Agriculture Question

Assessment Task 2, Part A (20%)

Due 14 Oct by 23:59 Points 40

Assessment Task 2: Part A
Assessment weighting: Paired/Group task, 20% of overall grade (Assessment Task 2, combined 50% of overall grade) Submission: Week 13, Friday 22 October, by 11:59 PM
Word Count: approx. 2000 minimum ( refer to template document )

Introduction:
The Victorian State Government Treasury and Finance “provides economic, financial and resource management advice to help the Victorian Government deliver its policies”. The Department of Treasury and Finance (DTF) defines a business case as “the articulation of the compelling case to make a specific investment”.
The business case needs to articulate the main aim of the project, the reasons for it, the revenue sources, and how it will be funded. The business case considers the viability of the investment across the whole of its lifecycle, not just implementing a solution but operating and maintaining it until its end-of-life. It should be prepared to evaluate the economic relationship between the site cost, building cost, whole-of-life costs, the project brief and a project schedule while remaining focused on the intended outcome for the Project.
The inclusion of a feasibility design study, as part of the business case provides an opportunity for evaluation and analysis of the proposed project, based on extensive investigation and research. It can use design as a tool to develop and test the client’s vision, objectives and brief, and explore options to suggest how the project may best be delivered. The designed options are then evaluated against the project objectives, and assist in the determination of the most appropriate value for money outcome.
“The only reason an organisation makes an investment is to obtain some benefit- either through solving a problem or taking a new opportunity.”
In common practise, a business case document has a strong focus on the planned solution. However it is critical that the business case adequately describes the problem, explores the response options and specifies the benefits that the investment will produce. The Investment Management Guide (IMS) supports the general need of government departments, agencies, stakeholders, and others who have a fundamental interest in achieving benefit and resolving problems.

Task Description:
This task, like Assessment Task 1, is research based; requiring critical inquiry, supported by your research and analysis. You will be coming up with a proposal for one of the below Projects:
Project 1: ‘Partnerships Addressing Disadvantage’ RFT
COMPASS – Achieving life outcomes for care leavers (https://www.dtf.vic.gov.au/funds-programs-and-policies/partnerships-addressing-disadvantage) .
COMPASS – Achieving life outcomes for care leavers.pdf (https://rmit.instructure.com/courses/95622/files/21998174/download?download_frd=1)
COMPASS_Partnerships Addressing Disadvantage_RFP.pdf (https://rmit.instructure.com/courses/95622/files/21998175/download?download_frd=1)
Project 2: ‘New Schools Public Private Partnership’ RFT.
New Schools Public Private Partnership Project (https://www.dtf.vic.gov.au/partnerships-victoria-ppp-projects/new-schools-ppp) .
New-Schools-PPP_Project-Summary.pdf (https://rmit.instructure.com/courses/95622/files/21998176/download?download_frd=1)
You may choose the same project which you selected for Assessment Task 1: Part B. The ‘solutions’ to the problem may be based on (or a development/variant of) your project proposal for Assessment 1: Part B. This may have been; a building, or a series of buildings, or an investment into a new program, or investment into existing programs, or renovations to existing buildings. In Assessment Task 2: Part B, you may decide to explore other delivery /procurement methods for your project that you did not initially propose.
You are to fill in the and use the template documents below for your task work. These are based on Department of Treasury and Finance ‘Investment Management Standard’ document which is a method and series of forms used to strategically plan and preparation a business case for major projects in Victoria.
Template documents:
Investment Logic Map
[Template] 01_Investment Logic Map (ILM)-1.docx (https://rmit.instructure.com/courses/95622/files/26426047/download? download_frd=1)
Benefits Management Map + Plan
[Template] 02_Benefit Map.docx (https://rmit.instructure.com/courses/95622/files/26426048/download?download_frd=1)
For this, you will need to develop the following;

You can refer to example documents via the DTF Investment Management Standard > IMS Examples (https://www.dtf.vic.gov.au/investment-management-standard/imsworkshops-and-examples)
Key References/Resources:
Refer to the resources listed below, and via the Course Resources page and the course Reading List.
Department of Treasury and Finance Victoria (DTF) (https://www.dtf.vic.gov.au/about-us) (https://www.dtf.vic.gov.au/about-us)
DTF – Investment Management Standard Overview (https://www.dtf.vic.gov.au/infrastructure-investment/investment-management-standard)
DTF – Investment Management Standard, 2017 (https://www.dtf.vic.gov.au/infrastructure-investment/investment-management-standard)
Victoria’s Value Creation and Capture Framework (https://ap01-a.alma.exlibrisgroup.com/leganto/public/61RMIT_INST/citation/23203100560001341?auth=SAML) Infrastructure Victoria – Moving from Evaluation to Valuation (https://ap01-a.alma.exlibrisgroup.com/leganto/public/61RMIT_INST/citation/23203100550001341?
auth=SAML)

