IBP Project Assessment Brief Autumn 2012
1. Wicked Business Concept Project (50%)
This document contains the basic instructions you need to understand to complete this project
assessment. This assessment is comprised of:
‐ Group report (25%): A group mark awarded by your workshop leader.
‐ Elevator Pitch (15%): An
individual mark awarded by your workshop leader.
‐ Group Contribution (10%): An individual mark awarded to you by your group members.
The group project commences in week four. Individuals will be randomly allocated to teams. You will
be notified of your team in the week four workshop.
Figure One: Overview of the Team process for the Wicked Business Concept Development
EACH STUDENT
AFTER WORKSHOP X
Carry out assigned research and
upload findings to the team’s
discussion board.
Figure 1 (above) provides a representation of the team processes that will cumulatively build the
team wicked business concept report. This assessment comprises the individual elevator pitch and
the group report.
TEAM DISCUSSION
IN WORKSHOP X
Team brainstorms how to develop this
stage of refining and implementing the
business concept, determines what
additional research needs to be done,
and assigns tasks to team members.
BEFORE WORKSHOP X + 1
Synthesise the team’s ideas and
research findings regarding this stage.
Write summary into wiki space.
Prepare for the elevator pitch
WORKSHOP GROUP
IN WORKSHOP X + 1
Discuss information gathered in
pervious week and discuss pitch
AFTER WORKSHOP X + 1
Refine and consolidate the team’s
efforts regarding this stage, and upload
this to team’s wiki space.
Each of these sections represents one of
the remaining six components of the
Team Project Report.
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IBP Project Assessment Brief Autumn 2012
1.1 Group Report (25%)
What is it? This group assignment is a written report that outlines and validates your team wicked
business concept. All group members are expected to contribute weekly to the report. Group
members should gather information to shape each section
of the report. Workshop time will be
dedicated to structured activities designed to build your group project.
How will we be assessed? The group report will be compiled in the group wiki on UTSOnline. Your
workshop leader will assess your project in the group wiki. All group members can edit
and make
changes to all sections of the report in the wiki. PLEASE READ the instructions in the document ‘Set‐
up and Use’ available on UTSOnline.
The final mark for the report will be decided by your workshop leader. This will be a group mark. The
criteria used to assess
the group report can be found in Table 1.1 and 1.2 (at the end of this
document).
The criteria for assessing the content of your project (20 marks) is summarised in table 1.2. This
relates specifically to the content of each section. We will also examine the overall cohesiveness of
the report to ensure all project components relate to one another. The other 5 marks are awarded
according to the written communication skills criteria. These written communication criteria are the
same as those used to assess your first written task. We will examine the logical structure of the text
to
ensure it is concise and has a coherent and meaningful flow. We will check that all claims are
supported and that supporting evidence is properly cited and referenced.
How should we do it? You need to collaborate to (i) write and (ii) conduct research to complete the
report.
(i) Writing the
report: There are six report sections. All members should contribute in
writing to each report section through the group wiki. Groups may choose to nominate a
leader to be primarily responsible for coordinating the collaboration required to write
each report section. You should also consider nominating one person to ensure
all
sections of the report are cohesive and written in similar style.
(ii) Ongoing collaboration: To assist the individual responsible for each report section, all
team members are expected to gather supporting information on a weekly basis. The
group discussion board is the place on UTSOnline where all team members
are expected
to place their contributions on a weekly basis for the development of the group report.
You may choose to use some other form of social media (such as Facebook, Skype,
Twitter or email etc..) to conduct online discussions and collate information. If you
choose other social media platforms, please
keep a record of all discussions.
Even if you collaborate outside of UTSOnline for (ii) ongoing collaboration we strongly advise you to
start (i) writing your project report in the group wiki early. This is a ‘living document’ that you can
all edit as many times as you like.
What
should we do? The following page outlines the component parts of the report that must be
compiled for the final wicked business concept report. You should copy over the bold headings as
the page titles for each wiki page.
In your teams you will compile your answers under these section headings
on an ongoing basis
from weeks 4‐11 in your group wiki space. This report must be finalised in Week 12.
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Introduction: Write a background for your project report.
IBP Project Assessment Brief Autumn 2012
1. Business Concept
1.2 ‘Business Concept’: A brief paragraph stating: what does your business do? How does your
concept address a need identified in the wicked problem?
