Posted: May 15th, 2022

Principles of Project Management Assessment Assessment 4 – Personal Reflection, 500 – 600 words

Reflection Journal Guidelines
What is Reflective Learning?
For students, the pursuit of learning and knowledge growth demands a methodological approach in
order to verify actual understanding of the theory and relevance of the problems being addressed
within the context of a specific topic or subject.
Knowledge as such is not gained passively but is in essence the combination of both experience
and theory, which as a consequence, promotes deeper learning. Importantly, the process
necessitates consciously thinking about a question or problem and in turn, analysing and including
what you have accomplished or learned previously. Notably, this provides a framework for
developing life-long learning and indeed, enhancing your knowledge and commitment to learning.
Reflective learning also provides us with a process of being able to internally examine issues of
concern. New or different experiences initiate inquiry which result in a changed conceptual
perspective, either positively or negatively. The implications of which impact you personally
manifestly through change and knowledge growth.
So why use a Reflection Journal?
One of the most potent means to learn, reflect and make sense of our learning is by maintaining a
journal. In both academic and professional life Reflection Journals provide an effective vehicle for us
to organise, prioritise and record our experiences and expectations in order to foster insight and
assist our creative thinking. In simple terms, a reflection journal allows you to write about and reflect
on your experiences as they relate to the course content and theoretical concepts and frameworks
discussed. Journals are also crucial for developing problem-solving skills, time management and
importantly, to facilitate an efficient means of summarizing observations and changes which impact
on your current perspectives. Based on questions posed for each topic throughout this course, you
will be able to build on and record, what you have learned. This will form the basis of your
Reflection Journal (RJ). Importantly, as a discipline, you should copy and paste your online
submissions week by week – ready for submission at the end of the course.
The Process Rational
As alluded to learning is stimulated by the reflective integration of theory with experience; simply
reading about various concepts and techniques does not cause learning to occur. The process of
reflective learning encourages ‘active learning’ in as much as the documentation of significant
issues in a reflection journal are used to formalize and summarize your critical and reflective
thinking in a written format. This in turn, demonstrates and cements your knowledge and
understanding of the course materials, by documenting the lessons learned.
There are generally three major facets of a Reflection Journal, these include:
a) Theory: You need to be able to demonstrate that you have understood the theoretical
elements of the question or problem posed. Notably, you can derive this from the prescribed
readings and from the course material (or indeed, from references/text you may have
personally sourced).
b) Practice: Based on the theoretical concepts learned from the course, you need to be able to
demonstrate how you can apply this theory in a practical work-related sense.
c) Reflection: The reflection component is the ‘personal insight’ part of your response and as
such, documents the lessons learned.
© 2014 Torrens University Australia Page 1 of 2
The following expands upon these three components:
a) Theory: You need to develop a brief summation of what you understand about the theory.
And, in addition, draw upon the prescribed readings and other course material. It is crucial
that you demonstrate your understanding of the various concepts, frameworks and/or models
and be able to concisely present a conclusion – relevant to the topic or problem.
b) Practice: It is essential that you utilize the theory you have learned from the course-work. So
you need to consider the application of the theory from a practical perspective. The goal is to
meld your experience with your new learning. This demands a different paradigm to in fact
look outside your comfort zone and challenge your existing norms, or beliefs. It is necessary
to create a justifiable stance that is academically defendable and importantly, includes both
your personal experience and newly acquired knowledge.
c) Reflection: Much of the academic research suggests that the reflection element is best
perceived by taking a step back and reflecting on what you personally believe this issue
“means to me’ or indeed, ‘what I think about this…’ and ‘how does this apply in practice’.
Your response is personal and can embrace new insights, strategic thinking and even
recognize specific limitations with respect to your existing skill set. Alternatively, you may
experience some confusion about the topic or the content of an article, or the readings. In
short, the reflective learning process helps develop self-awareness, fosters insight and
knowledge growth and is invariably an important part of the learning journey.
© 2014 Torrens University Australia Page 2 of 2

