Project Execution and Control Project Reporting A project enters the closing phase after the work has been completed and a deliverable has been submitted. In this phase, project managers are responsible for leading their organisations through the process of determining whether project deliverables should be accepted. In addition, project managers often guide their organisations through lessons learned on process and human resource strengths and weaknesses. They also complete a series of tasks to administratively and financially close their projects. Part A: Project Status Reporting Source two project status report templates, discuss strengths and weaknesses in each and make recommendations for improvements. Discuss the challenges and pitfalls of traffic light reports. Explain the difference between the status reports provided for teams, sponsor, and steering committee. How is status reporting different between traditional and Agile project management approaches? This part should consist of 400–600 words Learning Resources: Heldman, K. (2013). PMP Project Management Professional Exam Study Guide (7th ed.). Indianapolis, IN: Wiley • Review: Chapter 10: Measuring and Controlling Project Performance • Chapter 12: Closing the Project and Applying Professional Responsibility Laureate Education (Producer). (2013). Project closeout [Video file]. Baltimore, MD: Author. Project Management Institute. (2013). A guide to the project management body of knowledge (PMBOK Guide®) (5th ed.). Newtown Square, Pennsylvania: Project Management Institute. • Section 3.6: Monitoring and Controlling Process Group • Section 3.7: Closing Process Group • Section 4.6: Close Project or Phase Snyder, C. S. (2013). A project manager’s book of forms: A companion to the PMBOK guide (2nd ed.). Indianapolis, IN: Wiley • Contract Close Out template (Word document) • Formal Acceptance Form template (Word document) • Lessons Learned template (Word document) Wysocki, R. K. (2012). Effective Project Management: Traditional, Agile, Extreme (6th ed.). Indianapolis, IN: Wiley. • Chapter 7: How to Monitor and Control a TPM • Chapter 8: How to Close a TPM Project Assessment Criteria: Submitted assessment will be graded using the Learning Rubrics Learning Rubric – Assessment 2 Part A: Project Status Reporting Assessment Attributes Fail (0-49) Pass (50-64) Credit (65-74) Distinction (75-84) High Distinction (85-100) Identifying strengths and weaknesses of different status reports and differentiating their purposes for different stakeholders 50% Fails to identify strengths or weaknesses of different status reports. Fails to differentiate the purposes of various reports for different stakeholders. Identifies strengths and weaknesses of different status reports. Differentiates the purposes of various reports for different stakeholders. Identifies strengths and weaknesses of different status reports and makes recommendations for improvements. Differentiates the purposes of various reports and their frequencies for different stakeholders. Identifies and analyses strengths and weaknesses of different status reports and makes recommendations for improvements. Differentiates the purposes of various reports and their frequencies for different stakeholders and identifies appropriate timing for different reports. Compares and contrasts the strengths and weaknesses of different status reports and makes recommendations for improvements on both project and organisational levels. Differentiates the purposes of various reports and their frequencies for different stakeholders. Identifies appropriate timing for different reports and highlights lesson learned for organisational improvements and learning. Critical reasoning, presentation and defence of an argument and/or position 20% Specific position (perspective or argument) fails to take into account the complexities of the issue(s) or scope of the assignment. Makes assertions that are not justified. Specific position (perspective or argument) begins to take into account the issue(s) or scope of the assignment. Justifies any conclusions reached with arguments not merely assertion. Specific position (perspective or argument) takes into account the complexities of the issue(s) or scope of the assignment. Others’ points of view are acknowledged. Justifies any conclusions reached with well-formed arguments not merely assertion. Specific position (perspective or argument) is expertly presented and accurately takes into account the complexities of the issue(s) and scope of the assignment. Justifies any conclusions reached with well-developed arguments. Specific position (perspective or argument) is presented expertly, authoritatively and imaginatively, accurately taking into account the complexities of the issue(s) and scope of the assignment. Limits of position are acknowledged. Justifies any conclusions reached with sophisticated arguments. Effective Communication 20% Difficult to understand for audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence. Audience cannot follow the line of reasoning. Information, arguments and evidence are presented in a way that is not always clear and logical. Line of reasoning is often difficult to follow. Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments. Line of reasoning is easy to follow. Information, arguments and evidence are very well presented; the presentation is logical, clear and well supported by evidence. 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 Effective use of diverse presentation aids, including graphics and multi-media. 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. There are no mistakes in using the APA style. Is well-written and adheres to the academic genre (e.g. with introduction, conclusion or summary). Demonstrates consistent use of high quality, credible and relevant research sources to support and develop 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 There are no mistakes in using the APA style. Expertly written and adheres to the academic 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 There are no mistakes in using the APA Style.