| ASSESSMENT 1 BRIEF | |
| Subject Code and Title | MIS608 – Agile Project Management |
| Assessment | Research Report on Agile |
| Individual/Group | Individual |
| Length | 1500 words (+/- 10%) |
| Learning Outcomes | The Subject Learning Outcomes demonstrated by successful completion of the task below include: a) Undertake research to demonstrate an understanding of Agile concepts, tools and techniques |
| Submission | Due by 11:55pm AEST Sunday end of Module 2.2. |
| Weighting | 25% |
| Total Marks | 100 marks |
Task Summary
“The Philosopher’s product is his life” – Friedrich Nietzsche
Manifestos communicate beliefs, aims, intentions and views – they are a philosophy rather than a method. The Agile Manifesto is the philosophy from which Agile methods and frameworks have emerged.
This assessment is about ensuring that we understand the thinking or the ‘what’ of Agile in
preparation for learning the methods, practices, tools, and techniques associated with the ‘how’ of
Agile.
You will be required to prepare a report covering the following concepts and areas of knowledge:
- VUCA
- The Agile Manifesto
- The Case for Agile
- Agile vs. Waterfall
- A Comparison of Scrum and Kanban
- The influence of Lean on the Agile philosophy and practices
Context
Because careers in the world of Information Systems require being able to ‘do’, we focus on techniques which engender capability building. Agile is a complex and multi-facetted discipline. Because we are preparing you for professional practice in your future workplace – the assessment pathway takes a laddered approach to your learning to embed theoretical knowledge through active practice:
- Assessment 1 – Prepare – Understand theoretical foundations of Agile.
- Assessment 2 – Reflect – Develop your Agile Mindset and capability to work in an Agile team.
- Assessment 3 – Perform – An authentic assessment where you will apply the knowledge and skills you progressively develop in the subject to a business problem using Agile Project Management.
| Wk1 | Wk2 | Wk3 | Wk4 | Wk5 | Wk6 | Wk7 | Wk8 | Wk9 | Wk10 | Wk11 | Wk12 | |
| A1 | Theoretical foundations of Agile | A1 Due | ||||||||||
| A2 | Developing your Agile Mindset and reflecting on | A2 Due | ||||||||||
| A3 | Form Team | Working Agreement | Scrum vs. Kanban | Lead the Team | Setting up Team Board | Backlog | Planning and estimating | Retrospectives | Reviews | Release Planning | A3 Due |
Due attention needs to be paid to format, visual presentation and citation discipline (referencing) as this would be required in leading companies and consultancies which you would apply to in your future career.
Incorrect referencing demonstrates your capability as a researcher – it is evidence that you know how to find information from appropriate sources and can interpret and synthesise that information with skill at a Masters level.
Task Instructions
Your report will require 6 boxes, each one devoted to covering a specific knowledge area. There is no requirement for an introduction of conclusion using this method – your word count can be better used in the boxes:
1. Box 1 – VUCA.
To answer this question, you will need this article: Bennett, N., & Lemoine, G. J. (2014).
What a difference a word makes: understanding threats to performance in a VUCA world. Business Horizons, 57(3), 311–311. Which can be accessed via the Torrens online library
- According to this article which dimension is best addressed by ‘Agility’ and with
what techniques?
- For companies who only use Traditional (waterfall) project management – what options do they have to address complexity within their operating model?
- The term ‘Fail fast and fail cheap’ is commonly heard in Design Thinking. Which dimension of VUCA does this align to – and how does this mitigate the risk of this dimension?
- VUCA seems to capture many events that could be considered disaster or chaos – what counter position do the authors take and what are four strategies shared by the business leaders that Bennet & Lemoine interviewed?
None of these answers are ‘one word’ answers – we expect to see an explanation and reasoning backed by evidence as to why you have made your specific selection.
2. Box 2 – Authors of the Agile Manifesto.
- Select one of the following Agile methodologies:
- Scrum
- XP
- Crystal
- To which author of the Agile Manifesto is this methodology aligned?
