MGT558 Project Management Practice

Session 3, 2017
Faculty of Business
Australian Graduate Management Consortium

Subject Overview
Welcome to a new session of study at Charles Sturt University. This subject outline is
accessible through mobile devices from http://m.csu.edu.au.
This subject is designed to equip students with skills and knowledge required for managing
projects over the various phases in the Project Life Cycle, from concept to completion. The
subject offers an integrative approach to project management, beginning with an
understanding of socio-economic and environmental factors that result in the creation of
projects before focussing on technical aspects of project planning, implementation and control.
In addition, these techniques are related to the parent organisations strategy and policies,
and socio-cultural dimensions involving team management, leadership and organisational
structure for projects.

Learning outcomes
On successful completion of this subject, you should:
1. be able to explain the role that projects play in the strategic management of
organisational change;
2. be able to translate project management theory into specific, real time understanding
and implementation of projects in the workplace;
3. be able to gather information, define project goals and objectives and create a timeline
so as to present a completed and comprehensive project plan;
4. be able to monitor progress through measurement of resource usage, timeline
performance and actual cost versus budget to measure project progress against plan;
5. be able to provide comprehensive risk assessment and management for a project;
6. be able to evaluate project outcomes and provide support for project teams;
7. be able to utilise project management software as a tool for planning and managing a
project;
8. be able to successfully transfer outcomes to the customer at completion of the project;
9. be able to develop strategic human (socio-cultural) project team leadership and
technical capabilities required to successfully complete a project; and
10. be able to apply the socio-cultural dimensions of projects across international projects,
virtual teams and strategic internal partnerships, such as cross-functional organisational
departments, and external partners including suppliers, contractors and customers.

Attendance
Students are strongly encouraged to attend all scheduled face-to-face or online workshops /
classes. Learning is seen to be a continuous process of
ACTION - having an experience
REFLECTION - reviewing and pondering
KNOWLEDGE - reaching conclusions
PLANNING - planning to do something better
It is the teacher's aim to enhance the learning potential of your personal experience by using a
range of teaching methods. In conjunction with learning the principles, concepts and theoretical
frameworks of business management, students are required to apply this knowledge to solving
managerial problems in a real-world context. In addition to traditional lecture formats, students
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are engaged in learning through case studies, simulations, experiential exercises, group
projects, discussions, learning logs, peer feedback

Contact Procedures
Academic enquiries
Any questions concerning the teaching of this subject can be made by contacting your Subject
Facilitator. Contact details for your Subject Facilitator are available on your Delivery Sites
Interact2 Group Site.

Consultation procedures
Your Subject Facilitator will be available for student consultation. The most effective way to
contact the Subject Facilitator is via the details on your Delivery Sites Interact2 Group Site.

Administrative enquiries
Any questions concerning administrative matters should be directed to your Site Coordinator.
Contact details for your Site Coordinator are available on your Delivery Sites Interact2 Group
Site.

Subject Delivery
Class/tutorial times and location
The timetable provided in this Subject Outline is a guide to your study schedule. Please contact
your Site Coordinator about your class/workshop times and locations.

Learning, Teaching and Support Strategies

Queries regarding the content of this subject should be directed to your Subject Facilitator.
The study guide and/or study material for this subject will be available through the subjects
Interact Site.

You should check the Interact Site at least weekly for postings, announcements, lecture
information and other resources that will assist you with your studies, or for additional
information and resources vital to your success in the subject.

Use the subject schedule provided to plan your studies over the session. Information on
effective time management is available on the CSU Learning Skills website via the following
link: http://www.csu.edu.au/distance-education/study-life-balance/managing-your-study

How you are expected to engage with the subject

Your subject materials are available on the Interact2 site under the Topics link in the left hand
side menu. For each topic, you should:
Refer to the subject outline and the topics;
Read the learning objectives and the overview carefully;
Skim the text and access relevant resource items;
Make a good set of notes for each of the topic review questions by searching the links
and consulting your text in a more considered way;
Prepare a useful set of answers to the review questions as these are designed to

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 provide focus in a topic;
Access the wide range of resources provided to support wider learning and application
of the content as well as for using Microsoft Project; and
Take the opportunity to engage with your Facilitator, your peers and the subject to
maximise your learning experience.

Your workload in this subject

CSU Academic Senate policy states that a standard 8 point subject should require you to
spend a total of 140-160 hours engaged in the learning and teaching activities. This means an
average of 10 to 12 hours each week. This subject complies with this policy. I would add that
12 hours per week over a 12-14 week period would be needed to fully unpack the subject and
enable the average student to feel comfortable about receiving a high passing grade.

Text and Learning Materials

Prescribed text(s)
1, The prescribed textbook is:
Larson, E.W., Honig, B., Gray, C.F., Dantin, U. & Baccarini, D. (2014). Project Management:
The managerial process (1st Ed.). McGraw Hill.

The text publishers also provide a student resource website, which is accessed through the
publisher website using the registration code included on a card inside the cover of the text.
Note that the case study for assessment two is from the Larson and Gray 6th edition text (not
available in Australia) and is provided as a PDF in subject resources.

2. The prescribed software is: Microsoft Project 2016.

This software (MS Project) is widely used in organisations around the world, hence the use of
the software in this subject as part of the application of knowledge in assessment 2.
The free 30-day Microsoft Project trial version (download the 2016 version trial from Microsoft:
http://office.microsoft.com/en-au/project/) can be used. The trial versions should be sufficient
for this subject. Students may use older versions of the Microsoft Project software or any other
tools (e.g. MS Word, Excel, PowerPoint), or software suitable for your computing platform, or
that you feel is helpful. Files from versions 2010, 2013 and 2016 of MS Project are compatible).

Microsoft now offers the project software as part of their Office 365 product licencing. Those
using Office 365 may find the addition of MS Project to the suite a worthwhile expense
https://products.office.com/en-au/Project/project-pro-for-office-365. Currently the pricing
(https://products.office.com/en-au/Project/project-pro-for-office-365) is A$42 per month. The
new version provides a lot more office/project collaboration tools
(https://blogs.office.com/2015/09/30/whats-new-in-project-2016/#PqojY4GC8ABHJ2zm.97)
and formatting, which are not required for the case study in assessment 2.

Note: that if you experience problems with this trial version of MS Project, there is no
technical support available from Microsoft, the text publisher or CSU. If this happens
students will need to find an alternative option (e.g. another computer, purchase a full copy,
use different software)

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Note: If you have existing access to any previous version of MS Project software (e.g.
Project 2010) you do not need to obtain another copy. Students may use an earlier version
of the Microsoft software, or alternative project software programs, or other software, if that
is what you have access to. Installing a trial version over a full version may disable the older
version.

Students should search for online resources, such as YouTube (https://www.youtube.com/),

which also provide a variety of "how to" videos and tips for using the software, and for the
assessment two case study, for example (search for POM+).

2.1 Other Software and Apple Computer Users:

a). Two free/cheap, open-source alternatives to MS Project are available . These may be a
suitable alternative to accessing MS Project.

Rational Plan (http://www.rationalplan.com/) is a new and quite stable project software. They
provide a free trial version. The trial period is not based on time but limits the number of tasks
to 20 (the assignment requires 14) lines in the WBS. A full version can be purchased for $57.
The software is NOT supported by CSU.
The trial software supports:
Windows version requires Windows 98/ME/NT/2000/XP/Vista/Windows 7/8.1/10.1)
Mac version requires Mac OS X 10.5 or higher
Linux supported versions: Ubuntu, Fedora
Java Runtime Environment 1.6 or higher.
One area of weakness with the software is its ability to level resources effectively.

