dgm 6279 70448 project management for digital media · dgm 6279 70448 project management for...

DGM 6279 70448 Project Management for Digital Media

Fall 2017: Sep 18, 2017 – De 16, 2017

Contact Information:

Instructor: Sriram Rajagopalan

Course Format: Online

Office hours: By scheduled appointment

Email: [email protected] OR [email protected]

Phone: (630) 306-8768

Course Description:

Introduces the project management life cycle for technology-based products and applications.

Beginning with project initiation and assembling a team, offers students an opportunity to

apply project management principles to all aspects of planning and managing a project,

including scheduling and budgeting. Major topics include managing a team, including setting

goals for creatives; managing assets; documentation; deadlines and client expectations; and

balancing continuous improvement and rapid prototyping against the need to manage the

scope of work.

By the end of the course you will have the opportunity to:

● Understand the differences between traditional and agile project management framework

● Distinguish the nature of interactions required from inception to closure phases of the project

management life cycle

● Understand the influence of business processes impacting the execution of digital media work

● Gain exposure to various estimation and prioritization techniques required to plan and execute

digital projects

● Practice acquiring and grooming the skills to execute and support digital media projects

Course Materials:

● (Required) Lyons, N. and Wilker, M. (2012). Interactive project management - Pixels, people,

and process. Berkeley, CA: New Riders.

● (Recommended) PMI®. PMBOK® Guide 5th ed. Project Management Institute, 2013. ISBN:

978-1935589679

● Blackboard account – discussion, course materials, assignments

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mailto:[email protected]


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Course Format:

Overview

This course relies on classroom participation. Students are required to engage with recorded lecture

material, readings, and weekly industry news and to begin the discussion of them together online. The

classroom will focus on a lot of interactive exercises with a goal to reinforce the concepts through

exercises in a workshop format, learning by practice. There will be games and review of snippets from

popular movies during and outside of the class time to check yourself in a fun interactive way and to

apply the knowledge in a situational setting.

Course Methodology

Each week, you will be expected to:

1. Review the week's learning objectives.

2. Complete reviewing all assigned readings and online content.

3. Complete reviewing all lecture materials for the week.

4. Participate in the Blackboard discussions and come prepared to lead and join follow-on in-

class discussions.

5. Complete and submit all assignments and tests by the due dates.

Attendance and Punctuality

This is an online class. There will not be any face-to-face meeting. However, asynchronous online

setting requires your commitment to be engaging in the class throughout the week. For the purposes

of creating such an engagement, it is recommended that you check into the course room at least

three times a week and spend about an hour or two in the discussion questions.

Initial responses to the discussion questions should be on or ahead of time and not made at the

eleventh hour. Participation should promote continual learning by not just agreeing or disagreeing with

the responses but dig deeper into the assumptions, influences, and results along with examples that

may further support your rationale.

Learning both traditional and agile methodologies in a fast-paced asynchronous environment requires

that you avoid missing classes. Missing more than one week requires substantial catch up on your

end.

Please inform me ahead of time should you have any reason not to be able to catch up for a week. I

understand the flexibility of online and unanticipated needs may surface requiring excused absences

like illness, urgent family business, work-related issues. This will help me ensure that I can support

you as much as possible to help you catch up. All assignments must be made up. Delayed responses

to the past discussion question responses will not earn any credit. However, should you miss more

than two weeks due to unexcused absences, you will be ineligible to continue the course.

Please review the video lectures and reading ahead of the class. I will always ensure the current week

and the following week are available for you to plan accordingly.

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Assignment Due Dates

All assignments should be submitted via Blackboard on or before their due date. Given the short

timeframe for coursework, it will be exceedingly difficult to extend any assignment deadline beyond

the due date, unless students can document extenuating circumstances such as a health or family

emergency. Any need for an extension must be discussed (via email) in advance of the assignment

deadline (one day minimum). Grades on assignments will be affected if assignments are not

submitted by the deadline.

Grading

You will be assigned a letter grade in this class as follows:

Assignment 12-week curriculum

A0: Academic Integrity Quiz 100 points – Not counted towards grading

A1: Enabling responsibilities in an emerging world 100 points

A2: Individual SWOT analysis with a personal plan 100 points

A3: Beyond the Tactical Cube: Strategic Thinking 100 points

A4: Use of Project Management Artifacts 100 points

Team Project – 4 Deliverables (100 points each) 400 points

Quiz – 4 quizzes (10 points each) 0 points

Discussion Question (12 weeks x 10 points/week) 120 points

Final Exam 80 points

Total Points 1000 points

Weighting for the Grade

Category 12-week curriculum

Assignment (4) 40%

Project or Quiz 25%

Discussion Questions 15%

Final Exam 20%

Total 100%

It is expected that every student’s written work will be clear, comprehensible, and competently

produced. Spelling, punctuation, grammar, and writing structure will all be considered in project

grading, as will your critical thinking, attention to my instructions, and focus on the topic assigned. For

all written work including discussion questions, all sources must be fully cited in APA format both in-

text and at the end.