- Briefly describe the framework in 2-3 sentences.
- Share a diagram which is a high-level representation of the selected framework.
- What do you believe the framework to which they are aligned is best suited?
3. Box 3 – Agile vs Waterfall.
What, in your opinion is the biggest similarity between Agile and Waterfall? Include evidence from two sources to back your claim. Why do you believe this would be the case?
4. Box 4 – The Case for Agile.
Several cases and examples have been included in the essential resources for this subject which illustrate how Agile can be beneficial for projects. Select one of these cases – ensuring that you clearly identify the case to which you are referring in your response with
appropriate referencing techniques. Consider the ‘triple constraint’ of Project Management,
also known as the ‘Iron Triangle’:
- In the case that you have selected – which of the triple constraints showed the greatest benefit from the move to Agile? Indicate why you say this and back your position with evidence from the case.
- What was the specific impact on quality? Include specific figures to back your position and explain why you believe this quality outcome was achieved.
5. Box 5 – A comparison of Scrum and Kanban.
- Kanban and Scrum are compatible Agile techniques which have both similarities and differences. Identify what you believe to be the most important differences are between the two techniques and explain why you think that this is the case. Ensure that you back your position with evidence from quality sources.
- Give three challenges that you could anticipate in using Kanban as a technique for managing your project for assessment 3, and what countermeasures you could put in place to mitigate these challenges.
6. Box 6 – The Influence of Lean on Agile philosophy and practice.
Kaizen is a very well-known Lean philosophy which originated in Lean manufacturing.
- Define what Kaizen means
- Review the 12 principles of the Agile Manifesto and identify 4 principles which demonstrate a close alignment to the principles of Kaizen.
- Explain why you have selected these four principles and what it is about that principle that you believe reflects the alignment.
Visual Appeal and Format
- Your report will need to be designed and completed in Word format – alternative package solutions (e.g. Canva) may not be used as they do not meet the university’s submission criteria.
- A cover page will be required which must include the following information:
- Subject Code
- Subject name
- Assessment number
- Assessment title
- Class CRN
- Learning Facilitator’s name
- Student name
- Student number (‘A’ number)
- The report must use font Arial or Calibri 11 point and be line spaced at 1.15 for ease of reading.
- You may use a tables or text boxes to create your six boxes based on what best meets your needs. You must pay careful attention to layout and how items fit on the pages.
- When diagrams or tables are used, due attention should be given to placement.
- Diagrams or tables must carry the appropriate captioning.
- A reference list is to be included on a separate page which meets the format requirements of the APA 7th Edition Referencing Guide.
Referencing
There are requirements for referencing this report using APA referencing style. It is expected that you reference any appropriate resources that were used in class and that you include five additional resources in the relevant subject areas based on readings and further research.
You are required to use DOIs, URLs and page and para numbers to reflect your capability and standing as a Masters level researcher.
It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here http://library.laureate.net.au/research_skills/referencing
Submission Instructions
Submit Assessment 1 via the Assessment link in the main navigation menu in MIS608 Agile Project Management. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
Academic Integrity Declaration
It is required that the below statement must be adhered to and added to your cover page:
I declare that except where I have referenced, the work I am submitting for this assessment task is my own work. I have read and am aware of Torrens University Australia Academic Integrity Policy and Procedure viewable online at http://www.torrens.edu.au/policies-and-forms
I am aware that I need to keep a copy of all submitted material and their drafts, and I will do so accordingly.
