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Assignment Briefs 12-20-2022

The different procurement strategies that might be considered for the project where the control of programme and continued access to the blocks are a top priority

BSP7CAC Costing and Contracts

Module name

Costing and Contracts

Module code

BSP7CAC

Level

7

Module start month and year

September 2022

Module pass mark

50

Assignment

2

Assignment due time and date

10.00 a.m. (UK time), Wednesday 1 February 2023

Word count (see section below for info)

3,500

Assignment weighting

70%

Module learning outcomes assessed

LO1, LO2, LO3, LO4

(see module ‘Assessment tab’ for details)

Submission details

For this assignment, you are required to submit online:

  • a report as one PDF file or alternatively as one Word (or similar) file.

Please refer to the relevant ‘Assessment preparation’ week of the module for further guidance.

If you have any questions about this assessment, please contact your Module Team using the Assignment forum in the relevant ‘Assessment preparation’ week on the VLE.

Scenario

You work for a housing association that is looking to undertake a substantial programme of planned maintenance works to five blocks of two- to three-bedroom apartments, of concrete frame and brick infill construction. The three-storey buildings will be refurbished using over-cladding and improved insulation to the walls. The windows, doors, kitchens and bathrooms are to be replaced. Each block comprises 12 apartments and is currently fully occupied.

The cost limit has been agreed and the project is to proceed with an overall completion date set for three years from now. There is not a detailed programme for the works but individual tenants will be decanted to alternative accommodation whilst work on their apartment is being carried out.

Task

You have now been asked to submit a report to the management team advising on the cost and contract management of the project. In providing this advice, you should explain the processes involved and offer a reasoned justification of their relevance to this project.

Write a professional report that critically analyses:

  1. the different procurement strategies that might be considered for the project where the control of programme and continued access to the blocks are a top priority. Recommend your preferred route, setting out the reasons for your choice using a selection matrix to illustrate your reasoning;
  2. the post-contract cost control processes you will implement to ensure the project is completed within budget, based on your selected procurement method;
  3. the potential conflict that could occur on this project between the housing association, the contractor and the tenants, and indicate how a suitable management strategy might ensure any concerns raised do not escalate into disputes.

Clearly state your assumptions and provide examples to support your explanation or discussion. Your procurement selection matrix and any back-up information or calculations should be included in an appendix to your report.

Reference list

You should include a reference list with a minimum of eight separate relevant and appropriate sources that you have written about and cited within your work.

A bibliography of uncited sources is not required.

Additional information

Further information to support you with this assignment is available within the study materials for this module on the UCEM VLE.

It is recommended that you engage with the Assignment briefing webinar and Assignment forum, as the module team may signpost relevant learning activities and also answer any questions you may have.

Marking guidance for this activity

This guidance is designed to help you to do as well as possible in your assessment by explaining how the person marking your work will be judging it

Your work will be assessed in relation to the requirements set out in the assessment criteria marking guide at the end of this document and the grading guidance section below.

It is recommended that you read both of these sections before starting your assessment to learn what will help you to achieve the highest marks. Before submitting your assessment you should review it to check you have produced what is required to achieve the highest marks.

When you receive your feedback from your tutor you should be able to see where you gained marks and, where relevant, recommendations about how to improve your performance going forward.

Grading guidance

This grading guidance section explains in more detail what a submission for this assessment should include in order to achieve a mark at the threshold, good and excellent standards.

Threshold

You will have described the methods of procurement that can be used for this project scenario and supported your discussion with a procurement selection matrix. The methods of post-contract cost control will be discussed in order to ensure the project is completed within budget. Finally, you will have identified potential conflict areas that could arise and how a suitable management strategy could help avoid any concerns escalating into disputes.

Good

You will have met the criteria for Threshold and provided a critical analysis of procurement approaches. A suitable procurement approach will have been identified following evaluation of the project scenario and procurement matrix. There will be further consideration of possible risks to the project budget and how these can be managed. Potential conflict that may arise and a suitable strategy to manage those conflicts will be analysed in relation to the project scenario. Examples will be provided to support your points and to relate to the project scenario.

 

Excellent

You will have met the criteria for Good and further demonstrated insight and analysis about each of the different parts of the task considering the type of project. Reasoned and insightful assumptions will have been made about the project and client, and arguments developed around these.

Examples will be specific to the scenario provided in the assignment

Word count and overwriting

Exceeding 10% of the stated word count may limit the marks allocated for communication (see assessment criteria marking guide below).

The following table outlines the inclusions and exclusions in the word count of the most common features of assessed pieces of work. Not all these features may be relevant to your assignment; please refer to the assignment task for confirmation of which features are required.

