London School MSC Marketing/Masters in Business Administration

of Business &
Finance (LSBF)
Module Project Management
Assignment Briefing Sheet Autumn 2010

Assignment Commonwealth Games Project

Title
Assignment Type Essay
Word Limit 4,500 (+/- 10%)
Weighting 50%
Student Cohort Intake 5
Issue Date 5th November 2010
Submission Date 16th December 2010
Feedback Date
Issued by Angela Dalrymple
(Assessor)
Internal Verifier
Plagiarism When submitting work for assessment, students should be aware of the LSBF
guidance and regulations in concerning plagiarism. All submissions should be your
own, original work.

You must submit an electronic copy of your work. Your submission will be
electronically checked.

Harvard The Harvard Referencing System must be used. The Wikipedia website must not
Referencing be referenced in your work.

Learning On successful completion of this assignment you will be able to:

Outcomes
Discuss and demonstrate knowledge of approaches to the management of
projects.
Develop and demonstrate an understanding of project management
techniques.
Discuss and demonstrate knowledge of project implementation and the
project planning process.
Develop a perspective on successful project delivery and post project
outcomes.
Critically evaluate and demonstrate skills to evaluate current project
management practices in organisations.
Identify and critically articulate the criteria for measuring successful
performance of a given project.
Critically evaluate skills to cope with pressures caused by limited power
base, availability of resources and multi-objective nature of a project
coalition.
Use appropriate approaches, tools and techniques to project planning,
monitoring, control, evaluation, project risk analysis and risk management.
Grading Criteria Please see separate Assignment Grading Criteria Autumn 2010 sheet for this
Assignment.
Introduction For organisations worldwide, the ability to successfully manage projects to scope,
time and budget is becoming increasingly critical. This is particularly the case for
projects concerning major international sporting events, where the ability of the
project manager to deliver against project specifications and constraints is subject
to intense public scrutiny.
 On October 14th 2010, the city of Glasgow in Scotland will mark the official
handover from Delhi in India, appointing Glasgow as the new host of the next
Commonwealth Games, which will take place during July-August 2014. The
Commonwealth Games take place every four years, and are a major showcase of
international sport for the 72 nations taking part. For Glasgow, the largest city in
Scotland, the 2014 Games will be the largest multi-sport event ever held in
Scotland. Almost 100 countries worldwide will be watching the opening and closing
ceremonies for the Games, as well as the sporting events themselves.

Your Task Task 1 – Project Management of the Opening Ceremony of the 2014
Commonwealth Games in Glasgow

For Task 1 of this assignment, you should assume that you have been appointed as
Senior Project Manager by the official Glasgow 2014 Commonwealth Games
Organising Committee.

You have been tasked with project managing the organisation and
implementation of the opening ceremony for the 2014 Commonwealth
Games on Wednesday 23rd July 2014. The opening ceremony is to be held at Celtic
Park football stadium, which located in the East End of Glasgow, and is the highest
capacity stadium in the city, accommodating 60,000 spectators in its current layout.

You are to write a professional report for the board of Glasgow 2014
Commonwealth Games Organising Committee, consisting of both Tasks 1a and
1b as below.

Task 1a) - Project Planning

(2,250 words - 50% of total coursework mark)

Task 1a of your report should contain your recommended project plan for the
Commonwealth Games Opening Ceremony. Task 1a should include the following
sections:-

1) Recommended project scope, objectives, criteria for judging whether the

project is a success on completion;
2) Recommended financial, physical and human resources required for the
opening ceremony, with reasons and justification, including recommended work
breakdown structure;
3) Recommended budget for the opening ceremony, with reasons and
justification, including fixed and variable cost breakdown and overall total, as
well as revenue breakdown and overall total;
4) Recommended timings from October 2010 to the opening ceremony, with
explanation and key milestones, and either a Gantt chart, critical path, PERT
analysis or network diagram, showing your proposed timings;
5) Recommended team skills and team structure for the project with reasons and
justification, including recommended organisational breakdown structure;
6) Recommended procedures for managing procurement and contracts with
subcontractors, including an outline of the types of subcontractors needed for
different tasks relevant to the project, and recommendations for evaluating bids
and managing contracts with subcontractors.
Ensure that you take account of project management course models,
concepts and theories in formulating this report, and that you carry out
research into management of the Commonwealth Games to support your points,
using online library academic sources as well as Internet sources.
(LO1, LO2, LO3, LO4, LO5, LO6, LO7)