Signed by: Date:
Assessment Rubric
| Assessment Attributes | Fail (Yet to achieve minimum standard) 0-49% | Pass (Functional) 50-64% | Credit (Proficient) 65-74% | Distinction (Advanced) 75-84% | High Distinction (Exceptional) 85-100% |
| Visual Appeal and Format | |||||
| Cover Page 3% | No cover page is included. | Cover page is included but is missing most information. | Cover page is included but is missing key information. | Cover page is included with most required information. | Cover page is included with all required information. |
| Format 4% | Incorrect font and size is used with poor line spacing and large gaps in pagination or tables, or diagrams run over onto the next page unnecessarily. Reference list does not start on a new page | Either incorrect font and size is used or poor line spacing and large gaps in pagination. Reference list does not start on a new page. | Some errors in font use and line spacing. Some pagination problems. Reference list starts on a new page | Minor errors in font, spacing and format. Reference list starts on a new page | Font, spacing and format are in accordance with the requirements of the assignment brief. Reference list starts on a new page and applies the appropriate hanging indent technique |
| Spelling & Grammar 4% | Many errors in spelling or grammar obscure meaning of what student has written. | Spelling or grammar has errors but meaning remains clear. | Minor spelling or grammar errors. | No errors in spelling or grammar. | No errors in spelling or grammar. |
| Word Count 3 % | Does not adhere to the word count requirement of 1500 words (greater than +/- 20%) | Does not adhere to the word count requirement of 1500 words (+/- 20%) | Adheres to the word count requirement of 1500 words (+/- 10%) | Adheres to the word count requirement of 1500 words (+/- 10%) | Adheres to the word count requirement of 1500 words (+/- 5%) |
| VUCA | |||||
| Knowledge & understanding 4% | Demonstrates a poorly developed understanding of VUCA – cannot identify an aligned VUCA | Demonstrates a functional knowledge of VUCA – selects inappropriate perspectives with low relevance, the | Demonstrates proficient knowledge of VUCA by selecting an appropriate perspective , the correct | Demonstrates advanced knowledge of VUCA by selecting and, identifying the correct VUCA | Demonstrates exceptional knowledge of VUCA by selecting and identifying the most appropriate |
| dimension and appropriate recommended approach. | incorrect VUCA dimension and/or approach is selected | VUCA dimension and approach | dimension with good reasons and explains the link between the recommended approach and Agile. | dimension for the selected challenge and identifying the correct approach to address the challenge and how Agile contribute to addressing the dimension. | |
| Analysis and application with synthesis of new knowledge 3% | Limited synthesis and analysis. | Demonstrated analysis and synthesis of new knowledge with application. | Well-developed analysis and synthesis with application of recommendations linked to analysis/synthesis. | Thoroughly developed and creative analysis and synthesis with application of the VUCA model and justified recommendations linked to analysis/synthesis. | Highly sophisticated and creative analysis, synthesis of new with existing knowledge. |
| Evaluation of information selected to support the presented argument. 3% | Limited understanding of VUCA and AGILE required to support the presented argument. | Resembles a recall or summary of key ideas of VUCA and AGILE. | Demonstrates a capacity to explain and apply relevant concepts of VUCA and AGILE. | Well demonstrated capacity to explain and apply relevant concepts of VUCA and AGILE. | Excellent capacity to explain and apply relevant concepts of VUCA and AGILE. |
| The Agile Manifesto | |||||
| Knowledge & understanding 4% | Demonstrates a partially developed understanding of the Agile Manifesto by attempting to identify the correct framework/founder | Demonstrates a functional knowledge of the Agile Manifesto by identifying the correct framework/founder | Demonstrates proficient knowledge of the Agile Manifesto by identifying and describing the framework/founder | Demonstrates proficient knowledge of the Agile Manifesto by identifying and describing the correct framework/founder, describing it proficiently and explaining the best suitability of the framework. | Demonstrates exceptional knowledge of the Agile Manifesto by identifying the correct framework/founder, providing and excellent description of the framework and clearly describing the best context within which the framework would offer maximum value. |
| Evaluation of information selected to support the presented argument. 3% | Limited understanding of key concepts required to support the discussion. 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 information substantiated by evidence from the research/course materials. | Demonstrates a capacity to explain and apply relevant concepts. Identifies logical flaws. | Well demonstrated capacity to explain and apply relevant concepts. Viewpoint of experts are subject to questioning. | Excellent capacity to explain and apply relevant concepts. Compares and contrasts different viewpoints of experts to demonstrate an advanced evaluation of different arguments. |