Project Libre is the second, open-source alternative, available at http://www.projectlibre.org/.

Note that there may soon be a cloud version of the program, but with only 14 days free trial
period. The software is not supported by CSU. This software has limited tracking functions
which are required in the assignment.

b). For Apple computer users, I recommend you use Rational Plan
(http://www.rationalplan.com/)(mentioned above).

A free 30-day trial of Merlin project management software may be a suitable

alternative http://projectwizards.net/en/merlin/ . Note Students have recently informed me that
the software is not reliable, that the trial software will not save, and you may consequently
lose files before, and certainly after, its expiry date. The features and functions are broadly
similar to MS Project but the software may not provide all the reporting calculations required,
especially compared with Microsoft Project.

There is no support for this software in this subject, however students are encouraged to
share experiences with other Apple users and on the forum. Calculations may also be
completed using a spreadsheet. Those students intending to use this platform/software
should try and connect via the forum as a way of helping each other.

c). a program named xPLAN Lite is reported as a worthwhile app for use on an iPad. This app
is not an officially supported app by CSU. Another app, Basecamp (https://basecamp.com/) is
another commonly-used app for keeping information and communication on a more "social
network" basis, than traditional project, or organisational, communication.

Again, NO project software, or apps are supported by CSU, but students may use whatever
methods and tools (technological or manual), they find helpful to complete assessment two.

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2.3 Microsoft Project incorporation into the text:

Microsoft Project (MS Project) is a tool project managers use to automate detailed procedures
and pinpoint useful information so they can make informed decisions. The text includes
references that may help illustrate how MS Project can be used to automate and/or provide
detailed information for each important planning and control function project managers face.
To that end, an MS Project example is introduced in Chapter 8 and is mentioned in chapter
13 regarding reporting. There are a few specific references detailed in the text index.
Immediately below is the chapter outline of topics that provide theoretical coverage that will
help understand the software approach. They do not all contain reference to software.

Chapter 5 Chapter 9
Stakeholder Analysis and Communications Budgeting Projects
Planning Develop bottom-up project budget
MS Project introduction Develop summary project budget
Tour of MS Project Graphical User Interface
Chapter 6 Chapter 11
Defining Scope and Creating Work Project Quality Planning and Project Kickoff
Breakdown Structure (WBS) Baseline the project plan
Types of project data
Initialise the project
Set up the WBS
Chapter 7 Chapter 13
Scheduling Activities Monitoring and Controlling Projects
Build the project network diagram Review and adjust time and cost projections
Understand critical path as needed
Display and print schedules
Chapter 8
Scheduling Resources
Define resources
Assign resources
Identify over-allocated resources

Additionally, the online subject resources provide guides/introductions to both 2013 and 2016
versions of Microsoft Project. The sample files these introductions refer to have been added
to the Interact resource site. There are also a wide variety of learning tools and tips on the
Microsoft website as well as an interactive ribbon-finder tool at
http://office2010.microsoft.com/en-us/project-help/learn-where-menu-and-toolbar-commands-are-
in-of .

Again, the trial versions of MS Project are not supported by Microsoft, the text publisher or
CSU. Microsoft provides support for licensed, full-version software.

3. Recommended reading / Other resources:

3.1 Text:

*Biafore, B. (2013). Microsoft Project 2013 the missing manual. USA O'reilly Media Inc.
#Cleland, D. I. (2007). Project management (5th Ed.). New York: McGraw Hill.
Cooke & Tate (2012). Perfect Phrases for Project Management. USA:
McGraw Hill.
Gido, J., & Clements, J. (2014). Successful project management (4th Ed.). Ohio:
Thompson South-Western.
Horine, G. M. (2013). Absolute beginners guide to project management. (3rd Ed.) Indianapolis,
USA: Que.
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Kerzner, H. (2013). A Project Management: A systems approach to planning, scheduling &
controlling. New York: V.N. Reinhold.
*Kloppenborg, T. (2015). Contemporary Project Management (3rd Ed.). Cengage Learning.
PDF version (http://www.aazea.com/book/contemporary-project-management-3rd-edition/)
May be available for free, or at a small cost.
Maylor, H. (2012). Project management (4th Ed.). London: Prentice Hall.
Meredith, J. R., & Mantel, S. J. (2012). Project management (8th Ed.). New York: John Wiley
and Sons.
Pinto, J. K. (2013). Project management: Achieving competitive advantage (3rd Ed.). New
Jersey: Pearson, 0132229676.
*Project Management Institute (2017). A guide to the project management body of
knowledge (6th Ed.). Sylva.
Rajegopal, S. et al (2012). Portfolio Management: How to Innovate and Invest in Successful
Projects. Great Britain: Palgrave.
Schwalbe, K. (2015). Introduction to project management (5th Ed.). Self-
published. http://pmtexts.com/.
*Schwalbe, K. (2015). Information technology project management (8th Ed.). Canada:
Thompson.
Verzuh, E. (2015). The Fast Forward MBA in Project Management, 5th Edition. Wiley.
Vidyanathan, G. (2013). Project Management, Process, Technology and Practice. USA:
Pearson Education Inc.

* Particularly helpful texts

# Older texts, but still relevant, by well-known project management authors.

3.2 Online:

The internet is a deep resource for information on project management and using project
management software. Students are expected to research widely for up-to-date project theory
and context as part of their work in this subject. NOTE that whilst some sites are listed below,
URLs may change, disappear or become inoperable. They were correct at the time of writing.
Some helpful sites include:

Techrepublic ( http://www.techrepublic.com/)
Tenstep (http://www.tenstep.com/)
Microsoft http://www.microsoft.com (http://www.microsoft.com/)Project Perfect
(http://www.projectperfect.com.au/)
PM Tips ( http://pmtips.net/)
Project Management Institute ( http://www.pmi.org/)
Project Connections ( http://www.projectconnections.com/)
Projectmanagement.com ( http://www.gantthead.com/)
Missing Microsoft Project Manuals
(http://oreilly.com/missingmanuals/cds/msproject2013mm/)
The Top 6 Free and Open Source Project Management Software for Your Small
Business (http://blog.capterra.com/free-open-source-project-management-software/)
Udemy academy $30 cost for access to Project 2016 "how to" videos
(https://www.udemy.com/microsoft-project-2016-training-for-beginners/)
RationalPlan Project Software (https://www.rationalplan.com/)
Project Libre Project Software (http://www.projectlibre.com/)

3.3 CSU Library Resources:

The CSU library provides a wide range of text, journal and other resources, a high
percentage available online, including electronic text access. Library and Learning Resource
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links are also in the subject interact2 left-hand menu options. To help you:
Use Primo (http://primo.unilinc.edu.au/primo_library/libweb/action/search.do?vid=CSU)search
for journals, articles and text items related to a specific topic. Search CSU library reserves
(http://www.csu.edu.au/division/library)for related materials.

Ask a librarian - Live chat (http://www.csu.edu.au/division/library/help/live-chat).

3.4 Interact Resources:

A wide range of resources are already available in your subject student resources. New
resources will continue to be added to the subject interact site, both in anticipation of
starting the subject and, appropriately, as the subject progresses.