1.3 ‘Credo/Vision Statement’: Write the credo/vision of your
wicked concept. This should be a one‐
two sentence statement of the business vision.
1.4 ‘Organisational Stakeholders’: Identify and rank the key stakeholders for the business. Write
how the organisation directly affects and is affected by the following stakeholders:
‐ Competitors
‐ Regulatory Authorities
‐ Choose one other….
2. Value
Proposition
2.2 ‘Customer Identification’: Who is your customer?
2.3 ‘Customer Need’: How does your consumer/client benefit from your idea? What makes it
unique?
2.4 ‘Positioning’: Create positioning for your wicked idea (links to your concept analysis). How do
you intend to compete with existing companies/products?
3. Delivering Value
3.1 ‘Business
Buzz’: How could you create ‘buzz’ around your product?
3.2 ‘Business Value’
3.2.1 Identify the value chain or network of your business
3.2.2 Identify your most important business partners.
3.2.3 Name the three business functions/activities that you consider to be the most crucial
in delivering value to your customers.
4. Situate
4.1 ‘Organisational Form’: State the legal form/structure your business will adopt and write a
paragraph justifying why this is the best form for the business concept
4.2 ‘Cost/Benefit Analysis’: State the costs and benefits of the value chain you have identified in part
3.2.1. Please note that you will have
to identify activities or processes at the different stages of the
value chain and their relevant costs and benefits.
5. Report/Communicate Value
5.1 ‘Balanced Scorecard Analysis’: Identify four indicators for your business using the Balanced
Scorecard. Please note that the four dimensions of the Balanced Scorecard are: the financial
dimension,
the customer relationship dimension, the business process dimension and the learning
and innovation dimension.
5.2 ‘Cash Flow Issues’: Identify the possible cash flow related issues your business may face. In your
response, please describe in detail how these issues may arise and identify how you may protect
your organisation from these
risks.
6. Integrate
6.1 ‘Concept Viability’: Considering all the previous components of your project describe and justify
how your business concept is viable, sustainable and ethical. How will your concept address the
wicked problem of consumption?
6.2 ‘Concept Feasibility’: Considering all the previous components of you project, evaluate the
feasibility
of this concept. Identify both strengths and weaknesses.
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IBP Project Assessment Brief Autumn 2012
1.2 Elevator Pitch (15%)
What is it? The 5 minute elevator pitch is a verbal presentation of your business concept. The pitch
is designed to assess your verbal presentation skills. You will discover the aspects of a good pitch in
your workshops.
Each
group will pitch their concept twice. The first pitch relates to the first two sections of your
project report. The second pitch relates to all sections of the report, but focuses on the final four
sections. In a typical team of five members, two team members will present pitch one and
three
members will present pitch two. You will be asked to record which team member is presenting in
your group charter as below:
Elevator Pitches Each of our team members will present one elevator pitch as follows:
Week
commencing
Week 8 30
Week 12 28
th
th
Topic of elevator pitch Team members presenting
April Pitch One
May Pitch Two
How will I be assessed? All individuals must present a component of a pitch. You will be assessed as
an individual according to the verbal presentation criteria summarised in table 2 (at the end of this
document).
How should I do it? Divide the 5 minute presentation time evenly between
the group members
pitching. You should collaborate to ensure the five minute pitch is coherent and timely. You need to
plan, prepare and practice your pitch with your group members. Aim not to rely overly on hand held
notes or visual aids. Use any visual aids creatively and integrate them into
your pitch.
What should I do? Prepare for the pitch as a team by completing the sections of the project report
on a weekly basis (as outlined in section 1, above).
Those allocated to the first pitch should address the following brief: Pitch it to your potential market.
What is
your concept? What are the unique features of your concept? Who is it for? What need does
it address? How does it create value? Who does it create value for? How is it better than potential
substitutes/competitors? If it is completely original, why is it needed?
Those allocated to the
second pitch should address the following brief: Create some hype around
your concept. Validate the investment potential and pitch your business concept to investors. How
will you legally manage your business (business form)? How is it ethical and sustainable? How will
you measure and report value? How is it viable?
How is it feasible? How will you reduce any potential
risks?
