| ASSESSMENT BRIEF – Assessment 2 | |
| Subject Code and Title | PROJ6004: Contracts and Procurement |
| Assessment | Assessment 2: Contracts and Procurement Review of the case study and associated Learning Resources, including detailed analysis of findings. |
| Individual/Group | Individual Report |
| Length | 2400 words |
| Learning Outcomes | 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.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.Analyse the responsibilities of the procurement manager and project manager necessary to ensure stakeholder satisfaction |
| Submission | By 11:55pm end of Module 4 |
| Weighting | 40% There are 3 parts to Assessment 2 |
| Total Marks | 40 marks |
Context:
General
Procurement and contracts are integral to successful project management. Planning for purchases and acquisitions, requests for proposal, vendor selection, contract administration, and contract closure are integral parts of the process. Learning fromcase studies and benchmarking against better practices, standards and excellence is vital to
understand complexity of issues and successful strategies for procurement and contract management. It will also ensure improved responsiveness to key issues, promote supplier- client relationships through proactive management of risks and ultimately deliver higher level of focus on performance-based outcomes.
Specific (Assessment 2 Context)
Assessment 2 is about uncovering complexities in the procurement context generally, identifying key issues, looking at leadership, governance and key themes that will allow improved focus, and learning.
Assessment 2 is based on understanding the case study and other module Learning Resources.
- Students are encouraged to look at the Essential and Highly Recommended Learning Resources and other public documents associated with the case study.
- However, a careful thorough review of the report is required to understand the contracts and procurement issues that have arisen during the project execution, ongoing risks mitigations and lessons learnt that can be applied to other large infrastructure projects.
- Assessment 2 aims to encourage a deeper understanding of the challenges faced in large complex projects – particularly with procurement methods that involve private-sector finance to deliver complex projects – which is a significant method of procurement because it can mobilise global financial and procurement capability to innovatively build public infrastructure and facilities to meet the needs of the growing population.
- Students are also encouraged to understand and explore the related organisational issues, stakeholders and the funding and finance aspects associated with the project.
Instructions:
Assessment 2 Individual Report (overall 2,400 Words) is designed around analyzing the procurement in the case study project. This assessment comprises of threeparts:
- Part A: Introduce and summarise the procurement context and scope (life cycle journey of the case study project). Identify the project procurement components and tender evaluation that may have been used in the case study (according to your knowledge from the theory you have studied).
- Part B: Describe the complexities (and key issues/risks), discuss the project environment and organisation aspects, leadership and governance and how these have influenced outcomes.
- Part C: Identify or suggest key mitigations and possible learnings. Explain how those learnings may require changes to roles and responsibilities of key project resources, changes to procurement briefs or specifications, scope and the procurement process itself. Identify dependencies and common themes.
Learning Activities and Output:
The learning process will involve the deconstruction of the case study material to answer questions, examine lessons learnt and highlight issues for further discussion. You willbe encouraged to reflect on your case study findings in order to identify contracts and procurement management best practices which can be applied in the future to significant projects that you may lead as project manager or oversee in a senior role.
Learning Resources:
- Resource on APA style:
- 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.
- Resource on writing case study reports
Monash University (2015). Case study report (sample). Learning Support, Language and Learning Online, Melbourne, Australia.
- Refer to the subject planner and Modules readings for other learning resources specific to Assessment 2.
Assessment Criteria:
Assessment 2 (Parts A, B, C) Individual Report (40%)
- Content, audience and purpose (30%)
- Knowledge and understanding (30%)
- Correct citation of key resources and evidence (20%)
- Effective communication (20%)
The Reflection Journal will also be assessed and has a weight of 10% out of 40%. In addition, students may wish to consider that the audience for the Reflection Journal is the Learning Facilitator and or the student’s employer or sponsor. Therefore, effective communication of ideas is vital recognising the audience too. See learning rubrics in the following pages for details.
Learning Rubrics –Assessment 2 (Part A, B, C)
| Assessment Attributes | Fail (0-49) | Pass (50-64) | Credit (65-74) | Distinction (75-84) | High Distinction (85-100) |
| Content, Audience and Purpose (30%) | Does not meet minimum standard Demonstrates no awareness of context and/or purpose of the assignment. | Meets minimum standard Demonstrates limited awareness of context and/or purpose of the assignment | Moves beyond minimum standard Demonstrates consistent awareness of context and/or purpose of the assignment. | Exceeds minimum standard Demonstrates an advanced and integrated understanding of context and/or purpose of the assignment. | Exceeds minimum standard and exhibits high levels of independence Consistently demonstrates a systematic and critical understanding of context and purpose of the assignment. |
| Knowledge and understanding (30%) | 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 | 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. | 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. |
| research/course materials. | Well demonstrated capacity to explain and apply relevant concepts. | Mastery of concepts and application to new situations/further learning. | |||
| Correct citation of key resources and evidence (20%) | 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 There are no mistakes in using the APA style. | 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 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 | 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 | Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments. The audience is mostly engaged, line of | Information, arguments and evidence are very well presented, the presentation is logical, clear and well supported by evidence. | Expertly presented; the presentation is logical, persuasive, and well supported by evidence, demonstrating a clear flow of ideas and arguments. |
| cannot follow the line of reasoning. Little use of presentation aids, or the presentation aids and material used are irrelevant. | always successful. Line of reasoning is often difficult to follow. Presentation aids are used more for effect than relevance. | reasoning is easy to follow. Effective use of presentation aids. | Engages the audience, demonstrates cultural sensitivity. Carefully and well prepared presentations aids are used. | 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. |
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