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Homework answers / question archive / Assessment Information/Brief 2020/2021 Project Management, Leadership and Skills: Planning and Control Assessment 2: Individual Assignment People in Projects Assessment task details and instructions: ‘Groups are not teams, but a leader can create a team’

Assessment Information/Brief 2020/2021 Project Management, Leadership and Skills: Planning and Control Assessment 2: Individual Assignment People in Projects Assessment task details and instructions: ‘Groups are not teams, but a leader can create a team’

Project Management

Assessment Information/Brief 2020/2021

Project Management, Leadership and Skills: Planning and Control

Assessment 2: Individual Assignment

People in Projects

Assessment task details and instructions:

‘Groups are not teams, but a leader can create a team’.

You are a newly appointed project manager to a delayed and failing Digital Marketing project who has been given a project team that does not seem to be working effectively; first there is Kevin who is middle-aged and highly experienced but who shows little interest in the team or project and who comes to work late, goes early and spends much of his day talking and surfing the Internet – he also comes into work smelling of alcohol and looking as if he has spent the night sleeping in his suit. You have been informed by the outgoing project manager that Kevin has not responded to suggestions he gets down to work or improve on his appearance. Secondly, there is Isabella who is a new hire with an impressive academic CV but she has also shown little interest in this project and continuously called in sick or claimed she has ‘family issues’. This Digital Marketing project is a vital one for the organisation and for your career development so you need to act decisively, but the organisation is highly unsettled  and sensitive due to Covid-19 lockdowns, furloughs and the threat of redundancy after the Pandemic is over. The Digital Marketing Project is vital to the organisations survival.


Critically discuss the role of leadership, group development and motivation in project management utilising appropriate theoretical models to identify how this situation can be turned around. Include in your answer a discussion of the way teams develop and the role of leadership and communication in this process. The focus of your answer must be on your own organisation (or one that you have worked within) and ways that you might deal with Kevin and Isabella.


You will need to take the following into account when completing your assignment.


• Establishment of relevant theory (e.g. what do we mean by leadership, how can leaders be classified, what is the relationship between leader and team and project in theoretical terms?).

• Allocation of credit and sources used; (have I included references and citations to the material I have used?);

• Clarity of argument and relevance to the project management context

• Overall report presentation including spelling and grammar;

• Adherence to nominated word limit.


This coursework should follow a structured approach and should be prepared and presented as a professional business report. You should undertake a relevant literature review that helps inform your investigation. Please also ensure that the Harvard Referencing System is adhered to and fully complied with.


Please follow a report format.  Therefore, you should have a title page, abstract, contents page, numbered sections and sub-sections, page numbers, appendix section etc.  Please note if you are uncertain on how to present and structure a report then visit the university library website and ask for assistance.


Please do use diagrams, illustrations, tables, graphics etc. wherever these are helpful, and remember that these do not count towards your word limit. If you do use these, please do not put them in the appendices if they are part of your discussion.  Appendices are the appropriate places to put supporting material, however, remember if the reader is satisfied with the main points of your discussion; the supporting information within the appendices may not even be reviewed. 

Please try to use theory explicitly at all stages, but do not spend too much time describing a theory. While you must be explicit about the theories, models, techniques etc. that you use, you can assume that the reader is familiar with them. What the reader requires is evidence of your ability to understand and apply the theory and learn from in order to support the development of your findings and/or ideas.

You must cite all sources on which you have relied, for example textbooks, journal articles, web pages etc. using the Harvard referencing system. If you do not cite all sources, then you may be accused of plagiarism, and that may endanger your success in passing the module. If you are in any doubt about how to reference your work, please obtain guidance from the library and/or your academic librarian(s) for this module.


Assessed intended learning outcomes


On successful completion of this assessment, you will be able to:

Knowledge and Understanding

On successful completion of the module the student will be able to:

  1. Apply knowledge of the theory and practice of project planning and control and the use of Project Management methods and techniques.
  2. Critically evaluate the use of techniques in leading, planning, control and process management.
  3. Demonstrate a sound understanding of the importance of Project Management in the development and maintenance of sustainable and global organisations operating in complex market environments
  4. Develop knowledge and application of the techniques of estimating, forecasting and resource management
  5. Critically appraise project outcomes for the purpose of improvement 


Practical, Professional or Subject Specific Skills

  1. Leads by example - as high levels of self-awareness, emotional and social intelligence, empathy and compassion, and able to identify mental well-being in others. Work collaboratively enabling empowerment and delegation - acts with humility and authenticity, is credible, confident and resilient.
  2. Judgement and Challenge - Takes personal accountability aligned to clear values. Demonstrates flexibility and willingness to challenge when making decisions and solving problems - instils confidence demonstrating honesty, integrity, openness, and trust.
  3. Courage & Curiosity - is confident and brave, willing to innovate, seeks new ideas and looks for contingencies. Manages complexity and ambiguity, comfortable in uncertainty, and is pragmatic.
  4. Valuing Difference - engaging with all, is ethical and demonstrates inclusivity, recognising diversity, championing, and enabling cultural inclusion. Empowers and motivates to inspire and support others.
  5. Professional Reflects on own performance, demonstrates professional standards in relation behaviour and ongoing development. Advocates the use of good practice within and outside the organisation.


Transferable Skills and other Attributes


  1. Work independently and with others in analysing and presenting solutions to Project Management planning, control and process problems.
  2. Locate, synthesise and critically evaluate recent/current information from a wide range of published literature in Project Management
  3. Communicate effectively through a variety of media to different audiences.
  4. Make decisions in complex and unpredictable situations using tools and techniques appropriate to the module.
  5. Use terminology associated with the subject area accurately and in a way, which demonstrates sophisticated knowledge and understanding.

