Leading companies have recognized that strategic procurement can play a key role in minimizing waste and linked costs in the value chain and thus assisting an organization to achieve competitive advantage. For this purpose, organizations aim to constantly improve their procurement processes by evaluating their supply base and sourcing methods. They aim to develop collaborative relationships to move from tactical procurement to proactive long-term planning, and thus achieve the greatest returns and maximize the value of goods and services for their customers. However, organizations must ensure that supply-related risks are minimized, and opportunities maximized when engaging in procurement activities.
For an organization of your choice, you are asked:
- To critically examine their procurement methods and how they manage their supply base (50%).
- To evaluate the procurement and supply-based risks and opportunities faced by the organization through the production of a risk assessment and suggest ways in which the organization can improve its procurement activities to deal with these (50%).
Please follow a report format. Therefore, you should have a title page, contents page, sections and sub sections, page numbers, appendix section etc. Please note if you are uncertain on how to present and structure a report then visit the university library and ask for assistance.
Please do use diagrams, illustrations, tables, graphics etc. wherever these are helpful, and remember that these do not count towards your word limit. If you do use these, please do not put them in the appendices if they are part of your discussion. Appendices are the appropriate places to put supporting material, however, remember if the reader is satisfied with the main points of your discussion; the supporting information within the appendices may not even be reviewed.
Please try to use theory explicitly at all stages, but do not spend too much time describing a theory. While you must be explicit about the theories, models, techniques etc. that you use, you can assume that the reader is familiar with them. What the reader requires is evidence of your ability to understand and apply the theory and learn from in order to support the development of your findings and/or ideas.
You must cite all sources on which you have relied, for example textbooks, journal articles, web pages etc. using the Harvard Bibliographic referencing system. If you do not cite all sources, then you may be accused of plagiarism, and that may endanger your success in passing the module. If you are in any doubt about how to reference your work, please obtain guidance from the library and/or your academic librarian(s) for this module.
You will also need to take the following into account when completing your assignment:
- Quality of executive summary (does it give a brief complete summary of your paper for an executive to read?)
- Establishment of relevant theory (e.g. what do we mean by global sourcing?)
- Allocation of credit and sources used (have I included references and citations to the material I have used?)
- Clarity of argument
- Overall report presentation including spelling and grammar
- Adherence to nominated word limit (+/- 10%)
- Word processed (letter size 12, times new roman, 1.5 space), fully referenced (Harvard Referencing System)
Knowledge and Understanding
- Demonstrate an understanding of the importance of procurement for global organizations operating in complex market environments.
- Locate, synthesize and critically evaluate recent/current information from a wide range of published literature in the area of Procurement, Risk and Contract Management. • Apply knowledge of the theory and practice of Procurement, Risk and Contract Management to develop insights into and solve current problems.
- Critically evaluate the use of complex models of Procurement, Risk and Contract
Management; systematically and creatively making sound judgements based on the systematic analysis and creative synthesis of ideas.
- Critically and effectively assess the value of theories, concepts and models to the practice of Procurement, Risk and Contract Management.
- Demonstrate a sound understanding of the importance of risk management in the development and maintenance of sustainable procurement.
Assessed intended learning outcomes
Practical, Professional or Subject Specific Skills
- Leads by example – as high levels of self-awareness, emotional and social intelligence, empathy and compassion, and able to identify mental well-being in others. Work collaboratively enabling empowerment and delegation – acts with humility and authenticity, is credible, confident and resilient.
- Judgement and Challenge – Takes personal accountability aligned to clear values. Demonstrates flexibility and willingness to challenge when making decisions and solving problems – instils confidence demonstrating honesty, integrity, openness, and trust.
- Courage & Curiosity – is confident and brave, willing to innovate, seeks new ideas and looks for contingencies. Manages complexity and ambiguity, comfortable in uncertainty, and is pragmatic.
- Valuing Difference – engaging with all, is ethical and demonstrates inclusivity, recognizing diversity, championing, and enabling cultural inclusion. Empowers and motivates to inspire and support others.
- Professional Reflects on own performance, demonstrates professional standards in relation behavior and ongoing development. Advocates the use of good practice within and outside the organization.
Transferable Skills and other Attributes
- Develop their critical skills, especially in relation to published literature in the field. • Work independently and with others in analyzing and presenting solutions to Procurement Risk and Contract Management problems.
- Manage their time effectively and efficiently to meet deadlines.
- Locate and synthesize information from a range of published literature and electronic sources and present this effectively in both oral and written forms.
- Take responsibility for personal learning and continuous professional development.
- Communicate effectively through a variety of media to different audiences.
- Make decisions in complex and unpredictable situations.
Module Aims
- Allow students to develop an in-depth understanding of Procurement, Risk and Contract Management.
- Provide students with an overview of project risk in order to maximize the probability and consequences of positive events and to minimize the probability and consequences of adverse events to project objectives.
- Provide students with the skills to effectively manage procurement processes in a multitude of environments.
