accountin- project planning and budgeting
Polyproducts Incorporated, a major producer of rubber components, employs 800 people and is organized with a matrix structure. Exhibit I shows the salary structure for the company, and Exhibit II identifies the overhead rate projections for the next two years. Polyproducts has been very successful at maintaining its current business base with approximately 10 percent overtime. Both exempt and nonexempt employees are paid overtime at the rate of time and a half. All overtime hours are burdened at an overhead rate of 30 percent. On April 16, Polyproducts received a request for proposal from Capital Corporation (see Exhibit III). Polyproducts had an established policy for competitive bidding. First, they would analyze the marketplace to see whether it would be advantageous for them to compete. This task was normally assigned to the marketing group (which operated on overhead). If the marketing group responded favorably, then Polyproducts would go through the necessary pricing procedures to determine a bid price. On April 24, the marketing group displayed a prospectus on the four companies that would most likely be competing with Polyproducts for the Capital contract. This is shown in Exhibit IV. Polyproducts Incorporated 213 c06.qxd 12/21/12 5:40 PM Page 213 At the same time, top management of Polyproducts made the following projections concerning the future business over the next eighteen months: 1. Salary increases would be given to all employees at the beginning of the thirteenth month. 2. If the Capital contract was won, then the overhead rates would go down 0.5 percent each quarter (assuming no strike by employees). 3. There was a possibility that the union would go out on strike if the salary increases were not satisfactory. Based on previous experience, the strike would last between one and two months. It was possible that, due to union demands, the overhead rates would increase by 1 percent per quarter for each quarter after the strike (due to increased fringe benefit packages). 214 POLYPRODUCTS INCORPORATED Exhibit I. Salary structure Pay Scale Grade Hourly Rate 1 8.00 2 9.00 3 11.00 4 12.00 5 14.00 6 18.00 7 21.00 8 24.00 9 28.00 Number of Employees per Grade Department 12345 6789Total R&D 5 40 20 10 12 8 5 100 Design 3 5 40 30 10 10 2 100 Project engineering 30 15 10 5 60 Project management 10 10 10 30 Cost accounting 20 10 10 10 10 60 Contracts 3 4 2 1 10 Publications 3 5 3 3 3 3 20 Computers 2 3 3 1 1 10 Manufacturing engineering 2 7 7 3 1 20 Industrial engineering 4 3 2 1 10 Facilities 8 9 10 7 1 35 Quality control 3 4 5 5 2 1 20 Production line 55 50 50 30 10 5 200 Traffic 2 2 1 5 Procurement 2 2 2 2 1 1 10 Safety 2 2 1 5 Inventory control 2 2 2 2 1 1 10 c06.qxd 12/21/12 5:40 PM Page 214 4. With the current work force, the new project would probably have to be done on overtime. (At least 75 percent of all man-hours were estimated to be performed on overtime). The alternative would be to hire additional employees. 5. All materials could be obtained from one vendor. It can be assumed that raw materials cost $200/unit (without scrap factors) and that these raw materials are new to Polyproducts. On May 1, Roger Henning was selected by Jim Grimm, the director of project management, to head the project. Grimm: “Roger, we’ve got a problem on this one. When you determine your final bid, see if you can account for the fact that we may lose our union. I’m not sure exactly how that will impact our bid. I’ll leave that up to you. All I know is that a lot of our people are getting unhappy with the union. See what numbers you can generate.” Polyproducts Incorporated 215 Exhibit II. Overhead structure General Manager Director Program Management Director Engineering Director Finance Director Production Program Management R&D Design Project Engineering Cost Accounting Contracts Publications Computers Manufacturing Engineering Industrial Engineering Facilities Quality Control Production Line Traffic Procurement Safety Inventory Control Quarter Division Engineering Program management Finance Production Overhead rates per quarter, %. 