Contracts and procurement
PROJ6004 Assessment 3 Brief 2019.docx Page 1 of 8
ASSESSMENT BRIEF Assessment 3
Subject Code and Title PROJ6004: Contracts and Procurement
Assessment Assessment 3: Review of the Case Study and associated Learning Resources, including detailed analysis of findings.
Group Report (Online)
Group PowerPoint Presentation (F2F)
Group Group Report – Online Students
Group Power Point Presentation – F2F Students
Length Group Report (Online) 2000 words.
Group PowerPoint Presentation (F2F) 18 slides maximum.
Learning Outcomes 1. Critically evaluate the risks associated with contract and procurement management approaches and make recommendations to global project sponsors with regard to best practice in this area.
2. Apply judgement and initiative in the development of best practice contract and procurement process for global project management, identifying the external factors that need to be considered and mitigated for in every instance.
3. Analyse the responsibilities of the procurement manager and project manager necessary to ensure stakeholder satisfaction and successful project outcomes.
Submission
Weighting 30%
Total Marks 30 marks
Online Report – By 11:55pm end of 1st week of Module 6 (Week 11)
F2F Presentation – In the last class Module of 6
PROJ6004 Assessment 3 Brief 2019.docx Page 2 of 8
Context: Assessment 3 Context Assessment 3 is about best project procurement practice and exploring the benefits of performance-based contracting to develop performance criteria, monitoring processes, contract terms and processes that ultimately achieves a strong focus on project procurement outcomes and behaviours. It builds on Assessment 1 and 2 by using the ideas and issues 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 4 people will be assigned by the Learning Facilitator in consultation with the students early during Module 1 or 2, so that students can get to know each other within the group well before starting the group project. A group size of 4 has been proposed to ensure diversity, interaction and opportunity for students to grow and lead teams. Only in exceptional situation a different group size may be approved by the Learning Facilitator.
PROJ6004 Assessment 3 Brief 2019.docx Page 3 of 8
Instructions:
Assessment 3 will be undertaken progressively through Modules 5 and 6 and will involve a Group Report (online students) or PowerPoint Presentation (F2F students). Based on your research of best procurement practice and the performance-based contracting model(s) and how this has been applied on other complex projects, critique how this method could be applied to the case study example. Students will also discuss key performance criteria, performance monitoring, contract terms that drive performance outcomes and associated contract administration, contract management and the contractors role in management of project constraints. The last section of the report/presentation will include a group reflection summary of the key subject learnings. Where appropriate consider the aspects below:
? Specific roles and responsibilities of project manager and procurement manager including in supplier development as part of completions effort or throughout the project life cycle (as appropriate).
? The complexity of the project and the challenges faced in terms of contracts and procurement management over the full life-cycle of the project;
? Significant issues or controversial aspects that relate to project stakeholders and/or result in significant risks to the contracting parties;
? Leadership challenges associated with project execution, and importance of completions effort to meet the needs of the key stakeholders.
? Possible actions and how implementing those action will improve sustainable outcomes for the community and key stakeholders (students should include learnings from Module 5 and 6 in areas such as performance drivers, performance outcomes, relationships, completions effort and lessons learnt aspects).
? Understand possible common themes or learnings that can be applied to future large projects to improve management of contacts and procurement and ensure project success.
? Bring out (as appropriate) any aspects related to project management practice and or changes required to ensure better project outcomes. Areas for further vendor negotiations and management – to achieve successful contract completion.
? Importance of completions documentation, project closure and lessons learnt.
PROJ6004 Assessment 3 Brief 2019.docx Page 4 of 8
Learning Resources:
? Resource on APA style: Laureate International Universities Publishing. (2013). Essential guide to APA style. Baltimore, MD: Author [Vital Source e-reader]
? Resource on report writing:
Victoria University of Wellington (2013). How to write a business report. School of Marketing and Internal Business and Student Learning Support Service, Wellington, New Zealand. http://www.victoria.ac.nz/vbs/teaching/publications/VBS-report-writing-guide- 2013-July.pdf
? Resource on writing case study reports
Monash University (2015). Case study report (sample). Learning Support, Language and Learning Online, Melbourne, Australia. http://www.monash.edu.au/lls/llonline/writing/general/report/1.xml
? Refer to the subject planner for learning resources on Modules 5 and 6 to complete
Assessment 3.
