Read a case study based on a fictional company and prepare a Statement of Work (SOW) based on the information contained in the case study.

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Assessment Information
COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969
This material has been reproduced and communicated to you by or on behalf of Kaplan Business School pursuant to Part VB of the Copyright Act 1968 (‘Act’). The material
in this communication may be subject to copyright under the Act. Any further reproduction or communication of this material by you may be the subject of copyright protection
under the Act. Kaplan Business School is a part of Kaplan Inc., a leading global provider of educational services. Kaplan Business School Pty Ltd ABN 86 098 181 947 is a
registered higher education provider CRICOS Provider Code 02426B.
Assessment Information
Subject Code: MBA41
Subject Name: Strategic Project Management
Assessment Title: Statement of Work (SOW)
Weighting: 30%
Total Marks: 30
Word Limit:
Due Date:
2,000 words
Monday of Week 5, 11:55pm AEST
.
Assessment Description
.
You are required to read a case study based on a fictional company and prepare a Statement of
Work (SOW) based on the information contained in the case study.
The case study will be provided to you in due course.
You will be required to include a minimum of 15 references in your Statement of Work at least 5 of
which must come from academic journals or textbooks.
COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969
This material has been reproduced and communicated to you by or on behalf of Kaplan Business School pursuant to Part VB of the Copyright Act 1968 (‘Act’). The material in this communication may be subject to copyright under the Act. Any further
reproduction or communication of this material by you may be the subject of copyright protection under the Act. Kaplan Business School is a part of Kaplan Inc., a leading global provider of educational services. Kaplan Business School Pty Ltd ABN 86
098 181 947 is a registered higher education provider CRICOS Provider Code 02426B.
Criteria F (Fail)
0%-49%
P (Pass)
50%-64%
CR (Credit)
65%-74%
D (Distinction)
75% – 84%
HD (High Distinction)
85%-100%
Mark
Assessment Content (Subject Specific) OUT OF 24 MARKS
Statement of Work
Introduction/Background
Project Scope
Introduction/Background
and Project Scope fails to
canvass relevant
information from case
study including general
description of the project
and outline of what is and
is not included in the
project in broader terms
Reasonable treatment of
Introduction/Background and
Project Scope canvassing
relevant information from
case study including general
description of the project and
outline of what is and is not
included in the project in
broader terms
Inclusive treatment of
Introduction/Background and
Project Scope canvassing
relevant information from case
study including general
description of the project and
outline of what is and is not
included in the project in
broader terms
In depth treatment of
Introduction/Background and
Project Scope canvassing
relevant information from case
study including general
description of the project and
outline of what is and is not
included in the project in
broader terms
Extensive treatment of
Introduction/Background and
Project Scope canvassing
relevant information from case
study including general
description of the project and
outline of what is and is not
included in the project in
broader terms
/6
Statement of Work
Work Requirements
Few specific project tasks
identified and described.
Work requirements not
separated into project
phases. Understanding of
project life cycle phases
and chronology of specific
project tasks within project
phases not demonstrated.
Sufficient list prepared
identifying and describing
specific project tasks within
each project phase.
Demonstration of basic level
understanding of project life
cycle phases and chronology
of specific project tasks within
project phases.
Ample list prepared
identifying and describing
specific project tasks within
each project phase.
Demonstration of solid level
understanding of project life
cycle phases and chronology
of specific project tasks
within project phases.
Broad list prepared identifying
and describing specific project
tasks within each project
phase. Demonstration of high
level understanding of project
life cycle phases and
chronology of specific project
tasks within project phases.
Comprehensive list prepared
identifying and describing
specific project tasks within
each project phase.
Demonstration of advanced
level understanding of project
life cycle phases and chronology
of specific project tasks within
project phases.
/6
Statement of Work
Schedules/Milestones
Pricing
Inaccurate tabulation of
Schedules/Milestones and
Pricing. Schedule of
deliverables and
milestones for the project
not outlined. Costs
associated with each
phase of the project not
outlined.
Reasonably accurate
tabulation of
Schedules/Milestones
and Pricing. Schedule of
deliverables and
milestones for the project
outlined. Costs
associated with each
phase of the project
outlined.
Accurate tabulation of
Schedules/Milestones and
Pricing. Schedule of
deliverables and milestones
for the project outlined. Costs
associated with each phase of
the project outlined.
Highly accurate tabulation of
Schedules/Milestones and
Pricing. Schedule of
deliverables and milestones
for the project outlined. Costs
associated with each phase of
the project outlined.
Precise tabulation of
Schedules/Milestones and
Pricing. Schedule of
deliverables and milestones for
the project outlined. Costs
associated with each phase of
the project outlined.
/6
Statement of Work
Acceptance Criteria
Acceptance Criteria fails to
canvass relevant
information from case
study including a
description of how both
parties will know when the
work is acceptable, how it
will be accepted, and who
is authorized to accept the
work.
Reasonable treatment of
Acceptance Criteria
canvassing relevant
information from case
study including a
description of how both
parties will know when
the work is acceptable,
how it will be accepted,
and who is authorized to
accept the work.