Late assignments

Late assignments will be penalized with a 10% penalty per day it is late. After 3-days, the assignment

will earn an automatic zero points.

Resources

The following resources are available to our students who need help to improve their writing skills:

● Smarthinking (available free in Tool section of Blackboard) – allows students to submit written

material in any subject and have it reviewed by an e-instructor within a 24-hour window (in

most cases).

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● Writing Center on Northeastern Campus – contact the center to schedule an appointment.

● Purdue Online Writing Lab (http://owl.english.purdue.edu/owl/) – use it as a valuable source of

information about grammar, sentence structure, and general writing skills.

Grade Baseline expectations

95-100 A Outstanding, insightful work. Goes beyond requirements of the task to develop a response, which is thoughtful, reflective, considers alternative views and makes connections among ideas and information from different sources or from different aspects of the course. Well researched and documented (if research is part of assignment). Displays creativity and originality.

90-94.9 A- Very good work. Purposefully and logically developed. Thoroughly addresses all aspects of the task. Synthesis of details and concepts from various sources or topics shows evidence of sound understanding and thoughtful examination. Research information appropriately cited (if research is part of assignment).

87-89.9 B+ Good work. Generally clear, accurate and relevant. Adequately addresses all requirements of the task. Demonstrates understanding of course concepts, with evidence of some thoughtful examination and reflection. Development is generally logical, facts generally correct. Tends to focus on one interpretation.

84-86.9 B Satisfactory work. Shows basic understanding of concepts with minimal evidence of reflection or thoughtful analysis. Complies with the basic requirements, relies on limited sources of information, little integration of concepts.

80-83.9 B- Minimally satisfactory work. Shows some understanding of concepts with little reflection or analysis. Barely meets basic requirements of assignment.

77-79.9 74-76.9 70-73.9

C+ C C-

Unsatisfactory work. Fails to address the topic in a meaningful way. May be extremely brief, inaccurate, illogical or undeveloped.

69.9 or below

F Did not complete the task. Sources not cited.

Grades below C- are not awarded for CPS graduate level courses.

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Assignments and Class Schedule:

12-week curriculum roadmap

Week Coverage Project Management Focus Assignment

Theme: Project Management Framework Focus: Understanding of the basic responsibilities associated with the project manager, product owner, and scrum master so that we understand our responsibilities as business analyst, creative artist, content writer, engineer, tester, or service delivery person.

1 Project Management Framework

1) Plan driven approaches (PMBOK) 2) Process Driven approaches (Lean,

Prince 2) 3) Light-weight agile approaches

(Kanban, Scrum) 4) Heavy-weight agile approaches

(XP, DSDM, TDD, FDD, RUP)

A1: Enabling responsibilities in an emerging world

Write a 3-page paper excluding references and cover-sheet answering the following two questions:

1. The three most important

responsibilities that I need to know for my future role as in a digital media project are:

2. My role will emerge

as in an agile framework. This is because of the following reasons:

Theme: Understanding team member roles during the project initiation or envision phase Focus: Responsibilities associated with the need for feasibility analysis and the tools & techniques required to engage during this exploratory stage.

2 Project Initiation / Envision Phase

1) Developing a Business Case 2) MOV and MVP concepts 3) SWOT and PESTLE 4) Understand components of

project charter (Scope, Time, Cost)

3 Project Initiation / Envision Phase

1) Backlog concepts 2) Prioritization (MoSCow, ROI, NPV,

Agile Games – Prune the tree, product backlog)

A2: Individual SWOT analysis with a personal plan

Write a 3-page paper excluding references and cover-sheet

Week 12 Wrap-up and

Final Exam

Weeks 8-11 Additional

concepts on Control &

Closure

Weeks 6-7 Stakeholder,

Risk, & Communication

Weeks 4-5 Estimation &

Planning Techniques

Weeks 2-3 Strategic

Orientation

Week 1 Project

Management Framework

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answering the question below. Provide specific examples by researching trainings, certifications, and resources that you will use to manage your career brand.

Imagine yourself as 3 years from now. To achieve that role, perform your own SWOT analysis. Identify and prioritize specific SMART objectives and explain why these would help you reach your goal.

Theme: Learn and apply the principles of quin-constraints (Scope, Schedule, Cost, Quality, and Risk) as applied to project management frameworks to manage and communicate project stakeholders Focus: Understand various types of estimates for schedule and cost, planning for quality, controlling scope through change control, and strategies to manage risks

4 Project Planning / Speculation Phase

1) Estimation Techniques (OOM, PERT, Analogous)

2) Cost Management Techniques (Parametric)

3) Change control (Scope creep management)


1) Agile Estimation Techniques (Planning Poker, Affinity Estimation, Relative Sizing)

2) Quality Planning

A3: Beyond the Tactical Cube: Strategic Thinking Write a 3-page paper excluding references and cover-sheet answering the question below. You need to be specific in the questions asked, why it is asked, what outcomes it is targeted, and the estimation techniques adopted.