Schedule
Following is a suggested study schedule. You should however plan your study around the
contingencies and imperatives that you face. Please note assessment dates are firm and
can only be varied via an application for extension to your Subject Coordinator.

Week Week commencing Topic Learning Activity

no.
1 13 November 2017 Module 1, topic 1.1 Project Management (PM) The
past, present and future.

2 20 November 2017 Module 1, topic 1.2 The strategy-project link.

Assessment 1: due 26 November 2017 (20%)

3 27 November 2017 Module 2, topic 2.1 Understanding Microsoft Project.

4 4 December 2017 Module 2, topic 2.1 Understanding Microsoft Project.

(cont.)
5 11 December 2017 Module 2, topic 2.2
A structured approach to
information collection and
organisational structure.
6 18 December 2017 Module 2, topic 2.3 The Network Plan.
Module 2, topic 2.4 Managing risk, time and resources
(the triple constraint)
7 TAFE Mid-Session Break
8 1 January 2018 Module 2, topic 2.5 Evaluating progress and
performance.
Assessment 2: due 7 January 2018 (50%)
9 8 January 2018 Module 2, topic 2.6 Project closure.
10 15 January 2018 Module 3, topic 3.1 Project management leadership.

11 22 January 2018 Module 3, topic 3.2 Project management teams.

12 29 January 2018 Module 3, topic 3.3 & Partnering, International Projects.

3.4
Assessment 3: due 4 February 2018 (30%)

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 Assessment Information
Introduction to assessment
To protect the academic integrity of the subject, you may be asked to complete an additional
test (which may be verbal) if I or another member of the teaching staff have doubts that the
work that you have submitted for an assessment item is your own. This test would be held
within four weeks of the submission of the assessment.

Detailed information regarding:

- Pass requirements
- Grades
- Presentation
- Submissions
- Extensions
- Penalties for late submission
- Assessment return
- Resubmission; and
- Plagiarism
are included in Appendix 1.

Assessment Items
Item Title Type Value Due Date* Return Date*
number
1 Short Essays Assessment 20% 26 Nov 2017 18 Dec 2017
2 Project Design Assessment 50% 7 Jan 2018 28 Jan 2018
3 Short Essays Assessment 30% 4 Feb 2018 25 Feb 2018
* due date is the last date for assessment items to be received by your Facilitator

** applies only to assessment items submitted by the due date.

Assessment item 1
Task: Short Essays
Value: 20%
Due date: 26 November 2017
Return date: 18 December 2017
Length: 1500 - 1750 Words
Submission method options: Alternative submission method

Task
Answer the two (2) questions below. Each short-essay is worth 10 marks and should each
be approximately 750 words (about 3 pages) in length. However, as a holistic approach, a
slight variance in word count for each question (e.g. if question 1 had 900 words and question
2, 700 words), is acceptable.
1. Describe three typical organisation structures and how they help or hinder internal or
external projects. Provide examples to support your answer.

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 2. List and describe each step in the strategic project planning process, providing an
example of a global project that clearly demonstrates this process. Although theory
contends that projects should support strategy, what role do ad-hoc projects then play?

Rationale
This assessment is designed to explore and consider the role, nature and context as
well as the challenges and issues that project managers face;
Demonstrate an understanding of the concept of Project Management, especially in a
strategic environment;
Develop your skills in presenting balanced and critical arguments to the reader;
Develop and hone your formal writing skills. Referencing must be included and must
meet CSU standards;
Undertake some research on several aspects of managing projects;
As well as referencing the text, students are expected to source a much wider range of
academic materials on the topics. These should be referenced in the assessment and
listed in a bibliography at the conclusion of the assessment. Online research is also
permitted, provided it is fully referenced and listed in the bibliography (see item
"Referencing" above).

Marking criteria

Presentation: must follow common and accepted CSU essay standards as further indicated in
your Subject Outline. You should present your assessment in a clear and comprehensive
manner using appropriate examples, diagrams or other answer-specific content.
Referencing: your essay must contain references/quotes from a minimum of five (5) other
sources of which your textbook can be considered as one. Other textbooks, articles and cases
are acceptable sources but, ideally, none should be written prior to 2005. If you use an older-
dated reference, you are expected to comment on what has changed/not changed since the
item was written. The use of online resources is encouraged and online source URLs should
also be cited in your referencing and bibliography. Failure to do so will lose marks in both the
assessment and the referencing. Your bibliography should not contain any references that
have not been cited/quoted in your essay.

Marking Guide

Criteria High Distinction Credit Pass Fail

Distinction
75 - 84 % 65 74% 50 64% 0 49%
85 100%
Topic/Task 1 Demonstrated Demonstrated Demonstrated Demonstrated Did not
wide and wide knowledge meaningful basic knowledge demonstrate
Organisations demonstrable and application knowledge and and application knowledge, nor
& Projects knowledge and of examples, application of of examples, application of
Topic/Task 2 application of conducted examples, conducted examples,
examples, research, wrote conducted research, research, wrote conducted
Strategic conducted detailed and wrote detailed and detailed and research, or wrote
Project research, wrote sophisticated sophisticated sophisticated detailed and
Management detailed and analysis of the analysis of the topic. analysis of the sophisticated
sophisticated topic. topic. analysis of the
9 marks each analysis of the topic.
topic topic.

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 Academic Accurate use of Accurate use of Accurate use of Mostly accurate Incorrect and/or
writing skills syntax, spelling syntax, spelling syntax, syntax, spelling inappropriate use
and punctuation; and punctuation; vocabulary, spelling and punctuation; of syntax,
correctly refers to succinct and and punctuation; correctly refers vocabulary, spellin
an extensive effective use of correctly refers to to minimum g and punctuation;
2 marks variety of sources vocabulary; more than the number of in-text citation is
to support correctly refers minimum sources to inaccurate,
arguments, to a broad range requirement of support inappropriate
including of sources to sources to support arguments, and/or inadequate.
prescribed texts support arguments, including
and a broad range arguments, including prescribed prescribed texts.
of additional including texts
readings. prescribed text and recommended
and a variety of readings.
further readings.

Assessment item 2
Task: Project Design
Value: 50%
Due date: 7 January 2018
Return date: 28 January 2018
Submission method options: Alternative submission method

Task

This assessment requires the inclusion of a project strategic overview, project plan (questions
1-3) and a project status update (part 4a), including relevant reports and data using Microsoft
Project, which will be incorporated into your presentation. Please ensure that your assessment
is submitted to your Facilitator by Monday 5 September 2016. Your plan should include
sections on Scope, Budget, Quality, Stakeholders, Communications, Risks and Integration, or
other project plan topics you feel might be appropriate to best present your POM+ project plan.

Assessment 2: POM+ Project (Note: The project case is provided in interact resources.
It is NOT contained in the prescribed text).

Project design:
This assessment includes a computer-related exercise is designed to help you understand and
apply the issues of Project Management in an organisation and use the technical principles of
Project Management, particularly to develop an integrated information system needed for
decision-making and for tracking a project's progress. The use of software is a tool to help this
process.

Understanding the key linkages and connections of all the segments of the exercise should be
a key objective of the student. You will develop a holistic project plan from a project manager's
point of view which covers everything from the strategic intent to the project plan, your
observations and, finally, a communication document for management. You are submitting
your plan to the sponsor, and your mark will reflect the sponsor's acceptance of your plan.

