Unit 3: Project Design, Implementation and Evaluation


 

Unit 3:

Project Design, Implementation

 

 

and Evaluation


Unit code:
L/601/0995

QCF level:
5


Credit value:
20






Aim

To develop learners’ skills of independent enquiry by undertaking a sustained investigation of direct relevance to their vocational, academic and professional development.

Unit abstract

This unit provides opportunities for learners to develop skills in decision making, problem solving and communication, integrated with the skills and knowledge developed in many of the other units within the programme to complete a realistic project.

It requires learners to select, plan, implement and evaluate a project and finally present the outcomes, in terms of the process and the product of the project. It also allows learners to develop the ability to work individually and/or with others, within a defined timescale and given constraints, to produce an acceptable and viable solution to an agreed brief.

If this is a group project, each member of the team must be clear about their responsibilities at the start of the project and supervisors must ensure that everyone is accountable for each aspect of the work and makes a contribution to the end result.

Learners must work under the supervision of programme tutors or work-based managers.

Learning outcomes

On successful completion of this unit a learner will:

1       Be able to formulate a project

2     Be able to implement the project within agreed procedures and to specification

3     Be able to evaluate the project outcomes

4       Be able to present the project outcomes.

Unit content



1      Be able to formulate a project

Project selection: researching and reviewing areas of interest; literature review; methods of evaluating feasibility of projects, initial critical analysis of the outline specification, selection of project option, initiating a project logbook/diary, estimating costs and resource implications, identifying goals and limitations, value of project, rationale for selection, agree roles and allocate responsibilities (individually with tutor/supervisor and within project group if appropriate)

Project specifications: developing and structuring a list of requirements relevant to project specifications eg costs, timescales, scale of operation, standards, legislation, ethics, sustainability, quality, fitness-for-purpose, business data, resource implications

Procedures: planning and monitoring methods, operating methods, lines of communication, risk analysis, structure of groups and collaborative working eg learner groups or roles and responsibilities within a work-based project, targets and aims

Project plan: production of a plan for the project including timescales, deliverables, milestones, quality assurance systems and quality plans, and monitoring progress

2      Be able to implement the project within agreed procedures and to specification

Implement: proper use of resources, working within agreed timescale, use of appropriate techniques for generating solutions, monitoring development against the agreed project plan, maintaining and adapting project plan where appropriate

Record: systematic recording of relevant outcomes of all aspects and stages of the project to agreed standards

3      Be able to evaluate the project outcomes

Evaluation techniques: detailed analysis of results, conclusions and recommendations, critical analysis against the project specification and planned procedures, use of appropriate evaluation techniques, application of project evaluation and review techniques (PERT), opportunities for further studies and developments

Interpretation: use of appropriate techniques to justify project progress and outcomes in relation to the original agreed project specification

Further consideration: significance of project; application of project results; implications; limitations of the project; improvements; recommendations for further consideration

4      Be able to present the project outcomes

Record of procedures and results: relevant documentation of all aspects and stages of the project

Format: professional delivery format appropriate to the audience; use of appropriate media




Learning outcomes and assessment criteria




Learning outcomes
Assessment criteria for pass


On successful completion of
The learner can:


this unit a learner will:










LO1 Be able to formulate a

1.1
formulate and record possible outline project


project


specifications




1.2
identify the factors that contribute to the process of





project selection




1.3
produce a specification for the agreed project




1.4
produce an appropriate project plan for the agreed





project








LO2 Be able to implement the

2.1
match resources efficiently to the project


project within agreed

2.2
undertake the proposed project in accordance with the


procedures and to





agreed specification.


specification











2.3
organise, analyse and interpret relevant outcomes







LO3 Be able to evaluate the

3.1
use appropriate project evaluation techniques


project outcomes

3.2
interpret and analyse the results in terms of the original









project specification




3.3
make recommendations and justify areas for further





consideration







LO4 Be able to present the

4.1
produce a record of all project procedures used


project outcomes

4.2
use an agreed format and appropriate media to present









the outcomes of the project to an audience.









  
Guidance



Links

This unit is suitable for use by all sectors and should utilise the full range of skills developed through study of other units in the programme. These include planning, practical work, data handling and processing, analysis and presentation.

The knowledge applied may link to one particular unit or to a number of other units.


Essential requirements

The required resources will vary significantly with the nature of the project. The identification of the equipment and materials required, and the establishment of their availability, is a vital part of the planning phase. Learners should therefore have access to a wide variety of physical resources and data sources relevant to the project. Tutors should ensure that learners do not embark on work that cannot succeed because of lack of access to the required resources.

Employer engagement and vocational contexts

Centres should try to establish relationships with appropriate organisations in order to bring realism and relevance to the project.







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