This is a group assessment.
Completion of PPMP20008 is like a project, there are likely things that went well and things that did not. Reflecting on the experience can be just as meaningful as retaining concepts taught.
This assessment item requires you to reflect on your participation in the course, identify lessons learnt, and consider what actions can be taken to address lessons and improve future study projects. Please note these learnings are based on your role as a student in PPMP20008 and not based on the case study.
You will need to determine a framework to base your lessons learnt on. In practice, lessons learnt discussions are usually framed in certain ways to illicit learnings from participants. Consider what is the most effective way to do this within the context of your group (Flex – if not in a group – for you as an individual), the course and the experience during the term.
You must develop, submit and present a 10 minute presentation (in Microsoft PowerPoint) discussing your reflection and lessons learnt, to your peers in week 12. If you are in a tutorial with more than 24 students, you may have to present in week 11 or within the lecture time in week 12. Make sure you discuss how your tutor is going to allocate presentation times. You must be prepared to answer questions from unit participants after your presentation.
Flex students will not present, however must submit a written set of presentation script. This script is to be submitted within the notes section of the PowerPoint slides.
You will be graded based on the quality of your presentation, the lessons learnt framework developed, the lessons shared, and the actions planned to address lessons for future study.
Make sure that you clearly present the information required for each assessment criteria. A rubric has also been provided as an indication of what would be expected for different grades against the criteria.
The presentation files must be submitted before Monday of week 12 and the presentations will be arranged during week 12. Depending on class sizes, some students may have to present in earlier weeks. If you are presenting before Monday of week 12, you must submit your presentation files prior to your presentation.
Title Page
Include a title page at the beginning of the Presentation slides with the following information:
- Student name/s and student number/s of all group members
- The unit identifier including the term and year (e.g. PPMP20008, T2, 2017), campus, tutors name, tutorial group.
- The document name (e.g. Lessons Learnt)
| Assessment Criteria | Allocated
marks |
|
| Your presentation will be assessed on the extent and quality to which it meets each of the following criteria:- | ||
| 1 | The framework for identifying lessons learnt would enable a meaningful lessons learnt process and address common issues experienced with lessons learnt in projects. | 5 |
| 2 | The lessons identified demonstrated deep reflection about the learning process. | 5 |
| 3 | SMART process improvement strategies were identified. (SMART – Specific, measurable, achievable, relevant, and time-bounded). | 5 |
| 4 | A clear flow of thought throughout the presentation with a clear purpose described in the introduction and a comprehensive conclusion. Professional presenting style as if being presented to a project board. For on campus students this will be determined through the presentation, flex via the presentation notes. | 5 |
| Total Marks | 20 | |
Ensure the presentation is appropriately formatted within slide and note/script limit: 10 to 20 slides, that there is clarity of expression, correct grammar, spelling and referencing. The presentation should cater for different learning preferences. Try not to read of your notes, this takes practice and confidence in the material being presented.
Note for on campus students – every student in the group must present to be awarded marks in this assessment. If you are unable to attend class during the time you were to present, you must submit a request for extension via Moodle, with supporting documentary evidence such as a doctor’s certificate. If the extension request is approved, you will then have to arrange another time with your tutor to do the presentation. In such cases, students will need to present as the full presentation and will be marked independently of the group.
The following page contains the Rubric.
| 0 marks | 1 mark | 2 marks | 3 marks | 4 marks | 5 marks | |
|---|---|---|---|---|---|---|
| 1. The framework for identifying lessons learnt would enable a meaningful lessons learnt process and address common issues experienced with lessons learnt in projects.
(5 marks) |
No lessons were identified and/or lessons identified did not relate to the assessment. | Generic lessons learnt have been identified.
There is no evidence of what framework or process was used to identify the lessons.
|
The framework for identifying lessons learnt has enabled lessons learnt to be identified, however they are generic in nature.
There is no evidence the process addressed common issues experienced with lessons learnt in projects. |
The framework for identifying lessons learnt has enabled a meaningful lessons learnt process.
There is no evidence the process addressed common issues experienced with lessons learnt in projects. |
The framework for identifying lessons learnt has enabled a meaningful lessons learnt process.
There is some evidence of the process may have addressed common issues experienced with lessons learnt in projects. |
The framework for identifying lessons learnt has enabled a meaningful lessons learnt process.
The process has addressed common issues experienced with lessons learnt in projects. |
| 2. The lessons identified demonstrated deep reflection about the learning process.
(5 marks) |
No lessons were identified and/or lessons identified did not relate to the assessment. | Lessons were identified, however they did not demonstrate any reflection about the learning process. | Some of the lessons identified, but not all lessons demonstrated an attempt to reflect on the learning process. | All lessons identified demonstrated an attempt to reflect on the learning process. | All lessons identified demonstrated a reasonable reflection about the learning process. | The lessons identified demonstrated deep reflection about the learning process. |
| 3. SMART process improvement strategies were identified. (SMART – Specific, measurable, achievable, relevant, time-bounded). (5 marks) | No strategies were identified and/or strategies did not relate to the assessment. | Strategies are identified but do not address any SMART criteria. | Strategies address two of the five SMART criteria. | Strategies address three of the five SMART criteria | Strategies address four of the five SMART criteria | Strategies to address improvements or leverage opportunities are described in terms of SMART, including being specific, measurable, achievable, relevant and time-bounded. |
| 4. A clear flow of thought throughout the presentation with a clear purpose described in the introduction and a comprehensive conclusion. Professional presenting style as if being presented to a project board. For on campus students this will be determined through the presentation, flex via the presentation notes.
(5 marks). |
The presentation did not have an introduction.
There was no conclusion. The information in the presentation did not flow in a logical manner and/or did not relate to the assessment. The presentation style was not appropriate. |
There was either an introduction or conclusion but not both.
The information in the presentation did not flow in a logical manner. The presentation style could have been improved. |
There was an introduction, a conclusion and the flow of information was reasonable.
The presentation style could have been improved. |
A clear flow of thought throughout the presentation with a clear purpose described in the introduction and a comprehensive conclusion.
The presentation style could have been improved. |
A clear flow of thought throughout the presentation with a clear purpose described in the introduction and a comprehensive conclusion.
Presenting style was reasonable for presenting to a project board. |
A clear flow of thought throughout the presentation with a clear purpose described in the introduction and a comprehensive conclusion.
Professional presenting style as if being presented to a project board. |
Assessment 5 Lessons Learnt Presentation Rubric
