Assessment item 3 Team work and reflection Value: 20% Due date: 07-Oct-2016 Return date: 31-Oct-2016 Submission method options Alternative submission method Task Part One: Project Name / Team / Description Working as a team you are to â€¢ Agree on a suitable team name, list all team members and provide their contact details in a professional looking document. â€¢ Provide an overview of the project on which you are working. â€¢ Complete a project description. This should be written clearly and concisely so that anyone unfamiliar with the project can fully understand the objectives. Team Charter After your team agrees on a team name and identified all of the contact details of your team members, address the following points and present them in a professional looking document: â€¢ Skills and Knowledge Inventory â€“ List the specific knowledge and / or skills that each team member can contribute to the project. This could be technical knowledge, communication or leadership skills. â€¢ Roles and Responsibilities â€“ Define roles and responsibilities for each team member. This can be defined for entire project or can be shared or even rotated. â€¢ Team Communications o Meeting Times & Location â€“ Agree on mutually convenient times and location to convene to work on the case assignments. o Define how the team will communicate with each other and share information. Also specify how meetings will be documented and where subsequent resources will be stored for ease of access. â€¢ Team Rules & Expectations o Discuss your previous experiences of working in teams, both positive and negative. What is the overall team goal? o Team Values â€“ Discuss as a team what values are important. Develop a statement or itemised list that summarises these values. o Code of Ethics â€“ Based on your team values, create a statement that summarises a code of ethics to guide your team’s ethical behaviour. o Rules and Expectations â€“ Build a set of rules and expectation that all members of the team shall abide by. Consider team decisions, conflict, absence from meetings, and an individual’s lack of contribution for example. â€¢ Signatures â€“ Get each member of the team to sign the team charter. This will indicate an understanding and agreement to the rules and expectations as specified in the points above. Part Two: Learning Cycles Learning cycles give structure to your team meetings and accountability for when you and your team work outside of the meeting schedule Firstly, prior to your next meeting, assign roles to the team. There should only be two central roles â€“ the organiser and the scribe: â€¢ Organiser â€“ organises the meeting by writing down the team’s ideas and then distributes them to the team for feedback. â€¢ Scribe â€“ documents the ideas and action points going forward. Note: Roles should be rotated for each meeting and assigned so that everyone on the team has equal responsibility. Using peer learning and reflections, document your understanding of the project at this point in time in a table format. Note: it is likely at this early stage of the project that you will write down very few facts. You will have a few more assumptions and probably a larger list of questions to be answered. Seek answers to your questions, however do not update this table later in the project. Part Three: Communication Plan As a team, brainstorm and identify all stakeholders to the project. Then individually, develop an appropriate communication plan. Part Four: 550 words Researching for the closure checklist and project evaluation a. To prepare for this task, you will be required to provide an annotated bibliography. Write an Annotated Bibliography for three (3) relevant texts or readings around project evaluation. The Annotated Bibliography is a critical examination of the most relevant, recent and scholarly research on the topic area that is not just a summary of the articles you have read. You will submit this as an appendix to your project evaluation documentation. Ensure that the AB submitted by you is your own work and has not been submitted elsewhere and comply with the University’s requirements for academic integrity. Use the following resource to guide you around the research tools: http://student.csu.edu.au/__data/assets/pdf_file/0009/186444/annotate1.pdf http://libguides.csu.edu.au/itc b. Develop a closure checklist that the project team will use to ensure that the project has been closed properly. c. Develop a project evaluation â€“outline and discuss how your project’s MOV will be evaluated. Part Five: 500 words Reflection Write a brief reflection of no more than 500 words of your team work experience in this subject. To guide your reflection you should address the following questions: â€¢ How did your experience compare to your understanding of the leadership qualities required to successfully lead a project? â€¢ Based on your experience, what are necessary techniques, skills, methods and ICT project manager requires in the IT profession? Rationale This assessment meets the following learning outcomes: â€¢ be able to identify, critically analyse, reflect on and synthesise the key elements of the IT project management framework, including project stakeholders, communication management, the project management knowledge areas, common tools and techniques, and project success factors; â€¢ be able to critically analyse the role of IT project management within a professional