Task 1b) - Project Monitoring, Risk and Change Control

(1,800 words - 40% of total coursework mark)

Task 1b of your report should contain your recommended actions concerning

project monitoring, risk and change control relating to the Commonwealth Games
Opening Ceremony. Task 1b should include the following sections:-

1) Recommendations as to which aspects of the opening ceremony project will

need priority monitoring, and specific actions for implementing project
monitoring;
2) Recommendations as to which aspects of the opening ceremony project are
most likely to experience potential change, and specific actions for
implementing project change control;
3) Recommendations as to which aspects of the opening ceremony project may be
at risk, including an analysis of likelihood versus severity of impact, and specific
actions for assessing and managing such risk.

Ensure that you take account of project management course models,

concepts and theories in formulating this report, and that you carry out
research into management of the Commonwealth Games to support your points,
using online library academic sources as well as Internet sources.
(LO2, LO4, LO7, LO8)

Reliable sources of information on current and previous Commonwealth Games

which may be considered when researching this topic include the following:-

http://www.cwgdelhi2010.org/ (official site for the Delhi 2010 Commonwealth

Games)

http://www.melbourne2006.com.au/Channels/ (official site for the Melbourne 2006

Commonwealth Games)

http://www.thecgf.com/ (official site for the Commonwealth Games Federation)

Task 2 - Individual Critical Reflection on Learning Outcomes

(450 words - 10% of total coursework mark)

This task is separate to Task 1. For Task 2, you should critically reflect on your
own personal achievement of only one of the module learning outcomes
(as listed in Appendix 1). You should avoid simply being descriptive; rather you
should be reflective and critical, e.g. rather than just describing the subject matter,
instead try to link your current understanding to previous knowledge, knowledge
acquired in other modules, by personal research, readings and in discussions. You
should aim to answer the following questions:-
 What were your expectations at the start of the module?
What experience did you bring to the module in the context of the
learning outcomes?
How has this experience been used to achieve the learning outcome?
Comment on your views on the process i.e. what have you done,
how has the process helped your learning (focus on your learning,
rather than the delivery of the material)?
Assess what prior knowledge and skill the learning outcome assumed
you had?
Critically comment on how you have changed or are likely to change
as a result of this learning?
Comment on how you felt when you were undergoing the process of
learning?
Consider what questions you now have concerning the learning
outcome and what actions you are going to take to address them?

You may draw upon examples from the case studies explored on the module and
from your current and previous work experience for either of the above responses.

There are a number of articles and publications on the topic of critical reflective
writing on the internet which may help you. Examples include the following:-

http://ezinearticles.com/?Reflective-Writing-For-Students&id=4074660
http://studyskills.suite101.com/article.cfm/reflective-writing-for-college-students

Appendix 1: Module Learning Outcomes Tested

Question(s) Learning Outcome Description

Knowledge and Understanding

LO1 Knowledge of the phenomenon of project life cycles and

alternative approaches to management of projects
LO2 An understanding of project management techniques
LO3 Knowledge of project implementation and the project planning
process
LO4 A perspective on successful project delivery and post project
outcomes
LO5 Develop skills to critically analyse and evaluate current project
management practices in organizations and offer competent
suggestions for improvements of existing project management
processes
LO6 Identify and examine the criteria for measuring successful
performance of a given project, and understand and respond to
the critical success factors
LO7 Develop skills to cope with pressures caused by limited power
base, availability of resources and multi-objective nature of a
project coalition
LO8 Use appropriate approaches, tools and techniques to project
planning, monitoring, control, evaluation, project risk analysis
and risk management
Guidelines All assignment content must be properly referenced using correct Harvard
referencing format, both in-text and in the bibliography.

References should mainly consist of academic sources from the online library and
textbooks, with limited reference to Internet articles. Unreliable Internet sources
such as Wikipedia must not be used.

Assignment content must not be directly plagiarised from any sources – all content
must be discussed in the candidate’s own words and correctly referenced. Any part
of the assignment where plagiarism is detected will automatically received 0%.

Word count should be shown at the end of each of the tasks in the assignment.
Word count required is advised above.

Tasks 1a and 1b should be written in report format, i.e. in a concise and

professional style, which is well focused and clear in the points being made, with a
table of contents, page numbers and numbered section headings throughout.

