Recent Question/Assignment

ASSESSMENT 3 BRIEF
Subject Code and Title PROJ 6004 Contracts and Procurement
Assessment Presentation and Report
Individual/Group Group
Length 10-20 minutes presentation and 1500 words report (+/- 10%)
Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include:
a) Critically evaluate the risks associated with contract and procurement management approaches
b) Evaluate procurement requirements to formulate procurement processes in order to initiate contracts
c) Critically analyse and identify the responsibilities of the role of the procurement manager and project manager necessary to ensure project outcomes
Submission Due by 11:55pm AEST/AEDT Sunday end of Module 6.1 (Week 11).
Weighting 40%
Total Marks 40 marks
Assessment Task
Critically reflect on the assigned case study available from either the Subject Learning Resources tab on the course homepage, or will be sent to you by the LF as an announcement. Review all subject learning resources. Engage with your assigned group (two or at the most three members) to write a 1500-word report which focuses on actions for general procurement best practices, performancebased procurement contracts, and contract management characterised by effective supplier and client relationships to deliver certainty of outcomes and improved value for all stakeholders.
Please refer to the Task Instructions for details on how to complete this task.
Context
Assessment 3 is about identifying best project procurement practice and exploring the benefits of performance-based contracting in order to develop performance criteria, monitoring processes, with associated contract terms and processes that will ultimately achieve a strong focus on project procurement outcomes and behaviours. It builds on Assessment 1 and 2 by using the ideas and factors raised to identify key issues that can be consolidated by the groups to achieve focused actions for best practice and performance- based procurement contracts.
Assessment 3 also builds on contract management by improved understanding of supplier and client relationships to deliver certainty of outcomes and improved value for all stakeholders.
Note: Groups of approximately 2 - 3 students will be assigned by the Learning Facilitator early, during Module 1 or 2, so that students can get to know each other within the group well before starting the group project. Group size is proposed to ensure diversity, interaction and opportunity for students to grow and lead teams.
Instructions
Assessment 3 will be undertaken progressively through Modules 5 and 6 and will involve a Group Report and Group PowerPoint Presentation.
Based on your research of best procurement practice and the performance-based contracting models considering how these have been applied on other complex projects, critique how this methodology could be applied to the assigned case study example.
Students will also discuss and demonstrate key performance criteria, performance monitoring, contract terms that drive performance outcomes, associated contract administration, contract management and the contractor’s role in management of project constraints. To do this:
1. As a team, develop a 1500-word report, addressing the following:
a. A summary of the roles and responsibilities of the project manager and procurement manager in the assigned case study, including supplier development, as part of completion efforts, or throughout the project life cycle (as appropriate)
b. The complexity of the project and the challenges faced in terms of contracts and procurement management over the full life cycle of the project
c. Significant issues or controversial aspects that relate to project stakeholders and/or result in significant risks to the contracting parties
d. Leadership challenges associated with project execution, and importance of producing deliverables according to schedules and established milestones to meet the needs of the key stakeholders
e. Possible actions and how implementing those action will improve sustainable outcomes for the broader community, the environment and key stakeholders. Students should include specific learnings from Module 5 and 6, such as performance drivers, performance outcomes, relationships, completions effort and lessons learnt.
2. A 10-20-minute Power Point presentation that presents a group reflection summary of the key subject learnings and how they apply to the assigned case study.
Referencing
It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here https://library.torrens.edu.au/academicskills/apa/tool
Submission Instructions
Submit this task (report and PowerPoint slides) via the Assessment 3 link in the main navigation menu in PROJ6004 – Contracts and Procurement. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
Academic Integrity Declaration
We declare that except where we have referenced, the work we are submitting for this assessment task is our own work. We have read and are aware of Torrens University Australia Academic Integrity Policy and Procedure viewable online at http://www.torrens.edu.au/policies-and-forms
We are aware that we need to keep a copy of all submitted material and their drafts, and we will do so accordingly.