Module Aims

  • The overall aim of the module is to allow students to explore. approaches and methods required to leading and manage complex projects.
  • To develop an understanding of the planning, control and other processes utilised in the effective operation of project management
  • To appreciate and develop leadership skills for the management of organisational projects and the change and resource processes required for effective project management                               


Word count


The maximum word count is 3000 words (+/- 10%).  Your word count is from the introduction to conclusion sections.  Therefore, it does not include title page, abstract, contents page, references section, appendices etc. If the assignment exceeds these limits, the work in excess is not marked.

Late submission

All work submitted late will be capped at the pass mark of 50%, there is no sliding scale.


Feedback arrangements

You can expect to receive feedback

  • Two working weeks (excluding University Seasonal Closing) after the submission date.
  • Marks and written feedback will be available OnlineCampus
  • Please email should you require specific feedback following the release of your results.

Support arrangements

You can obtain support for this assessment by attending the module online. During the duration of the module delivery there will be designated sessions focusing on the assessment. The date and time of these sessions will be communicated during the on-line sessions and advertised on the module’s discussion forums. These sessions will provide you with good opportunities to ask questions to provide clarity and direction on the subject and addressing the assessment brief.    



The University offers a range of support services for students through askUS.

Good Academic Conduct and Academic Misconduct

Students are expected to learn and demonstrate skills associated with good academic conduct (academic integrity). Good academic conduct includes the use of clear and correct referencing of source materials. Here is a link to where you can find out more about the skills which students require


Academic Misconduct is an action which may give you an unfair advantage in your academic work. This includes plagiarism, asking someone else to write your assessment for you or taking notes into an exam. The University takes all forms of academic misconduct seriously.  You can find out how to avoid academic misconduct here


Assessment Information

If you have any questions about assessment rules, you can find out more here.


Personal Mitigating Circumstances

If personal mitigating circumstances may have affected your ability to complete this assessment, you can find more information about personal mitigating circumstances procedure here.


Student Progression Administrator

If you have any concerns about your studies, contact StudentCare at



In Year Retrieval Scheme

Your assessment is not eligible for in year retrieval.



If you fail your assessment, and are eligible for reassessment, you will need to resubmit in a date that will be notified to you. For students with accepted personal mitigating circumstances, this will be your replacement assessment attempt. Students should be aware that there is no late submission period at reassessment (this includes those students who have an accepted PMC request from a previous attempt). If a student needs to be reassessed, s/he will be given a new assignment brief with a deadline, which will be provided by the School.


Assessment Criteria


Marking Scheme



Use of theory




Quality of argument


Reference to course ideas


Citation and References















You should consult Level 7 Generic Grade Descriptors for detailed grade/mark descriptors.



Criterion / Mark range








Overall level

(indicative – not for grading)

Standard comparable to journal publication

Standard comparable to conference paper publication

Distinctive work for Masters level

Merit work for Masters level

Acceptable for Masters

Below Masters pass standard

Significantly below Masters pass standard


Outstanding clarity of focus, includes what is important, and excludes irrelevant issues.

Excellent clarity of focus, boundaries set with no significant omissions or unnecessary issues.

Clear focus.  Very good setting of boundaries includes most of what is relevant.

Clear scope and focus, with some omissions or unnecessary issues.

Scope evident and satisfactory but with some omissions and unnecessary issues.

Poorly scoped, with significant omissions and unnecessary issues.

Little or no scope or focus evident. 

Understanding of subject matter


Outstanding with critical awareness of relevance of issues. Outstanding expression of ideas.

Excellent with critical awareness of relevance of issues. Excellent expression of ideas.

Very good with critical awareness of relevance of issues. Outstanding expression of ideas.

Good with some awareness of relevance of issues. Ideas are expressed, with some limitation.

Basic with limited awareness of relevance of issues.  Limited expression of ideas.

Poor with little awareness of relevance of issues

Little or no understanding of subject matter is demonstrated.



Comprehensive literature review. Evaluation and synthesis of source material to produce an outstanding contribution.

Excellent independent secondary research. Sources are evaluated and synthesized to produce an excellent contribution.

Very good independent secondary research. Sources are evaluated and synthesized to produce a very good contribution.

Good secondary research to extend taught materials. Evidence of evaluation of sources, with some deficiencies in choice and synthesis.

Limited secondary research to extend taught materials. Limited evaluation of sources, deficiencies in choice and synthesis.

Little or no extension of taught materials.  Poor choice and synthesis of materials.

Poor use of taught materials.  No synthesis.

Critical analysis based on evidence

Standard of critical analysis – showing questioning of sources, understanding of bias, independence of thought

Excellent standard of critical analysis – excellence in questioning of sources, understanding of bias, independence of thought

A very good standard of critical analysis.  Sources are questioned appropriately, and a very good understanding of bias, showing independence of thought

Critical analysis with some questioning of sources, understanding of bias, independence of thought.

Analysis evident but uncritical. Sources are not always questioned, with limited independence of thought.

Little or no analysis.

No valid analysis.

Structure of argument, leading to conclusion

Well structured, compelling and persuasive argument that leads to a valuable contribution to the field of study, paving the way for future work

Argument has excellent structure and persuasiveness, leading to very significant insights and relevant future work.

Well-structured and persuasive argument Insightful conclusion draws together key issues and possible future work.

Structured and fairly convincing argument leads to conclusion that summarises key issues.

Argument has some structure and development towards conclusion with limitations in summary of issues.

Argument is unstructured, no recognizable conclusion.

No evidence of argument or conclusion.

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