Assessment Criteria: Assessment 3 – Overall Group Report/Presentation (30%)
? Knowledge and understanding (20%) ? Analysis and application with synthesis of new knowledge (25%) ? Evaluation of information (25%) ? Correct citation of key resources and evidence (10%) ? Effective communication (20%)
http://www.victoria.ac.nz/vbs/teaching/publications/VBS-report-writing-guide-2013-July.pdf
http://www.victoria.ac.nz/vbs/teaching/publications/VBS-report-writing-guide-2013-July.pdf
http://www.victoria.ac.nz/vbs/teaching/publications/VBS-report-writing-guide-2013-July.pdf
http://www.monash.edu.au/lls/llonline/writing/general/report/1.xml
Learning Rubrics Assessment 3: Group Report/Presentation
Assessment Attributes
Fail (0-49)
Pass (50-64)
Credit (65-74)
Distinction (75-84)
High Distinction (85-100)
Knowledge and understanding
(20%)
Limited understanding of required concepts and knowledge
Key components of the assignment are not addressed.
Knowledge or understanding of the field or discipline.
Resembles a recall or summary of key ideas.
Often conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/course materials.
Thorough knowledge or understanding of the field or discipline/s. Supports personal opinion and information substantiated by evidence from the research/course materials.
Demonstrates a capacity to explain and apply relevant concepts.
Highly developed understanding of the field or discipline/s.
Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
Well demonstrated capacity to explain and apply relevant concepts.
A sophisticated understanding of the field or discipline/s.
Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
Mastery of concepts and application to new situations/further learning.
Evaluation of information
(25%)
Limited understanding of key concepts required to support the pitch.
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.
Resembles a recall or summary of key ideas.
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.
Supports personal opinion and information substantiated by evidence from the research/course materials.
Demonstrates a capacity to explain and apply relevant concepts.
Identify logical flaws.
Questions viewpoints of experts.
Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
Well demonstrated capacity to explain and apply relevant concepts.
Viewpoint of experts are subject to questioning.
Analysis and evaluation reflect growing judgement, intellectual independence, rigor and adaptability.
Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
Information is taken from sources with a high level of interpretation/evalu ation to develop a comprehensive critical analysis or synthesis.
Identifies gaps in knowledge.
Exhibits intellectual independence, rigor, good judgement and adaptability.
Analysis and application with synthesis of new knowledge
(25%)
Limited synthesis and analysis.
Limited application/recomm endations based upon analysis.
Demonstrated analysis and synthesis of new knowledge with application.
Shows the ability to interpret relevant information and literature.
Well-developed analysis and synthesis with application of recommendations linked to analysis/synthesis.
Thoroughly developed and creative analysis and synthesis with application of pretested models and / or independently developed models and justified recommendations linked to analysis/synthesis
Highly sophisticated and creative analysis, synthesis of new with existing knowledge.
Strong application by way of pretested models and / or independently developed models. Recommendations are clearly justified based on the analysis/synthesis. Applying knowledge to new situations/other cases.
Correct citation of key resources and evidence
(10%)
Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas.
There are mistakes in using the APA style.
Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed.
There are no mistakes in using the APA style.
Demonstrates use of high quality, credible and relevant resources to support and develop ideas.
There are no mistakes in using the APA style.
Demonstrates use of good quality, credible and relevant resources to support and develop arguments and statements. Shows evidence of wide scope within the organisation for sourcing evidence
Demonstrates use of high-quality, credible and relevant resources to support and develop arguments and position statements. Shows evidence of wide scope within and without the
PROJ6004 Assessment 3 Brief 2019.docx 10
Page 10 of
There are no mistakes in using the APA style.
organisation for sourcing evidence
There are no mistakes in using the APA style.
Effective communication
(20%)
Difficult to understand for audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence.
No effort is made to keep audience engaged, audience cannot follow the line of reasoning.
Little use of presentation aids, or the presentation aids and material used are irrelevant.
Information, arguments and evidence are presented in a way that is not always clear and logical.
Attempts are made to keep the audience engaged, but not always successful. Line of reasoning is often difficult to follow.
Presentation aids are used more for effect than relevance.
Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments.
The audience is mostly engaged, line of reasoning is easy to follow.
Effective use of presentation aids.
Information, arguments and evidence are very well presented, the presentation is logical, clear and well supported by evidence.
Engages the audience, demonstrates cultural sensitivity.
Carefully and well prepared presentations aids are used.
Expertly presented; the presentation is logical, persuasive, and well supported by evidence, demonstrating a clear flow of ideas and arguments.
Engages and sustains audiences interest in the topic, demonstrates high levels of cultural sensitivity
Effective use of diverse presentation aids, including graphics and multi-media.
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6004QA3.pdf
Home>Business & Finance homework help>Operations Management homework help>contracts and procurement
PROJ6004 Assessment 3 Brief 2019.docx Page 1 of 8
ASSESSMENT BRIEF Assessment 3
Subject Code and Title PROJ6004: Contracts and Procurement
Assessment Assessment 3: Review of the Case Study and associated Learning Resources, including detailed analysis of findings.