Method:
This Assessment Task is to be completed in paired groups (2 Students); this is to allow you to develop your work and research in dialogue with your work partner (and peers in Tutorials). Each component of this task is able to be developed in collaboration, and it is expected that each group member contributes to all parts of this task equally.
For example; both group members may contribute 2 items each (together 4 items) to the Investment Logic Map (ILM) and similarly expand on these items through the Benefit Management Plan (BMP). Your research should also be a work in collaboration in sourcing and evaluating relevant data to support your work.
Similarly for Part B of this task, in developing your Response Options Analysis, you may decide to work on 2 project ‘Options’ each (together 4 options), to work through how these options are structured and evaluated. The Investment Concept Brief works as a summary document bringing all elements together, through which your ‘recommended solution’ is presented.
If you and your partner had previously selected a different Program for Assessment Task 1; you’ll need to decide together which Program (New Schools / PADS-Compass) to select for Assessment Task 2.
It is recommended that you make use of a shared ‘cloud’ drive/folder and your own MIRO board, for the purposes of sharing research and developing your task work and research together.
Assessment Task 2, Part A is to inform your work for Assessment Task 2, Part B | Note: These tasks are submitted together as a single combined file.
Watch the Lectures;
Takes note and summarise the key points so that you can extract the issues for discussion in you tutorial.
Develop rich and varied Research and References;
You may find some via the Course Resources links and documents, or via the course Reading List.
Search for additional data sets, case studies, research papers and other articles that might present background for how the projects were procured and delivered.
This may consist of sources via books, journals, government websites, institutional/research papers and reports, etc. Produce and update/maintain a Bibliography (References list).
Present your Research and Assessment Task work-in-progress, in your Tutorial for discussion with your peers and Tutor; Part A: Prepare and develop your ILM and BMP documents that will form your submission.
Investment Logic Map (ILM)
Benefits Management Plan (BMP) [Weeks 7-9]
Part B: Prepare and develop your Response Options Analysis and Investment Concept Brief that will form your submission.
Response Options Analysis
Investment Concept Brief
[Weeks 9-12]

Assessment Criteria:
Please review the assessment rubric at the bottom of this assessment.
This course addresses core competencies included in the Architect’s Accreditation Council of Australia (AACA) National Standard of Competency for Architects. Through successful achievement of the course learning outcomes listed above you will have demonstrated the following performance criteria:
1.4 Identification of factors that may impact on client project requirements and objectives.
1.7 Preparation of project brief for approval by client and relevant stakeholders.
7.1 Identification of available procurement methods and assessment of relevance and application to the project

Submission Requirements:
Assessment Task 2 (Part A + B + Bibliography) is to be submitted as one combined document, in .pdf file format.
Include your name on the file submission, using the following file naming format;
Assessment Task 2_Last name, First name + Last name, First name
Submission Due Date:
Friday 15 October, by 11:59pm (Week 12)

RMIT Electronic Submission of work for assessment
I declare that in submitting all work for this assessment I have read, understood and agree to the content and expectations of the Assessment Declaration
(https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/assessment/assessment-declaration) .

