart
Develop a draft sta�ng and team building plan
https://laureate-
MODULE 1MODULE 1

Effective Projects
Introduction
Projects involve people working together within an organisation
to create something together that
none of the individuals could create by themselves. Project
managers therefore require a
combination of technical, personal and conceptual skills to
analyse situations and engage
appropriately with all team members while drawing out their
strengths and optimising team
performance. They must display these strong leadership skills
throughout the entire project life
cycle in order to successfully reach their project goals.
In this module, you examine various theories and tools
regarding leadership and management
concepts (teamwork, diversity, organisational behaviours). You
also apply these theories and tools
to the analysis of a project management case study.
Leadership styles applicable to project managers
The use of inspiration and power to in�uence projects and
project teams

Tools and techniques used to in�uence power
Describe the impact of human factors and team dynamics on
project management
Explain the types of power project managers can employ to
in�uence project teams and
project success
Apply leadership styles to the management of projects and
project teams
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MODULE 6MODULE 6
Learning Activities
Assessment: Re�ection Part B
In this Assessment, you are to record a journal entry related to
the topics in this subject. Address
your thoughts on how the lessons presented in Modules 1-6
apply to your professional goals,

considering concepts and strategies that you hope to adopt in
your career.
Submit your journal entry by the last day of this module.

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