Included in wordcount

Excluded from wordcount

Introduction

Executive summary/abstract

Main body

Title page/front cover

Footnotes/endnotes

Contents List

In text citations

Calculations

Words in tables

Drawings/Images

Conclusion

List of references

Recommendations

Bibliography

Headings and titles, except for those explicitly excluded

Appendices

The total number of words used must be stated on the first page of your assessment.

Avoiding academic misconduct (Academic integrity)

Academic misconduct is a serious offence. Types of misconduct include, but are not limited to: plagiarism, self-plagiarism, collusion, or contracting a third party to write your assessment. It is important that your assessment shows academic integrity. You must ensure that you reference sources you have used and check the originality of your work before submission. Please see the ‘Assessment preparation’ week for more information on academic misconduct, including guidance on how to avoid academic misconduct, how to check your work, and how UCEM checks all submitted assessment for academic misconduct

ASSESSMENT CRITERIA MARKING GUIDE

LEVEL 7

Weight- ing %

 

1. COMMUNICATION

15

0–2

Inadequate

3–5

Limited

6–7

Below threshold

8

Threshold

9–10

Good

11

Excellent

12–15

Outstanding

Relevance to task

  • ·The relevance of the information provided to the context of the task
  • ·The way the needs of the intended audience have been addressed.

 

Irrelevant and addresses neither the task nor the needs of the intended audience.

Largely irrelevant and does not effectively address the task or the needs of the intended audience.

Partially relevant and attempts to address the task and the needs of the intended audience with significant irrelevance or omissions.

Sufficiently relevant to the task and the needs of the intended audience to meet the learning outcomes.

Consistently relevant to the task and focussed on the requirements of the intended audience.

Highly relevant to the task and precisely focussed on the requirements of the intended audience.

Completely relevant to the task and fully focussed on the requirements of the intended audience.

Structure and presentation

  • ·Organisation and presentation of ideas

 

A lack of structure beyond a loosely connected list of points.

Largely unstructured and does not have a clear logical flow.

Inconsistent structure and logical flow.

Adequate Structure and logical flow.

Capable structure and logical flow.

Advanced structure and logical flow.

Proficient structure and logical flow.

  • Format appropriate to

the intended audience and/or industry protocols

  • ·How structure and presentation enable communication.

Presentation format is

inappropriate.

 

Communication is obstructed.

Presentation format is

ineffective.

 

Communication is hindered.

Presentation format is

confused.

 

Communication is only partially effective.

Presentation format is

satisfactory.

 

Communication is sufficient to meet the learning outcomes.

Presentation format is

effective.

 

Communication is sound.

Presentation format is

sophisticated.

 

Communication is articulate.

Presentation format is

innovative.

 

Communication is insightful.

Grammar

  • ·Selection of words, sentence construction, spelling and punctuation.

 

Use of grammar is deficient and meaning is obstructed.

Significant grammatical errors and meaning lacks clarity.

Several grammatical errors and meaning conveyed insufficiently clearly.

Notwithstanding some minor errors and oversights, grammar and clarity of meaning are sufficient to meet

the learning outcomes.

Grammar usage is capable and conveys meaning effectively.

Grammar usage is advanced and conveys meaning precisely.

Grammar usage is exceptional and conveys meaning eloquently.

2. KNOWLEDGE AND UNDERSTANDING

20

0–3

Inadequate

4–7

Limited

8–9

Below threshold

10–11

Threshold

12–13

Good

14–15

Excellent

16–20

Outstanding

Systematic knowledge and understanding of the key aspects of the field of study

 

Inadequate systematic knowledge and understanding of the field of study.

Limited systematic knowledge and understanding of the field of study.

Insufficient systematic knowledge and understanding of the field of study.

Sufficient systematic knowledge and understanding of the

field of study to meet the learning outcomes.

Good systematic knowledge and understanding of the

field of study to meet the learning outcomes.

Excellent systematic knowledge and understanding of the

field of study to meet the learning outcomes.

Outstanding systematic knowledge and understanding of the field

of study to meet the learning outcomes.

Critical awareness of

current problems and/or new insights at or informed by the forefront of the academic discipline

Inadequate level of

critical awareness of current problems and/or new insights, very little, if any, of which has been informed by the forefront of the academic discipline.

Unsatisfactory level of

critical awareness of current problems and/or new insights, little of which has been informed by the forefront of the academic discipline.

Basic level of critical

awareness of current problems and/or new insights, some of which has been informed by the forefront of the academic discipline.

Adequate level of

critical awareness of current problems and/or new insights, much of which has been informed by the forefront of the academic discipline.

Sound level of critical

awareness of current problems and/or new insights, most of which has been informed by the forefront of the academic discipline.

Comprehensive level of

critical awareness of current problems and/or new insights, nearly all of which has been informed by the forefront of the academic discipline.

Exceptional level of

critical awareness of current problems and/or new insights, all of which has been informed by the forefront of the academic discipline.