When a project manager asks for an estimate for anything, one must understand the business purpose of the estimate and the business impact of the estimates provided. Identify at least five questions that one must ask and the techniques one will use in a traditional and agile setting to provide these estimates?


1) Risk Management Techniques (Qualitative and Quantitative with Impact/influence grid, Risk Register, RACI)

2) Stakeholder Management versus Stakeholder Engagement (Stakeholder Register)

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3) Communication Management Plan

7 Project Execution /Explore Phase

1) Executing communication in project management (Conflict, Team formation, negotiation)

2) Executing communication in Agile teams (Daily Scrum, Sprint Planning, Osmotic communication, Task management)

A4: Use of Project Management Artifacts Write a 3-page paper excluding references and cover-sheet answering the question below. You need to be specific in the scenarios identified for each artifact so that this can be your springboard to managing your outcomes in a project you will work tomorrow.

While project management creates the artifacts like stakeholder register, risk register, RACI, and communication plan, these artifacts are useful for all project team members. Identify at least two ways for each of these documents that you will use to ensure you can maintain quality in the deliverables that you are responsible for.

Theme: Focusing on progressive elaboration and continuous improvement through internal and external work engagements Focus: Monitoring progress and continuing to improve using grooming, contracting, and metrics

8 Project Monitoring / Adapt Phase

1) Backlog Grooming 2) Spring Planning 3) Differences between managing

traditional and agile teams

Team Project – Deliverable 1


1) Contracting (Types of contract, vendor management, negotiation)

2) Challenges with Agile contracting



1) Team Management (Metrics, EVM) versus (Velocity, Burn rate)

2) Dashboards (Reports in traditional versus Information radiator)

3) Use of PMIS


Theme: Expectations during closure Focus: Evaluation of approvals to closure, lessons learned, and steps to closure

11 Project Closure / Close Phase

1) Administrative Closure 2) Lessons Learned 3) Sprint Review and Sprint

Retrospective (e.g.: Speed boat)


12 Exam Exam Exam

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Reading Assignments

Week Readings

1 1. Lyons & Wilker, Chapter 1 2. Rajagopalan, S. (2014). Mapping of the Project Manager Role to Scrum Master Role.

Scrum Alliance. Retrieved March 14, 2014, from https://www.scrumalliance.org/community/articles/2014/march/mapping-of-the- project-manager-role-to-scrum-maste

3. PMBOK, Chapter 2

2 1. Lyons & Wilker, Chapters 2 and 3 2. PMBOK, Chapters 3 and 4 3. Rajagopalan, S. (2017). Do we fully understand scope management? Retrieved January

31, 2017, from http://agilesriram.blogspot.com/2017/01/the-record-of-how- information.html

3 1. Lyons & Wilker, Chapter 6 2. PMBOK, Chapter 5 3. Rajagopalan, S. (2015). Starting the problem half-solved: Strategic about successful

requirements gathering. Retrieved December 31, 2015, from http://agilesriram.blogspot.com/2015/12/starting-problem-half-solved-strategic.html

4 1. Lyons & Wilker, Chapter 7 2. PMBOK, Chapters 6 and 7

5 1. Lyons & Wilker, Chapter 5 2. Rajagopalan, S. (2014). Differences between Scrum and Kanban. Retrieved August 30,

2014, from http://agilesriram.blogspot.com/2014/08/differences-between-kanban- and-scrum.html

3. Green, M. (2014). 3 powerful estimation techniques for agile teams. Retrieved August 1, 2015, from https://www.sitepoint.com/3-powerful-estimation-techniques-for-agile- teams/

4. PMBOK, Chapter 8

6 1. Lyons & Wilker, Chapter 8 2. PMBOK, Chapters 11

7 1. Lyons & Wilker, Chapter 4 and 5 2. PMBOK, Chapter 10

8 1. Lyons & Wilker, Chapter 5

9 1. PMBOK, Chapters 12

10 1. PMBOK, Chapters 9 2. Lyons & Wilker, Chapter 9

11 1. Lyons & Wilker, Chapter 10 2. PMBOK, Chapters 9 3. Rajagopalan, S. (2016). Project Closure – The final Frontier. Retrieved February 29,

2016, from http://agilesriram.blogspot.com/2016/02/project-closure-final- frontier.html

12 1. Review

Project Idea (12-week curriculum only)

In this course, you will identify a specific digital project and work as part of a group. This project

should focus on developing a project that would require digital media, such as developing digital

assets and wireframe for website, animated videos, or developing a physical asset like a brochure,

business reply card, etc. Your focus is not to be a project manager here but use project

