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MODULE NAME: MODULE CODE:

PROJECT MANAGEMENT PRMA8411/p
PROJECT MANAGEMENT PRMA8421/p

ASSESSMENT TYPE: TAKE‐HOME ASSESSMENT (PAPER ONLY)

TOTAL MARK ALLOCATION: 120 MARKS
TOTAL TIME: This assessment should take you 2 Hours to complete, however,
you have 21 Hours (midnight to 9PM on the same day) to
submit. This additional time has been allocated to allow for the
download, completion, and upload of your submission.
By submitting this assessment, you acknowledge that you have read and understood all the rules
as per the terms in the registration contract, in particular the assignment and assessment rules in
The IIE Assessment Strategy and Policy (IIE009), the intellectual integrity and plagiarism rules in
the Intellectual Integrity Policy (IIE023), as well as any rules and regulations published in the
student portal.

INSTRUCTIONS:
1. Please adhere to all instructions. These instructions are different from what is normally
present, so take time to go through these carefully.
2. Independent work is required. Students are not allowed to work together on this
assessment. Any contraventions of this will be handled as per disciplinary procedures in The
IIE policy.
3. No material may be copied from original sources, even if referenced correctly, unless it is
a direct quote indicated with quotation marks.
4. All work must be adequately and correctly referenced.
5. You should paraphrase (use your own words) the concepts that you are referencing, rather
than quoting directly.
6. This is an open‐book assessment.
7. Assessments must be typed unless otherwise specified.
8. Ensure that you save a copy of your responses.
a. Complete your responses in a Word document.
b. The document name must be your name.student number.Module Code.
c. Once you have completed the assessment, upload your document under the
submission link in the correct module in Learn.
Additional instructions:
 Answer All Questions. .

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Referencing Rubric

Providing evidence based on valid and referenced academic sources Markers are required to provide feedback to students by indicating
is a fundamental educational principle and the cornerstone of high‐ (circling/underlining) the information that best describes the
quality academic work. Hence, The IIE considers it essential to student’s work.
develop the referencing skills of our students in our commitment to
achieve high academic standards. Part of achieving these high Minor technical referencing errors: 5% deduction from the
standards is referencing in a way that is consistent, technically overall percentage – the student’s work contains five or more
correct and congruent. This is not plagiarism, which is handled errors listed in the minor errors column in the table below.
differently.
Major technical referencing errors: 10% deduction from the
Poor quality formatting in your referencing will result in a penalty of overall percentage – the student’s work contains five or more
a maximum of ten percent being deducted from the percentage errors listed in the major errors column in the table below.
awarded, according to the following guidelines. Please note,
however, that evidence of plagiarism in the form of copied or If both minor and major errors are indicated, then 10% only (and
uncited work (not referenced), absent reference lists, or not 5% or 15%) is deducted from the overall percentage. The
exceptionally poor referencing, may result in action being taken in examples provided below are not exhaustive but are provided to
accordance with The IIE’s Intellectual Integrity Policy (0023). illustrate the error

