Contracting Officer Representative (COR) Training for Summer Interns
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Contracting Officer Representative (COR) Training for Summer Interns
Using the templates from the text I have done a lesson plan for K12 students who may perform as summer interns in any Government purchasing environment.
Unit Title: Contracting Officer Representative (COR) Training for Summer Interns
Lesson Level: K12
Subject Area/s: Address key elements of acquisition planning including market research, competition, source selection, contract type, use of indefinite delivery contracts, cost estimating, funding, special considerations for service contracts, logistical considerations, Government-furnished property and information, and security.
Lesson Title: The purpose of the training is to provide the interns with some real world training, subsequent exposure and competencies to ensure they are engaged, learning business/technical competencies and able to support the programs of assignment during thier summer placements. The experience might aid their choice to return for future internships, while in college, and influence their decision to consider entering Government service as, contracting specialist, purchasing agents of CORs.
- Gaining Attention: The U.S. Government is the largest purchaser of supplies and services. Annually we spend billions of dollars for the appropriation of goods and services from domestic and foreign sources. It is imperative that the acquisition be made in accordance with regulations, statutes and prevailing laws to preserve competition integrity and protect the interest of the Government.
- Informing the Learner of the Objectives: At the conclusion of this training the students will be able to conduct the following activities within thier assign sections.
Support and understand the purpose of Acquisition Planning
Conduct market research and determine if their are available sources to meet the Government requirements.
Understand the important of competition
Develop source selection criteria and participate in the process, as required.
Identify contract types and when to use based on the complexity of the acquisition
Perform basis cost estimating, prepare an independent government cost estimate.
Understand criteria for providing Government-furnished property(GFP)
- Stimulate recall of the prerequisite learning. Review, explain and allow for class activities to aid in the participants learning the elements of acquisition planning; the important of market research; conducting source selection planning; selecting contract types; the purpose of conducting an IGCE and the criteria for providing GFP.
- Presenting the Content. Using PPnt slides, notes ,or text book conduct instructor led training (ILT) covering each of the content areas. During the lesson provide real world examples and ask the participants for examples and tie their examples to the lesson so they understand how and when they may have performed planning and or market research prior to acquiring a good, service or making a decision to purchase a product.
- Eliciting the Desired Behavior. Take one of the learners objectives i.e. ask students if they have ever conducted market research? Some may say yes and other may say no, depending on their answer to the latter demonstrate how they all have conducted market research by asking when you go shopping do you walk into to one store make your purchase and leave. If the student says yes ask how were they informed enough about the product to become so decisive. If they say they researched it on the internet, adds, or asked was told about it by a colleague prior to coming out to the shopping advise them they were conducting actions of market research. Do the same with acquisition planning and other major element and use their examples as 12th graders will not have been exposed or have the experience of acquiring goods and services as their parents.
- Providing Feedback. Conduct fact checks during the lesson and ask learners to explainswhat they have heard in their own words or reflect on how they may now see their roles in their assigned sections.
- Assessing. At the conclusion of the training students will be expected to complete and pass a 25 questions exam with an 80%. The exam will examine the students knowledge on the lesson objectives.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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