| Agile vs. Waterfall | |||||
| Knowledge & understanding 4% | Demonstrates a partially developed understanding of differences between Agile and Waterfall | Demonstrates a functional knowledge of differences between Agile and Waterfall | Demonstrates proficient knowledge of differences between Agile and Waterfall | Demonstrates proficient knowledge of one difference between Agile and Waterfall | Demonstrates exceptional knowledge of differences between Agile and Waterfall |
| Analysis and application of new knowledge 3% | Limited synthesis and analysis of Agile and Waterfall. | Demonstrated analysis and synthesis of Agile and Waterfall. | Well-developed analysis and synthesis of Agile and Waterfall. | Thoroughly analysis and synthesis of Agile and Waterfall. | Highly sophisticated analysis, synthesis of Agile and Waterfall. |
| The Case for Agile | |||||
| Knowledge & understanding 4% | Demonstrates a partially developed understanding of the ‘triple constraint’ and the benefits of Agile. | Demonstrates a functional knowledge of of the ‘triple constraint’ and the benefits of Agile. | Demonstrates proficient knowledge of the ‘triple constraint’ and the benefits of Agile. | Demonstrates proficient knowledge of the ‘triple constraint’ and the benefits of Agile. | Demonstrates exceptional knowledge of the ‘triple constraint’ and the benefits of Agile. |
| Evaluation of information selected to support the presented argument 3% | Limited understanding of key concepts required to select a representative the case study leading to no case study being selected. | Resembles a recall or summary of key ideas from case studies in general, but inappropriate case study selected. | Demonstrates a capacity to explain and apply relevant concepts by selecting appropriate case study. | Well demonstrated capacity to explain and apply relevant concepts.to a well- selected representative case study. | Excellent capacity to explain and apply relevant concepts by selecting the most appropriate triple constraint in relation to the selected case study. |
| Analysis and synthesis of new knowledge 3% | Limited synthesis and analysis. | Demonstrated analysis and synthesis of a case and project management concepts. | Well-developed analysis and synthesis of a case and project management concepts | Thoroughly developed and creative analysis and synthesis of a case and project management concepts within a careful | Highly sophisticated and creative analysis, synthesis of new with existing knowledge. |
| consideration of the triple constraint. | |||||
| Comparison of Scrum and Kanban | |||||
| Knowledge & understanding 4% | Demonstrates a poorly developed understanding of Scrum and Kanban and cannot articulate any difference between the approaches. | Demonstrates a functional knowledge and understanding of Scrum and Kanban and can articulate the difference between the approaches | Demonstrates proficient knowledge and understanding of Scrum and Kanban and can articulate the difference between the approaches | Demonstrates advanced knowledge and understanding of the difference between Scrum and Kanban and selects an appropriate difference based on their group assessment. | Demonstrates advanced knowledge and understanding of the difference between Scrum and Kanban and selects a well-considered difference based on their group assessment |
| Analysis and application with synthesis of new knowledge 3% | Limited synthesis and analysis. | Demonstrated analysis and synthesis of new knowledge with application. | Well-developed analysis and synthesis with application of recommendations linked to analysis/synthesis. | Thoroughly developed and creative analysis and synthesis with application of the scrum/Kanban models and justified recommendations linked to analysis/synthesis. | Highly sophisticated and creative analysis, synthesis of new knowledge about Scrum and Kanban with existing knowledge based on prior group assessment activity. |
| Evaluation of information selected to support the presented argument 3% | Limited understanding of Scrum and Kanban and cannot make discerning choice between method. | Resembles a recall or summary of key ideas of Scrum and Kanban and struggles to articulate reason for choice. | Demonstrates a capacity to explain and apply relevant concepts of Scrum and Kanban but does not adequately back choice with reasons | Well demonstrated capacity to explain and apply relevant concepts of Scrum and Kanban and can back choice of method with reasons. | Excellent capacity to explain and apply relevant concepts of Scrum and Kanban with excellent demonstration of reasoning in selection of method. |
| The Influence of Lean on Agile philosophy and practice. | |||||