Criteria Ratings
Critical
Analysis
Critical analysis of policy & program researched, with a thorough investigation into the problems, benefits and other determinate factors that impact on your responses and solutions.
Understanding of key
‘Problems’ and ‘Benefits’ from selected Government
Project; identified through analysis of relevant case studies and examples and researched. Excellent
The work demonstrates an exceptionally clear understanding of the issues and ideas around the different procurement methods and their processes and mechanisms; through a clear analytical and critical framework. The work addresses all the objectives of this criteria to a high standard. Very Good
The work demonstrates a strong understanding of the issues and ideas around the different procurement methods and their processes and mechanisms; with a good standard of analytical and critical thinking demonstrated. Good
The work demonstrates a competent grasp of the issues and ideas around the different procurement methods and their processes and mechanisms; with a basic standard of analytical and critical thinking demonstrated; which addresses some of the task objectives reasonably well. Adequate
The work demonstrates a weak understanding, lacking depth and/ breadth of knowledge on the procurement methods and the related ideas and issues surrounding each. There is a weak conceptual, analytical, critical thinking. Work of this grade often demonstrates only basic comprehension or competency. Inadequate
The work demonstrates a lack of understanding of the subject matter, with minimal or inadequate comprehension and does not address the objectives of the task. Work is often limited and inadequate in depth and breadth and/or incomplete or irrelevant.
Criteria Ratings
Research and
Understanding
Understanding of key
‘Problems’ and ‘Benefits’ from selected Government
Project; identified through analysis of relevant case studies and examples and researched. Excellent
Work at this level satisfies the assessment criteria as set out in in the assessment task, to a high standard. Very Good
Work at this level satisfies the assessment criteria as set out in the assessment task, to a strong standard. Good
Work at this level satisfies the assessment criteria as set out in the assessment task to a competent standard. Adequate
Work at this level satisfies the assessment criteria as set out in the assessment task, to a poor standard. Inadequate
Work at this level does not satisfy the assessment criteria as set out in the assessment task.
Criteria Ratings
Presentation and
Expression
Clarity of written expression; with demonstrated understanding and use of naming, definitions and terminology, relevant to the profession and procurement of major projects. Excellent
The work demonstrates an exceptionally clear understanding and appropriate use of the key definitions and terms; it is well organised, with a critical and sustained presentation. The work addresses all the objectives of this criteria to a high standard. Very Good
The work demonstrates an strong understanding and consistent use of the key definitions and terms; it is reasonably well organised, with a competent critical and consistent presentation. The work addresses all the objectives of this criteria to a strong standard. Good
The work demonstrates a competent understanding and use of the key definitions and terms; it is sufficiently
organised. The work may address some of the objectives of this criteria to a competent standard. Adequate
The work demonstrates a weak understanding and adequate use of the key definitions and terms; its clarity of presentation and expression may be unclear. The work may address the objectives of this criteria to a basic standard. Inadequate
The work demonstrates a lack of understanding of the subject, with irrelevant/inadequate use of the key definitions and terms; there is a lack of care or thought evident in the work. The work may be unclear, incomplete or irrelevant to the task, and the objectives of this criteria.
Criteria Ratings
Presentation and
Expression
Clarity and relevance of visual representation through layout of information, supporting diagrams and images; with appropriate image referencing as required. Excellent
Work at this level satisfies the assessment criteria as set out in in the assessment task, to a high standard. Very Good
Work at this level satisfies the assessment criteria as set out in the assessment task, to a strong standard. Good
Work at this level satisfies the assessment criteria as set out in the assessment task to a competent standard. Adequate
Work at this level satisfies the assessment criteria as set out in the assessment task, to a poor standard. Inadequate
Work at this level does not satisfy the assessment criteria as set out in the assessment task.
Referencing and
Bibliography
Use of relevant professional and academic references and other source material.
Demonstrated through appropriate footnoting (using the
Chicago Style Excellent
Work at this level satisfies the assessment criteria as set out in in the assessment task, to a high standard. The work demonstrates an excellent use of academic support material and references across both texts and images. The references are drawn from a wide variety of sources:
relevant books, journal articles and online sources Very Good
Work at this level satisfies the assessment criteria as set out in the assessment task, to a strong standard. The work demonstrates a strong use of academic support material and references across both texts and images. The references are drawn from a wide variety of sources: relevant books, journal articles and online sources as required. The Good
Work at this level satisfies the assessment criteria as set out in the assessment task to a competent standard. The work demonstrates a competent use of academic support material and references across both texts and images. The references are drawn from a variety of sources: relevant books, journal articles and online Adequate
Work at this level satisfies the assessment criteria as set out in the assessment task, to a poor standard. he work demonstrates a poor use of academic support material and references across both texts and images. The references are not drawn from a variety of sources: relevant books, journal articles and online sources as is required. The work No marks
Work at this level does not satisfy the assessment criteria as set out in the assessment task. The work demonstrates a lack of understanding of the use of academic support material and references across both texts and images. The references are inadequate. The work demonstrates a weak and often inadequate understanding and then application and use of
Criteria Ratings
referencing standards) and bibliography listing. as required. The work demonstrates excellent understanding and then application and use of those references. Both in text direct and relevant quotes are made and the material and argument are very well referenced overall. work demonstrates a strong understanding and then application and use of those references. Both in text direct and relevant quotes are made and the material and argument are well referenced overall. sources as required. The work demonstrates a competent understanding and then application and use of those references. Both in text direct and relevant quotes are made and the material and argument are referenced overall. demonstrates a poor understanding and then application and use of those references. Both in text direct and relevant quotes are infrequently made and the material and argument are poorly referenced overall. references. Both in text direct and relevant quotes are infrequently or not made and the material and argument are often not referenced overall. There is a lack of care and thought in organising and structuring references or references are not made.

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