1 75 100 50 175 2 75 100 50 176 3 76 100 50 177 4 76 100 52 177 5 76 100 54 177 6 76 100 54 178 7 77 100 55 178 8 78 100 55 178 c06.qxd 12/21/12 5:40 PM Page 215 Henning: “I’ve read the RFP and have a question about inventory control. Should I look at quantity discount buying for raw materials?” Grimm: “Yes. But be careful about your assumptions. I want to know all of the assumptions you make.” Henning: “How stable is our business base over the next eighteen months?” Grimm: “You had better consider both an increase and a decrease of 10 percent. Get me the costs for all cases. Incidentally, the grapevine says that there might be followon contracts if we perform well. You know what that means.” Henning: “Okay. I get the costs for each case and then we’ll determine what our best bid will be.” On May 15, Roger Henning received a memo from the pricing department summing up the base case man-hour estimates. (This is shown in Exhibits V and VI.) Now Roger Henning wondered what people he could obtain from the functional departments and what would be a reasonable bid to make. 216 POLYPRODUCTS INCORPORATED Exhibit III. Request for proposal Capital Corporation is seeking bids for 10,000 rubber components that must be manufactured according to specifications supplied by the customer. The contractor will be given sufficient flexibility for material selection and testing provided that all testing include latest developments in technology. All material selection and testing must be within specifications. All vendors selected by the contractor must be (1) certified as a vendor for continuous procurement (follow-on contracts will not be considered until program completion), and (2) operating with a quality control program that is acceptable to both the customer and contractor. Month after Go-ahead Description 2 4 17 18 13 9 5 The following timetable must be adhered to: R&D completed and preliminary design meeting held Qualification completed and final design review meeting held Production setup completed Delivery of 3,000 units Delivery of 3,500 units Delivery of 3,500 units Final report and cost summary The contract will be firm-fixed-price and the contractor can develop his own work breakdown structure on final approval by the customer. c06.qxd 12/21/12 5:40 PM Page 216 Exhibit IV. Prospectus Growth Rate Business Last Base $ Year Profit R&D Contracts Number of Overtime Personnel Company Million (%) % Personnel In-House Employees (%) Turnover (%) Alpha 10 10 5 Below avg. 6 30 5 1.0 Beta 20 10 7 Above avg. 15 250 30 0.25 Gamma 50 10 15 Avg. 4 550 20 0.50 Polyproducts 100 15 10 Avg. 30 800 10 1.0 217 c06.qxd 12/21/12 5:40 PM Page 217 218 POLYPRODUCTS INCORPORATED Exhibit V To: Roger Henning From: Pricing Department Subject: Rubber Components Production 1. All man-hours in the Exhibit (14–12) are based upon performance standards for a grade-7 employee. For each grade below 7, add 10 percent of the grade-7 standard and subtract 10 percent of the grade standard for each employee above grade 7. This applies to all departments as long as they are direct labor hours (i.e., not administrative support as in project 1). 2. Time duration is fixed at 18 months. 3. Each production run normally requires four months. The company has enough raw materials on hand for R&D, but must allow two months lead time for purchases that would be needed for a production run. Unfortunately, the vendors cannot commit large purchases, but will commit to monthly deliveries up to a maximum of 1,000 units of raw materials per month. Furthermore, the vendors will guarantee a fixed cost of $200 per raw material unit during the first 12 months of the project only. Material escalation factors are expected at month 13 due to renegotiation of the United Rubber Workers contracts. 4. Use the following work breakdown structure: Program: Rubber Components Production Project 1: Support TASK 1: Project office TASK 2: Functional support Project 2: Preproduction TASK 1: R&D TASK 2: Qualification Project 3: Production TASK 1: Setup TASK 2: Production c06.qxd 12/21/12 5:40 PM Page 218 Exhibit VI. Program: Rubber components production Month Project Task Department 12345 678910 11 12 13 14 15 16 17 18 1 1 Proj. Mgt. 480 480 480 480 480 480 480 480 480 480 480 480 480 480 480 480 480 480 1 2 R&D 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 Proj. Eng. 320 320 320 320 320 320 320 320 320 320 320 320 320 320 320 320 320 320 Cost Acct. 80 80 80 320 320 320 320 320 320 320 320 320 320 320 320 320 320 320 Contracts 320 320 320 320 320 320 320 320 320 320 320 320 320 320 320 320 320 320 Manu. Eng. 320 320 320 320 320 320 320 320 320 320 320 320 320 320 320 320 320 320 Quality Cont. 160 160 160 160 160 160 160 160 160 160 160 160 160 160 160 160 160 160 Production 160 160 160 160 160 160 160 160 160 160 160 160 160 160 160 160 160 160 Procurement 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 Publications 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 Invent. Cont. 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 2 1 R&D 480 480 Proj. Eng. 160 160 Manu. Eng. 160 160 2 2 R&D 80 80 Proj. Eng. 160 160 Manu. Eng. 160 160 Ind. Eng. 40 40 Facilities 20 20 Quality Cont. 160 160 Production 600 600 Safety 20 20 3 1 Proj. Eng. 160 Manu. Eng. 160 Facilities 80 Quality Cont. 160 Production 320 3 2 Proj. Eng. 160 160 160 160 160 160 160 160 160 160 160 160 160 Manu. Eng. 320 320 320 320 320 320 320 320 320 320 320 320 320 Quality Cont. 320 320 320 320 320 320 320 320 320 320 320 320 320 Production 1600 1600 1600 1600 1600 1600 1600 1600 1600 1600 1600 1600 1600 Safety 20 20 20 20 20 20 20 20 20 20 20 20 20 219 c06.qxd 12/21/12 5:40 PM Page 219