Group Report (Online)
Group PowerPoint Presentation (F2F)
Group Group Report – Online Students
Group Power Point Presentation – F2F Students
Length Group Report (Online) 2000 words.
Group PowerPoint Presentation (F2F) 18 slides maximum.
Learning Outcomes 1. Critically evaluate the risks associated with contract and procurement management approaches and make recommendations to global project sponsors with regard to best practice in this area.
2. Apply judgement and initiative in the development of best practice contract and procurement process for global project management, identifying the external factors that need to be considered and mitigated for in every instance.
3. Analyse the responsibilities of the procurement manager and project manager necessary to ensure stakeholder satisfaction and successful project outcomes.
Submission
Weighting 30%
Total Marks 30 marks
Online Report – By 11:55pm end of 1st week of Module 6 (Week 11)
F2F Presentation – In the last class Module of 6
PROJ6004 Assessment 3 Brief 2019.docx Page 2 of 8
Context: Assessment 3 Context Assessment 3 is about best project procurement practice and exploring the benefits of performance-based contracting to develop performance criteria, monitoring processes, contract terms and processes that ultimately achieves a strong focus on project procurement outcomes and behaviours. It builds on Assessment 1 and 2 by using the ideas and issues 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 4 people will be assigned by the Learning Facilitator in consultation with the students early during Module 1 or 2, so that students can get to know each other within the group well before starting the group project. A group size of 4 has been proposed to ensure diversity, interaction and opportunity for students to grow and lead teams. Only in exceptional situation a different group size may be approved by the Learning Facilitator.
PROJ6004 Assessment 3 Brief 2019.docx Page 3 of 8
Instructions:
Assessment 3 will be undertaken progressively through Modules 5 and 6 and will involve a Group Report (online students) or PowerPoint Presentation (F2F students). Based on your research of best procurement practice and the performance-based contracting model(s) and how this has been applied on other complex projects, critique how this method could be applied to the case study example. Students will also discuss key performance criteria, performance monitoring, contract terms that drive performance outcomes and associated contract administration, contract management and the contractors role in management of project constraints. The last section of the report/presentation will include a group reflection summary of the key subject learnings. Where appropriate consider the aspects below:
? Specific roles and responsibilities of project manager and procurement manager including in supplier development as part of completions effort or throughout the project life cycle (as appropriate).
? The complexity of the project and the challenges faced in terms of contracts and procurement management over the full life-cycle of the project;
? Significant issues or controversial aspects that relate to project stakeholders and/or result in significant risks to the contracting parties;
? Leadership challenges associated with project execution, and importance of completions effort to meet the needs of the key stakeholders.
? Possible actions and how implementing those action will improve sustainable outcomes for the community and key stakeholders (students should include learnings from Module 5 and 6 in areas such as performance drivers, performance outcomes, relationships, completions effort and lessons learnt aspects).
? Understand possible common themes or learnings that can be applied to future large projects to improve management of contacts and procurement and ensure project success.
? Bring out (as appropriate) any aspects related to project management practice and or changes required to ensure better project outcomes. Areas for further vendor negotiations and management – to achieve successful contract completion.
? Importance of completions documentation, project closure and lessons learnt.
PROJ6004 Assessment 3 Brief 2019.docx Page 4 of 8
Learning Resources:
? Resource on APA style: Laureate International Universities Publishing. (2013). Essential guide to APA style. Baltimore, MD: Author [Vital Source e-reader]
? Resource on report writing:
Victoria University of Wellington (2013). How to write a business report. School of Marketing and Internal Business and Student Learning Support Service, Wellington, New Zealand. http://www.victoria.ac.nz/vbs/teaching/publications/VBS-report-writing-guide- 2013-July.pdf
? Resource on writing case study reports
Monash University (2015). Case study report (sample). Learning Support, Language and Learning Online, Melbourne, Australia. http://www.monash.edu.au/lls/llonline/writing/general/report/1.xml
? Refer to the subject planner for learning resources on Modules 5 and 6 to complete
Assessment 3.
