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,
ASSESSMENT BRIEF – Assessment 3
Subject Code and Title PROJ6004: Contracts and Procurement
Assessment Assessment 3: Individual or Group Report (online) or
Group PowerPoint Presentation (F2F) – Review of the
Case Study (new Royal Adelaide Hospital Auditor General Report) and associated Learning Resources, including detailed analysis of findings.
Individual/Group Assessment 3 – Individual or Group Report (Online) or Group Power Point Summary (F2F)
Length Assessment 3 – Individual or Group Report of approximately 1,800 words; or
Group PowerPoint Presentation (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 Online Report - By 11:55pm AEST/AEDT Friday end of Module 6
F2F Presentation - In the last class module of 6
Weighting 30%
Total Marks 30 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 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 3 Context)
Assessment 3 context is about exploring the benefits of performance-based contracting to develop performance criteria, monitoring processes, contract terms and processes that ultimately achieves a strong focus on performance outcomes and behaviours. It builds on Assessment 2 by using the ideas and issues raised by blackboard discussion to identify key issues that can be consolidated by the Groups to achieve focussed actions for performancebased completions effort. 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.
Assessment 3 – Individual/Group Report based on a study of the performance-based contracting model(s) and how this has been applied on complex projects and suggestions as to how this could be applied to the Case Study example (new Royal Adelaide Hospital). Students will also discuss key performance criteria, performance monitoring, contract terms that drive performance outcomes and associated contract administration, contract management and the contractor’s role in management of project constraints.
Assessment 3 will be undertaken progressively through Modules 5 and 6 and will involve an Individual/Group Report or PowerPoint Presentation that considers, where appropriate, aspects below:
• Performance drivers and performance-based outcomes;
• Procurement management and completions effort that is vital to ensure successful delivery of projects;
• Relationship management, ethics, transparency and other effective contract management processes;
• Importance of completions documentation, project closure and lessons learnt;
• 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).
Instructions:
Assessment 3 will involve an individual or Group Report for online students or PowerPoint Presentation for F2F students and comprise the following parts:
• Part 1: 300 Words Introduction. That provides context and process adopted within the Groups to consolidate the Learning Outcomes and research from other public information pertaining to the Case Study (new Royal Adelaide Hospital Project);
• Part 2: 500 Words Description. Identifying the top 5 issues that require attention going forward, possible actions and how implementing those actions 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);
• Part 3: 500 Words. Recommendation for contracts and procurement management for the Case Study Project to ensure successful project over the whole-of-life of the asset. Identify any cultural or other aspects that apply;
• Part 4: 500 Words. Summary of 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 appropriate key learnings from the course, innovative thinking and any other aspects related to project management best practice.
• Part 5: Individual student Reflection Journal to demonstrate the progressive learnings through Module 3, 4, 5 and 6, including critical self-assessment of how some aspects may apply to student’s current or future roles. Reflection Journal is expected to have a nominal word limit of 800 words
In considering the above, please be mindful of, and reflect on (and record in the Reflection Journal), the findings and the lessons learnt from the case study and how they can be applied in your own personal development and professional career.
Highlight any specific instances where your strengths and limitations as a project manager or manager have been identified.
The F2F Group PowerPoint Presentation - will comprise approximately 18 PowerPoint Slides covering all four parts that would have been covered by the Group Report. Each slide would typically contain a condensed version of key findings. In addition, an individual Reflection Journal should also be submitted.
Learning Activities and Output:
The learning process will involve a review of the case study material, reflection and participation on the discussion board, examine lessons learnt and highlight issues for further consolidation in the Group Summary.
You will be encouraged to reflect on your case study findings in order to identify contracts and procurement management better 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 an Overall Report Assessment 3 - using the Instructions noted above.
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-guide2013-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 (30%)
• Knowledge and understanding (10%)
• Analysis and application with synthesis of new knowledge (20%)
• Evaluation of information (20%)
• Correct citation of key resources and evidence (10%)
• Effective communication (20%)
• Self-reflection (20%)
The Reflection Journal will also be assessed and has a weight of 6% out of 30%. 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 – Task 1 (Assessment 3): Group Report (inclusive of Parts 1, 2, 3, 4 and 5)
Assessment Attributes Fail (0-49) Pass (50-64) Credit (65-74) Distinction (75-84) High Distinction (85-100)
Knowledge and
understanding
(10%) 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
(20%) 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
(20%) 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
organisation for
There are no mistakes sourcing evidence
in using the APA style.
There are no mistakes
in using the APA style.