Assessment Rubric
Assessment Attributes Fail
(Yet to achieve minimum standard) 0-49% Pass
(Functional)
50-64% Credit
(Proficient) 65-74% Distinction
(Advanced)
75-84% High Distinction
(Exceptional)
85-100%
Knowledge and understanding of best procurement practices and performance-based
contracting models
Percentage for this
criterion = 20%
4%
Insufficient summary and identification of relevant procurement manager and project manager roles and responsibilities as identified in the assigned case study Fragmented summary and identification of relevant procurement manager and project manager roles and responsibilities as identified in the assigned case study Complete summary and
identification of relevant procurement manager and project manager roles and responsibilities as identified in the assigned case study Comprehensive summary and identification of relevant procurement manager and project manager roles and responsibilities as identified in the assigned case study Extensive summary and identification of relevant procurement manager and project manager roles and responsibilities as identified in the assigned case study
4%
Unsatisfactory analysis of the complexity of the project and the challenges faced in terms of contracts and procurement management over the full life cycle of the project Satisfactory analysis of the complexity of the project and the challenges faced in terms of contracts and procurement management over the full life cycle of the project Well thought-out analysis of the complexity of the project and the challenges faced in terms of contracts and procurement management
over the full life cycle of the project Thoroughly thought-out analysis of the complexity of the project and the challenges faced in terms of contracts and procurement management over the full life cycle of the project Exceptionally thought-out analysis of the complexity of the project and the challenges faced in terms of contracts and procurement management over the full life cycle of the project
4%
Analysis of the significant issues or controversial aspects that relate to project stakeholders and/or result in significant risks to the contracting parties not present Satisfactory analysis of the significant issues or controversial aspects that relate to project stakeholders and/or result in significant risks to the contracting parties Well thought-out analysis of the significant issues or controversial aspects that relate to project stakeholders and/or result in significant risks to the contracting parties Thoroughly thought-out analysis of the significant issues or controversial aspects that relate to project stakeholders and/or result in
significant risks to the contracting parties Exceptionally thought-out analysis of the significant issues or controversial aspects that relate to project stakeholders and/or result in
significant risks to the contracting parties
4%
Doesn’t mention leadership challenges associated with project execution, and importance of producing deliverables according to schedules and established milestones to meet the needs of the key stakeholders Comments on leadership challenges associated with project execution, and importance of producing deliverables according to schedules and established milestones to meet the needs of the key stakeholders Critically comments on leadership challenges associated with project execution, and importance of producing deliverables according to schedules and established milestones to meet the needs of the key stakeholders Critically reflects leadership challenges associated with project execution, and importance of producing deliverables according to schedules and established milestones to meet the needs of the key stakeholders Critically evaluates leadership challenges associated with project execution, and importance of producing deliverables according to schedules and established milestones to meet the needs of the key stakeholders
4%
Possible actions and how implementing those action will improve sustainable outcomes for the broader community, the environment and key stakeholders are not presented. Possible actions and how implementing those action will improve sustainable outcomes for the broader community, the environment and key stakeholders are presented in a satisfactory way. Possible actions and how implementing those action will improve sustainable outcomes for the broader community, the environment and key stakeholders are presented in a comprehensive way. Possible actions and how implementing those action will improve sustainable outcomes for the broader community, the environment and key stakeholders are presented in an clear way. Possible actions and how implementing those action will improve sustainable outcomes for the broader community, the environment and key stakeholders are presented in an exceptional and sophisticated way.
Analysis and application with synthesis of new
knowledge
Percentage for this
criterion = 20%
10%
Limited synthesis and analysis. Demonstrated analysis and synthesis of new knowledge with application. Well-developed analysis and synthesis with application of recommendations linked to analysis/synthesis. Thoroughly developed and creative analysis and synthesis with application of pretested best procurement practices and performancebased contracting models and / or independently developed models and justified recommendations linked to analysis/synthesis. Highly sophisticated and creative analysis, synthesis of
new with existing knowledge.
10%
Limited application/recommendatio ns based upon analysis.
Demonstrates the ability to interpret relevant information and literature. Demonstrates the ability to interpret and apply relevant information and literature to specifics of the case study. Demonstrates the ability to effectively interpret relevant information and literature and apply it to meaningful proposals and recommendations relevant to the specifics of the case study. Strong application by way of pretested best procurement practices and performancebased contracting models and / or independently developed models. Recommendations are
clearly justified based on the analysis/synthesis. Applying
knowledge to new situations/other cases.
Evaluation of information selected to support the case study
Percentage for this
criterion = 20%
10%
Limited understanding of best procurement practices and performance-based contracting models required to support the case study.
Resembles a recall or summary of best procurement practices and performance-based contracting models.
Supports personal opinion and information substantiated by evidence from the research/course materials.
Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading of best procurement practices and performance-based contracting models.
10%
Confuses logic and emotion. Information taken from reliable sources but without a coherent analysis or synthesis. Viewpoints of experts are taken as fact with little questioning. Often conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/course materials. Analysis and evaluation do not reflect expert judgement, intellectual independence, rigor and adaptability. Demonstrates a capacity to explain and apply best procurement practices and performance-based contracting models. Identifies logical flaws and questions viewpoints of experts. Well demonstrated capacity to explain and apply best procurement practices and performance-based contracting models. Viewpoint of experts are subject to questioning. Analysis and evaluation reflect growing judgement, intellectual independence, rigor and adaptability. Information is taken from sources with a high level of interpretation/evaluation to develop a comprehensive critical analysis or synthesis. Identifies gaps in knowledge. Exhibits intellectual independence, rigor, good judgement and adaptability.
Effective Communication
(Written)
Percentage for this
criterion = 15%
5%
Merely presents information in bulleted lists or other summary formats.
Communicates in a readable manner that largely adheres to the given format.