The POM+ Project is provided as a PDF file in the subject resources (NOTE: starting on
page 659 of Larson & Gray 6th edition) and will provide a basis for your Project.

Project start date is 1 March 2018, NOT January 2008 as per the text case PDF. That
means the status date will be 29 June 2018 (report date is 2 June 2018).

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Often projects are "formulated" as strategy but inevitably implementation is delayed, for a
variety of reasons, as in in this case, (from 2008) to start 1 January 2018. Please consider all
dates in the text as 2018/2019 and note the text uses a US date format, holidays, etc. Use the
text data as the basis for your project (e.g. Memorial Day, not ANZAC day). However, you
should use Australian date format in presenting your project plan and reports. Failing to
observe any of these factors loses significant marks.

Because of the delay (date change) to the project you may need to make assumptions
regarding those changes, especially in part 4a, which should be explained in your project plan
and status report.

Tasks:

1: Identify the strategic imperatives for the POM+ project and how this project plan will
contribute to them. Discuss why the project is critical to future success and what factors from
an organisational point of view will contribute to this. This should be approximately 1 page and
may include issues of project goals, objectives, structure, risks, culture, stakeholders,
leadership and teams. Be short and concise and you are allowed to assume any information
you require to set the organisational scene for your project. This should be integrated into your
overall project plan.

2: Develop a detailed project plan and update utilising the WBS and scope provided in the US
version of the text from pages 659 to 662 inclusive (refer to PDF file provided in subject
resources). For your project plan, complete parts 1 through to the end of part 3. Your
responses need to include your understanding of what is happening in the project plan
supported by outputs (screen captures, views, reports) from your project software as well as
answer the questions asked.

NB: Each exercise uses the information developed in earlier exercises; therefore, make sure all
files are incrementally saved so output from previous exercises can be used as a starting point
or input in future exercises.

3: Based on the information developed for part 4a - FIRST PROJECT QUARTER ONLY (NOT
part 4b) using data in table A2.3 on page 663 of the case file in resources) prepare a brief
presentation to communicate to project stakeholders (internal only) the status of the project at
that time (assume "today" is 31 March 2018), likely issues for completion and recommended
strategies to manage these issues and likely outcome of the project as you have been
managing it. DO NOT complete any additional quarterly updates in the case only part 4a.
You will need to make some assumptions regarding the start date of tasks listed, for example.

i.e. You will have two elements to your submission element one is the detailed project
plan incorporating tasks 1 (rationale) & 2 (case parts/questions 1-3 and other plan elements).
Element two is the presentation of the status update for task 3 (case part/question 4a, first
quarter as at 29 June 2018 only).

Both elements should be considered presentations to your time-harried sponsor.

Project structure and assumptions:

As stated at the start of page 625 of the Larson text (included in case file in resources) - "In
developing the exercises, trade-offs had to be made to enrich the learning experience. One of
the major problems students initially encounter is data and detail overload. This reduces their
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ability to identify project and data problems and to compare alternatives. Although the project
found in the exercises is real, it has been reduced and detail has been modified many times to
concentrate on applying project management principles and understanding linkages. In
addition, other simplifying assumptions have been made so that students can trace problems
and discuss outcomes. These assumptions detract from reality, but they keep the focus on the
objectives of the exercises and reduce student frustration with software intricacies. Moving
from these exercises to real projects is primarily one of increasing detail.

The simplifying assumptions are given below (make sure they are included in "default,"
"preferences," and/or "options" sections of the software used":

Each task will represent a work package.

Resources will be considered in terms of teams not individuals. Resource information is
included in the case study.
Use the work and holiday schedules provided in the Case.
The project should start 1 March 2018. All other dates should be considered as 2018 or
2019 (depending on length of the project) calendar years.
There are no overhead costs included in this project. Use only the costs of resources
stated in costs per unit of usage time.

This project is designed in part to take you through the strategy (task 1), design and
implementation phase (task 2, case parts 1-3 inclusive) and partly the
implementation/execution/control (task 3 case part 4a) of the project life cycle.

Warning: Experience has taught students to frequently make separate backup files for each
exercise. The software is never as friendly as users expect! Whilst it is likely that students will
use project software (such as Microsoft Project), the use of other tools, such as Excel,
PowerPoint or other software should not be overlooked if access to project software is difficult
or you feel you can present a better case. Remember, you are managing this project and
reporting to the Sponsor, your outputs are expected to reflect this.

Tips for Assessment 2:

Assessment 2 is challenging, be prepared to spend time studying to understand both the

project concepts (e.g. duration, critical path, etc.) AND the software. Do not leave this
assessment to the last moment - it requires time and planning as well as understanding the
concepts used in project planning and implementation.

Your developed WBS should reflect the data on page 631. You don't need to "second guess"
this information. Accept the information provided in the case, don't try to "read too much into it"
when planning the project. The case is presented quite logically. However, where you need to
make assumptions, these should be identified.

Do not enter dates into your initial WBS. Let the software calculate these based on precedence
and the Project start date (page 631). For example, the first work day of 2018 or 2019 might
not be 1 January as it is a scheduled public holiday.

Back up your input as a separate file on every question. That way if you have problems on a
later part, you don't have to redo from the beginning.

Scale reports to an appropriate size and build them into the body and flow of your report.
Target A4 size (A3 is acceptable). Pasting screen captures into a word document is also

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acceptable. Include only relevant and informative reports that will benefit a "time poor"
sponsor/key stakeholder/spender decision making.

Work through the interact resources and study guide (or other resources you can access) for
using Microsoft Project. There are many guides, readings and videos in the subject resources
to guide you through and to also help you master older versions of the software if you are
using them. The files mentioned in the Schwalbe (2014) guides are also posted as a resource
on the subject Interact site. Search online (https://support.office.com/en-us/article/Project-help-
afac1e38-1219-4a88-bd22-81534778d528?ui=en-US&rs=en-AU&ad=AU) resources as
well.

There are also online videos (https://www.youtube.com/results?search_query=blue+zuma)

which may be helpful for using Microsoft Project and the case study.

Remember that your sponsor is even busier than you and wants concise, relevant,
meaningful, easy to understand presentations. They may be in any form, but likely a word or
PowerPoint document, properly formatted.

Rationale
This assessment is designed to help you understand the issues of Project Management in
an organisation and apply the technical principles of Project Management, particularly to
develop an integrated information system needed for decision-making and for tracking a
project's progress. The project software is a tool to help with this process.

Understanding the key linkages and connections of all the tasks of the exercise should be a
key objective for the assessment. You will develop a holistic project plan from a project
manager's point of view which covers everything from the strategic intent to the technical
plan, status report, your observations, and finally, a communication document for
management.
Learning outcomes related to this assessment include:
Being able to gather information, define project goals and objectives and
create a timeline so as to present a completed and comprehensive project
plan;
Being able to monitor progress through measurement of resource usage,
timeline performance and actual cost versus budget to measure project
progress against plan;
Be able to provide a comprehensive risk assessment for a project;
Be able to evaluate project outcomes;
Be able to utilise project management software as a tool for planning and
managing a project; and
Be able to successfully transfer outcomes to the consumer at completion of
the project(in the assessment as a project plan and status report).

Marking criteria
This assessment will be marked on the basis on the quality, accuracy, presentation and
comprehension of the whole project. Simply put, consider the marker as the sponsor for the
project and your mark will reflect how "convinced" the sponsor is as to the likely success and
value of the project as well as the projected ability of the project manager (student) to deliver!

