PROJ6005_Assessment_2_Brief_07112017.Docx Page 1 of 6

ASSESSMENT BRIEF

Subject Code and Title PROJ6005 Sustainability in Project Portfolio and Program Management

Assessment Assessment 2: Portfolio Management Planning Report

Individual/Group Individual

Length No longer than 2000 words

Learning Outcomes 1. Critically evaluate the strategic value of project

management and project portfolio management,

paying particular attention to their potential

impact on project management life cycles,

project offices, change management, resource

management and organisational change.

2. Demonstrate understanding and initiative in the

application of project portfolio management

tools, techniques and processes to achieve

improved business practices and performance

and integrate sustainable project outcomes.

Submission Final Report - By 11:55pm AEST/AEDT Sunday end of Module 4

Weighting Final report - 25%

Total Marks 25 Marks

Context:

Assessment 2 is designed to develop your planning skills and ensure that you become

familiar with a range of factors and issues that need to be considered if an organisation

embarks upon an initiative to introduce project portfolio management. How an organisation

views project portfolio management will depend on its size and project needs and the

perceived impact of the initiative in terms of strategic organisational value, resource

allocation optimisation and meeting its sustainability goals. Project managers can become

an integral part of the design and planning process for the successful introduction of

portfolio management into an organisation through their knowledge and utilisation of the

different ‘best practice’ tools and techniques for project and program management.

PROJ6005_Assessment_2_Brief_07112017.Docx Page 2 of 6

Instructions:

management function in order to improve the organisation’s strategic advantage, project

success and achieve its sustainability goals. Prior to developing the plan for the introduction

of the project portfolio management function, you are asked by Executive Management to

consider the way the organisation currently manages its project portfolio and then address

the following requirements:

Situational Context and Evaluation

How the organisation is likely to view the introduction of portfolio management

given its size and project needs?

How the organisation currently manages its projects and is there scope for

improvement?

How the organisation incorporates sustainability criteria into its business decision-

making process and its operations, including social equity, economic efficiency and

environmental performance? Is there scope for improvement and how might this be

achieved?

Opportunities and Threats

The likely successes that the organisation might experience by introducing a project

portfolio management process.

The likely challenges the organisation might face with the adoption of the project

portfolio management process and how would these challenges be overcome?

Development of the Plan

What would be the key elements of a plan to introduce project portfolio

management into the organisation and how would it impact the strategic goals?

What type of project portfolio management model would you propose for the

organisation and why?

How would you plan to implement project portfolio management into the

organisation?

Tools and Techniques

What tools/techniques are available for managing different types of project

portfolios and which ones would you propose for the organisation and why?

In considering these requirements, be mindful of the benefits of project portfolio

management but draw comparisons and highlight specific cases where any shift by the

organisation towards project portfolio management may have both positive and/or negative

For TESLA Company, you are asked to examine the introduction of a project portfolio

impacts. Include an analysis of the cost benefits for the implementation of project portfoliomanagement and components of implementation that you are presenting to the executive.

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Learning Activities and Output:

Final report to Executive Management – by end of Module 4 (25%)

Assessment Criteria

Final report to Executive Management:

Knowledge and understanding (10%)

Analysis and application with synthesis of new knowledge (30%)

Evaluation of information (30%)

Correct citation of key resources and evidence (10%)

Effective communication (20%)

Learning Resources

Resource on APA writing style:

Learning and Academic Skills Unit. (2016). Academic Writing Guide. APA 6th ed.

Sydney, Australia: Laureate Australia.

Resource on business report writing:

Victoria University of Wellington (2013). How to write a business report. School of

Marketing and Internal Business and Student Learning Support Service, Wellington,

New Zealand. http://www.victoria.ac.nz/vbs/teaching/publications/VBS-report-

writing-guide-2013-July.pdf

Refer to the subject planner for learning resources on Modules 1 to 4 to complete

Assessment 1.

PROJ6005_Assessment_2_Brief_07112017.docx Page 4 of 6

Learning Rubrics – Final report to Executive Management

Assessment Attributes

Fail (0-49)

Pass (50-64)

Credit (65-74)

Distinction (75-84)

High Distinction (85-100)

Knowledge and understanding

(10%)

Limited understanding of required concepts and knowledge

Key components of the assignment are not addressed.

Knowledge or understanding of the field or discipline. 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.

Thorough knowledge or understanding of the field or discipline/s. Supports personal opinion and information substantiated by evidence from the research/course materials.

Demonstrates a capacity to explain and apply relevant

concepts.

Highly developed understanding of the field or discipline/s. 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.

A sophisticated understanding of the field or discipline/s. 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.

Correct citation of key resources and evidence

(10%)

Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas. There are mistakes in using the APA style.

Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed.

Demonstrates use of high quality, credible and relevant resources to support and develop ideas. There are no mistakes in using the APA style.