 

3. USE AND

APPLICATION OF SOURCE MATERIAL

20

0–3

Inadequate

4–7

Limited

8–9

Below threshold

10–11

Threshold

12–13

Good

14–15

Excellent

16–20

Outstanding

Application of UCEM Harvard referencing style

 

A minimal number of

sources have been referenced. The referencing system is applied incoherently.

Referencing is

unsatisfactory due to significant omissions, inaccuracies or inconsistencies in the application of the referencing system.

Referencing is

insufficient due to several omissions, inaccuracies or inconsistencies in the application of the referencing system.

Referencing is

sufficiently complete, accurate and consistent in the application of the referencing system to meet the learning

outcomes.

Referencing is

competent with mostly complete, accurate and consistent application of the referencing system.

Referencing is

comprehensive with complete, accurate and consistent application of the referencing system with minimal errors.

Referencing is

comprehensive and applied faultlessly.

Source Materials

 

 

 

 

 

 

 

 

  • ·Selection of course materials

Minimal and incoherent selection of course

materials.

Ineffective selection of course materials with

significant omissions.

Inconsistent and inaccurate selection of

course materials.

Adequate selection of course materials.

Competent selection of course materials.

Sophisticated selection of course materials.

Innovative selection of course materials.

  • Independent research

Independent research

is minimal and has not been informed by scholarship at the forefront of the academic discipline.

Independent research

is incomplete and unsatisfactory. It has not been informed by any notable scholarship at the forefront of the academic discipline.

Independent research

is basic and has partially been informed by appropriate scholarship at the forefront of the academic discipline.

Independent research

is sufficient and has been at least partially informed by appropriate scholarship at the forefront of the academic discipline, sufficient to meet the

learning outcomes.

Independent research

is competent and has been informed by a reasonable amount of appropriate scholarship at the forefront of the academic discipline.

Independent research

is advanced and has been informed by a comprehensive range of authoritative scholarship at the forefront of the academic discipline.

Independent research is

proficient and has been informed by the full range of authoritative scholarship at the forefront of the academic discipline.

  • ·Use of industry practice and personal experience.

Industry practice and

personal experience omitted or irrelevant.

Limited and incomplete

reference to industry practice and personal

experience.

Simple reference to

industry practice and personal experience.

Satisfactory reference

to industry practice and personal experience.

Clear reference to

industry practice and personal experience.

Perceptive reference to

industry practice and personal experience.

Insightful reference to

industry practice and personal experience.

Originality in the application of knowledge

 

Originality in the application of knowledge is inadequate and incoherent. The assessed work is not informed or improved by the source materials.

Originality in the application of knowledge is ineffective and unsatisfactory. The assessed work is informed and improved in a limited manner by the source materials.

Originality in the application of knowledge is inconsistent and partial. The assessed work is informed and improved in a basic manner by the source materials.

Originality in the application of knowledge satisfactory and adequate. The assessed work is informed and improved in an adequate manner by the source materials, sufficient to meet the learning outcomes.

Originality in the application of knowledge is competent and clear. The assessed work is informed and improved in a reasonable manner by the source materials.

Originality in the application of knowledge is perceptive and accurate. The assessed work is informed and improved in a comprehensive manner by the source materials.

Originality in the application of knowledge is innovative and insightful. The assessed work is informed and improved in an exceptional manner by the source materials.

 

4. EVIDENCE BASED

CRITICAL ANALYSIS

20

0–3

Inadequate

4–7

Limited

8–9

Below threshold

10–11

Threshold

12–13

Good

14–15

Excellent

16–20

Outstanding

Practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge

 

Minimal understanding of how established techniques of research and enquiry are used to create and interpret knowledge.

Unsatisfactory understanding of how established techniques of research and enquiry are used to

create and interpret knowledge.

Insufficient understanding of how established techniques of research and enquiry are used to

create and interpret knowledge.

Sufficient understanding of how established techniques of research and enquiry are used to

create and interpret knowledge.

Effective understanding of how established techniques of research and enquiry are used to

create and interpret knowledge.

Sophisticated understanding of how established techniques of research and enquiry are used to create and interpret knowledge.

Insightful understanding of how established techniques of research and enquiry are used to create and interpret knowledge.

Critical analysis

  • ·Analysis of source materials

 

Analysis of the source materials is superficial, deficient or minimal

Analysis of the source materials is shallow ineffective or

incomplete.

Analysis of the source materials is insubstantial,

inaccurate or inconsistent.

Analysis of the source materials is adequate and of sufficient depth

to meet the learning outcomes.

Analysis of the source materials is substantial clear and competent.

Analysis of the source materials is rigorous, accurate and

comprehensive.

Analysis of the source materials is profound, proficient and very

advanced.