The assessment is worth 50% of assessment value.

Whilst your project plan and status report will be marked on a "holistic" basis, the following
broad marking guide may also be helpful:

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Marking Guide
MGT558 201760 High Distinction Credit Pass Fail
Distinction (DI) (CR) (PS) (FL)
(HD) 75% to 84% 65% to 74% 50% to 64% 0-49%
85% to 100%
Assignment is worth High Distinction Distinction is Credit is awarded Pass is Pass is awarded
50% of subject is awarded for awarded for work for work showing awarded for for work showing
assessment marks. work of of superior quality a more than work showing a a satisfactory
outstanding in achieving all satisfactory satisfactory achievement of
Marks are a guide to quality in parts of the achievement of achievement of all parts of the
weighting, but achieving all assignment and a all parts of the all parts of the assignment, an
outcomes also based parts of the superior assignment and a assignment, an understanding of
on overall response. assignment integration and more than understanding theory and
together with understanding of adequate of theory and application of
outstanding theory and understanding of application of concepts.
integration and application of theory and concepts.
understanding of concepts. application of
theory and concepts.
application of
concepts.
Task 1: Introduction: Exceptionally Very clear and Includes an Little or no
Clear and well-
Strategic clear and well- well-presented introduction introduction,
presented
positioning of the presented introduction inclusive of with poor or
introduction
introduction inclusive of main main topic confusing
project, company inclusive of main
inclusive of main topic goals and goals and content.
strategy and link topic goals and
topic goals and objectives, other objectives,
to plan. objectives, other
objectives, other pertinent project other
Clear link to strategy, pertinent project
pertinent project information, plan pertinent
defined project objectives information, plan,
information, plan, and line of project
and goals, inclusion of and line of
and line of reasoning. information,
key elements such as reasoning.
reasoning. plan, and line
stakeholders, risks, of reasoning.
summary cost and
timeframe as minimum.

8 marks (16%)

Learning outcome 1.

Task 2: Case parts 1-3: Consistently Regularly Generally Demonstrates and Little or no
Responses to the demonstrates and demonstrates and demonstrates and integrates critical demonstration or
content of each case integrates critical integrates critical integrates critical planning and integration critical
planning and planning and planning and evaluation. Shows planning and
question. Specifically
evaluation. Shows evaluation. Shows evaluation. Shows some reflective evaluation. Shows
direct and clear
superior reflective reasonable higher than usual thinking skills in poor thinking
indications of project
thinking skills in reflective thinking reflective thinking presenting skills in presenting
process understanding
presenting skills in presenting skills in presenting accurate, accurate,
including work/non- accurate, accurate, accurate, informative informative
work days, format of informative informative informative information, data information, data
WBS and Gantt chart, information, data information, data information, data and responses. and responses
critical path and and responses. and responses. and responses.
burst/merge
milestones, cost,
resource usage,
levelling within and
outside slack, clear
plan direction,
presentation of
appropriate reports and
screen captures to
support plan
information.
AGMC Subject Outline MGT558 Project Management Practice 201790 14 | P a g e
 Clarity of
presentation and
showing complex
concepts
relatively simply.
Overall responses need to
demonstrate
understanding of
communication strategy
(reflected in presentation),
project processes and
outcomes.

18 marks (36%)

Learning Outcomes
1,2,3,&5
Task 3: Case Part 4a: Well-constructed Shows a clear Appropriate Vague No or poor
The question asks for and clear conclusion with conclusion with conclusion conclusion with no
specific data (based on conclusion with links to links to with weak links or few links to
strong links to main main arguments in to main main arguments in
table A2.3) as a
main arguments in arguments in project plan and arguments in project plan and
minimum.
project plan and project plan generally clear, project plan vague or no
specific, outcome- and specific, outcome-related and limited, recommendations.
Significant marks are lost
related outcome-related recommendations. outcome-related
if not shown and
recommendations. recommendations. recommendations.
presented in a way that
explains understanding.
Question is ideally
answered in the form of
a status report. Form of
presentation is at your
discretion. Clear
understanding of status
of the project must be
evident as well as what
the numbers say and
actions you plan and/or
recommend following the
status outcome
presented.

13 marks (26%)

Learning outcomes 2 & 6.

Presentation: Clearly and well A structured plan Presented with Structure and No/poor structure
Ease of structured plan and status report, some structure presentation is and content is not
understanding and status report, presented with and adequate difficult to easy to follow, with
presented with clear headings formatting. understand and little or no
and showing
clear headings and sub-headings, includes errors, formatting,
included, complex
and appropriate fonts, such as different structure or clarity.
graphs/reports
sub-headings, pagination and fonts, no
relatively simply.
appropriate fonts, diagrams, where headings or sub
pagination and appropriate. headings, only
Must follow some format
diagrams, where general
of project/business plan
appropriate. project-related
whilst including required content.
data and question
responses. Following the
case part number
sequence is acceptable.
Clear standards as
further indicated in
case study and
assignment
information, such as
minimum required
data or other

AGMC Subject Outline MGT558 Project Management Practice 201790 15 | P a g e

 inclusions.
Memo form, like the
case, or a more holistic
presentation approach
are both acceptable.
This is an opportunity
to refine your
presentation skills.

10 marks (20%)

Learning outcome 1.
References: An effective and An appropriate An appropriate A vague No bibliography
Essay reference meaningful bibliography bibliography bibliography included.
bibliography included included included.
standards are not
included.
expected as this is
presented as a working
project/business plan and
status update and in-item
referencing isnt expected.
Average expectation is
that a bibliography or
reference listing should be
provided at the end of the
assignment and would be
from a minimum of three
(3) sources - textbook can
be considered as one. It
is doubtful the
assignment can be
completed using only the
text.
Reference list must
include online sources
and URLs must be
quoted. Random checks
for efficacy will be made.

1 mark (2%)

Assessment item 3
Task: Short Essays
Value: 30%
Due date: 4 February 2018
Return date: 25 February 2018
Length: 1500 Words
Submission method options: Alternative submission method

Task
This assessment requires three (3) tasks to be completed.

Task 1: (10 marks) approximately 500 words (word requirement is a GUIDELINE only for each
part).

As a project manager, how valuable is the risk register? Why?

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What specific elements of risk management impact the success of a project and why? To
illustrate your answer, include a succinct risk register of about 3-4 relevant
risks/problems/issues, succinct risk analysis and strategy for risk management of the POM+
case study from assignment two. Consider the status date (part 4a) as the risk register date.

Task 2: (10 marks) approximately 500 words.

Project managers are frequently managing not only the detail of the project, but also the
complexity of inter/intra-organisational relationships. Describe, using examples, how the
negotiation process influences these relationships and impacts on a successful or
unsuccessful project.

Task 3: (10 marks) approximately 500 words.

Why is project closure an important part of the project process? What specific steps would you
include in the project closure (transfer-control/close-out) of a project? Why? How might closure
be effectively implemented as a project process?

Rationale

This assessment considers some of the sociocultural aspects of project management and asks
students to investigate and explain three different elements of project management.

The following marking guide, especially regarding marks, as the assessment will be considered
holistically.