| ASSESSMENT BRIEF | |
| Subject Code and Title | PROJ 6002: Project Planning and Budgeting |
| Assessment | Assessment 2 – Cost and Quality Management Plans (3 parts)
o Part A: Module 4 Discussion Forum o Part B: Module 5 Discussion Forum o Part C: Cost and Quality Management Plans |
| Individual/Group | Part A: Individual
Part B: Individual Part C: Individual/Group |
| Length | Part A: 850 words
Part B: 850 words Part C: 1200 words |
| Learning Outcomes | Successful completion of this assessment will result in achievement of the following subject learning outcomes:
1. Evaluate and apply a range of project scope, cost and time management planning techniques and practices to address the needs of complex project briefs, including global, paying particular attention to issues impacting project outcomes. 2. Present and justify budgetary and planning outcomes to a globally diverse range of stakeholders who represent competing interests in order to obtain agreement and commitment to action. 3. Apply quality management planning tools and techniques to achieve expected project outcomes. |
| Submission | Part A:
Original post by first half of Module 4. Response posts by 11:55pm AEST/AEDT Sunday End of Module 4 Part B: Original post by first half of Module 5. Response posts by 11:55pm AEST/AEDT Sunday End of Module 5 Part C: By 11:55pm AEST/AEDT Sunday End of Module 6 |
| Weighting | 50% (Part A: 10%; Part B: 10%; Part C: 30%) |
| Total Marks | Part A: 10 marks
Part B: 10 marks Part C: 30 marks |
Context:
Project Cost Management includes the processes of planning, estimating, budgeting, financing, funding, managing and controlling costs so that the project can be completed within the approved budget.
Project Cost Management planning begins with the process of developing cost estimates. In this process, a project manager is tasked with considering all types of costs likely to be incurred in the different phases of a project. In addition, the project manager will consider the risks likely to affect costs and any variations these risks may cause. This helps the project manager to make more reliable and usable cost estimates and ensure that any project budget variation due to unforeseen circumstances is mitigated as much as possible. Once the cost-estimation process has been fully carried out for each project activity, the project manager then combines the costs to determine the project budget. Finally, the project manager will consider the steps he or she will take throughout the project to ensure that the actual expenditure is kept within the budget specified.
Project Quality Management (PQM) includes the processes and activities of the performing organisation that determine quality policies, objectives, and responsibilities so that the project will satisfy the needs for which is was undertaken. PQM uses policies and procedures to implement, within the project’s context, the organisation’s quality management system and, as appropriate, it supports continuous process improvement activities as undertaken on behalf of the performing organisation. PQM works to ensure that the project requirements, including the product requirements, are met and validated.
Project Quality Management planning is the process of identifying quality requirements and/or standards for the project and its deliverables, and documenting how the project will demonstrate compliance with relevant quality requirements. The key benefit of this process is that it provides guidance and direction on how quality will be managed and validated throughout the project.
Instructions:
This assessment has three parts. Parts A and B are Modules 4 and 5 Discussion Forums and they are to be completely individually. Part C is Cost and Quality Management Plans and it is an individual/a group assessment.
For Parts A and B, each student will construct an original post in approximately 350 words to respond to the following questions and post on the relevant Module discussion forum by the first half of the Module.
Each student will also provide constructive feedback/comment in 250 words to at least two fellow students’ posts by the end of the Module. (approximately 250 words for each feedback/response. Total 500 words)
Part A: Module 4 Discussion Forum
Project Plan Components
What challenges do project managers face when estimating project costs? What tools and techniques can project managers use to ensure that their estimates are accurate?
Output:
Part A – provide an original post of 350 words by first half of Module 4. Respond to at least two fellow students’ posts (250 words each. Total 500 words) by the end of Module 4.
