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Write a report and structuring the report for the audience
Course:- Project Management
Length: word count:2000
Reference No.:- EM132320488




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Consolidated Portfolio Assignment -

Learning Outcomes -

1. Apply Fundamental principles of system thinking to project, program and portfolio management.

2. Demonstrate use of system thinking tools and techniques to solve complex problems.

3. Discuss contemporary developments and importance of project, program and portfolio application systems.

4. Explain importance of project management application systems to enable knowledge management and decision making.

5. Explain importance of project management application systems to monitor performance and manage change the project, program and portfolio.

For each outcome - Summary: (250 words) and Evidence: (100 words).

There are many possible approaches, and it is the intention to test how well the students are at tackling the problem. In real life (as you probably know) a project manager is frequently confronted with the need to write a report and structuring the report for the audience is always a tricky thing to do.

However, a way of tackling the consolidated portfolio is to do the following: -

1. Introduction and summary of outcomes

2. Itemise each learning outcome: -

a. LO1

i. Summary

ii. Evidence

b. LO2

i. Summary

ii. Evidence

c. ... etc.

3. Discussion and Conclusion

4. References

5. Appendix of the weeks

a. Week 1

b. Week 2

c. ... etc.

Attachment:- Assignment Files.rar




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  1. user image
    inf2320488

    that following one is a final copy or there are any changes ok when will I get the second one ? do you have any idea about it ? I would definitely recommend this site to my friends. They did the good and excellent job on my assignment Thank you for rendering for your services. Every time when I came to Experts Mind.com it never miss any deadlines and work was always up to mark. I highly recommend this site to all of my friends.

  2. user image
    len2320488

    The marking criteria can often be encapsulated into a four stage criteria: - Does the section or topic meet all of the basic learning requirements relevant of the course, such as knowledge of fundamental concepts and performance of basic skills; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable in relation to the learning outcomes of the assignment? (25%) Does the section or topic reflect an ability to use and apply fundamental concepts and skills of the course, going beyond mere replication of content knowledge or skill to show understanding of key ideas, awareness of their relevance, some use of analytical skills, and some originality or insight? (50%).

  3. user image
    len2320488

    Does the section or topic demonstrate awareness and understanding of deeper and less obvious aspects of the course, such as ability to identify and debate critical issues or problems, ability to solve non-routine problems, ability to adapt and apply ideas to new situations, and ability to invent and evaluate new ideas? (75%) Has the section or topic been presented with imagination, originality or flair, based on proficiency in all the relevant learning outcomes of the course; work is interesting or surprisingly exciting, challenging, well read or scholarly? (100%).

  4. user image
    len2320488

    This criterion is ADDITIVE. In other words, the last item (4) is inclusive of the previous ones (1, 2, and 3). If you feel that a student did most of 4 then you might give them 25% of the overall mark for the first criteria and then 25% of the overall mark for the second criteria and then 25% of the overall mark for the third criteria and finally 10% of the mark for the fourth criteria. So, the overall mark will be 85% overall.

  5. user image
    len2320488

    In the course profile students are encouraged to imagine they are going before an interview panel and had been asked to show them how they could meet the job criteria (learning outcomes). So, as a prerequisite they had to prepare a paper for them. You can use a similar concept when you think of many assignments. In other words, is the assignment (1) average, (2) good, (3) excellent, (4) amazingly superb? It makes it easier to think of things that way. The words in each of the criteria is just a rational and fancy way of expressing average, good, excellent, amazingly superb!



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