In class peer‐assessment: Other teams in your workshop will provide feedback on the content of
your pitch. This feedback is not cumulative towards your assessment mark. It provides you with
feedback to improve your written report component. This
is not a component of your assessment in
this subject.
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1.3 Group Contribution (10%)
IBP Project Assessment Brief Autumn 2012
What is it? This is a process of ensuring all group members are regularly, equally and consistently
contributing towards the group concept project.
How will I be assessed? You will be assessed by your fellow group members according to
the criteria
summarised in table 1.3 (at the end of this document). You will assess one another twice in the
semester through an online platform called SPARK. Once after the first pitch and once after the final
project submission (see subject outline for dates).
The first assessment is a ‘hurdle assessment’.
You will not be awarded a mark for this assessment,
but you must complete it to be eligible for your final mark out of ten. The hurdle assessment is an
opportunity to reflect upon your capacity to collaborate and to signal group members that have not
been ‘pulling their weight’.
Your individual mark out of ten for this component will reflect the aggregate mark awarded to you
by your group members at the second assessment point. If you do not complete BOTH the first and
second SPARK assessments you will receive a 0 mark for this component.
Your subject coordinator will
receive SPARK ratings as averages for each individual. This mark will be
your mark out of ten for this assessment component. Your subject coordinator reserves the right to
override these marks in suspected cases of dysfunctional or colluding groups. In such cases your
subject coordinator will request additional documentary evidence
of group contribution.
How should I do it? You should consider the performance of each of your team members as they
contribute in an ongoing and timely manner to the group project. To adequately assess group
contribution you should have agreed group protocols in operation. You will discuss good group
protocols in week’s 4‐7 workshops.
What should I do? You should ensure you contribute to your group regularly, keep records of all
group meetings and the contributions made by individuals to the group project. We recommend
keeping minutes of all face‐to‐face meetings and using a task management
system (such as the
‘Group task’ function on your UTSOnline group page or the managing group contributions template).
You will receive instructions regarding the use of SPARK and be briefed regarding the process and
criteria in your week 6 workshop. Individuals will be asked to log‐in to the online system
rate their
own performance and the performance of their group members.
The peer assessment is anonymous. You will receive your peer feedback as the average of all ratings
awarded to you by your peers.
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Table 1.1: Overall Project Assessment Criteria.
IBP Project Assessment Brief Autumn 2012
Written Wicked Business Concept /25
OUTCOME: To Collaborate on a cross‐disciplinary project and produce a high quality written text
BELOW EXPECTATIONS MEETS EXPECTATIONS EXCEEDS EXPECTATIONS
GRADE
Z → P → C D → HD
A. Project Content – 20 marks
Components of the
project address all
requirements of the
question (see
detailed component
criteria in table 1.2)
The overall project
report is cohesive
Project components are
not adequately addressed
Project Components are
disjointed, some aspects
may be unrelated or
contradictory
B. Supports/Exhibits and Written Communication – 5 marks
Text Structure
Predominant lack of logical
sequence appropriate to
the task interferes with
meaning.
e.g. inclusion of irrelevant
material detracts from main
thesis; paragraphs not used
or contain unrelated or
undeveloped ideas/points;
omission of necessary links.
Support/ Exhibits
Referencing
Material not identified or
supported
e.g. Many claims within text
or appendix are not
supported with properly
cited material;
Many omissions in
identification or labelling of
outside material; inclusion
of irrelevant addenda
All components are
adequately addressed
A logical flow is developed
between the project
components
Majority of text is logically
sequenced in accordance
with the task allowing for
smooth
reading.
e.g. most material is
relevant to main thesis;
most paragraphs are used
to introduce, develop and
exemplify separate
ideas/points; there are
clear links between most
paragraphs.
Material identified and/or
supported
e.g. Most claims within
text or appendix are
supported with
properly
cited material; there are
some omissions in
identification of outside
material.
Information presented
exceeds expectations for
every project component
Project components are
seamlessly tied together
Whole of text is logically
sequenced throughout,
assisting comprehension of
text.
e.g. text is concise, with no
irrelevant material;’
effective use of paragraphs
throughout,
which
introduce, develop and
exemplify separate
ideas/points; clear and
effective links between
paragraphs.
