Posted: May 15th, 2022

PROJ6004_Review_Assessment_1_Brief_T3_2017.docx Page 1 of 7 ASSESSMENT BRIEF – Assessment 1

PROJ6004_Review_Assessment_1_Brief_T3_2017.docx
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ASSESSMENT BRIEF – Assessment 1
Subject Code and Title PROJ6004: Contracts and Procurement
Assessment Assessment 1: Contracts and Procurement Case Study –
Report – Review of new Royal Adelaide Hospital Auditor
General Report (and associated Learning Resources),
including detailed analysis of findings.
Individual/Group Individual Report and Reflection Journal
Length Report Format approximately 2,400 words
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 By 11:55pm AEST/AEDT Sunday end of Module 3
Weighting 40%.
There are 4 parts to Assessment 1, – submitted as 1
Report
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 from Case
Studies and benchmarking against better practices, standards and excellence is vital to
understand complexity of issues and successful strategies for procurement and contract
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management. It will also ensure improved responsiveness to key issues, promote supplierclient
relationships through proactive management of risks and ultimately deliver higher
level of focus on performance-based outcomes.
Specific (Assessment 1 Context)
Assessment 1 is about uncovering complexities in the procurement context generally,
identifying key issues, looking at leadership, governance and key themes that will allow
improved focus, reflection and learning.
Assessment 1 – Individual Report (overall 2,400 Words) based on review Case Study (new
Royal Adelaide Hospital AG Report) 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 new Royal Adelaide Hospital.
 However, a careful thorough review of the South Australian Auditor General Report for
2015 is required to understand the contracts and procurement issues that have arisen
during the execution of the new Royal Adelaide Hospital project, ongoing risks
mitigations and lessons learnt that can be applied to other large infrastructure projects.
 Assessment 1 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 new Royal
Adelaide Hospital project.
Instructions:
Assessment 1 is designed around the review of a Case Study from a current large-scale
public private partnership hospital project that aims to create a modern health-care facility
in South Australia. This assessment comprises of four parts:
 Part A: 600 Words Introduction summarising the procurement context (life cycle journey
and where the project is currently), uncover complexities (and key issues), discuss
project environment and organisation aspects, leadership and governance and how that
has influenced the current situation.
 Part B: 700 Words Identify key risks, mitigations and possible learnings. Where
learnings have wider implications, identify 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.
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 Part C: 600 Words – Summary of key findings and also identify best practices for
procurement and contracts management (in particular PPP procurement) and explore
roles of project and procurement managers in ensuring successful delivery.
 Part D: Nominal word limit of 500 words. The Reflection Journal summarises the
student’s ideas and thoughts and key aspects pertaining to Module 1 and Module 2
including any key aspects picked-up as a result of the review of the Essential and Highly
Recommended Learning Resources and critical self-assessment of how some aspects
may apply to student’s current or future roles.
Important Note: The research effort put-in by students in Assessment 1 is vital input for
Assessment 2 and Assessment 3 as it will provide actionable information for better
participation in the discussion board as well as within Groups.
It is recommended that students Reflection Journal also cover some of the topics below –
which will help students for Assessment 2:
 Typical procurement and financial risks require to be managed for complex projects;
 Specific financial risks that remain for the nRAH project to completion (use initiative
and judgement);
 Possible mitigation actions and how these relate to better practice guidelines
published by State Procurement Board of South Australia;
 Areas for further vendor negotiations and management – to achieve successful
contract completion.
 Areas of key accountability for Project Manager and Procurement Manager to
facilitate successful outcomes;
 Areas performance-based contracting and its application to nRAH contract
management or completions effort generally;
 Possible Issues that can be considered by the Group/Team for Group Report or
Group Presentation;
 Possible team/group behaviours that the individuals will display to develop the
Group Report or Group Presentation.
In considering the above, please be mindful of, and reflect on, the findings and the lessons
learnt from the case study and how they can be applied in your own personal development
and professional career. Record these in your Reflection Journal and also highlight any
specific instances where your strengths and limitations as a project manager or manager
have been identified.
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 will be
encouraged to reflect on your case study findings in order to identify contracts and
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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 output will be a Report Format for Assessment 1 – using the Instructions noted
above.
Learning Resources:
 Resource on APA style:
The URL/page for the TUA referencing guides is
http://onlinelibrary.tua.edu.au/skills/referencing
 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.
https://www.appessaywriters.com/write-my-paper/victoria.ac.nz/vbs/teaching/publications/VBS-report-writing-guide2013-July.pdf
 Resource on writing case study reports
Monash University (2015). Case study report (sample). Learning Support, Language
and Learning Online, Melbourne, Australia.
https://www.appessaywriters.com/write-my-paper/monash.edu.au/lls/llonline/writing/general/report/1.xml
 Refer to the subject planner and Modules 1 and 2 for other learning resources
specific to Assessment 1.
Assessment Criteria:
Assessment 1 (Parts A, B, C and D inclusive) 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.
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Learning Rubrics –Assessment 1 (Part 1, 2, 3 and 4 inclusive)
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.
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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.
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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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