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https://www.scrumalliance.org/community/articles/2014/march/mapping-of-the-project-manager-role-to-scrum-maste

https://www.scrumalliance.org/community/articles/2014/march/mapping-of-the-project-manager-role-to-scrum-maste

http://agilesriram.blogspot.com/2017/01/the-record-of-how-information.html

http://agilesriram.blogspot.com/2017/01/the-record-of-how-information.html

http://agilesriram.blogspot.com/2015/12/starting-problem-half-solved-strategic.html

http://agilesriram.blogspot.com/2014/08/differences-between-kanban-and-scrum.html

http://agilesriram.blogspot.com/2014/08/differences-between-kanban-and-scrum.html

https://www.sitepoint.com/3-powerful-estimation-techniques-for-agile-teams/

https://www.sitepoint.com/3-powerful-estimation-techniques-for-agile-teams/

http://agilesriram.blogspot.com/2016/02/project-closure-final-

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management principles to liaise with the project manager to a) communicate what you would

do to ensure project success and b) need from the project manager to ensure the project

success. I have given two different project ideas that you can pick or propose a project with similar

scope.

For this project, your deliverables by week include:

1. A list of all potential features, prioritized by a specific methodology, arriving at a prioritized

backlog.

2. A list of assets that you must develop, support needed, etc. Build a high level WBS and

timeline of what you will do when. Note, I am not expecting a detailed project plan but only a

list of high level deliverables and tasks that pertain.

3. A specific challenge that will arise that you must deal with and the impact it may have on

scope, schedule, cost, and quality. For this challenge, explain what your mitigation plan will

be and identify potential secondary risks that may evolve.

4. A personal and group list of lessons learned, ideas to exchange with the project team

along with things that you must learn in addition.

Project Idea #

Project Description

1 This project is designing a 5 or 6-page website to enhance awareness about “eating health”. Your goal is to identify the specific 5 to 6 pages that will be used to create awareness incorporating informational videos, interactive animations for people to build a plate of healthy food options, options for different types of food considerations, connecting events and promotional networks, moderated “ask the expert panel” FAQ, list of other associations with links, etc.

2 The Zika virus is gaining a lot more attention. Your project involves preparing the public to proactively respond to this virus. This brochure should be a printable one that can be distributed to people in print, PDF and eBook format. It should include in non-technical terminology the details of the virus, impact, potential process, how it spreads, symptoms to be aware of, preventive measures to take, FAQ, and a list of helpful aids.

Discussion Questions

Each week you will be presented with three questions. You should pick one of the three questions and

provide your initial response. It is recommended that you pick a question that has not already been

answered. This option gives learners various flavors of discussions simulating engaging dialogue in a

class environment. You should participate by responding to more than two different learners with a

substantial response sharing your viewpoints.

Week Discussion Questions

1 1. Even if your chosen professional career is not to become a project manager, why do you think you need to understand the role of a project manager?

2. Explain with examples if you agree or disagree with the statement, "Project Management is for everyone."

3. What are the fundamental similarities and differences between plan-driven project management and agile based project management?

2 4. Why do you think you need to understand the MOV and MVP? How does understanding project goals help you excel in your work? Explain with reasons.

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5. Explain how your roles and responsibilities change as you understand "Technology is a tool for business and not the business itself."

6. Your prospective employer in an interview asked you to give a SWOT analysis on skills and competencies for personal growth from a specific project you have listed in your resume. How will your respond?

3 7. What are the differences between priority and severity? Explain with examples. 8. Pick one of the two movies, Mr. Incredible or Moana. From the objective of one character

in the movie, identify the goals and the way their objectives were prioritized using MoSCoW principles?

9. Please refer to my article on PARAG persona to product development. How do you relate to this article from identifying and working on features that augment the value of the product in various stages of the product lifecycle?

4 10. Explain the logic behind why the PM may ask for different types of estimates during the project life cycle. List these estimate types with a specific example (from a project done at school or from your work experience).

11. Watch one of the movie snippets. Discuss the influence of estimation techniques used as part of executing the required stunt in the movie context.

a. Mission: Impossible - Ghost Protocol - Clip: Climbing (https://www.youtube.com/watch?v=-cloa9MnnII)

b. Mission Impossible 3: I knew he'd make it https://www.youtube.com/watch?v=FCRdTWGdngU

12. Assume a scenario: Your project manager tells you that the vendor cannot deliver the digital assets in the form you asked. This impacts the level of work that you had originally forecasted. Your project manager asks how long it will take and what you can do to provide it as close to the original estimation as possible. Give specifics of the assumed scenario and explain your approach. What do you think is going on at the project level to make the project manager ask you to keep the new estimates as close to the original estimate as possible?

5 13. When you are working in an agile team, the scrum master is using planning poker. For a specific user story that is asked to be estimated, , you use previous stories estimated to draw your estimate for a new story. What technique are you using and why?

14. Do you think the expectations of quality differ in an agile project from a traditional project? Explain your rationale. Bring examples to illustrate your views if possible.