Material identified and
supported as necessary
e.g. Claims within text or
appendix are supported
with documentation or
citation as necessary;
outside material is properly
identified/labelled.
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Table 1.2 Detailed Component Criteria
Introduction
A clear and succinct background to the report
Component 1
An apparent need for this concept was established
The mission statement was clear and embodied ethical and/or sustainable aims
Appropriate stakeholders were identified and justified
Stakes relating to regulatory authorities and competitors were explained
The concept is unique and/or creative
The concept was self‐explanatory
Component 2
One or more plausible customer groups were identified
Benefits provided to the customer(s) were presented and justified
Benefits have been stated in comparison to competitors
The product’s/company’s positioning is clear and justified
The value proposition is clear and justified
Component 3
The relevant marketing mix (4Ps) variables were clear and justified
One plausible value chain/network was identified
The rationale behind the value chain/network depiction was clearly stated
Possible business partners have been identified and justified
Suggestions for creating “Buzz” around the product offered seemed promising
A media strategy has been identified and justified
The critical business activities/functions were identified and justified
Component 4
One plausible business form was identified
The selected business model appears to be appropriate
Advantages of the model were clearly explained
The rationale for not selecting other forms was logical
The costs of each stage were clearly identified
The benefits of each stage were clearly identified
The concept appears viable
Component 5
Four relevant indicators were identified
Indicators were clearly explained in relation to the balanced scorecard
Cash flow related issues were identified
Cash flow issues were described in relation to business operations
A reasonable risk protection rationale was provided
Component 6
There is a need for this concept
The concept is sustainable/ethical
The concept appears feasible
The concept appears viable
There is a need for this concept
IBP Project Assessment Brief Autumn 2012
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IBP Project Assessment Brief Autumn 2012
Table 2: Summary of the Individual Elevator Pitch Assessment Criteria /15 marks
Labels
F – Below Expectation D – Exceeds Expectations
P – Meets Expectations HD – Exceeds Expectations
C – Meets Expectations
Criterion 1 – 6 marks Verbal Presentation
Scores Description
F – Below
Expectation
Verbal presentation disengages audience. e.g. inappropriate voice projection,
modulation, speaking pace, and/or pronunciation errors that distract or repel
audience.
P – Meets
Expectations
C – Meets
Expectations
D – HD Exceeds
Expectations
Verbal presentation receives audience attention. e.g. appropriate voice projection,
modulation, speaking pace, pronunciation.
Verbal presentation receives and partly engages audience attention. e.g. appropriate
voice projection, modulation, speaking pace, pronunciation.
Verbal presentation engages audience. e.g. clear and modulated voice projection,
speaking pace, pronunciation which is relevant to context and maintains audience
interest / interaction.
Criterion 2 – 5 marks Non-Verbal Presentation
Scores Description
F – Below
Expectation
P – Meets
Expectations
C – Meets
Expectations
D – HD Exceeds
Expectations
Inappropriate non-verbals which detract from presentation. e.g. Low level
enthusiasm or confidence; poor eye contact; reading notes; no/excessive movement;
position blocks screen; inappropriate attire or demeanour
Appropriate non-verbals which generally maintain audience attention. e.g. evidence
of enthusiasm and confidence; mainly effective use of eye contact, gestures and
movement ; appropriate attire and demeanour.
Appropriate non-verbals which generally maintain audience attention. e.g. evidence
of enthusiasm and confidence; effective use of eye contact, gestures and movement ;
appropriate attire and demeanour.
Effective non-verbals which generate and maintain a high level of audience
engagement. e.g. frequent high level of enthusiasm and confidence; effective use of
eye contact, gestures and movement which enhance the delivery; appropriate attire
and demeanour.
Criterion 3 – 3 marks Time Management
Scores Description
F – Below
Expectation
P – Meets
Expectations
C – Meets
Expectations
D – HD Exceeds
Expectations
Mismanagement of allotted time. e.g. Delivery too long or too short; points omitted
due to ineffective timing and prioritizing; ineffectual pacing of delivery.
Management of allotted time. e.g. Delivery within time limits and generally well
paced; many points may be too rushed.
Management of allotted time. e.g. Delivery within time limits and generally well
paced; some points may be too rushed.
Effective time management. e.g. Delivery makes good use of the allotted time, for
optimum audience engagement.
