contracts and procurement
Case Study Glenn Smith June 2020
PROJ 6004 Case Study Bowen Terrace
Context: Jan 2020
Due to a shortage of suitable local accommodation in Brisbane, Torrens University is
expanding student services to include high rise rental accommodation for up to two
hundred students studying at the Bowen Terrace Campus site. A site has been selected
behind the Brisbane campus building which is currently an underutilized commercial
Wilsons Car Park facility, Martin Street, Fortitude Valley.
Seeking to commence an intake of students for T1 2023 (36 months planning/build time)
it recognizes that this build process would need to be accelerated as traditional estimates
reveal such a project should have a project life cycle (PLC) of at least 48 months. Given
the short PLC Torrens has been in negotiation with a number of design & construct
building companies with the primary selection focus being on Design, Time, Cost and
Quality.
Site
The site is situated across from the Fortitude Valley Fire Station, the key fire response
center for Brisbane as well as being on the edge of the Brisbane entertainment precinct
known for its large crowds and popular night clubs. There is also a train station nearby in
Fortitude Valley, as well as supermarkets and specialty shops. The proposed site is a
fifteen minute walk to the Brisbane CBD. The iconic Storey Bridge is a three minute
walk from the proposed site.
In order to satisfy the requirement the building will be constructed 12 stories above
ground with the ground floor comprised of a considerable communal leisure area, large
40 station sponsored internet caf, office/reception and laundry facilities. There will be
two floors underground with resident parking for fifty vehicles. The accommodation
floors will be made up of single and double room combinations housing twenty students
per floor.
Each unit will average out as providing 20m2 of livable space per student comprised of a
bed, wardrobe, ensuite, kitchenette and writing desk. Each room will be air conditioned,
contain data points, television and fridge.
Traffic in Martin Street is constant and rated as busy due to the access to the Storey
Bridge and southern suburbs.
Budget
The budget for the building is set as a maximum of $35M, a little below market
expectations for similar projects given the proposed location.
Case Study Glenn Smith June 2020
Management
Management of the project will be through a Project Management Contractor reporting
directly to the Sydney Head Office. No local management will be used.
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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.
