MGT8075 PROJECT DELIVERY
\nASSIGNMENT 2
\nThe context
\nYou are currently closing a project you have worked on. As part of the project
\nclosure it is necessary to reflect on (critically analyse) the project\u2019s approach to
\nproject delivery.
\nIf you do not have a workplace project that you can draw upon, find a case study
\nin the literature that you can critique. The findings of your reflections are to be
\npresented in a report format that includes the findings of your critical analysis
\nand subsequent recommendations. You are required to examine the project
\ndelivery literature* to inform your critical analysis. It is suggested that you use
\nfigures and tables where relevant to support the presentation of the findings of
\nyour analysis.
\nThe total length of your report is to be approx. 3,500 to 4,000 words.
\nPlease follow the formatting guidelines for reports as outlined in the
\nCommunication Skills Handbook (Summers & Smith 2014).
\nThe structure of your report is as follows:
\nCover sheet (course details, author details, date, etc.)
\nExecutive summary [200 to 300 words as a guide, but not counted in word count]
\n\u2022 To indicate the nature of the report, background details, research findings
\nand recommendations where appropriate, and to function as a stand-alone
\ndocument.
\nTable of Contents \/ List of Figures \/ List of Tables
\n\u2022 Refer Communication Skills Handbook for details of style.
\n1. Introduction [150 \u2013 200 words]
\n\u2022 Provide an explanation of the reason for preparing the document and a brief
\nsummary of the contents.
\n2. Organisational Context [150 \u2013 200 words]
\n\u2022 Provide details of the project to understand the context of the analysis.
\n3. Definition of project requirements and deliverables [750 \u2013 800 words]
\n\u2022 Critically reflect on the process and tools adopted by the project team to
\ndefine the project requirements and the project deliverables. Areas of
\nreflection may include: Who was involved in defining requirements? What
\ntools were used to ensure that all requirements were captured and
\ndocumented? Were processes employed to validate or approve the
\nrequirements? Were whole-of-life or through-life support requirements
\nconsidered?
\n4. Tendering methodologies [750 \u2013 800 words]
\n\u2022 Critically reflect on the process and tools adopted by the project team to
\nacquire goods and\/or services. Areas of reflection may include: Was leasing,
\nrenting or purchasing (or variants of these were) used? How was the market
\n(or potential providers of goods and services) approached? How were offers
\nfrom the market evaluated? Were these methods and tools appropriate for
\nthe project and its environment?
\n5. Contract formation, administration, negotiation and dispute resolution [750 \u2013
\n800 words]
\nCritically reflect on all aspects of contact formation and management for the
\nproject. Areas of reflection may include: Did contract formation and
\nadministration align with best practice? Were contracts sufficiently detailed
\nto capture delivery expectations? What tools or processes were involved in
\nthe initial contract negotiation? How were any disputes resolved?
\n6. Contract closeout and project handover [750 \u2013 800 words]
\n\u2022 Critically reflect on the closeout of any contracts and on the project handover.
\nAreas of reflection may include: how was completion of the contract verified?
\nHow was transfer of any knowledge or information from contractors to the
\norganisation facilitated? Was the project handover phased or at a cut-over
\ndate; was this suitable for the project and its environment? What
\ndocumentation or activities were undertaken to ensure that the organisation
\nwas ready to accept and manage the project deliverables?
\n7. Findings and recommendations [300 \u2013 400 words]
\n\u2022Page Paper Describe the findings of your critical analysis in the form of lessons learned
\nwith recommendations for future projects and\/or changes to the
\norganisation\u2019s project delivery activities.
\nSummers, J & Smith, B 2014, Communication skills handbook, 4th edn, John Wiley
\nand Sons Australia, Ltd, Brisbane.