Word count/ duration
The maximum word count is 3000 words (+/- 10%). Your word count is from the introduction to conclusion sections. Therefore, it does not include title page, contents page, reference section, appendices etc. If the assignment exceeds these limits; the work in excess of 3000 is not marked
Assessment Criteria Marking Scheme
| Criteria | Marks |
| Use of theory | 30 |
| Examples | 30 |
| Quality of argument | 10 |
| Reference to course ideas | 10 |
| Citation and References | 10 |
| Conclusions | 10 |
- Outstanding – 100-90 o Outstanding knowledge. Theory is linked to practice to an exceptional level and may be used to formulate new questions, ideas or challenges.
- Excellent – 80-89 o Integrates the complexity of a range of knowledge and excellent understanding of its relevance. o Excellent depth of knowledge in a variety of contexts. Coherent and systematic application of theory to practice
- Very Good – 70-79
o Comprehensive knowledge demonstrating very good depth and breadth. Clear insight into links between theory and practice. Demonstrates ability to transfer knowledge between different contexts appropriately. Consistently accurate level of knowledge in depth and breath.
• Good – 60-69
o Consistently relevant accurate knowledge with good depth and breadth. Clear and relevant application of theory to practice. Good identification of key themes. Good demonstration of depth and breadth of knowledge.
- Fair – 50-59 o Mostly accurate knowledge with satisfactory depth and breadth of knowledge. Sound integration of theory and practice with satisfactory identification of key themes. Fair demonstration of depth and breadth of knowledge.
- Adequate – 40-49
o Basic knowledge with occasional inaccuracies appropriate yet basic integration of theory and practice. Superficial depth or limited breadth with unsatisfactory identification of key themes. Basic knowledge demonstrated with some inaccuracies.
- Unsatisfactory – 30-39 o Limited evidence of knowledge. Inappropriate links between theory and practice. o Inadequate identification of key themes.
- Poor – 20-29
o Inconsistent or inaccurate knowledge. Limited and inappropriate or inaccurate links between theory and practice. Poor identification of key themes.
- Very Poor – 10-19 o Virtually no relevant knowledge demonstrated. Fails to adequately demonstrate links between theory and practice. Very poor identification of key themes.
- Extremely Poor – 1-9 o Totally inadequate demonstration of required knowledge. Not able to link theory to practice. No appropriate themes identified.
| Criterion / Mark range | 90-100 | 80-89 | 70-79 | 60-69 | 50-59 | 40-49 | 0-39 |
| Overall level (indicative – not for grading) | Standard comparable to journal publication | Standard comparable to conference paper publication | Distinctive work for Masters level | Merit work for Masters level | Acceptable for Masters | Below Masters pass standard | Significantly below Masters pass standard |
| Scope | Outstanding clarity of focus, includes what is important, and excludes irrelevant issues. | Excellent clarity of focus, boundaries set with no significant omissions or unnecessary issues. | Clear focus. Very good setting of boundaries includes most of what is relevant. | Clear scope and focus, with some omissions or unnecessary issues. | Scope evident and satisfactory but with some omissions and unnecessary issues. | Poorly scoped, with significant omissions and unnecessary issues. | Little or no scope or focus evident. |
| Understandin g of subject matter | Outstanding with critical awareness of relevance of issues. Outstanding expression of ideas. | Excellent with critical awareness of relevance of issues. Excellent expression of ideas. | Very good with critical awareness of relevance of issues. Outstanding expression of ideas. | Good with some awareness of relevance of issues. Ideas are expressed, with some limitation. | Basic with limited awareness of relevance of issues. Limited expression of ideas. | Poor with little awareness of relevance of issues | Little or no understandin g of subject matter is demonstrated . |
| Literature | Comprehensiv e literature review. Evaluation and synthesis of source material to produce an outstanding contribution. | Excellent independent secondary research. Sources are evaluated and synthesized to produce an excellent contribution. | Very good independent secondary research. Sources are evaluated and synthesized to produce a very good contribution. | Good secondary research to extend taught materials. Evidence of evaluation of sources, with some deficiencies in choice and synthesis. | Limited secondary research to extend taught materials. Limited evaluation of sources, deficiencies in choice and synthesis. | Little or no extension of taught materials. Poor choice and synthesis of materials. | Poor use of taught materials. No synthesis. |
| Critical analysis based on evidence | Standard of critical analysis – showing questioning of sources, understanding of bias, independence of thought | Excellent standard of critical analysis – excellence in questioning of sources, understanding of bias, independence of thought | A very good standard of critical analysis. Sources are questioned appropriately , and a very good understandin g of bias, showing independenc e of thought | Critical analysis with some questioning of sources, understandin g of bias, independenc e of thought. | Analysis evident but uncritical. Sources are not always questioned, with limited independenc e of thought. | Little or no analysis. | No valid analysis. |
| Structure of argument, leading to conclusion | Well structured, compelling and persuasive argument that leads to a valuable contribution to the field of study, paving the way for future work | Argument has excellent structure and persuasiveness , leading to very significant insights and relevant future work. | Wellstructured and persuasive argument Insightful conclusion draws together key issues and possible future work. | Structured and fairly convincing argument leads to conclusion that summarises key issues. | Argument has some structure and development towards conclusion with limitations in summary of issues. | Argument is unstructured , no recognizable conclusion. | No evidence of argument or conclusion. |