Part B: Module 5 Discussion Forum
Defining Quality
How do you define quality on a project? Which tools and techniques do you think are a necessity for planning a project’s quality management? Why?
Output:
Part B – provide an original post of 350 words by first half of Module 5. Respond to at least two fellow students’ posts (250 words each. Total 500 words) by the end of Module 5.
Part C: Cost and Quality Management Plans
Part C – You will complete this part individually or in a group of 2-3 students. You will begin developing the cost management planning component of your Cost and Quality Management Plans in Module 4. For this component, you are responsible for developing the project cost estimate and a project budget baseline portion of your Project Management Plan.
In addition to your cost estimates and budget, include a 400–600-word description of the processes, and tools and techniques you are using in your cost management plan, as well as justification of your budgetary plan. You can use the templates found in this module’s Learning Resources or a format of your own.
In Module 5, you will develop the quality management planning component of your Cost and Quality Management Plans. Refer to the learning resources and the template provided for guidance.
The written portion of your quality management plan should consist of 400–600 words. You can use the templates found in this module’s Learning Resources or a format of your own.
If you work in group, nominate a group leader within your group and this group leader will submit the group assessment on behalf of the group.
At the end of your assessment, you will individually, and anonymously, evaluate the contribution of your group members and yourself in this assessment, using the Group Contribution Form provided. On a scale of 1 to 10, rate yourself and then rate each of your fellow group members on their performance and contribution to this assessment. Individually submit the completed group contribution form on Blackboard.
Output:
Complete and submit your Cost and Quality Management Plans assessment (by the group leader) and group contribution form (individually) by the end of Module 6.
Learning Resources:
Aaltonen, K., & Kujala, J. (2010). A project lifecycle perspective on stakeholder influence strategies in global projects. Scandinavian Journal of Management, 26(4), 381–397.
AIMS (2015). What is Project Cost Management? Tools, Techniques and Processes for PMP & PMBOK | AIMS Lecture. Retrieved from https://www.youtube.com/watch?v=PflAkMayixM
Ainamo, A., Artto, K., Levitt, R. E., Orr, R. J., Scott, W. R., & Tainio, R. (2010). Global projects: Strategic perspectives. Scandinavian Journal of Management, 26(4), 343–351.
- Chapter 5: Developing the Project Budget and Communicating the Plan
- Chapter 6: (up to ‘Analyzing Risks Using Qualitative Techniques’)
Pensar, S. (2010, August 17). Five challenges in global projects. Retrieved from http://ift.tt/2j3KjeD
- Section 7.1: Plan Cost Management
- Section 7.2: Estimate Costs
- Section 7.3: Determine Budget
- Section 8.1: Plan Quality Management
Rodrigues, I., & Sbragia, R. (2013). The cultural challenges of managing global project teams: A study of Brazilian multinationals. Journal of Technology Management and Innovation, 8. Retrieved from http://ift.tt/2j00ael
Sahi, R. (2009). Managing Projects Across the Global Enterprise. Retrieved from http://ift.tt/2kzWrVr
- Document: Cost Estimating Worksheet Template
- Document: Cost Management Plan Template
- Document: Quality Management Plan Template
- Chapter 5, section ‘Estimating Cost’
Document: Group Contribution Form
Assessment Criteria:
Submitted assessment will be marked using the Learning Rubric enclosed.
Students’ contribution in the group assessment will be calculated from the submitted Group Contribution forms. This will then feed into each student’s assessment result.
Learning Rubric: Part A – Module 4 Discussion Forum
| Assessment Attributes | Fail (0-49) |
Pass (50-64) |
Credit (65-74) |
Distinction (75-84) |
High Distinction (85-100) |
| Identification and application of cost management planning tools and techniques to address project briefs
60%
|
Fails to identify or apply cost management planning tools and/or techniques to address project briefs | Identifies and applies cost management planning tools and/or techniques to address project briefs. | Identifies and applies cost management planning tools and techniques to address project briefs.
Identifies the issues impacting project outcomes. |
Identifies and applies a range of cost management planning tools, techniques and practices to address project briefs and identifies the issues impacting project outcomes.
Elaborates on the consequences of the application of cost management tools to the project. |
Critically evaluates and applies a range of cost management planning tools, techniques and practices to address project briefs and the issues impacting project outcomes and success.