Criterion 4 – 1 mark Visual Aids
Scores Description
F – Below
Expectation
P – C Meets
Expectations
D – HD Exceeds
Expectations
Inappropriate use of multimedia that distracts the audience. e.g. multimedia
resources are difficult to read, contain errors or inappropriate amount of text, typos;
confusion between written and visual text.
Appropriate use of multimedia/visual aids that assists the presentation and helps
understanding. e.g. multimedia/visual aids are easy to read, attractive, informative,
error free; contains appropriate amount of text; congruence between written and
visual text.
Effective / creative use of multimedia or visual aids that supports the presentation
and assists understanding. e.g. multimedia/visual aids are used in an effective,
possibly different manner; easy to read, attractive, informative, error free; contains
useful amount of text; successful balance between written an visual text. They are
integrated into the presentation not add-ons
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Table 3: Group Contribution – Peer Assessment Criteria
IBP Project Assessment Brief Autumn 2012
Interpersonal Skills Development /10 CRITERIA ARE OF EQUAL VALUE
OUTCOME: Be able to interact effectively with others in order to work towards a common outcome.
A. EFFECTIVE INTERACTION WITH OTHERS
Commitment
to working
with others
Collaboration
and
inclusiveness
When assessing evidence of commitment you would consider the level of engagement each team member
demonstrated in relation to the following:
‐ What was this team member’s level of attendance at face‐to‐face or online meetings?
‐ Did this person master active interpersonal involvement with other team members?
‐ Did this person demonstrate thoughtful and constructive feedback towards the development of the group
project components?
You will see the ratings for these questions when you log‐in to SPARK.
When assessing the evidence of effective collaboration you would consider the following:
‐ Did this team member engage in constructive collaboration at all times?
‐ Was this team member generally cooperative towards meeting team goals?
‐ Did this team member encourage our group learning process?
‐ Did
this member act in a way that was inclusive to all members regardless of their cultural or socio‐
economic background?
‐ Did this team member encourage us to work together?
You will see the ratings for these questions when you log‐in to SPARK.
B. WORK TOWARDS A COMMON OUTCOME
Balance
between task
and
interpersonal
relations
Contribution to
work towards a
common
outcome
(establishment
and
commitment to
team goals,
plans, rules,
roles, sharing,
strategies,
democratic
principles)
When assessing how effective each team member was in balancing their focus on task and people, consider the
following:
‐ Did this team member only focus on task outcomes without regards to other’s contributions? Did this
person only focus upon our personal and social relationships
without working collaboratively on task
related activities? If yes, this would mean a fail or low pass on this item.
‐ Did this person volunteer to assist others and share information openly and consider or respond to
others’ ideas in relation to common outcome? If yes, this means a pass
or credit rating on this item.
‐ Did this person consistently demonstrate a keen interest in sharing and advancing the task by working to
enable and enhance the diverse interests and ideas of the group? If yes, this means a distinction or high
distinction rating on this item.
When assessing how consistently and productively members made contributions to the group project outcome
consider the following:
‐ Did this person provide a lack of constructive feedback; irrelevant, vague comments
/tone; lack of
flexibility or adaptability in taking on different roles such as leading or delegating; doesn’t listen to
others’ contributions; few helpful contributions initiated beyond responses to others’ questions or
material related to own experiences? If yes, this would mean a fail on this item.
‐ Did this person provide
constructive, relevant tone/ comments; flexibility / adaptability in taking on
different roles such as leading, delegating; feedback is generally timely, specific and task‐oriented;
addresses others appropriately to encourage teamwork; consistently helpful suggestions that go beyond
responses to questions or reliance on own experience; explains material to others; provides new
insights; suggests alternatives? If yes, this means a pass or credit rating on this item.
‐ Did this person consistently provide highly productive contributions? Comments / tone was consistently
clear, constructive and inspiring; demonstration of flexibility and adaptability in effectively assuming
leadership, and negotiator roles; shows understanding by paraphrasing or by
acknowledging and
building on others‘ ideas; negotiation skills; generates new ideas; suggests alternatives; explains and
synthesizes information; addresses others appropriately to encourage teamwork; feedback is
consistently constructive, timely, specific and task‐oriented. If yes, this means a distinction or high
distinction rating on this item.
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