15. Watch the movie “Outbreak” (https://www.youtube.com/watch?v=n-5XYxXl92Y) Explain the rationale behind the discussions around having limited time to find a cure versus giving a placebo compromising quality. Explain how project management principles are applied here.

6 16. Watch the movie snippet about “Apollo 13”. Identify and list all the primary and secondary risks that evolved.

17. What are the differences between qualitative and quantitative risks? What level of information will you supply to your project manager in proactively seeking support to remove impediments?

18. Your project manager puts together a communication plan and shares it with the team. What type of information will you use this communication plan for? What questions will you ask the project manager based on the communication plan?

7 19. You are now in the storming phase of your team formation. As you are working on a project, you violently disagree with a team member on some aspect of the work that you have delivered which the team members say is not acceptable. The team member asks you to redo your work. What type of conflict stage is this, what steps would you take and

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http://www.youtube.com/watch?v=-cloa9MnnII)

http://www.youtube.com/watch?v=FCRdTWGdngU

https://www.youtube.com/watch?v=n-5XYxXl92Y

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how would you seek support from the project manager and team member to resolve the conflict?

20. In your daily scrum meeting, you observe that some of your team is not coming fully prepared. Would you wait until the retrospective to address this problem? Who would you raise to and what would you say?

21. Having worked in other traditional projects, you are now in an agile project. You are looking for a RACI to understand the roles of the other extended team members that you need to depend on. These extended members are not part of the agile team. Your scrum master says there is no RACI in an agile project. How would you respond to this scrum master?

8 22. Your project manager or scrum master tells you that process improvement is not part of your job. Would you agree with this statement? Explain with rationale.

23. What is the reason for grooming? What is your role in grooming part of the project? 24. Explain the types of metrics used between traditional and agile projects. What metrics

would you watch for to ensure project objectives are being fully met?

Week Discussion Questions (Applies only to the 12-week curriculum)

9 25. List the various types of contracts, define and provide an example from the digital media projects for each type of contract.

26. When assessing a vendor for a digital media project, what are the things you would need to pay attention to and communicate with the project manager or agile team?

27. You just heard in the news that the vendor that you were working with for the digital media project has been subject to a lawsuit from one of their own clients. You are observing some nervousness in the vendor’s workforce that you interface with. How would you approach this issue with the project manager?

10 28. What is the role of a PMIS? What are the specific things you would want to focus on in a PMIS as a team member in a digital media project?

29. You upload a large digital media file to a central repository and the project manager informs you that PMIS is not the place for it. What do you think went wrong here? What are the steps you can take at this point?

30. Is osmotic communication reserved only for agile teams? How can it be used in a traditional project management?

11 31. What is your role in administrative closure? 32. Explain what would you come prepared with for the lessons learned or retrospective

session? 33. Your project manager in a traditional setting tells you that the lessons learned are done

only in the closure stage of the project. You have ideas to share that can make the current process better and want to discuss how they can be incorporated. Your project manager tells you that unfortunately this is not an agile team where you can discuss retrospectives at the end of every sprint. How would you react to this situation? What would you tell the project manager?

12 34. What are the personal lessons you have learned from doing this course in interfacing with a project environment?

35. Can you conduct your own tasks as a project? How would this approach help you become more productive?

36. How do you plan to improve your skills and competencies to interface better with the evolving field of project management for digital media projects?

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Rubrics

Project Rubric

Project Deliverable

Category Not met (F)

Needs improvement (C)

Developing (B)

Proficient (A)

Project Component

Deliverable 1 Agile: The backlog didn’t have any specifics of what you will do to deliver this project.

Traditional: It was unclear what you would do to support this project or need help from the project manager to complete the task.

Agile: The backlog identified a list of features at the epic level and didn’t break them at feature level for SMART breakdown. The priority scheme was unclear and the priority mapping was unambiguous. Risk was not adequately mapped either qualitatively or quantitatively.

Traditional: Several of the charter elements were not covered. This included scope, schedule, risk, quality, cost, and communication. The details of what you seek from project manager or will provide the project manager is unclear.

Agile: The backlog had features but the SMART objective was missing one of the three C’s. The MoSCoW priority was listed without any justification in the priority determination. The mapping to releases was unclear.

Traditional: A project charter didn’t adequately address at most two of the following components: 1) Project objectives (scope), 2) Higher level WBS deliverables and a roadmap (schedule) – where present, it was not at two levels of depth, 3) The milestones and the risks to the milestone were not mapped (management checkpoints), 4) A quality management plan was also developed, 5) Lists of costs that may be involved along with an approach to the estimation process was outlined, 6) Communication plan is also clearly documented including stakeholders and issue escalation process.

Agile: The backlog identified a clear set of features utilizing SMART objective. The MoSCoW priority along with the rationale for priority using ROI was clearly state mapping the value to the releases. The risk component to delivering the value was also factored as part of the benefits.