workplace, from the viewpoint of the member/leader of the project team; â€¢ be able to research and critically evaluate how a practising IT project manager applies IT project management techniques, project management skills, methods and software tools in the IT industry; â€¢ be able to understand and apply appropriate communication practices within a project management context; â€¢ be able to research and apply established IT project management principles, skills and techniques to a case study. Marking criteria Criterion High Distinction Distinction Credit Pass Fail Identifies the specifics of the project team and provides a full description of the objectives. (5 Marks) All required project steps extensively identified and accurately contextualised for the selected project. All required project steps are correctly identified and are applied to the selected project with some contextualisation. All required project steps are correctly identified and are applied to the selected project. Most required project steps are correctly identified and applied to the selected project. Multiple project steps are missing or not applied to the selected project. Produces a team charter and includes reference to all points of reference as specified in the assessment, and presents the work in a document. (10 Marks) All requirements associated with the team charter are thoroughly analysed, identified, and clearly defined against the points of reference. Information is comprehensively and logically documented. All requirements associated with the team charter are accurately analysed and identified, highlighting key points of reference. Information is clearly documented. Most requirements associated with the team charter are correctly analysed, and identified with some linkages to the points of references. The information is documented. Key requirements associated with the team charter requirements are correctly identified and documented. Key requirements associated with the team charter requirements have not been identified. The Learning Cycle is completed according to the roles of the group. (10 Marks) The Learning Cycle correctly addresses all project requirements and documents the roles of the group fully. The Learning Cycle correctly addresses most project requirements and documents the roles of the group well. The Learning Cycle correctly addresses all key project requirements and documents the roles of the group adequately. The Learning Cycle correctly addresses all key project requirements and documents the roles of the group. The Learning Cycl
e fails to correctly address one or more essential project requirements and does not document the roles of the group. A Communication Plan is completed that identifies all relevant stakeholders. (15 Marks) All stakeholders are identified and comprehensively and accurately documented in the Communication Plan. All stakeholders are identified and well documented in the Communication Plan. Most stakeholders are correctly identified and documented in the Communication Plan. Some stakeholders are identified and documented in the Communication Plan. Key stakeholders have not been identified or documented in the Communication Plan. A Closure Checklist is produced alongside the development of a project evaluation. (15 Marks) The closure checklist is detailed, and has been used accurately to close the project. The evaluation is comprehensively and accurately documented. The closure checklist is detailed, and has been used accurately to close the project. The evaluation has been well documented. The closure checklist has been used appropriately to close the project, and the evaluation has been adequately documented. The closure checklist has been used to close the project, and the evaluation was documented minimally. The closure checklist has not been addressed adequately, and the evaluation is lacking detail. A final reflection is completed containing reference to all specified areas. (25 Marks) A well-structured, professionally communicated reflection with detailed reference to all specified areas. The sequence and communication of the reflection is good with appropriate reference to all specified areas. The sequence of the reflection is generally well organised but more clarity of communication is required in terms of addressing all areas. The reflection is loosely connected, transitions lack clarity. Ineffective reference to all specified areas. No apparent logical order of reflection with unclear focus. Little or no use of reference to specified areas. Referencing of sources (APA 6th ed citation) to reinforce findings based on the annotated bibliography. (20 Marks) Annotated bibliography documents three most current sources, with evidence that information is located, evaluated and managed from multiple, research-based online resources. Evidence of in-depth research and information skills. Annotated bibliography documents three most current sources, with evidence that information is located, evaluated and managed from reliable research-based online resources. Evidence of correct application of research and information skills. Annotated bibliography is generally well organised but more clarity of communication is required in terms of referencing, evaluation of source. Annotated bibliography is loosely connected, and there is ineffective use of referencing. No apparent logical order of written content, and there is a lack of referencing.