PROJ6004: Contracts and Procurement - The Complete Academic Support Hub

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

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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 identifykey 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.
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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 contractor’s 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
throughoutthe 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 achievesuccessful contract completion.
 Importance of completions documentation, project closure and lessons learnt.
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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%)
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

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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 audience’s interest in the topic, demonstrates high levels of cultural sensitivity Effective use of diverse presentation aids, including graphics and multi-media.