Traditional: A project charter identifying the project objectives (scope), higher level WBS deliverables and a roadmap (schedule) was developed. Both the WBS and roadmap was progressively elaborated at least two level of depths. The milestones and the risks to the milestone was mapped (management checkpoints). A quality management plan was also developed. Lists of costs that may be involved along with an approach to the estimation process was outlined. Communication plan is also clearly documented including stakeholders and issue escalation process.

Deliverable 2 Agile: The release or sprints, the stories within the sprint, and the estimation

Agile: More than two areas of the following are not

Agile: At most two of the following is not done or clearly articulated.

Agile: You have mapped the entire project into to two releases and broken the releases down to adequate

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process requires a major review to ensure features, sprints, stories, story points are all mapped to follow through on the assets you must develop and the support needed from the agile team.

Traditional: The activities are not articulated well. The clear list of assets or the asks of the project manager highlighting support and the risks to delivery is missing.

done or clearly articulated.

The entire project is not mapped to two releases or the number of sprints, operating rhythm, potential velocity, etc. is not clearly done. The stories are vaguely written to be able to validate the story points assigned or the outcome expected of completing the story.

Traditional: The activities are still unclear in some aspects of the deliverable. Additionally, the risks that would need to be highlighted to the project manager is unclear or unstated.

The entire project is not mapped to two releases or the number of sprints, operating rhythm, potential velocity, etc. is not clearly done. The stories are vaguely written to be able to validate the story points assigned or the outcome expected of completing the story.

Traditional: The activities are still unclear in some aspects of the deliverable at the most two areas. Additionally, the risks that would need to be highlighted to the project manager is unclear or unstated.

number of sprints, confirmed sprint length, fixed velocity, assigned points to the stories for all releases for the two releases. For each story, you have estimated the story points, identified the technique used, identified a clear of assets you must develop and what you would need from the agile team.

Traditional: For every WBS item, you have not broken the project down into a list of activities required to complete the work. You would estimate the effort required to do this work and identify the list of assumptions that proven wrong will introduce risk. Should any costs be involved, you would confirm the timeline for the project manager on when you would purchase.

Note, I am not expecting a detailed project plan but only decompose the WBS into activities to be able to communicate your expectations for the project. high level deliverable and tasks that pertain.

Deliverable 3 Agile: Issues are mixed with risks that have not occurred. Both issues (external and internal) are missed. The impact assessment done is requires major review for impact to scope, schedule, cost, and quality.

Traditional: Issues are mixed with risk that have not occurred. Both issues (external and internal) are missed. The impact assessment done is requires major review for impact to scope, schedule, cost, and quality.

Agile: Either the external or internal issue was not identified. For the issue identified, the justification is incomplete to quantify or qualify the impact of the issue on the overarching sprint and the release, existing or subsequent sprints. The impact was not explained for more than two of the following areas (scope, schedule, cost, and quality). The mitigation response from you on what can be delivered while compromising

Agile: The issues identified for either the external or internal risk was incomplete to quantify or qualify the impact of the issue on the overarching sprint and the release, existing or subsequent sprints. The impact was explained but at most two of the elements (scope, schedule, cost, and quality) were not assed substantially. The mitigation response from you on what can be delivered while compromising scope, schedule, cost, or quality is not

Agile: One specific external and one specific internal issues (100% probability) were identified. The impact of the issue on the overarching sprint and the release was articulated well. The impact was specific to scope, schedule, cost, and quality. The mitigation response from you on what can be delivered while compromising scope, schedule, cost, or quality is discussed for the future sprints.

Traditional: The input to the issue register was clearly articulated for one external and one internal issue that materialized. The impact to scope, schedule, cost, and quality was outlined clearly with a response plan from

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scope, schedule, cost, or quality is not discussed.

Traditional: The input to the issue register was not missing for either external or internal issue. Where it is mentioned, it is not clearly articulated to assess the impact to scope, schedule, cost, and quality for at more than two knowledge areas. The response plan from you on what can be delivered to meet constrained dates compromising scope or quality is missing. The response also failed to identify secondary risks that may evolve.

discussed fully for all the sprints.

Traditional: The input to the issue register was not clearly articulated for one external and one internal issue that materialized. The impact to scope, schedule, cost, and quality was not outlined clearly for at most two of these knowledge areas. The response plan from you on what can be delivered to meet constrained dates compromising scope or quality is vague. The response also failed to identify secondary risks that may evolve.

you on what can be delivered to meet constrained dates compromising scope or quality. The response also identifies secondary risks that may evolve.

Deliverable 4 Agile/Traditional: The lessons learned sessions have not been done and retrofitted. The specific individual learning outcomes were not clearly identified.

Agile/Traditional: The lessons learned was not SMART. The individual development plan was also missing actionable items to efficiently interface with any project setting.

Agile/Traditional: From all the retrospectives or lessons learned done for every week, the student synthesized ideas but one or more of the following was not complete: specific ideas of what worked that should continue to be done, what was moderately working that could benefit from improvement, and what failed that needs to major review. The student also missed SMART individual actions and project artifacts to fully understand to pursue to interface in an agile/traditional setting with the team.