Marking Guide

High
Distinction (DI) Credit (CR) Pass (PS) Fail (FL)
Criteria Distinction
(HD)
75% to 84% 65% to 74% 50% to 64% 0 49%
85% to 100%
Exceptionally
Clear well-
clear and well
researched Poorly
researched
Very clear well researched introduction researched and
introduction
1. Introduction introduction inclusive of all inclusive of most Includes many missing several
inclusive of all
defining main aspects of an essay aspects of an aspects of an elements of an
aspects of an
concepts and introduction i.e. main topic essay introduction i.e. essay
essay introduction
explaining line of definition(s), essay purpose, introduction i.e. topic definitions, introduction, i.e.
i.e. main topic
reasoning across the plan, and line of reasoning. main topic essay purpose, topic definitions,
definition(s),
task (4%) definition(s), plan, and line of essay purpose,
essay purpose,
essay purpose, reasoning. plan, and line of
plan, and line of
plan, and line of reasoning.
reasoning.
reasoning.

Relevant theory
Concise overview
Includes some on the topic
2. Identification, and critical Identification and
relevant theory missing and/or
use, application, and evaluation of Concise overview and critical explanation of
and makes none/ poor
critical analysis of relevant theory. analysis of relevant theory. relevant theory.
attempts to use attempt to use
theory to examine the Theory Theory is integrated and Theory linked to
theory to support theory to support
task (10%) is integrated linked well to argument. point of view
point of view point of view
exceptionally well and/or argument.
and/or argument. and/or
into argument.
argument.

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 High
Distinction (DI) Credit (CR) Pass (PS) Fail (FL)
Criteria Distinction
(HD)
75% to 84% 65% to 74% 50% to 64% 0 49%
85% to 100%
Consistently
3. Critical Demonstrates
demonstrates
workplace Mostly demonstrates and and integrates Does not
and integrates
application, integrates critical/reflective critical/reflective Some attempt at demonstrate any
critical/reflective
reflection, discussion, analysis. Evidence of analysis. critical/reflective attempt at
evaluation.
and examples in the superior Evidence of analysis. critical/reflective
Evidence of
task (10%) reflective thinking skills. reflective analysis.
superior reflective
thinking skills.
thinking skills.

Well-constructed Conclusion not

4. Conclusion in and clear Clear conclusion Conclusion evident and/or
Well-constructed and clear
relation to the task conclusion with that reflects main reflects main does not relate
conclusion supported by
(4%) strong links to arguments in arguments in to main
main arguments in essay.
main arguments in essay. essay. arguments in
essay. essay.

5. Suitable Highly relevant Potentially

Relevant Relevant
bibliography/refereed refereed journal relevant refereed
refereed journal refereed journal
academic journal articles presented Very relevant refereed journal articles
articles articles, and/or
articles, in perfect APA journal articles presented in presented in presented in
not in perfect
workplace-related style. perfect APA style. near-perfect
APA referencing. APA referencing
examples or online Other articles and APA referencing.
Other articles and URLs used Other articles style. Articles
sources used to good URLs used to to good effect in essay. Other articles
and URLs and URLs not
effect in response. outstanding effect and URLs
included in used to good
in essay. used to some
essay. effect in essay.
effect in essay.
(2%)

Total (30%)

The assessment may also be marked from an "holistic" point of view as the topics have some
inter-relationships that are important. There are limited marks for each topic content (as
indicated).

There may be penalties for failure to cite sources/referencing errors/omissions/ plagiarism (see
Student Handbook this carries a large penalty and is to be reported as Plagiarism).

This assessment is typically presented as an essay. However, students may prefer to submit in
PowerPoint, or other formats, for example. The word limits are presented as a guide only.
Students should present clear, succinct responses, including examples, tools or other
information you feel helps illustrate your point of view.

Inclusion of references and bibliography, including online sources and URLs is important.

AGMC Subject Outline MGT558 Project Management Practice 201790 18 | P a g e

Appendix 1: Assessment Information
Pass Requirements
To pass the subject, all items of assessment must be submitted and a student must attain
a minimum passing standard of at least 50% in the overall total mark. To be eligible for
the grade AA you must have submitted all assessment items in this subject. If you
choose not to complete an assessment item and receive an overall mark between 45
and 49 then you will not be granted an AA.

Grades
Final grades for this subject are awarded by the Business Faculty Assessment
Committee in accordance with the University's Assessment Regulations. (See current
Academic Regulations at https://policy.csu.edu.au/search.php)

The following two links may also be useful:

https://policy.csu.edu.au/view.current.php?id=00301#s3

University's Assessment Policy: Coursework

Subjects https://policy.csu.edu.au/view.current.php?id=00301

Grading Scale
HD High Distinction 85% - 100%
An outstanding level of achievement in relation to the assessment process.

DI Distinction 75% - 84%

A high level of achievement in relation to the assessment process.

CR Credit 65% - 74%

A better than satisfactory level of achievement in relation to the assessment process.

PS Pass 50% - 64%

A satisfactory level of achievement in relation to the assessment process.

FL Fail 0 - 49%
An unsatisfactory level of achievement.

The percentages specified above should be viewed only as guidelines for the award of
final grades. The Faculty has an obligation to ensure that grades are equitable across
different cohorts of the same subject offering and will undertake appropriate moderation
processes to ensure that grades are awarded consistently in accordance with the
Universitys Moderation Policy.

Presentation
1. Introduction
Make sure you proof read your work before you submit it - poor grammar and
typographical errors detract from the quality of your writing and will affect your grade
You must acknowledge the published sources that you draw your facts and ideas from by
citing them within your work and including them in a reference list at the end. Citing
references lends strength to your arguments and is also important to avoid accusations
of plagiarism (see the section on Plagiarism in this outline). You should follow the
referencing guidelines provided on the subject Interact site
Keep a copy of your submission in case the original is lost
Assessment deadlines must be strictly adhered to. Marks will be lost for late submission
of assessment items. Being able to keep to deadlines is one of the skills expected of

AGMC Subject Outline MGT558 Project Management Practice 201790 19 | P a g e

 graduates.

2. Research
As a postgraduate student you are expected to draw on the key literature of the discipline to
support your writing. You are also expected to discuss the literature critically. This means
you need several different skills.
Information search skills you need to be able to locate potential sources relevant to
your topic. This usually involves using a library catalogue to identify books and journals;
searching online article databases subscribed to by CSU Library; and/or accessing
publicly available websites. The CSU library provides many online tutorials as well as
personal assistance
Evaluation skills you need to be able to assess the sources you find and determine
which are most authoritative. This often involves considering the credentials of the
author, publisher, and organisation associated with the source
Synthesis/Analysis skills you need to be able to think critically about what you are
reading. This can involve comparing and contrasting sources to draw out key points of
agreement or conflict, identifying strengths and weaknesses in the arguments of the
sources, and developing your own arguments that are more than simply a summary of
the sources you have read.

The following site gives advice on research skills:

CSU Library Training and Tutorials Research Skills

3. Preparation
Problems with assessments are often due to inadequate planning and preparation. Rather
than diving straight into writing, stop and think about where you are going with the task. Time
spent thinking about your topic before you begin will save you time and you will produce
better work. The following steps are a guide:
Make a simple outline of your proposed content to guide your research - list what topic
areas will need to be covered to answer the question
After you have done some reading in each topic area, refine your outline so that it states
what arguments or key points you'll be making on each topic
Check that the key points are in a logical order
Plan opening and closing paragraphs carefully - they are very important signposts for
your reader
Write a rough draft, without worrying about grammar, etc at this stage
Read over your draft and check whether:
- all the important ideas are there;
- arguments are supported with evidence/theory/examples;
- ideas flow smoothly in a sensible order;
- your sources have been acknowledged through correct referencing;
- you have used the format required;
- it is close to the word limit; and
- you have answered the question. (This is very important!)