Demonstrates use of good quality, credible and relevant resources to support and develop arguments and statements. Shows evidence of wide scope within

Demonstrates use of high-quality, credible and relevant resources to support and develop arguments and position statements. Shows evidence of wide scope within and without the

PROJ6005_Assessment_2_Brief_07112017.docx Page 5 of 6

There are no mistakes in using the APA style.

the organisation for sourcing evidence. There are no mistakes in using the APA style.

organisation for sourcing evidence. There are no mistakes in using the APA style.

Effective communication

(20%)

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. 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. Effective use of diverse presentation aids, including graphics and multi-media.

Evaluation of information

(30%)

Limited understanding of key concepts required to support the pitch. Confuses logic and emotion. Information taken from reliable sources but without a coherent analysis or synthesis.

Resembles a recall or summary of key ideas. Often conflates/confuses assertion of personal opinion with

Supports personal opinion and information substantiated by evidence from the research/course materials.

Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course

Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.

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Viewpoints of experts are taken as fact with little questioning.

information substantiated by evidence from the research/course materials. Analysis and evaluation do not reflect expert judgement, intellectual independence, rigor and adaptability.

Demonstrates a capacity to explain and apply relevant concepts. Identify logical flaws. Questions viewpoints of experts.

materials and extended reading. Well demonstrated capacity to explain and apply relevant concepts. Viewpoint of experts are subject to questioning. Analysis and evaluation reflect growing judgement, intellectual independence, rigor and adaptability.

Information is taken from sources with a high level of interpretation/evaluation to develop a comprehensive critical analysis or synthesis. Identifies gaps in knowledge. Exhibits intellectual independence, rigor, good judgement and adaptability.

Analysis and application with synthesis of new knowledge

(30%)

Limited synthesis and analysis. Limited application/recommendations

based upon analysis.

Demonstrated analysis and synthesis of new knowledge with application.

Shows the ability to interpret relevant information and

literature.

Well-developed analysis and synthesis

with application of recommendations

linked to analysis/synthesis.

Thoroughly developed and creative analysis and synthesis with application of pretested models and / or independently developed models and justified recommendations linked to analysis/synthesis

Highly sophisticated and creative analysis, synthesis of new with existing knowledge. Strong application by way of pretested models and / or independently developed models. Recommendations are clearly justified based on the analysis/synthesis. Applying knowledge to new situations/other cases.

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MODULE 2MODULE 2

Tools and Techniques for ManagingPortfolios

Introduction

Project portfolio selection is the periodic activity involved in selecting a portfolio of projects

from a set of new project proposals and existing projects currently underway. After

selecting a portfolio of projects, organisations use a variety of tools and techniques to

manage these portfolios. These techniques include approaches such as economic return,

market research, portfolio matrices, scoring models, optimization models and portfolio

decision support systems.

The video below talks about using emotional discipline when dealing with risk.

50Lessons (Producer). (2005). Use emotional discipline when handling risk, with James

Strachan [Video �le]. Stroud, England: The Corporate Learning Consortium.

This module will cover:

A variety of tools and techniques to manage a portfolio of projects

Best practices for selecting appropriate tools and techniques to use

This module will help you:

1. Identify and examine the tools and techniques required for managing di�erent typesof project portfolios

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MODULE 2MODULE 2

Tools and Techniques for ManagingPortfolios

Learning Resources

Required:

Morris, P and Pinto, J (2010) The Wiley Guide to Project, Program and PortfolioManagement,1st edition, Wiley, NJ

Chapter 5 'Project Portfolio Selection and Management'

Lessons (Producer). (2005). Use emotional discipline when handling risk, with JamesStrachan [Video �le]. Stroud, England: The Corporate Learning Consortium.

Anonymous. (2006). Calculating costs of a project portfolio management system.Baseline, (58), 53–56. 

Poettcker, B. A. (2009). SAP: An e�ective tool for managing multiple small projects.Cost Engineering, 51(3), 9–14.

Project Management Institute. (2014). PMBOK guide and standards

For Further Study:

Day, G. S. (2007, December). Is it real? Can we win? Is it worth doing? Managing riskand reward in an innovation portfolio. Harvard Business Review, 85(12), 110–120.

Koç, A., Morton, D. P., Popova, E., Hess, S. M., Kee, E., & Richards, D. (2009). Prioritizingproject selection.The Engineering Economist, 54(4), 267–297.

Müller, R., Glückler, J., & Aubry, M. (2013). A relational typology of projectmanagement o�ces. Project Management Journal 44(1), 59–76.

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Petit, Y. (2012, July). Organizing mechanisms for project portfolio management indynamic environments. Paper presented at the PMI Research and EducationConference 2012—North America, Limerick, Ireland. Proceedings, INC22901.PDF.Note:This article is located on the PMI website and you may obtain a copy with yourPMI membership.

PRINCE2. (2014).

Ernst and Young. (2013). Better Portfolio Evaluations. 