Agile/Traditional: From all the retrospectives or lessons learned done for every week, the student synthesized specific ideas or AHA moments of what worked that should continue to be done, what was moderately working that could benefit from improvement, and what failed that needs to major review. The student also lists SMART individual actions and project artifacts to fully understand to pursue to interface in an agile/traditional setting with the team.

Generic component for all project deliverables

Timely Response (10%)

The response was not posted.

The response was not posted on time.

The response was posted was posted within 2 hours before the deadline.

The response was posted 2 hours before the deadline.

Format (10%)

The response was incorrectly formatted

The response was inconsistent in its format – mix of

The response was consistently formatted in fonts,

The response was consistently formatted. The fonts, layout, emphasis, and

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including lack of APA citation.

fonts, missing layout, inconsistent colors, etc. The APA citation was missing or incorrect.

layout, emphasis, colors, etc. The APA citation was fine but either the in-text or bibliographic citation was missing or inconsistent.

colors turned out well. The APA citation was correct both in-text and in the bibliographic citation at the end.

Organization (10%)

Ideas are constantly inconsistent. There was no use of paragraphs.

Ideas came out fine but the paragraphs were ineffectively used to represent the ideas.

Ideas were consistent and were well formatted. Paragraphs were used reasonably well but either the introduction or conclusion were ineffective.

Ideas were consistently stated clearly and comprehensively. Paragraphs were consistently used from introduction to conclusion showing evidence of logic and reasoning.

Assignment Rubric

Category Not met

(F) Needs improvement (C)

Developing (B)

Proficient (A)

Subject (70%)

The response inadequately answered the question and didn’t give substantial evidence of research with examples.

The attempt to answer the question was evident but the response was inadequate in sufficiently explaining the question with research and examples.

The ideas are coming fine and the explanation adequately answered the question. However, there was no reference to additional research or examples.

The response completely answered the question. The evidence of research was evident along with examples to illustrate the understanding of the subject substantially.




The response was posted within 2 hours before the deadline.


Format (10%)

The response was incorrectly formatted including lack of APA citation.

The response was inconsistent in its format – mix of fonts, missing layout, inconsistent colors, etc. The APA citation was missing or incorrect.

The response was consistently formatted in fonts, layout, emphasis, colors, etc. The APA citation was fine but either the in-text or bibliographic citation was missing or inconsistent.

The response was consistently formatted. The fonts, layout, emphasis, and colors turned out well. The APA citation was correct both in-text and in the bibliographic citation at the end.

Organization (10%)





Discussion Question Rubric

Response Type

Category Not met (F – 0%)

Needs improvement (C- 70%)

Developing (B – 80%)

Proficient (A – 100%)

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Primary Response (50%)

Subject (35%)

The response inadequately answered the question and didn’t give substantial evidence of research with examples.

The attempt to answer the question was evident but the response was inadequate in sufficiently explaining the question with research and examples.

The ideas are coming fine and the explanation was adequately answering the question. However, there was no reference to additional research or examples.

The response completely answered the question. The evidence of research was clear along with examples to illustrate the understanding of the subject substantially.






Format (5%)

The response was incorrectly formatted including lack of APA citation.

The response was inconsistent in its format – mix of fonts, missing layout, inconsistent colors, etc. The APA citation was missing or incorrect.

The response was consistently formatted in fonts, layout, emphasis, colors, etc. The APA citation was fine but either the in-text or bibliographic citation was missing or inconsistent.

The response was consistently formatted. The fonts, layout, emphasis, and colors turned out well. The APA citation was correct both in-text and in the bibliographic citation at the end.

Organization (5%)





Participation Responses (50%)

Number of posts (5%)

There were no posts for participation.

The number of posts were less than two.

The number of posts were less than three.

The number of posts were three or more.






Organization (5%)





Contribution to learning (35%)

There was no substantial contribution to learning.

The responses were more of an agreement or disagreement without clearly supporting the rationale with explanation or examples.

The responses went beyond plain agreement or disagreement. However, the explanation or example was not always consistent supporting the

The responses substantially contributed with a different viewpoint or agreement. The logic for the response was adequately supported with explanation, example or both.

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cause of agreement or disagreement.

Academic Honesty and Integrity:

Northeastern University views academic dishonesty as one of the most serious offenses that a student

can commit while in college and imposes appropriate punitive sanctions on violators. Here are some

examples of academic dishonesty. While this is not an all-inclusive list, we hope this will help

you to understand some of the things instructors look for and strongly recommend that you include the

text below as part of your

Syllabus. The following is excerpted from the University’s policy on academic honesty and integrity;

the complete policy is available at:

http://www.cps.neu.edu/images/CPS-Stu-Handbook2012-2013.pdf

• Cheating – intentionally using or attempting to use unauthorized materials, information or study aids

in an academic exercise. This may include use of unauthorized aids (notes, texts) or copying from

another student’s exam, paper, computer disk, etc.