  • Application of analysis

to the demands of the task

Analysis is not applied

to the demands of the task.

Analysis is applied

unsatisfactorily to the demands of the task.

Analysis is partially

applied to the demands of the task.

Analysis is

satisfactorily applied to

the demands of the task.

Analysis is reasonably

applied to the demands of the task.

Analysis is perceptively

applied to the demands of the task.

Analysis is innovatively

applied to the demands of the task.

Development of arguments

  • ·Use of analysis to develop and sustain arguments and justifications.

 

Arguments and justifications are incoherent and deficient. There is minimal evidence of an attempt to develop or sustain an argument.

Arguments and justifications are unsatisfactory and ineffective. The development of arguments is incomplete and not sustained.

Arguments and justifications are confused and inaccurate. The development of arguments is inconsistent and partially sustained with

significant omissions.

Arguments and justifications are satisfactory and sufficient to meet the learning outcomes. The development of arguments is basic and sustained adequately.

Arguments and justifications are clear and reasonable. The development of arguments is fair and sustained competently.

Arguments and justifications are advanced and sophisticated. The development of arguments is sophisticated and sustained

comprehensively.

Arguments and justifications are ambitious and exceptional. The development of arguments is insightful and fully sustained.

Technical ability

(where appropriate)

  • ·Quality of drawings

 

Drawings are incorrect or omitted

Drawings are incomplete or with significant omissions

Drawings are inaccurate and only partially completed

Drawings are completed at a basic

level sufficient to meet the learning outcomes.

Drawings are completed at a competent level

Drawings are completed accurately

Drawings are completed to an exceptionally high standard

  • ·Accuracy of calculations

Calculations are

incorrect or omitted

Calculations are

incomplete with significant omissions

Calculations are

inaccurate and only partially completed

Calculations are

completed at a basic

level sufficient to meet the learning outcomes.

Calculations are

completed at a competent level

Calculations are

completed accurately

Calculations are

completed to an

exceptionally high standard

  • ·Appropriate selection

and application of information.

Selection of information

is incorrect or minimal. Information is applied inadequately or incoherently to the task.

Selection of

information is incomplete with significant omissions. Information is applied ineffectively or unsatisfactorily to the task.

Selection of

information is inconsistent and partial. Information is applied inaccurately to the task.

Selection of

information is satisfactory and sufficient to meet the learning outcomes. Information is applied adequately to the task.

Selection of

information is clear and reasonable.

Information is applied competently to the task.

Selection of information

is accurate and comprehensive Information is applied perceptively to the task.

Selection of information is

proficient and insightful Information is applied innovatively to the task.

 

5. INSIGHT,

INTERPRETATION AND EVALUATION

25

0–4

Inadequate

5–9

Limited

10–12

Below threshold

13–14

Threshold

15–17

Good

18–19

Excellent

20–25

Outstanding

Systematic and creative approaches to complex issues

 

Inadequate self-

direction and originality in tackling and solving problems and in implementing tasks at a professional level.

Ineffective self-

direction and originality in tackling and solving problems and in implementing tasks at a professional level.

Insufficient self-

direction and originality in tackling and solving problems and in implementing tasks at a professional level.

Sufficient self-direction

and originality in tackling and solving problems and in implementing tasks at a professional level to meet the learning

outcomes.

Competent self-

direction and originality in tackling and solving problems and in implementing tasks at a professional level.

Successful self-

direction and originality in tackling and solving problems and in implementing tasks at a professional level.

Exceptional self-direction

and originality in tackling and solving problems and in implementing tasks at a professional level.

Critical evaluation of current research and advanced scholarship in the discipline

 

Any evaluation of current research and advanced scholarship in the discipline is unsubstantiated and unstructured.

Evaluation of current research and advanced scholarship in the discipline is unsatisfactory in its reasoning.

Evaluation of current research and advanced scholarship in the discipline is simple in its reasoning.

Evaluation of current research and advanced scholarship in the discipline is adequate in its reasoning.

Evaluation of current research and advanced scholarship in the discipline is competent in its reasoning.

Evaluation of current research and advanced scholarship in the discipline is sophisticated in its reasoning.

Evaluation of current research and advanced scholarship in the discipline is ambitious and convincing in its reasoning.

Judgements in the absence of incomplete data

 

Judgments in the absence of incomplete data and/or conclusions are deficient.

Judgments in the absence of incomplete data and/or conclusions are inaccurate.

Judgments in the absence of incomplete data and/or conclusions are confused.

Judgments in the absence of incomplete data and/or conclusions are satisfactory and sufficient to meet the

learning outcomes.

Judgments in the absence of incomplete data and/or conclusions are clear and appropriate.

Judgments in the absence of incomplete data and/or conclusions are perceptive.

Judgments in the absence of incomplete data and/or conclusions are insightful.

 

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