Write the final version. Take the time to proofread thoroughly - you will be marked down for
poor grammar and spelling.

4. Layout
Paper: A4 size blank white paper should be used. Assessments should be word-processed,
in portrait not landscape format.
The front page: of your assessment should include: Your name and student number and
the subject, assessment number and topic.

AGMC Subject Outline MGT558 Project Management Practice 201790 20 | P a g e

Margins: The left-hand margin should be at least 4cm wide to allow for marker's comments.
The right margin should be at least 2cm.
Pages: All pages (except the front cover) must be numbered. If submitting via post, use only
one side of the paper. Fasten pages securely in the top left-hand corner with staples, do not
use paper clips or folders.
Font: Use an easy to read font - for the bulk of your writing a 12pt size and a standard serif
font type is best, e.g. Times, Garamond, Palatino, like the text you find in a novel. (You can
use different font types and sizes for any headings).
Line Spacing: Use 1.5 or double line spacing for your paragraphs. Headings, reference lists
and table of contents can be single spaced.

5. Style
I, we, you or the Writer: Both the use of personal pronouns ('I', we', 'you') and 'the
writer' are not recommended. The former are too informal and the latter too pompous. It is
much better to make your writing totally impersonal by avoiding both. This means that
careful thought must be put into some sentences to achieve impersonality and keep
language professional and formal.

Abbreviations, Non-English Phrases and Slang: If you can say it in English, you should do
so. Latin phrases and other non-English colloquialisms should be avoided if possible.
Abbreviations (unless a translation is made with the initial use) and slang, should be
avoided.

Critical writing: At the postgraduate level you must take a critical orientation when writing.
Reports that are purely descriptive are unlikely to be awarded a passing grade. Express
other people's ideas in your own words and go beyond what they have said on a topic by
adding your own ideas, opinions and experiences. To do this analyse and critique
relevant literature and theories and put forward your own reasoned argument. Support
your arguments wherever possible with supporting literature (and citations) and if
appropriate workplace examples.

Quotations: Generally avoid direct quotations except short ones used for a particular
effect. It is better to express the idea in your own words. (Whether you paraphrase or
quote an idea, don't forget to cite the source correctly).

6. Referencing
Referencing is an important component of academic writing. All assessment tasks should be
referenced according to APA referencing.

For further information and assistance with referencing refer to:

http://student.csu.edu.au/library/integrity/referencing-at-csu

There are also resources on your MGT561 Interact site.

Assessment item cover sheet and feedback sheet

All assessment items must be submitted to the Facilitator with a fully completed Assessment
Item Cover and Feedback Sheet that includes the following information:
1. The students name and student number
2. The full CSU subject code and name
3. Whether the item being submitted is Assessment Item 1, Assessment Item 2 or
Assessment Item 3
4. A declaration signed by the student, that the work contained in the assessment item is all
their own work.

AGMC Subject Outline MGT558 Project Management Practice 201790 21 | P a g e

Facilitators must ensure that their name is recorded on each students cover sheet, along with
the date the assessment item was marked.

Extensions
In order to ensure that students who hand their assessments in on time are not
disadvantaged, and to enable the lecturer to comply with the requirement to return
assessments to the class within 15 working days, the following rules about extensions will
be strictly enforced:
1. Extensions cannot be granted for online tests, as these have to be done within a specific
time frame, after which the answers are released to the class automatically
2. Computer problems and normal work-related pressures and family commitments do not
constitute sufficient reasons for the granting of extensions
3. If it becomes obvious that you are not going to be able to submit an assessment on time
because of an unavoidable problem, you must submit your request for an extension to
your Site Coordinator in writing (email) prior to the due date.
Requests for extensions will not be granted on or after the due date so you must make
sure that any extension is requested prior to the day on which the assessment is due.
You are expected to do all you can to meet assessment deadlines. Work and family
related pressures do not normally constitute sufficient reasons for the granting of
extensions or incomplete grades
4. If you apply for an extension, you may be asked to email your facilitator on what you
have done so far on the assessment
5. You must be able to provide documentary evidence (such as a certificate from a doctor
or counsellor) justifying the need for an extension as soon as practicable - but please
note that if the circumstances giving rise to the request for an extension arise on a day
when you cannot get documentary evidence, you must still apply for the extension before
the due date and submit the documentary evidence afterwards
6. Given the tight deadlines involved in returning assessments and feedback to, the
maximum extension granted generally will be seven days from the due date
7. Assessments received more than 10 days after the due date or extension date will not be
marked unless the staff member decides otherwise. Items received late will be penalised
at 10% of the mark available for the assessment item per day it is late (see below)
8. Note that for purposes of measuring lateness, the 'day' begins just after 00.00 hrs AEST
- so an assessment received after midnight of the due date will be penalised 10% for
lateness. This rule will be applied to all students uniformly.

Submission of Assessment Items

Assessment tasks must be submitted electronically, via email, to your Subject Facilitator.
Please refer to your Participants Guide for details about requirements for submitting your
assessment items.

Re-submission
The first assessment item of each subject can be re-submitted once only, if it appears a pass
will not be achieved on the first attempt.

It should be noted in particular that:

- where a re-submit is suggested by the Facilitator, the student must re-submit within the
time-frame of the delivery sites due date schedule;
- the student will not receive written comments or feedback on their original assessment
item; and
- students who re-submit their first assessment item will receive a PASS grade only for
that assessment item.

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Penalties for Late Submission
The Faculty of Business has determined that the penalty for the late submission of an
assessment task (without obtaining the Site Coordinator's approval for an extension) will be:

10% deduction per day, including weekends, of the maximum marks allocated for the
assessment task, i.e. one day late 10% deduction, or two days late 20% deduction.

An example of the calculation would be:

Maximum marks allocated = 20

Penalty for one day late = 2 marks (so, a score of 18/20 becomes 16/20 and a score of
12/20 becomes 10/20).

If an assessment is due on a Friday but is not submitted until the following Tuesday, then the
penalty will be four days (40% deduction or 8 marks in the example above).

Submission more than 10 days late will be acknowledged as received but will not be marked.

Assessment Return
You should normally expect your marked assessment item to be dispatched/returned to you
within 15 working days of the due date, if your assessment item was submitted on time. If an
assessment item is submitted on time but not returned by the return date, you should make
enquiries in the first instance to your Subject Facilitator. If the Subject Facilitator is not
available, contact your Site Coordinator.

Plagiarism
Charles Sturt University expects that the work of its students and staff will uphold the values
of academic honesty and integrity. The Guide to Avoiding Plagiarism is located at: Avoiding
Plagiarism (http://student.csu.edu.au/__data/assets/pdf_file/0006/832578/Avoiding-
plagiarism.pdf). This is an important resource that will help you understand these values and
apply them in practice. You should familiarise yourself with these requirements and ensure
that all assessments submitted by you are your own work, have not been submitted
elsewhere and comply with the University's requirements for academic integrity.

The University has purchased Turnitin software. This software has two functions, a pre-
emptive education function which students may use to check their own work prior to
submission, and a plagiarism detection function which academics may use to check the
students work for improper citation or potential plagiarism. Use by students is optional and is
not a prerequisite for submission.

