A clear flow of thought throughout the presentation with a clear purpose described in the introduction and a comprehensive conclusion. The presentation style could have been improved. A clear flow of thought throughout the presentation with a clear purpose described in the introduction and a comprehensive conclusion. Presenting style was reasonable for presenting to a project board. A clear flow of thought throughout the presentation with a clear purpose described in the introduction and a comprehensive conclusion. Professional presenting style as if being presented to a project board.

4. A clear flow of thought throughout the presentation with a clear purpose described in the introduction and a comprehensive conclusion. Professional presenting style as if being presented to a project board. For on campus students this will be determined through the presentation, flex via the presentation notes. (7.5 marks). The presentation did not have an introduction. There was no conclusion. The information in the presentation did not flow in a logical manner and/or did not relate to the assessment. The presentation style was not appropriate. There was either an introduction or conclusion but not both. The information in the presentation did not flow in a logical manner. The presentation style could have been improved. There was an introduction, a conclusion and the flow of information was reasonable. The presentation style could have been improved.

3. SMART process improvement strategies were identified. (SMART - Specific, measurable, achievable, relevant, time-bounded). (7.5 marks) No strategies were identified and/or strategies did not relate to the assessment. Strategies are identified but do not address any SMART criteria. Strategies address two of the five SMART criteria. Strategies address three of the five SMART criteria Strategies address four of the five SMART criteria Strategies to address improvements or leverage opportunities are described in terms of SMART, including being specific, measurable, achievable, relevant and time-bounded.

2. The lessons identified demonstrated deep reflection about the learning process. (7.5 marks) No lessons were identified and/or lessons identified did not relate to the assessment. Lessons were identified, however they did not demonstrate any reflection about the learning process. Some of the lessons identified, but not all lessons demonstrated an attempt to reflect on the learning process. All lessons identified demonstrated an attempt to reflect on the learning process. All lessons identified demonstrated a reasonable reflection about the learning process. The lessons identified demonstrated deep reflection about the learning process.

4.5 marks 6 marks 7.5 marks The framework for identifying lessons learnt has enabled a meaningful lessons learnt process. There is no evidence the process addressed common issues experienced with lessons learnt in projects. The framework for identifying lessons learnt has enabled a meaningful lessons learnt process. There is some evidence of the process may have addressed common issues experienced with lessons learnt in projects. The framework for identifying lessons learnt has enabled a meaningful lessons learnt process. The process has addressed common issues experienced with lessons learnt in projects.

0 marks 1.5 mark 3 marks 1. The framework for identifying lessons learnt would enable a meaningful lessons learnt process and address common issues experienced with lessons learnt in projects. (7.5 marks) No lessons were identified and/or lessons identified did not relate to the assessment. Generic lessons learnt have been identified. There is no evidence of what framework or process was used to identify the lessons. The framework for identifying lessons learnt has enabled lessons learnt to be identified, however they are generic in nature. There is no evidence the process addressed common issues experienced with lessons learnt in projects.

Some students confuse reflective ‘Lessons Learnt’ with unit content learnt, this is a reflective lessons learnt assessment – do not submit summaries of the topics/content learnt. To assist a template for the presentation is provided. You can add slides to the template (no more than twenty (20) slides in total). You should also add images to cater for visual learners.Consider the marking rubric at the end of this document. In week12 tutorials, you will present one of the lessons you have identified to the class, you may use a single slide and should provide a copy of this to your tutor before you present.This should be very concise yet informative (1-2 minutes). Flex students will need discuss with the unit coordinator their presentation of one lesson learnt.