| Knowledge & understanding 2% | Demonstrates a poorly- developed understanding of Lean and Agile and cannot articulate any difference between the approaches. | Demonstrates a functional knowledge and understanding of Lean and Agile and can articulate the difference between the approaches | Demonstrates proficient knowledge and understanding of Lean and Agile and can articulate the difference between the approaches | Demonstrates advanced knowledge and understanding of the difference between Lean and Agile and selects an appropriate difference based on their group assessment. | Demonstrates advanced knowledge and understanding of the difference between Lean Agile and selects a well- considered difference based on their group assessment |
| Use of academic and discipline conventions. | |||||
| Formal tone& use of first party perspective 4% | Poorly written with informal tone, using first person pronouns (I, my, we, me, us) and does not adhere to the assignment brief of the requirements for a short business report. | Written according to academic genre as per the assignment brief. Minor errors in the use of first- person pronouns (I, my, we, me, us). | Written according to academic genre as per the assignment brief. | Well-written and adheres to the academic genre as per the assignment brief. | Expertly written and adheres to the academic genre as per the assignment brief. |
| Effective Communication 10% | Presents information. Specialised language and terminology is rarely or inaccurately employed. | Communicates in a readable manner that largely adheres to the given format. Generally employs specialised language and terminology with accuracy. | Communicates in a coherent and readable manner that adheres to the given format. Accurately employs specialised language and terminology. | Communicates coherently and concisely in a manner that adheres to the given format. Accurately employs a wide range of specialised language and terminology. | Communicates eloquently. Expresses meaning coherently, concisely and creatively within the given format. Discerningly selects and precisely employs a wide range of specialised language and terminology. |
| Referencing 10% | Some unresolved Safe Assign flags in the body of the assessment < 15% References include sources not publicly available, foreign language references. | Some unresolved Safe Assign flags in the body of the section < 10% References used sparsely and poorly related to concept where they are serving as evidence. | Some unresolved Safe Assign flags in the body of the section < 5% References used intermittently and inappropriately and appear to be used to support the requirement for referencing rather than evidence of research. | No unresolved Safe Assign flags in the body of the section Sound use of appropriate references which demonstrate evidence of research and integrative practice | No unresolved Safe Assign flags in the body of the assessment. Excellent use of appropriate references which demonstrate evidence of research and integrative practice. |
| Appropriate use of credible resources 10% | Demonstrates inconsistent and inadequate use of good quality, credible and relevant resources to support and develop ideas. Highly reliant on ephemeral websites. Does not use materials shared in class. | Demonstrates consistent use of credible and relevant research sources to support and develop ideas. Mainly uses ephemeral websites. Does not use materials shared in class. | Demonstrates consistent use of credible and relevant research sources to support and develop ideas. Uses texts and materials that have been used in class | Consistently demonstrates expert use of good quality, credible and relevant research sources to support and develop appropriate arguments and statements. Uses texts and materials that have been used in class and shows evidence of reading beyond the key reading. | Demonstrates expert use of high-quality credible and relevant research sources to support and develop arguments and position statements. Uses texts and materials that have been used in class and shows extensive evidence of reading beyond the key reading. |
| Correct citation of resources using APA style of referencing 6 | No use of in-text references, or no reference list at the close of the report. There are many mistakes in using the APA style including no page and para numbers, no DOIs or URLs. | Little use of in-text referencing, or inadequate references consulted and added to references at the close of the report. There are some mistakes in using APA style including no page and para numbers, no DOIs or URLs. | Good use of in-text referencing and appropriate number of references used and listed in the reference list. There are only minor errors in using the APA style including no page and para numbers, no DOIs or URLs. | Very good use of in-text referencing. All in-text references match with references listed in the reference list. There are no mistakes in using the APA style. DOIs and URLs to sources are used, with minor errors, and page and para numbers are included. | Excellent and meticulous use of in-text referencing with all in-text references matching with references listed in the reference list. There are no mistakes in using the APA style. DOIs and URLs to sources are expertly used, with no errors, and page and para numbers are accurately included |
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