You are encouraged to check your work for originality prior to submission. You can register
with Turnitin to create a Student Account under the CSU Turnitin Licence
at http://www.turnitin.com/login_page.asp. Further information on how to use Turnitin is
provided within the Guide to Avoiding
Plagiarism: http://student.csu.edu.au/library/integrity/referencing-at-csu/checking.

Appendix 2: CSU Learning and Teaching Policies

Minimum standards of consultation

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According to the Academic Communication with Students Policy (clause 8 in section 3),
when a student directly contacts a teaching staff member for information, advice and/or
support (except in online teaching spaces) the teaching staff member will respond to the
request within three working days. Clauses19-21: Use of Online Discussion and
Communication Technologies states that for each subject, the Subject Coordinator will be
expected to set up and/or activate an appropriate asynchronous communication technology
and respond at least once a week to student messages that request information and advice.

University Policies and Regulations

Academic matters are defined by, and are subject to, Charles Sturt University policies and
regulations. Your Subject Outline should be read in conjunction with all such academic
regulations and policies, as some of these may affect the outcome of your studies.

Academic Progress Regulations

The University requires each student to progress through his or her course at a rate that will
enable him or her to complete the course in a specified maximum time. This maximum time
is intended to ensure the currency of the knowledge within the course and therefore
professional suitability of graduates. Failure to complete within the specified maximum time
shall lead to the expiry of a students enrolment in the course. The University believes that all
students have a right to know in advance of study in their course exactly what constitutes
satisfactory progress in that course. To this end the University will specify a maximum
completion time for each course, and will also provide support to students identified as being
at risk of exclusion.

The Academic Progress Policy sets out the requirements and procedures for satisfactory
academic progress, for the exclusion of students who fail to progress satisfactorily and for
the termination of enrolment for students who fail to complete in the maximum allowed time.

Variations to Subject Outlines

Should it be necessary to change the content of the Subject Outline during a teaching
session, it will be done in consultation with the Head of School and other support services of
the University. You then will be notified of the changes in writing by the Site Coordinator.

Variations to Assessment
Should it be necessary to vary the assessment in this subject, you will be notified in writing
by the Site Coordinator. The variations to assessment include variations to the assessment
tasks and/or assessment procedures for assessments, examinations and any other
assessment task published in the Subject Outline. The variations will be communicated only
after the Subject Coordinator or Subject Convenor has obtained approval from their Head of
School. The overriding principle is that such changes will not disadvantage students and is
made in accordance with the Subject Outlines Policy.

Evaluation of Subjects
It is University policy that all subjects are evaluated every time that they are offered. The
University's Division of Student Learning administers the Subject Experience Survey through
CSU's online evaluation system. Staff in the faculties and schools value your feedback very
highly and take account of your comments when reviewing learning and teaching in each
subject. If you are interested in the details of any enhancements to this subject as a result of
the latest survey, please contact the Site Coordinator.

Surveys for each of the subjects you are enrolled in for this session will be available for you
to complete for a period of three weeks from the last week of the teaching session. An email
message will alert you to the availability of the surveys online.

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Individual subject results are reported to the Subject Coordinator and Heads of Schools after
grades have been submitted for each teaching session (except where subjects have one
student the results are not reported to staff).

Special Consideration
https://policy.csu.edu.au/view.current.php?id=00298

Academic Regulations provide for special consideration to be given where a student suffers
misadventure or extenuating circumstances during the session which prevent them from
meeting acceptable standards or deadlines. If a student cannot submit all their assessment
items before the end of teaching session deadline, they are required to submit a Request for
Special Consideration.

To request Special Consideration a student must:

- Access a Request for Special Consideration form online
at: http://student.csu.edu.au/administration
- Complete and submit the form electronically online to
CSU http://student.csu.edu.au/administration/forms and copy in their Site Coordinator
and the AGMC, agmc@csu.edu.au before the end of the teaching session.
- Be sure to include supporting documentary evidence as an attachment to the request.

Be sure to include supporting documentary evidence as an attachment to the request.

Assessment Regulations
The assessment practices of all University subjects are conducted in accordance with the
Universitys Assessment Policy: Coursework Subjects.

Academic Conduct
The University expects that you, as a student, will be honest in your studies and research
and that you will not do anything that will interfere with or frustrate the studies and research
of other students. In particular, you are expected to:
- acknowledge the work of others in your assessments and other assessable work;
- not knowingly allow others to use your work without acknowledgment;
- report honestly the findings of your study and research; and
- use only permitted materials in examinations.

Details of expected academic conduct are provided in:

- the Student Academic Misconduct Policy; and
- the Academic Progress regulations.

Students are also expected to be responsible in the use of University facilities and resources
and to abide by University rules concerning the Library and electronic resources, including:
- the Library Rule; and the
- Computing and Communications Facilities Use Policy

Copies of the Rules of the Library and Code of Conduct for Users of Electronic Facilities can
also be obtained from the Library or the Division of Information Technology (DIT) Service
Desk.

Penalties for breaching the above Rules and Code include suspension or exclusion from the
University.

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Students also have expectations of the University and of other students in the cooperative
endeavour of studying. Details of these expectations are provided in the Student Charter
(http://student.csu.edu.au/study/student-charter).

Subject Outline as a Reference Document

This Subject Outline is an accurate and historical record of the curriculum and scope of your
subject. The Subject Outline Policy (at clause 16(f)) requires that you retain a copy of the
Subject Outline for future use such as for accreditation purposes.

Appendix 3: Support Services

Your delivery site provides local support services for all AGMC students. Please liaise with
your Site Coordinator on all administrative matters including enrolments, fees, requests for
special consideration, requests for late submission of an assessment item, reviews of grades
and any other administrative needs you may have.

Student Inquiries
Please refer to your Participants Guide for details about inquiry and information services.

Information on Your Library Services

Finding Information
CSU Library provides you with free access to over 600,000 books and 50,000 journals, and
much more. Get an introduction to your library with the Library Orientation Toolbox.

Primo Search
Finding the resources you need is easy with Primo Search. Search most of the Librarys
collections, including online resources, print publications and CSU research. Plus, you can
easily place loan requests, view your current loans, and renew items online.

Online Resources
Youll find journal databases, eBook collections, and other useful online information sources
listed under Key Resources (http://student.csu.edu.au/library/find-information).

eReserve

Some subject readings may be held in eReserve. Online access is encouraged to help
reduce CSUs carbon footprint, however a printed copy of eReserve subject readings can be
purchased through CSU Print.

Borrowing
Your borrowing privileges depend on your enrolment. Visit Information for Students to find
out what you are eligible for. Visit Library Help for more information on borrowing and access
to resources.

Need help?
CSU Library staff are available to answer your questions by phone, Live Chat, email, forum,
or in person. See Ask a Librarian for more information.

Keep up to date with what is happening in your Library through Facebook, Twitter and our
blog. CSU Library Facebook (https://twitter.com/CSU_Library) CSU Library Blogs.

Please also refer to your Participants Guide for information about Library Services.

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Academic Learning Assistance
CSU recognises the importance of preparation for University study.

Students who haven't studied for a while, or who want to brush up on their skills in a few
areas before commencing their studies, may wish to enrol in a STUDY LINK subject. STUDY
LINK subjects provide participants with an opportunity to increase their skills and help them
develop a clear understanding of the expectations of studying at University. Further
information about CSUs STUDY LINK program is available
at: http://www.csu.edu.au/division/studylink.

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