Effective Difficult to understand Information, Information, Information, Expertly presented; communication for audience, no arguments and arguments and arguments and the presentation is logical/clear structure, evidence are evidence are well evidence are very well logical, persuasive, and
(20%) poor flow of ideas, presented in a way presented, mostly presented, the well supported by argument lacks that is not always clear flow of ideas and presentation is logical, evidence,
supporting evidence. clear and logical. arguments. clear and well demonstrating a clear
supported by flow of ideas and
No effort is made to Attempts are made to The audience is mostly evidence. arguments.
keep audience keep the audience engaged, line of
engaged, audience engaged, but not reasoning is easy to Engages the audience, Engages and sustains
cannot follow the line always successful. Line follow. demonstrates cultural audience’s interest in
of reasoning. of reasoning is often sensitivity. the topic, difficult to follow. Effective use of demonstrates high
Little use of presentation aids. Carefully and well levels of cultural presentation aids, or Presentation aids are prepared sensitivity
the presentation aids used more for effect presentations aids are and material used are than relevance. used. Effective use of diverse
irrelevant. presentation aids,
including graphics and multi-media.
Self reflection No attempt to Little to no attempt to Inconsistently draws The reflection The reflection demonstrate demonstrate connections between demonstrates demonstrates
(20%) connections to connections between the experience and connections between connections between previous learning or learning experience materials from other the experience and the experience and experience. and material, and/or courses, and/or past material from other material from other
personal goals. experiences. courses, and/or past courses; past
No attempt at self- experiences. experiences; and/or criticism. personal goals.
Reflection is irrelevant to student and/course learning goals.
Analysis is defensive or lack of depth.
Some attempt at selfcriticism, but fails to demonstrate awareness of personal biases, stereotypes or preconceptions.
No attempt at asking probing questions about self.
Sometimes defensive or one-sided in analysis.
Some attempt at selfcriticism, but fails to demonstrate awareness of personal biases, stereotypes or preconceptions.
Asks some probing questions about self, but do not attempt to answer these. Demonstrates a nondefensive ability to self-appraise, discussing mostly growth related to learning.
Demonstrates the ability to question own biases, stereotypes, preconceptions but new modes of thinking is not evident.
Risks asking probing questions about self but only attempts to answer these sometimes.
Demonstrates an open, non-defensive ability to self-appraise, discussing both growth and frustrations related to learning.
Demonstrates the ability to question own biases, stereotypes, preconceptions and define new modes of thinking as a result.
Risks asking probing questions about self and attempts to answer these.
Subject Code and Title PROJ6004: Contracts and Procurement
Assessment Assessment 3: Individual or Group Report (online) or
Group PowerPoint Presentation (F2F) – Review of the
Case Study (new Royal Adelaide Hospital Auditor General Report) and associated Learning Resources, including detailed analysis of findings.
Individual/Group Assessment 3 – Individual or Group Report (Online) or Group Power Point Summary (F2F)
Length Assessment 3 – Individual or Group Report of approximately 1,800 words; or
Group PowerPoint Presentation (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 Online Report - By 11:55pm AEST/AEDT Friday end of Module 6
F2F Presentation - In the last class module of 6
Weighting 30%
Total Marks 30 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 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 3 Context)
Assessment 3 context is about exploring the benefits of performance-based contracting to develop performance criteria, monitoring processes, contract terms and processes that ultimately achieves a strong focus on performance outcomes and behaviours. It builds on Assessment 2 by using the ideas and issues raised by blackboard discussion to identify key issues that can be consolidated by the Groups to achieve focussed actions for performancebased completions effort. 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.
Assessment 3 – Individual/Group Report based on a study of the performance-based contracting model(s) and how this has been applied on complex projects and suggestions as to how this could be applied to the Case Study example (new Royal Adelaide Hospital). Students will also discuss key performance criteria, performance monitoring, contract terms that drive performance outcomes and associated contract administration, contract management and the contractor’s role in management of project constraints.
Assessment 3 will be undertaken progressively through Modules 5 and 6 and will involve an Individual/Group Report or PowerPoint Presentation that considers, where appropriate, aspects below:
• Performance drivers and performance-based outcomes;
• Procurement management and completions effort that is vital to ensure successful delivery of projects;
• Relationship management, ethics, transparency and other effective contract management processes;
• Importance of completions documentation, project closure and lessons learnt;
• 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).
Instructions:
Assessment 3 will involve an individual or Group Report for online students or PowerPoint Presentation for F2F students and comprise the following parts:
• Part 1: 300 Words Introduction. That provides context and process adopted within the Groups to consolidate the Learning Outcomes and research from other public information pertaining to the Case Study (new Royal Adelaide Hospital Project);
• Part 2: 500 Words Description. Identifying the top 5 issues that require attention going forward, possible actions and how implementing those actions 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);
• Part 3: 500 Words. Recommendation for contracts and procurement management for the Case Study Project to ensure successful project over the whole-of-life of the asset. Identify any cultural or other aspects that apply;
• Part 4: 500 Words. Summary of 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 appropriate key learnings from the course, innovative thinking and any other aspects related to project management best practice.