Required: Minor errors in technical correctness of Major errors in technical correctness of referencing
Technically correct referencing referencing style style
style Deduct 5% from percentage awarded Deduct 10% from percentage awarded
Consistency Minor inconsistencies. Major inconsistencies.
 The referencing style is generally  Poor and inconsistent referencing style used in‐
 The same referencing format consistent, but there are one or two text and/or in the bibliography/ reference list.
has been used for all in‐text changes in the format of in‐text  Multiple formats for the same type of referencing
references and in the referencing and/or in the bibliography. have been used.
bibliography/reference list.  For example, page numbers for direct  For example, the format for direct quotes (in‐text)
quotes (in‐text) have been provided for and/or book chapters (bibliography/ reference
one source, but not in another instance. list) is different across multiple instances.
Two book chapters (bibliography) have
been referenced in the bibliography in
two different formats.
Technical correctness Generally, technically correct with some Technically incorrect.
minor errors.  The referencing format is incorrect.
 Referencing format is  The correct referencing format has been  Concepts and ideas are typically referenced, but a
technically correct throughout consistently used, but there are one or reference is missing from small sections of the
the submission. two errors. work.
 Concepts and ideas are typically  Position of the references: references are only
 Position of the reference: a referenced, but a reference is missing given at the beginning or end of large sections of
reference is directly associated from one small section of the work. work.
with every concept or idea.  Position of the references: references  For example, incorrect author information is
are only given at the beginning or end of provided, no year of publication is provided,
 For example, quotation marks, every paragraph. quotation marks and/or page numbers for direct
page numbers, years, etc. are  For example, the student has incorrectly quotes missing, page numbers are provided for
applied correctly, sources in presented direct quotes (in‐text) and/or paraphrased material, the incorrect punctuation is
the bibliography/reference list book chapters (bibliography/reference used (in‐text); the bibliography/reference list is
are correctly presented. list). not in alphabetical order, the incorrect format for
a book chapter/journal article is used, information
is missing e.g. no place of publication had been
provided (bibliography); repeated sources on the
reference list.
Congruence between in‐text Generally, congruence between the in‐text A lack of congruence between the in‐text referencing
referencing and bibliography/ referencing and the bibliography/ and the bibliography.
reference list reference list with one or two errors.  No relationship/several incongruencies between
 There is largely a match between the the in‐text referencing and the
 All sources are accurately sources presented in‐text and the bibliography/reference list.
reflected and are all accurately bibliography.  For example, sources are included in‐text, but not
included in the bibliography/  For example, a source appears in the in the bibliography and vice versa, a link, rather
reference list. text, but not in the bibliography/ than the actual reference is provided in the
reference list or vice versa. bibliography.
In summary: the recording of In summary, at least 80% of the sources In summary, at least 60% of the sources are
references is accurate and are correctly reflected and included in a incorrectly reflected and/or not included in
complete. reference list. reference list.

Overall Feedback about the consistency, technical correctness and congruence between in‐text referencing and bibliography:
....................................................................................................................................................................................................................................................................................................
.................................................................................................................................................................................................................................................................................................... .

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Exam Outcomes ____

Learning Unit/s Objectives covered in this exam:
 All Learning Units
At the end of this assessment, students should be able to:
 MO1 Discuss the details of organising a project in an organisation
 MO2 Evaluate the planning of a project for an organisation
 MO3 Critically analyse the performance of a project in an organisation

Question 1 (Marks: 20)

Indicate whether the following statements are TRUE or FALSE, as it pertains Project Management
Concepts & Knowledge Areas, as well as the Project Initiation phase. Motivate your answer.

Q.1.1 Organisational Project Management (OPM) underlies a strategy execution (2)

framework of several components, which enhances overall organisation‐wide
performance and results.

Q.1.2 Cognitive‐level integration refers to the project manager’s ability to deal with (2)
ambiguity in requirements or understanding, diverse role‐players and overall
project complexity.

Q.1.3 Projects are often initiated as an outcome of Operational planning, which should (2)
then go on to generate organisational strategy benefits.

Q.1.4 An advantageous characteristic of the Matrix organisational structure is that the (2)
three forms of execution, in no way produces the potential negative impacts on a
project, as found in a Functional organisational structure.

Q.1.5 Organisational Process Assets (OPA) are the customer assets left in reserve for a (2)
project, the project manager may then allocate the assets during project
development should eventualities or escalations occur.

Q.1.6 The business need, scope, and strategic planning information, that could initiate (2)
a potential project, is contained within a Statement of Work (SOW).

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Q.1.7 The Lesson‐learned register is established formally or informally during the (2)
project Initiation phase and serves a reflective document during project
progression.

Q.1.8 Prioritized ideas from stakeholders could be generated using the Nominal Group (2)
brainstorming technique, whereby voting takes place for further discussion.

Q.1.9 The Identify Stakeholders Process, resulting in an extensive internal and external (2)
stakeholders list, is pleasingly a once‐off exercise conducted in the Project
Initiation phase.

Q.1.10 Classifying stakeholders based on level of authority, immediate need, and (2)
appropriate involvement level for a project, is best achieved via a Salience
Model.

Question 2 (Marks: 15)

Answer the following questions pertaining to the overarching concept of Project Planning.

Q.2.1 Complete the following sentences by providing the missing keyword.

Q.2.1.1 Ultimately, a Project Management plan is a __________ document, (1)
constantly influenced by change.
Q.2.1.2 There are a few common baselines used in Project Management (1)
planning, with the __________ baseline being one of them.
Q.2.1.3 A major input into the Project Management Planning process is the (1)
project __________, which documents the project’s high‐level
objectives.
Q.2.1.4 Data Gathering techniques for developing the Project Management (1)
Plan could include brainstorming, checklists, focus groups and
__________.
Q.2.1.5 Enterprise Environmental Factors (EEFs) that may affect the Project (1)
Management Plan includes __________ standards.

