RQF level: 7
Aim
The aim of this unit is to teach learners about portfolio management and the features that go with it. The need of having a Project Management Office will also be discussed, as well as the stages of developing a successful project management office. The supply chain ecosystem will also be examined, as well as IT frameworks appropriate for logistics and supply chain difficulties.
Learning Outcomes and Assessment Criteria
| Learning Outcomes When awarded credit for this unit, a learner will: | Assessment Criteria Assessment of this learning outcome will require a learner to demonstrate that they can: |
| 1 Identify the characteristics and goals of project, program, and portfolio management. |
1.1 Evaluate the characteristics and goals of program and project management. 1.2 Define portfolio management principles. 1.3 Analyse the distinctions between programs and portfolios. 1.4 Assess the relationship between portfolio management and corporate strategy. 1.5 Assess the effectiveness of different portfolio selection tools and techniques. |
| 2 Be able to evaluate the necessities for establishing a Project Management Office. |
2.1 Evaluate the Project Management Office’s advantages. 2.2 Evaluate the deployment of a project management office structure with different levels. 2.3 Evaluate the stages of developing and implementing the Project Management Office. |
| 3: Understand the global supply chain ecology. |
3.1 Define the ecosystem of the global supply chain. 3.2 Analyse how to create a map of the global supply chain ecosystem. 3.3 Analyse how the ecosystem framework is applied to supply chain analysis. 3.4 Evaluate the relationship between modern production and services. |
| 4: Understand the importance of information technology in logistics and supply chain management. |
4.1 Evaluate the logistics and information systems interaction. 4.2 Evaluate critical success factors (CSF) for logistics IT integration. 4.3 Create a framework that integrates information technology into the total logistics system. |