• Fabrication – intentional and unauthorized falsification, misrepresentation, or invention of any data,

or citation in an academic exercise. Examples may include making up data for a research paper,

altering the results of a lab experiment or survey, listing a citation for a source not used, or stating an

opinion as a scientifically proven fact.

• Plagiarism – intentionally representing the words or ideas of another as one’s own in any academic

exercise without providing proper documentation by source by way of a footnote, endnote or

intertextual note.

• Unauthorized collaboration – Students, each claiming sole authorship, submit separate reports,

which are substantially similar to one another. While several students may have the same source

material, the analysis, interpretation and reporting of the data must be different.

• Participation in academically dishonest activities – Examples include stealing an exam, using a

prewritten paper through mail order or other services, selling, loaning or otherwise distributing

materials for the purpose of cheating, plagiarism, or other academically dishonest acts; alteration,

theft, forgery, or destruction of the academic work of others.

• Facilitating academic dishonesty – Examples may include inaccurately listing someone as co-author

of paper who did not contribute, sharing a take home exam, taking an exam or writing a paper for

another student.

For comprehensive information please go to http://www.cps.neu.edu/online/

* * *

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http://www.cps.neu.edu/images/CPS-Stu-Handbook2012-2013.pdf

http://www.cps.neu.edu/online/

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College of Professional Studies Policies and Procedures For comprehensive information, please see the Registrar University Catalogs page as well as the Student Resources page of the Northeastern University College of Professional Studies website.

Student Accommodations

The College of Professional Studies is committed to providing equitable access to learning opportunities to students with documented disabilities (e.g. mental health, attentional, learning, chronic health, sensory, or physical). To ensure access to this class, and program, please contact The Disability Resource Center ( http://www.northeastern.edu/drc/) to engage in a confidential conversation about the process for requesting reasonable accommodations in the classroom and clinical or lab settings. Accommodations are not provided retroactively so students are encouraged to register with the Disability Resource Center (DRC) as soon as they begin their program. The College of Professional Studies encourages students to access all resources available through the DRC for consistent support.

End-of-Course Evaluation Surveys Your feedback regarding your educational experience in this class is very important to the College of Professional Studies. Your comments will make a difference in the future planning and presentation of our curriculum. At the end of this class, please take the time to complete the evaluation survey at the NEU EvaluationKit website . Your survey responses are completely confidential. Surveys will be open for the last two weeks of the class. An email will be sent to your HuskyMail account notifying you when surveys are available.

Online Proctoring In this class, some tests may be administered remotely by an online authentication and proctoring service called Examity®, which gives you the flexibility to schedule exams at your convenience and take them wherever you want. To prepare for using Examity®, you will need to meet the following technical requirements:

Working webcam and microphone which can be tested at www.testmycam.net

An Internet connection of at least 3Mbps (www.speedtest.net)

Chrome/ Mozilla/ Safari/ Internet Explorer/ Microsoft Edge browser

Up to date Operating system (Windows or Mac OS) Please click on the link below to run an automated systems check: Examity Computer Readiness Check If you do not pass the systems check or have any questions or concerns, you can contact Examity’s® technical support team 24/7 via email at [email protected] or phone at (855) 392-6489. Please tell your instructor immediately if your computer/equipment does not meet the standard to use online proctoring.

Northeastern University Online Copyright Statement Northeastern University Online is a registered trademark of Northeastern University.

All other brand and product names are trademarks or registered trademarks of their respective companies.

This course material is copyrighted and Northeastern University Online reserves all rights. No part of this

publication may be reproduced, transmitted, transcribed, stored in a retrieval system, or translated into any

language or computer language, in any form or by any means, electronic, mechanical, magnetic, optical,

chemical, manual, or otherwise, without the express prior written permission of Northeastern University

Online.Northeastern University Online is a registered trademark of Northeastern University. All other

brand and product names are trademarks or registered trademarks of their respective companies.

This

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http://www.northeastern.edu/registrar/catsugd.html

http://www.cps.neu.edu/student-resources/

http://www.cps.neu.edu/student-resources/

http://www.cps.neu.edu/

http://www.northeastern.edu/drc/

https://neu.evaluationkit.com/

https://neu.evaluationkit.com/

http://www.testmycam.net/

http://www.speedtest.net/

http://prod.examity.com/systemcheck/ComputerReadinessCheck.aspx


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course material is copyrighted and Northeastern University Online reserves all rights. No part of this

publication may be reproduced, transmitted, transcribed, stored in a retrieval system, or translated

into any language or computer language, in any form or by any means, electronic, mechanical,

magnetic, optical, chemical, manual, or otherwise, without the express prior written permission of

Northeastern University Online.

Copyright 2017 © by Northeastern University Online All Rights Reserved

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