Inclusive treatment of
Acceptance Criteria
canvassing relevant
information from case study
including a description of how
both parties will know when
the work is acceptable, how it
will be accepted, and who is
authorized to accept the work.
In depth treatment of
Acceptance Criteria
canvassing relevant
information from case study
including a description of how
both parties will know when
the work is acceptable, how it
will be accepted, and who is
authorized to accept the work.
Extensive treatment of
Acceptance Criteria canvassing
relevant information from case
study including a description of
how both parties will know when
the work is acceptable, how it
will be accepted, and who is
authorized to accept the work.
/6
Structure Format and Presentation OUT OF 6 MARKS
COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969
This material has been reproduced and communicated to you by or on behalf of Kaplan Business School pursuant to Part VB of the Copyright Act 1968 (‘Act’). The material in this communication may be subject to copyright under the Act. Any further
reproduction or communication of this material by you may be the subject of copyright protection under the Act. Kaplan Business School is a part of Kaplan Inc., a leading global provider of educational services. Kaplan Business School Pty Ltd ABN 86
098 181 947 is a registered higher education provider CRICOS Provider Code 02426B.
Assessment Marking Rubric
Answer clearly and logically
presented
Serious lack of organization.
Body paragraphs do not refer
back to or relate to main
arguments. Writing is
formulaic, i.e. “in
conclusion,” “another
example is….”
Writing style could be more
effective. Organization is hard
to follow; there is little
progression of ideas. Little or
no transitions between
paragraphs. Need to more
effectively weave main
arguments throughout and
relate body paragraphs.
Paragraphs are generally well
organized. Better transitions
needed. The progression of
ideas could be more
thoughtful. Paragraphs relate
back to main arguments to
prove argument.
Ideas & arguments are well
structured. Thoughtful
progression of ideas and
details. Sound transitions
between paragraphs. Major
arguments are effectively
made.
Ideas & arguments are
effectively structured. Thoughtful
progression of ideas and details.
Excellent transitions between
paragraphs. Concluding
comments leave the reader
thinking. Major arguments are
effectively woven throughout
everybody paragraph, with ideas
always related back to main
arguments.
/1
Appropriate theory and
research used to answer
question posed
The critique does not have
appropriate structure and lacks
direction. No significant
observations made from
appropriate theory and
research. Poor writing and
expression of arguments.
Reasonable critique which
examines the relevant issues
and makes reasonable
observations made from
appropriate theory and
research. Reasonable writing
and expression of arguments.
Good critique examines the
relevant issues and makes
good observations from
appropriate theory and
research. Good writing and
expression of arguments.
A very good critique
considered all the relevant
issues and made important
observations made from
appropriate theory and
research. Very good writing
and expression of arguments.
Fully considered all the relevant
issues and made significant
observations made from
appropriate theory and
research. Excellent writing and
expression of arguments.
/1
Correct academic writing style
used, including correct
spelling, grammar and
punctuation
Needs more sentence variety.
Little or no thought given to
diction. Tone or language is
conversational. Contains much
informal language. Uses “I” or
“you.” Contains many
examples of unclear or
awkward phrasing.
Needs more sentence variety.
Attention needed with diction.
Contains informal language or
conversational tone, or uses “I”
or “you.” Unclear or awkward
sentence phrasing.
Sentence variety is adequate.
Tone is appropriate. Diction is
clear, but could be more
effective. Language is
academic, and writing is clear
and effective. Very little or no
unclear or awkward phrasing.
Sentence variety is effective and
good. Tone is appropriate and
consistent. Diction/ vocabulary is
appropriate and effective.
Language is academic. Writing
is clear, and concise.
Sentence variety is effective and
sophisticated. Tone is
appropriate and consistent.
Diction/ vocabulary is
sophisticated and effective.
Language is academic. Writing
is clear, concise, and strong.
/1
Format of answer consistent
with question requirements and
KBS guidelines
No efforts made to follow
submission and editing,
spacing, etc requirements.
Meets most editing, spacing,
fonts, and other editing
requirements. Some
requirements not met.
Meets editing, spacing, fonts,
and other editing
requirements.
Meets almost all editing,
spacing, fonts, and other
editing requirements.
Meets all editing, spacing, fonts,
and other editing requirements.
/1
In-text referencing and
reference list follows Harvard
style and consistent with KBS
guidelines
Inappropriate referencing.
Not in-line with requirements
of Harvard style and
consistent with KBS
guidelines.
Reasonably appropriate
referencing, generally in-line
with requirements of Harvard
style and consistent with KBS
guidelines.
Good referencing, largely inline
with requirements of
Harvard style and consistent
with KBS guidelines.
Very good referencing, 100%
in-line with requirements of
Harvard style and consistent
with KBS guidelines.
Excellent/appropriate
referencing, 100% in-line with
requirements of Harvard style
and consistent with KBS
guidelines.
/1
Word count is within + / – 10%
of requirement
Word count is within + / –
more than 15% of
requirement
Word count is within + / –
15% of requirement
Word count is within + / – 10%
of requirement
Word count is within + / – 5%
of requirement
Word count is within
+ / – 0% of
requirement
/1
Comments: /24
/6
/30