Communicates in a coherent and readable manner that adheres to the given format.
Communicates coherently and concisely in a manner that adheres to the given format.
Communicates eloquently. Expresses meaning coherently, concisely and creatively within the given format.
5%
Specialised language and terminology is rarely or inaccurately employed. Generally employs specialised language and terminology with accuracy. Accurately employs specialised language and terminology. Accurately employs a wide range of specialised language and terminology. Discerningly selects and precisely employs a wide range of specialised language and terminology.
5%
Meaning is repeatedly obscured by errors in the communication of ideas, including errors in structure, sequence, spelling, grammar, punctuation. Meaning is sometimes difficult to follow. Information, arguments and evidence are structured and sequenced in a way that is not always clear and logical. Some errors are evident in spelling, grammar and/or punctuation. Meaning is easy to follow. Information, arguments and evidence are structured and sequenced in a way that is clear and logical. Occasional minor errors present in spelling, grammar and/or punctuation. Engages audience interest. Information, arguments and evidence are structured and sequenced in a way that is, clear and persuasive. Spelling, grammar and punctuation are free from errors. Engages and sustains audience’s interest.
Information, arguments and evidence are insightful, persuasive and expertly presented. Spelling, grammar and punctuation are free from errors.
Effective Communication
(Presentation/Oral)
Percentage for this
criterion = 10%
2%
Difficult to understand for audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence. Presentation is sometimes difficult to follow.
Information, arguments and evidence are presented in a way that is not always clear and logical. Presentation is easy to follow.
Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments. Engages audience interest. Information, arguments and evidence are very well presented; the presentation is logical, clear and wellsupported by evidence. Engages and sustains audience interest. Expertly presented; the presentation is logical, persuasive, and well- supported by evidence, demonstrating a clear flow of ideas and arguments.
2%
Specialised language and terminology is rarely or inaccurately employed. Employs some specialised language and terminology with accuracy. Accurately employs specialised language and terminology. Accurately employs a wide range of specialised language and terminology. Discerningly selects and precisely employs a wide range of specialised language and terminology.
2%
Stilted, awkward and/or oversimplified delivery. Correct, but often stilted or awkward delivery. Correct, but occasionally stilted or awkward delivery. Clear and confident delivery. Clear, confident and persuasive delivery.
2%
Limited use of engaging presentation techniques. (e.g. posture; eye contact; gestures; volume, pitch and pace of voice) Sometimes uses engaging presentation techniques (e.g. posture; eye contact; gestures; volume, pitch and pace of voice) Uses engaging presentation techniques (e.g. posture; eye contact; gestures; volume,
pitch and pace of voice)
Confidently and consistently uses a range of engaging presentation techniques (e.g. posture; eye contact, expression; gestures; volume, pitch and pace of voice; stance; movement) Dynamic, integrated and professional use of a wide range of engaging presentation techniques (e.g. posture; eye contact, expression; gestures; volume, pitch and pace of voice; stance; movement)
2%
Presentation aids are not employed or developed as directed. Employs basic, but generally accurate presentation aids as directed. A number of aspects require further refinement (e.g. amount of information, styling, editing, etc.).
Employs clear and somewhat engaging presentation aids as directed. A few aspects require further refinement (e.g. amount of information, styling, editing, etc.) Employs succinct, styled and engaging presentation aids that incorporate a range of elements (graphics, multimedia, text, charts, etc.). Employs succinct, creative and engaging presentation aids that effectively integrate a wide range of elements (graphics, multi-media, text, charts, etc.).
Team Work
Percentage for this
criterion = 10%
5%
Does not participate effectively in a team environment. Participates effectively in teams. Contributes to small group discussions to reach agreement on issues. Understands group dynamics and team roles. Builds team’s identity and commitment.
5%
Hinders the group process and upsets the schedule. Contributes to group processes. Works together with others towards shared goals. Facilitates team development by such activities as managing communication or renegotiating responsibilities, tasks and schedules. Leads teams by such activities as evaluating team outcomes, leading change, or implementing strategies for
enhancing team effectiveness.
Correct citation of key
resources and evidence
Percentage for this
criterion = 5%
Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas.
Referencing is omitted or does not resemble APA. Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed.
Referencing resembles APA, with frequent or repeated errors. Demonstrates use of credible resources to support and develop ideas.
Referencing resembles APA, with occasional errors. Demonstrates use of good quality, credible and relevant resources to support and develop arguments and statements.
APA referencing is free from errors. Demonstrates use of highquality, credible and relevant resources to support and develop arguments and position statements. APA referencing is free from errors.
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The following Subject Learning Outcomes are addressed in this assessment
SLO a) Critically evaluate the risks associated with contract and procurement management approaches
SLO b) Evaluate procurement requirements to formulate procurement processes in order to initiate contracts
SLO c) Critically analyse and identify the responsibilities of the role of the procurement manager and project manager necessary to ensure project outcomes
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