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Q.2.2 The three primary tools and techniques, that assist in constructing a Scope (4)
Management Plan includes Expert Judgement.

Provide the remaining two {2} tools & techniques as well a short descriptive
of each.

Q.2.3 Briefly differentiate between the data representation techniques of Mind (4)
mapping versus Affinity Diagrams, as part of a Scope Management
requirements planning process.

Q.2.4 What purpose does a Requirements Traceability Matrix serve? (2)

Question 3 (Marks: 50)

Q.3.1 Providing all formulas and intermediate calculations, realize the result of (10)
a weighted Three‐point (PERT) estimate given the following metrics:
Optimistic metric = 50 / Pessimistic metric = 80 / Most‐likely metric = 60

Q.3.2 Named Activity Schedule Duration Predecessor Node(s)

A 2 None
B 3 A
C 2 A
D 1 B
E 5 C
F 4 C
G 7 E, F
H 2 D, G
I 4 H

Q.3.2.1 Create a diagram, using the Precedence Diagramming Method (PDM), (10)
from the above table data. Be sure to provide a legend depicting the
eventual layout of your network node components, per example:

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Early Start Early Finish

(ES) (EF)
Named
Float Duration
Activity
Late Start Late Finish
(LS) (LF)
Q.3.2.2 Detail the diagram by indicating all node floats and the network Critical (10)
Path.
Q.3.2.3 Generate the Early Start (ES), Early Finish (EF), Late Start (LS) and Late (10)
Finish (LF) data for the diagram.

Q.3.3 Copy and then complete the below RACI chart in the answer booklet. (10)
Copywriters Web Designers Web Developers
Update customer story
Revamp page designs
Improve page load speeds

Question 4 (Marks: 20)

Q.4.1 Complete the following Risk Register concerning a music festival events project. (10)
Provide only the question number and the required missing information.
Identified Risks:
A1) Loadshedding (rolling blackouts) during the event
A2) Potential for prohibited drug use or other criminal activity
A3) Irreparable damage to infrastructure

Risk Triggering Risk Action Plan

Probability Impact
ID Event Strategy
A1 Medium Eskom App‐ Hire Backup‐
Q.4.1.1 Q.4.1.2
Notification Generators, Stock
(2) (2)
Fuel

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A2 Medium Medium Mitigate Roaming visible

Q.4.1.3
security, Police
(2)
liaison onsite
A3 Low Realized Short term
Q.4.1.4 Q.4.1.5
Damage on insurance policy
(2) (2)
Inspection

Q.4.2 Answer the following question based on the short scenario, concerning Planning (8)
Stakeholder Engagement & Communications.

John is a manager, overseeing a construction company’s marketing

department. A new web and social media based; customer resource
management system (CRM) is currently being proposed by the IT department.
A CRM system of this nature could result in enhanced effectiveness, efficiency,
and business intelligence for the company’s marketing function. However,
John is unsure whether the expense is justified, besides he prefers the old way
of doing things. His other management peers and members of his department
do not have strong feelings either way on whether the CRM system should be
adopted.

Why is it important to plan for stakeholder engagement?

Q.4.3 Email as a communications method can be problematic for several reasons. (2)
Provide one significant reason for avoiding email correspondence.

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Question 5 (Marks: 15)

Q.5.1 For each of the below questions, provide the calculated Earned Value Analysis result
and its potential meaning, based on the short scenario descriptive.

A project we are overseeing, requires that 10 classrooms be renovated within

10 weeks (1 classroom theoretically per week), at a budget of R 100 000.
However, at week 5, as part of our project’s monitoring and control process,
inspection reveals only 4 classrooms are renovated and we’ve spent R 47 500.

Earned Value Management Term Symbol / Formula

Percentage Complete PC
Actual Cost AC
Budget At Completion BAC
Planned Value PV = Planned‐PC x BAC
Earned Value EV = Actual‐PC x BAC
Schedule Variance SV = EV – PV
Cost Variance CV = EV – AC
Schedule Performance Index SPI = EV / PV
Cost Performance Index CPI = EV / AC
Estimate At Completion EAC = BAC / CPI
Calculate and comment on each of the following:
Q.5.1.1 EV (2)
Q.5.1.2 SV (2)
Q.5.1.3 CV (2)
Q.5.1.4 EAC (4)

Q.5.2 List the four outputs expected from the Close Project phase. (5)

END OF PAPER

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