Assessment Criteria: Assessment 3 – Overall Group Report/Presentation (30%)
? Knowledge and understanding (20%) ? Analysis and application with synthesis of new knowledge (25%) ? Evaluation of information (25%) ? Correct citation of key resources and evidence (10%) ? Effective communication (20%)
http://www.victoria.ac.nz/vbs/teaching/publications/VBS-report-writing-guide-2013-July.pdf
http://www.victoria.ac.nz/vbs/teaching/publications/VBS-report-writing-guide-2013-July.pdf
http://www.victoria.ac.nz/vbs/teaching/publications/VBS-report-writing-guide-2013-July.pdf
http://www.monash.edu.au/lls/llonline/writing/general/report/1.xml
Learning Rubrics Assessment 3: Group Report/Presentation
Assessment Attributes
Fail (0-49)
Pass (50-64)
Credit (65-74)
Distinction (75-84)
High Distinction (85-100)
Knowledge and understanding
(20%)
Limited understanding of required concepts and knowledge
Key components of the assignment are not addressed.
Knowledge or understanding of the field or discipline.
Resembles a recall or summary of key ideas.
Often conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/course materials.
Thorough knowledge or understanding of the field or discipline/s. Supports personal opinion and information substantiated by evidence from the research/course materials.
Demonstrates a capacity to explain and apply relevant concepts.
Highly developed understanding of the field or discipline/s.
Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
Well demonstrated capacity to explain and apply relevant concepts.
A sophisticated understanding of the field or discipline/s.
Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
Mastery of concepts and application to new situations/further learning.
Evaluation of information
(25%)
Limited understanding of key concepts required to support the pitch.
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.
Resembles a recall or summary of key ideas.
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.
Supports personal opinion and information substantiated by evidence from the research/course materials.
Demonstrates a capacity to explain and apply relevant concepts.
Identify logical flaws.
Questions viewpoints of experts.
Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
Well demonstrated capacity to explain and apply relevant concepts.
Viewpoint of experts are subject to questioning.
Analysis and evaluation reflect growing judgement, intellectual independence, rigor and adaptability.
Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
Information is taken from sources with a high level of interpretation/evalu ation to develop a comprehensive critical analysis or synthesis.
Identifies gaps in knowledge.
Exhibits intellectual independence, rigor, good judgement and adaptability.
Analysis and application with synthesis of new knowledge
(25%)
Limited synthesis and analysis.
Limited application/recomm endations based upon analysis.
Demonstrated analysis and synthesis of new knowledge with application.
Shows the ability to interpret relevant information and literature.
Well-developed analysis and synthesis with application of recommendations linked to analysis/synthesis.
Thoroughly developed and creative analysis and synthesis with application of pretested models and / or independently developed models and justified recommendations linked to analysis/synthesis
Highly sophisticated and creative analysis, synthesis of new with existing knowledge.
Strong application by way of pretested models and / or independently developed models. Recommendations are clearly justified based on the analysis/synthesis. Applying knowledge to new situations/other cases.
Correct citation of key resources and evidence
(10%)
Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas.
There are mistakes in using the APA style.
Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed.
There are no mistakes in using the APA style.
Demonstrates use of high quality, credible and relevant resources to support and develop ideas.
There are no mistakes in using the APA style.
Demonstrates use of good quality, credible and relevant resources to support and develop arguments and statements. Shows evidence of wide scope within the organisation for sourcing evidence
Demonstrates use of high-quality, credible and relevant resources to support and develop arguments and position statements. Shows evidence of wide scope within and without the
PROJ6004 Assessment 3 Brief 2019.docx 10
Page 10 of
There are no mistakes in using the APA style.
organisation for sourcing evidence
There are no mistakes in using the APA style.
Effective communication
(20%)
Difficult to understand for audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence.
No effort is made to keep audience engaged, audience cannot follow the line of reasoning.
Little use of presentation aids, or the presentation aids and material used are irrelevant.
Information, arguments and evidence are presented in a way that is not always clear and logical.
Attempts are made to keep the audience engaged, but not always successful. Line of reasoning is often difficult to follow.
Presentation aids are used more for effect than relevance.
Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments.
The audience is mostly engaged, line of reasoning is easy to follow.
Effective use of presentation aids.
Information, arguments and evidence are very well presented, the presentation is logical, clear and well supported by evidence.
Engages the audience, demonstrates cultural sensitivity.
Carefully and well prepared presentations aids are used.
Expertly presented; the presentation is logical, persuasive, and well supported by evidence, demonstrating a clear flow of ideas and arguments.
Engages and sustains audiences interest in the topic, demonstrates high levels of cultural sensitivity
Effective use of diverse presentation aids, including graphics and multi-media.
Applied Sciences
Architecture and Design
Biology
Business & Finance
Chemistry
Computer Science
Geography
Geology
Education
Engineering
English
Environmental science
Spanish
Government
History
Human Resource Management
Information Systems
Law
Literature
Mathematics
Nursing
Physics
Political Science
Psychology
Reading
Science
Social Science
Home
Blog
Archive
Essay
Reviews
Contact
google+twitterfacebook
Copyright © 2019 HomeworkMarket.com