Elaborates on the consequences of the application of cost management tools to the project.
|
| Constructive feedback to peers
30% |
Fails to offer any feedback.
No support or encouragement to peers.
No awareness or sensitivity to diversity amongst peers. |
Offers feedback but rarely constructive or useful.
Feedback is not always clear or specific to guide peers.
Little support or encouragement to peers.
Demonstrates little awareness of and/or sensitivity to diversity amongst peers. |
Offers feedback that is sometimes constructive or useful.
Feedback is provided with examples to guide peers.
Some support and encouragement to peers.
Demonstrates some level of awareness of and sensitivity to diversity amongst peers. |
Offers constructive feedback regularly.
Formulates the merits of alternative ideas or proposals and communicates them to peers.
Offers support and encouragement to peers.
Demonstrates a high level of awareness of and sensitivity to diversity amongst peers. |
Always offers detailed constructive feedback that is specific and appropriate.
Expertly articulates the merits of alternative ideas or proposals and communicates them effectively to peers.
Provides expert assistance, support, and encouragement to peers.
Consistently demonstrates a high level of awareness of and sensitivity to diversity amongst peers. |
| Use of academic and discipline conventions and sources of evidence
10% |
Poorly written with errors in spelling, grammar.
Demonstrates inconsistent use of good quality, credible and relevant research sources to support and develop ideas.
There are mistakes in using the APA style.
|
Is written according to academic genre (e.g. with introduction, conclusion or summary) and has accurate spelling, grammar, sentence and paragraph construction.
Demonstrates consistent use of credible and relevant research sources to support and develop ideas, but these are not always explicit or well developed. There are no mistakes in using the APA style. |
Is well-written and adheres to the academic genre (e.g. with introduction, conclusion or summary).
Demonstrates consistent use of high quality, credible and relevant research sources to support and develop ideas.
There are no mistakes in using the APA style.
|
Is very well-written and adheres to the academic genre.
Demonstrates consistent use of good quality, credible and relevant research sources to support and develop appropriate arguments and statements.
Shows evidence of reading beyond the key reading
There are no mistakes in using the APA style. |
Expertly written and adheres to the academic genre.
Demonstrates expert use of high-quality, credible and relevant research sources to support and develop arguments and position statements. Shows extensive evidence of reading beyond the key reading
There are no mistakes in using the APA Style. |
Learning Rubric: Part B – Module 5 Discussion Forum
| Assessment Attributes | Fail (0-49) |
Pass (50-64) |
Credit (65-74) |
Distinction (75-84) |
High Distinction (85-100) |
| Justification and application of tools and techniques for managing quality of a project
60% |
Fails to justify or apply tools and/or techniques for managing quality of a project. | Justifies and applies tools and techniques for managing quality of a project but resembles a recall or summary of key ideas.
Often conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/course materials.
|
Justifies and applies tools and techniques for managing quality of a project
Supports personal opinion and information substantiated by evidence from the research/course materials.
Demonstrates a capacity to explain and apply relevant concepts. |
Evaluates, justifies and applies tools and techniques for managing quality of a project to address project outcomes.
Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials.
Well demonstrated capacity to explain and apply relevant concepts.
|
Critically evaluates, justifies and applies tools and techniques for managing quality of a project to address project outcomes and success.
Critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials
Critically applies concepts to new situations/further learning.
|
| Constructive feedback to peers
30% |
Fails to offer any feedback.
No support or encouragement to peers.
No awareness or sensitivity to diversity amongst peers. |
Offers feedback but rarely constructive or useful.
Feedback is not always clear or specific to guide peers.
Little support or encouragement to peers.
Demonstrates little awareness of and/or sensitivity to diversity amongst peers. |
Offers feedback that is sometimes constructive or useful.
Feedback is provided with examples to guide peers.
Some support and encouragement to peers.
Demonstrates some level of awareness of and sensitivity to diversity amongst peers. |
Offers constructive feedback regularly.
Formulates the merits of alternative ideas or proposals and communicates them to peers.
Offers support and encouragement to peers.
Demonstrates a high level of awareness of and sensitivity to diversity amongst peers. |
Always offers detailed constructive feedback that is specific and appropriate.
Expertly articulates the merits of alternative ideas or proposals and communicates them effectively to peers.
Provides expert assistance, support, and encouragement to peers.
Consistently demonstrates a high level of awareness of and sensitivity to diversity amongst peers. |
| Use of academic and discipline conventions and sources of evidence
10% |
Poorly written with errors in spelling, grammar.