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MODULE 3MODULE 3

Implementing Portfolio ManagementProcesses

Introduction

Deloitte US. (2015). PPM Implementation. [Video �le]. Retrieved from

https://youtu.be/Ff3ry9WAqtg?list=PLl4by_vVwv0wWFJew4E6IvfNOzGFWeT8Q

Fostering a culture that supports project portfolio management and developing an

enlightened and supportive executive management team are essential stepping-stones to

successfully implementing project portfolio management. Establishing formal project

portfolio management practices provides a framework whereby more informed decisions

can be made. Such an e�ort inevitably involves implementing signi�cant changes that often

are met with initial resistance. To overcome this resistance, an organisation must recognise

that the success of any process-change e�ort depends on the ability of the employees to

understand the reasons for the change and the importance of their willingness to support

it. Thus, the senior leadership team should explicitly identify how project portfolio

management can address the organisation's critical needs and opportunities.

The video bellow talks about leading people through change and its transformation.

50Lessons (Producer). (2006). Leading people through change, with Amy Butte [Video �le].

Stroud, England: The Corporate Learning Consortium.

This module will cover:

Steps involved in implementing successful project portfolio management

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MODULE 3MODULE 3

Implementing Portfolio ManagementProcesses

Learning Resources

Required:

Kerzner, H (2010) Project Management Best Practices: Achieving Global Excellence,2nd edition, Wiley, NJ.

Chapter 14, ‘Project Portfolio Management’

EPMC (2011) Project Portfolio Management: A View from the Management Trenches,1st edition, Wiley, NJ.

Part II, ‘Project Portfolio Management: A Story’

Project Management Institute. (2013a). The standard for portfolio management (3rd

ed.). Newtown Square, PA: Project Management Institute. Retrieved from

http://www.pmi.org/

Chapter 2, ‘Portfolio Management Overview and Organization’

Deloitte US. (2015). PPM Implementation. [Video �le]. 

50 Lessons (Producer). (2006). Leading people through change, with Amy Butte.

[Video �le]. Stroud, England: The Corporate Learning

Müller, R., Glückler, J., & Aubry, M. (2013). A relational typology of project

management o�ces. Project Management Journal 44(1), 59–76.

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For Further Study:

Ash, R. (2009). An examination of engineering personnel assignment policies in the

multi-project, capacity constrained situation. Engineering Management Journal, 21(4),

58–70.

Bucero, A. (2012, October). Gaining executive support for project portfolio

management. Paper presented at the PMI Global Congress 2012—North America,

Vancouver, BC. Proceedings PSM01.PDF. 

Note: This article is located on the PMI website and you may obtain a copy with your

PMI membership.

Leonard, A., & Swanepoel, A. (2009). Project portfolio management implementation

pitfalls. South African Journal of Business Management, 41(3), 13–22.

PRINCE2. (2014).

Siegelaub, J. M. (2004, January). How PRINCE2 can complement PMBOK and your

PMP. Paper presented at the PMI Global Congress 2004—North America, Anaheim,

CA. Proceedings, PPF03.PDF.

Wideman, R. M. (2002). Comparing PRINCE2 with PMBoK. PM4Success. 

KPMG. (2011). Portfolio, Program and Project Management (PPM) Capabilities in

Government. 

Neverauskas, B., & Railaite R. (2013). Formation approach for project managementmaturity measurement. Economics and Management, 18 (2), 360–365.

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MODULE 4MODULE 4

Evaluating Portfolio ManagementPractices

Introduction

Many organisations have a well-de�ned and well-scoped strategic planning process;

however, the challenge is in the actual execution of organisational strategy. Linking projects

to strategic goals, however, is only one step in the ranking and evaluation process for a

project portfolio. The most important projects are the ones that provide the most business

value. It is important that value is clearly de�ned and assessed and that the organisation

use analytical techniques that are thoroughly de�ned and accepted across the organisation.

Business value is unique for each organisation and evaluating the impact of projects on that

value is a crucial step to portfolio management.

This module will cover:

The relationship between business value and the evaluation of project portfolios

How projects and portfolios impact business value and deliver bene�ts to anorganisation

This module will help you:

1. Understand the relationship between business value and project portfolio evaluationprocesses and practices

2. Identify the challenges faced in evaluating project portfolios

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MODULE 4MODULE 4

Evaluating Portfolio ManagementPractices

Learning Resources

Required:

Project Management Institute. (2013b). The standard for program management (3rd

ed.). Newtown Square, PA: Project Management Institute.

Chapter 1, ‘Introduction’

Chapter 4, ‘Program Bene�ts Management’

Cooper, R. G. (2009, March/April). E�ective gating. Marketing Management, 18(2), 12–

17. 

Hubbard, G. (2009). Measuring organizational performance: Beyond the triple bottom

line. Business Strategy and the Environment, 18(3), 177–191.

Smith, D., & Sonnenblick, R. (2013). From budget-based to strategy-based portfolio

management: A six-year case study. Research-Technology Management 56(5), 45–51.

For Further Study:

Modica, J. E., Rabechini, Jr., R., & Braun, E. M. (2010, October). Prioritization of a

portfolio of projects. Paper presented at the PMI Global Congress 2010—North

America, Washington, DC. Proceedings, ISS03NA10_LG.PDF. 

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Note: This article is located on the PMI website and you may obtain a copy with your

PMI membership.

PRINCE2. (2014). 

Ernst and Young. (2015). Unlocking the Value of Your Program Investments.