Project Plan Assessment: Instructions Criteria & Tips

Assessment Overview

This task addresses the following Unit Learning Outcomes 

[LO 1]Critically review and evaluate relevant literature and associated resources 
[LO 2]Develop an appropriate protocol for the project based on the health-related partners’ needs
[LO 3]Communicate project requirements with university and health-related partner 
[LO 4]Collaboratively work with a team, using project management skills 

• Group assessment 
• Assessment type:  Project plan and associated documents 
• Weighting : 40%
• Word count  : See below for explanation 
• Due date : 10:00 hrs Monday 11 ^th  August 2025
• Submission procedure:  One group member will submit all required templates online in this submission space. For this assessment, you may submit as many times as you like before the due date. Your assessment will be checked for plagiarism with a Similarity Report generated through Turnitin. You will be able to review the Similarity Report immediately. The unit convenor can see each of your submissions and the associated Similarity Report. If you choose to submit more than once, the final uploaded file will be marked.
• Feedback date : Approximately 1-2 week/s after submission.
• Referencing style:  APA 7
• Who will see your work?  Unit convenor, marker, Turnitin
• Use of generative AI (genAI) in this unit: Assessments in this unit should be completed entirely without genAI assistance. 

Assessment explanation

Task

The aim of this assessment is for you to collate a project proposal using the template provided. This assignment should be submitted in your project groups.

Please allocate yourself to a group on Canvas even if you are working individually on a project, this will allow us to mark both groups with multiple students and those working individually. If you are working in a group, you will need to work with people in your teaching block. If there is extenuating reason/s why this is not the case you will need to negotiate with the unit convenor how your group will work.

Instructions

Word limit:

• This assessment does not have a specified word limit as this will be different depending on your project. The only restriction is that your background should be no more than four paragraphs.
• If you are unsure of the depth or specificity to include in your plan please use the assigned marks on the rubric as an indicator, in addition you can speak to your unit convenor.

Submission requirements: 

• Please ensure you fill out and upload the following templates:
  • Project plan 
  • Schedule
  • Budget (if required by your partner organisation)
  • Communication Plan
  • Risk Register
• You are required to submit your assignment as a Word document  electronically via Canvas.
• Use 11 or 12 points in a neutral font
• Write in third-person perspective
• Please ensure you include an assignment cover sheet with your submission.
• You will be expected to support ALL your claims or opinions with evidence-based resources. You are required to use in-text referencing and a complete reference list using APA 7th edition referencing
• EndNote use is recommended to manage your citations and reference list. More information on how to use EndNote is available on the library website.

Assessment Requirements Summary

The assessment requires students to create a comprehensive project plan and related documents for a health-related project. It's a group assignment worth 40% and has no specific word count, though the background section is limited to four paragraphs. The key documents to be submitted are:

• Project plan: A detailed overview of the project.

• Schedule: A timeline for project activities.

• Budget: A financial plan, if the partner organization requires it.

• Communication Plan: A strategy for communicating with team members and stakeholders.

• Risk Register: A log of potential risks and mitigation strategies.

The project should be based on the needs of a health-related partner. Students are expected to use APA 7th edition referencing, submit a single Word document via Canvas by the deadline, and work collaboratively in their assigned groups. The use of generative AI is strictly prohibited.

Academic Mentor's Approach

The academic mentor guided the student through the assessment with a step-by-step approach, ensuring all learning objectives were met. The process was broken down into manageable phases, each focusing on a specific requirement of the project.

1. Understanding the Project & Literature Review (LO 

First, the mentor worked with the student to understand the needs of their assigned health partner. They emphasized the importance of a thorough literature review. The mentor guided the student on how to critically evaluate existing research and resources to inform their project. This involved identifying gaps in current knowledge and using evidence to support their proposed plan, which directly addressed LO 

2. Developing the Project Protocol (LO 2)

Next, the mentor helped the student translate the insights from the literature review into a structured project protocol. This phase focused on developing a detailed project plan that aligned with the health partner's specific needs. The mentor explained how to create a clear scope, define project goals, and outline the methodology. This section directly addressed LO 2, as it involved creating a project protocol tailored to the partner's requirements.

3. Communication and Collaboration (LO 3 & LO 4)

With the plan in place, the focus shifted to the collaborative and communication aspects of the project. The mentor explained the importance of the Communication Plan and the Risk Register.

• Communication Plan: The mentor guided the student on how to define roles, establish regular meeting schedules, and create a clear communication hierarchy. This ensured the team could effectively communicate with each other and the university/health partner, addressing LO 3.

• Risk Register: The mentor taught the student how to identify potential risks (e.g., resource shortages, scheduling conflicts) and develop proactive mitigation strategies. This taught the student crucial project management skills, a key component of LO 4.

Finally, the mentor guided the student on filling out the remaining templates, including the Schedule and Budget, ensuring all components of the submission were completed accurately and met the submission requirements (e.g., third-person perspective, APA 7 referencing).

Final Outcome and Learning Objectives

The final outcome of this guided process was a complete and well-structured project plan and its associated documents, ready for submission. The student successfully integrated all components into a single Word document, adhering to all formatting and referencing guidelines.

The process ensured the student achieved all unit learning outcomes:

• LO 1: The student demonstrated the ability to critically review and evaluate relevant literature by using it to inform the background and methodology of their project plan.

• LO 2: The student developed an appropriate project protocol by creating a detailed plan that was tailored to their health partner's needs.

• LO 3: The student effectively communicated project requirements through the creation of a clear communication plan, showing they could interact professionally with both university and health-related partners.

• LO 4: The student demonstrated collaborative and project management skills by working within a group and developing a comprehensive risk register to manage potential issues.

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