• Part 5: Individual student Reflection Journal to demonstrate the progressive learnings through Module 3, 4, 5 and 6, including critical self-assessment of how some aspects may apply to student’s current or future roles. Reflection Journal is expected to have a nominal word limit of 800 words
In considering the above, please be mindful of, and reflect on (and record in the Reflection Journal), the findings and the lessons learnt from the case study and how they can be applied in your own personal development and professional career.
Highlight any specific instances where your strengths and limitations as a project manager or manager have been identified.
The F2F Group PowerPoint Presentation - will comprise approximately 18 PowerPoint Slides covering all four parts that would have been covered by the Group Report. Each slide would typically contain a condensed version of key findings. In addition, an individual Reflection Journal should also be submitted.
Learning Activities and Output:
The learning process will involve a review of the case study material, reflection and participation on the discussion board, examine lessons learnt and highlight issues for further consolidation in the Group Summary.
You will be encouraged to reflect on your case study findings in order to identify contracts and procurement management better 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 an Overall Report Assessment 3 - using the Instructions noted above.
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-guide2013-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 (30%)
• Knowledge and understanding (10%)
• Analysis and application with synthesis of new knowledge (20%)
• Evaluation of information (20%)
• Correct citation of key resources and evidence (10%)
• Effective communication (20%)
• Self-reflection (20%)
The Reflection Journal will also be assessed and has a weight of 6% out of 30%. 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 – Task 1 (Assessment 3): Group Report (inclusive of Parts 1, 2, 3, 4 and 5)
Assessment Attributes Fail (0-49) Pass (50-64) Credit (65-74) Distinction (75-84) High Distinction (85-100)
Knowledge and
understanding
(10%) 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
(20%) 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
(20%) 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
organisation for
There are no mistakes sourcing evidence
in using the APA style.
There are no mistakes
in using the APA style.
Effective Difficult to understand Information, Information, Information, Expertly presented; communication for audience, no arguments and arguments and arguments and the presentation is logical/clear structure, evidence are evidence are well evidence are very well logical, persuasive, and
(20%) poor flow of ideas, presented in a way presented, mostly presented, the well supported by argument lacks that is not always clear flow of ideas and presentation is logical, evidence,
supporting evidence. clear and logical. arguments. clear and well demonstrating a clear
supported by flow of ideas and
No effort is made to Attempts are made to The audience is mostly evidence. arguments.
keep audience keep the audience engaged, line of
engaged, audience engaged, but not reasoning is easy to Engages the audience, Engages and sustains
cannot follow the line always successful. Line follow. demonstrates cultural audience’s interest in
of reasoning. of reasoning is often sensitivity. the topic, difficult to follow. Effective use of demonstrates high
Little use of presentation aids. Carefully and well levels of cultural presentation aids, or Presentation aids are prepared sensitivity
the presentation aids used more for effect presentations aids are and material used are than relevance. used. Effective use of diverse
irrelevant. presentation aids,
including graphics and multi-media.
Self reflection No attempt to Little to no attempt to Inconsistently draws The reflection The reflection demonstrate demonstrate connections between demonstrates demonstrates
(20%) connections to connections between the experience and connections between connections between previous learning or learning experience materials from other the experience and the experience and experience. and material, and/or courses, and/or past material from other material from other
personal goals. experiences. courses, and/or past courses; past
No attempt at self- experiences. experiences; and/or criticism. personal goals.
Reflection is irrelevant to student and/course learning goals.
Analysis is defensive or lack of depth.
Some attempt at selfcriticism, but fails to demonstrate awareness of personal biases, stereotypes or preconceptions.
No attempt at asking probing questions about self.
Sometimes defensive or one-sided in analysis.
Some attempt at selfcriticism, but fails to demonstrate awareness of personal biases, stereotypes or preconceptions.
Asks some probing questions about self, but do not attempt to answer these. Demonstrates a nondefensive ability to self-appraise, discussing mostly growth related to learning.
Demonstrates the ability to question own biases, stereotypes, preconceptions but new modes of thinking is not evident.
Risks asking probing questions about self but only attempts to answer these sometimes.
Demonstrates an open, non-defensive ability to self-appraise, discussing both growth and frustrations related to learning.
Demonstrates the ability to question own biases, stereotypes, preconceptions and define new modes of thinking as a result.
Risks asking probing questions about self and attempts to answer these.
- Assignment status: Solved by our Writing Team
- Source@PrimeWritersBay.com
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