PROJ6000_assessment 4 brief_180216 (1).docx Page 1 of 5
ASSESSMENT BRIEF
Subject Code and Title PROJ 6000: Principles of Project Management
Assessment Assessment 4 – Personal Reflection
Individual/Group Individual
Length 500 – 600 words
Learning Outcomes Successful completion of this assignment will result in
achievement of the following subject learning outcomes:
1. Understand PMBOK knowledge areas and process
groups and their role, relevance and impact on
project management best practice and PMI’s
Code of Ethics.
2. Critically compare and contrast project
management approaches and their
appropriateness for managing a variety of project
types.
3. Apply appropriate project management tools and
techniques, paying particular attention to risk
management.
4. Critically reflect on the leadership styles
necessary to succeed in a range of project
management situations, and their personal
capacity to succeed in those situations.
Submission By 11:55pm AEST/AEDT Sunday End of Module 6
Weighting 20%
Total Marks 100 marks
Context:
At the beginning of your learning journey on this subject, you were encouraged to maintain
a Reflection Journal. This journal will provide an opportunity for you to reflect on your
learning, document lessons learned, identify global project management practices you hope
to adopt in your career and recognise current strengths, limitations and struggles. In short,
your journal is a tool for reflecting and developing self-awareness in all matters relevant to
PROJ6000_assessment 4 brief_180216 (1).docx Page 2 of 5
you as a project manager and leader. Using the guidelines provided you should make a new
reflection journal entry for each module.
Instructions:
At the end of Module 6, you will be required to submit a 500–600-word summary of your
learning throughout the subject.
Your summary should include your assessment of the value of the reflection journal as a
component of your learning experience. How has it contributed to your understanding of
the subject matter? Has it changed the way you approach learning?
Identify any subject matter you found difficult to understand, and describe how you dealt
with this challenge.
How has this subject contributed to your current growth as a project manager and your
future capacity to perform project management effectively? What do you think are your
strengths and limitations? Based on what you have learnt in this subject, describe leadership
styles and their characteristics in the project management context. For two or three
different project types, identify appropriate leaderships styles and explain why they are
appropriate. Additionally, reflect briefly on how your own leadership style might compare to
those that lead to project success.
Include references to readings and additional resources discovered. By maintaining a journal
in each module, you will have a reflective resource to use in completing the assessment.
Output and Submission:
Submit your completed assessment at the end of module 6.
Learning Resources:
Document: Reflection Journal Guidelines (PDF)
Assessment Criteria
This assessment will be graded using the Learning Rubric below. It is worth 20% of the
marks available for this subject.
PROJ6000_assessment 4 brief_180216 (1).docx Page 3 of 5
Learning Rubrics
Assessment
Attributes
Fail
(0-49)
Pass
(50-64)
Credit
(65-74)
Distinction
(75-84)
High Distinction
(85-100)
Effective
communication
25%
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,
demonstrates
cultural sensitivity.
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,
demonstrates high
levels of cultural
sensitivity
Effective use of
diverse presentation
aids, including
graphics and multimedia.
Knowledge and
understanding
25%
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
Thorough knowledge or
understanding of the
field or discipline/s.
Supports personal
opinion and
information
substantiated by
evidence from the
Highly developed
understanding of
the field or
discipline/s.
Discriminates
between assertion
of personal opinion
A sophisticated
understanding of the
field or discipline/s.
Systematically and
critically discriminates
between assertion of
personal opinion and
PROJ6000_assessment 4 brief_180216 (1).docx Page 4 of 5
conflates/confuses
assertion of personal
opinion with
information
substantiated by
evidence from the
research/course
materials.
research/course
materials.
Demonstrates a
capacity to explain and
apply relevant
concepts.
and information
substantiated by
robust evidence
from the
research/course
materials and
extended reading.
Well demonstrated
capacity to explain
and apply relevant
concepts.
information
substantiated by
robust evidence from
the research/course
materials and
extended reading.
Mastery of concepts
and application to
new
situations/further
learning.
Self reflection
50%
No attempt to demonstrate connections
to previous learning or experience.
No attempt at self-criticism.
Reflection is irrelevant to student
and/course learning goals.
Little to no attempt to
demonstrate
connections between
learning experience
and material, and/or
personal goals.
Analysis is defensive or
lack of depth.
Some attempt at selfcriticism,
but fails to
demonstrate
awareness of personal
biases, stereotypes or
preconceptions.
No attempt at asking
probing questions
about self.
Inconsistently draws
connections between
the experience and
materials from other
courses, and/or past
experiences.
Sometimes defensive
or one-sided in
analysis.
Some attempt at selfcriticism,
but fails to
demonstrate
awareness of personal
biases, stereotypes or
preconceptions.
Asks some probing
questions about self,
but do not attempt to
The reflection
demonstrates
connections
between the
experience and
material from
other courses,
and/or past
experiences.
Demonstrates a
non-defensive
ability to selfappraise,

discussing mostly
growth related to
learning.
Demonstrates the
ability to question
own biases,
The reflection
demonstrates
connections between
the experience and
material from other
courses; past
experiences; and/or
personal goals.
Demonstrates an
open, non-defensive
ability to selfappraise,
discussing
both growth and
frustrations related to
learning.
Demonstrates the
ability to question
own biases,
stereotypes,
PROJ6000_assessment 4 brief_180216 (1).docx Page 5 of 5
answer these. stereotypes,
preconceptions but
new modes of
thinking is not
evident.
Risks asking
probing questions
about self but only
attempts to
answer these
sometimes.
preconceptions and
define new modes of
thinking as a result.
Risks asking probing
questions about self
and attempts to
answer these.

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