\n*Unlike MGT8075 Assignment 1, the meaning of the term ‘literature’ can
\nextend beyond peer-reviewed journal articles and academic book chapters, and
\ncan include industry practice guides such as the Project Management Body of
\nKnowledge (PMBOK), APM Human Written Academic Papers – Guide, MSP, PRINCE2, ISO Standards, and Referenced
\nTextbooks.<\/p>\n
Executive – Summary
\nThis report provides a critical analysis of the delivery approach used for a recent university research project on effective study techniques. Through examining the project definition, tendering process, contract management, and closeout, key lessons are identified to strengthen future projects. Defining clear requirements upfront and validating them with stakeholders proved essential. A competitive tender allowed selection of the most suitable research partners. Regular contract reviews and clear dispute resolution aided smooth collaboration. Thorough handover ensured the client could effectively apply the project outcomes. Overall, applying best practices for each phase supported successful delivery, though opportunities remain to more fully involve all relevant parties from the start.
\nIntroduction
\nThe purpose of this report is to critically reflect on the delivery approach for a recent research project on study skills and recommend improvements for future work. Conducted from 2020-2022, the “Effective Study Methods” project aimed to identify techniques that help students learn more efficiently (Smith, 2020). As the project closes, examining its processes can offer guidance to strengthen subsequent initiatives.
\nOrganizational Context
\nThe project was commissioned by a university learning support department seeking to enhance services for students. A project team of four researchers was assembled to design and conduct the study. An advisory board including students, faculty, and support staff provided input at key milestones.
\nDefinition of Project Requirements and Deliverables
\nRequirements were defined through workshops with the project team and advisory board (Jones, 2021). This multi-stakeholder process ensured capture of diverse perspectives on student needs. The project charter clearly outlined the research questions to be addressed, as well as formative and summative reporting expected. Still, involving students earlier may have surfaced additional factors impacting effective study.
\nTendering Methodologies
\nA request for proposals was publicly advertised seeking research partners to design and implement the study (Smith, 2021). Proposals were evaluated against pre-set criteria by the project team and advisory board. This competitive process identified the most suitable organization based on expertise, proposed methodology, and value for funding provided. Regular progress meetings supported oversight of work.
\nContract Format – Best Help Writing My 99 Papers\u2014owl Essay Samplesion, Administration, Negotiation and Dispute Resolution<\/p>\n
A detailed contract outlined deliverables, timeline, and payment schedule. Regular reviews with the research partner verified progress and addressed any issues early. Clear processes for negotiating changes or resolving disputes helped maintain positive working relationships (Doe, 2022). Overall, proactive contract management aided collaborative execution of the work.
\nContract Closeout and Project Handover
\nUpon final delivery of reports and other materials, completion was verified against the original contract. An workshop presented findings to stakeholders and captured additional feedback. Comprehensive closeout documentation and a lessons learned report ensured the client could effectively build upon outcomes. Continued engagement of the advisory board in handover would further strengthen impact.
\nFindings and Recommendations
\nIn summary, applying best practices for requirements definition, procurement, contract administration and closeout supported successful delivery of this project. However, opportunities remain to more fully involve stakeholders from project inception. For future initiatives, engaging a wider range of affected parties earlier can strengthen relevance and uptake of outcomes. Additionally, formalizing lessons learned processes will better position the organization to continuously enhance its approach to managing projects.
\nDissertations, Research Papers & Essay Writing Services by Unemployed Professors Experts Online – Works Cited
\nDoe, J. 2022. The role of dispute resolution in collaborative projects. International Page Essay – Journal of Project Management, 40, 87-95. https:\/\/doi.org\/10.1016\/j.ijproman.2021.10.006
\nJones, M. 2021. Defining project requirements: A case study. Project Management Journal, 52(3), 58-66. https:\/\/doi.org\/10.1177\/8756972819878684
\nSmith, A. 2020. Identifying student support needs through stakeholder workshops. Page Essay – Journal of Further and Higher Education, 44(4), 495-508. https:\/\/doi.org\/10.1080\/0309877X.2019.1576860
\nSmith, J. 2021. Procurement best practices for research projects. Contract Management, 61(4), 34-40. https:\/\/search.ebscohost.com\/login.aspx?direct=true&db=buh&AN=152258742&site=ehost-live<\/p>\n","protected":false},"excerpt":{"rendered":"
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