Demonstrates inconsistent use of good quality, credible and relevant research sources to support and develop ideas.
There are mistakes in using the APA style.
|
Is written according to academic genre (e.g. with introduction, conclusion or summary) and has accurate spelling, grammar, sentence and paragraph construction.
Demonstrates consistent use of credible and relevant research sources to support and develop ideas, but these are not always explicit or well developed. There are no mistakes in using the APA style. |
Is well-written and adheres to the academic genre (e.g. with introduction, conclusion or summary).
Demonstrates consistent use of high quality, credible and relevant research sources to support and develop ideas.
There are no mistakes in using the APA style.
|
Is very well-written and adheres to the academic genre.
Consistently demonstrates expert use of good quality, credible and relevant research sources to support and develop appropriate arguments and statements. Shows evidence of reading beyond the key reading
There are no mistakes in using the APA style. |
Expertly written and adheres to the academic genre.
Demonstrates expert use of high-quality, credible and relevant research sources to support and develop arguments and position statements. Shows extensive evidence of reading beyond the key reading
There are no mistakes in using the APA Style. |
Learning Rubric – Part C: Cost and Quality Management Plans
| Assessment Attributes | Fail (0-49) |
Pass (50-64) |
Credit (65-74) |
Distinction (75-84) |
High Distinction (85-100) |
| Knowledge and understanding of Cost and quality management
60% |
Neglects one or more elements of cost and quality management plan.
Key components of the assignment are not addressed. |
Completes all elements of cost and quality management plan.
Resembles a recall or summary of key ideas.
Often conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/course materials. |
Elaborates all elements of cost and quality management plan.
Supports personal opinion and information substantiated by evidence from the research/course materials.
Demonstrates a capacity to explain and apply relevant concepts. |
Elaborates all elements of cost and quality management plan and identifies the issues impacting cost and quality management planning as they effect project outcomes.
Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
Well demonstrated capacity to explain and apply relevant concepts. |
Critically evaluates all elements of cost and quality management plan to address project brief and elaborates the issues impacting cost and quality management planning as they effect project outcomes and success.
Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
Mastery of concepts and application to new situations/further learning. |
| Use of academic and discipline conventions and sources of evidence
10% |
Poorly written with errors in spelling, grammar.
Demonstrates inconsistent use of good quality, credible and relevant research sources to support and develop ideas.
There are mistakes in using the APA style. |
Is written according to academic genre (e.g. with introduction, conclusion or summary) and has accurate spelling, grammar, sentence and paragraph construction.
Demonstrates consistent use of credible and relevant research sources to support and develop ideas, but these are not always explicit or well developed.
There are no mistakes in using the APA style. |
Is well-written and adheres to the academic genre (e.g. with introduction, conclusion or summary).
Demonstrates consistent use of high quality, credible and relevant research sources to support and develop ideas.
There are no mistakes in using the APA style. |
Is very well-written and adheres to the academic genre.
Consistently demonstrates expert use of good quality, credible and relevant research sources to support and develop appropriate arguments and statements.
Shows evidence of reading beyond the key reading
There are no mistakes in using the APA style. |
Expertly written and adheres to the academic genre.
Demonstrates expert use of high-quality, credible and relevant research sources to support and develop arguments and position statements.
Shows extensive evidence of reading beyond the key reading
There are no mistakes in using the APA Style. |
| Effective communication
30% |
Difficult to understand for audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence.
No effort is made to keep audience engaged, audience cannot follow the line of reasoning.
Little use of presentation aids, or the presentation aids and material used are irrelevant. |
Information, arguments and evidence are presented in a way that is not always clear and logical.
Attempts are made to keep the audience engaged, but not always successful.
Line of reasoning is often difficult to follow. Presentation aids are used more for effect than relevance. |
Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments.
The audience is mostly engaged, line of reasoning is easy to follow.
Effective use of presentation aids. |
Information, arguments and evidence are very well presented, the presentation is logical, clear and well supported by evidence.
Engages the audience, demonstrates cultural sensitivity.
Carefully and well prepared presentations aids are used. |
Expertly presented; the presentation is logical, persuasive, and well supported by evidence, demonstrating a clear flow of ideas and arguments.
Engages and sustains audience’s interest in the topic, demonstrates high levels of cultural sensitivity
Effective use of diverse presentation aids, including graphics and multi-media. |
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