Originality, quality of argument and structure are required for this assignment.
Candidates should demonstrate that they can understand, discuss and apply
relevant consumer behaviour course theory in a mature and critical manner.

Submissions will be expected to demonstrate the following qualities:-

Answering the central focus of the assignment topics.

A critical appreciation of relevant literature and its use to support arguments,
substantiate model(s) and other aspects of the assignment.
Taking ownership of the content, being prepared to debate and argue a
personal
position, evidence of evaluative skills. A submission made up of extracts from
published sources which is descriptive or just theoretical is not acceptable.
Submissions must include interpretation and consideration of the key issues
discussed.
Ability to analyse and evaluate relevant theoretical concepts in a critical
manner.
Evidence of personal academic research, and the ability to analyse material
from a variety of appropriate relevant perspectives.
Clear listing of references and bibliography in correct Harvard referencing
format, both in-text and in the bibliography.

Note This Assignment Briefing Sheet Autumn 2010 is available on

http://docs.google.com/ for you to view and print off at a type size more
convenient to you.
LSBF Student Name Course Unit Title / Code Type of Assessment

Postgraduate Assessment Name of Student Text

Feedback Sheet □ Staff Assessment
Date of Assessment Student ID Course Unit Level □ Self Assessment
Date AA 000000 7 □ Peer Assessment
Type of Assessment Course and College Assignment / Project Title
□ Formative
Text Course Text
□ Summative
College

The feedback you are given will General comments and advice on how to improve your work in the future
be informed by each of the
marking criteria overleaf. Text
Marks are arrived at through
markers’ holistic judgement,
informed by the criteria

The feedback you receive

should help you to understand
your overall level of
performance for the
assessment. Feedback should
help you plan and execute work
as well as understand how your
mark was arrived at.
 London School of Business & Finance
Postgraduate Marking Criteria

Criteria Level of Achievement Indicators

Fail Pass
0–29% 30–39% 40-49% 50-59% 60-69% 70+%
1 Research Little or no evidence of Information presented Adequate research has Information is accurate Well informed Extensive independent
Systematic appropriate research does not relate been carried out and and from a range of judgements made of research, accuracy, familiarity
identification and sufficiently to the task; appropriate information sources, with evidence the relative value of with the material, and sound
investigation of there may be evidence has been gathered and of some analysis and connected information judgments
appropriate sources of rudimentary research documented from evaluation from a wide range of
readily available academic sources
sources applying
standard techniques

0–29% 30–39% 40-49% 50-59% 60-69% 70+%

2 Analysis Little or no evidence of Judgments (with or Key elements within Uses examination and Judgements are astute Evidence of analysis which
Examination and analytical engagement without complete data) relevant information are interpretation of and well supported; potentially contributes new
interpretation of are not sound; critiques identified, but may lack sources to make sound able to deal with ideas, processes or
resources are not well argued; accurate interpretation judgments ; shows complex issues both knowledge to the field or is
response to complex and analysis critical awareness of systematically and ground breaking in a way that
issues is not systematic current problems creatively; critiques are would be recognized as valid
or creative insightful and well by experts in the field
substantiated; offers
new insights

0–29% 30–39% 40-49% 50-59% 60-69% 70+%

3 Subject Knowledge Inaccurate and/or Fragmentary and/or Evidence of Knowledge is accurate Systematic and Brings a valid individual
Understanding and incomplete knowledge partial knowledge of the understanding key and current within the extensive knowledge, understanding to concepts
application of subject of the subject field and subject and its aspects of the subject field, and applied at the forefront of their and knowledge in the field
knowledge and its development development context, in current appropriately field of study, perhaps Where appropriate, able to
underlying principles debates and/or informed by related or propose original ideas or
historical background. external fields, used hypotheses
creatively

0–29% 30–39% 40-49% 50-59% 60-69% 70+%

4 Experimentation Unable to identify Exploration of methods Operates within familiar Decision making is Effective decision Risk taking shows a profound
Problem solving, risk problems; does not or concepts is not and well established based on sound making in complex and and precise understanding of
taking, experimentation understand the purpose sufficient to resolve ideas, processes, judgement of available unpredictable the nature of the field, and
and testing of ideas and of risk taking or barriers and/or move media and/or materials; options; risk is situations; progresses the field, perhaps
materials in the exploration of practice forward some evidence of managed appropriately; demonstrates originality in an individually distinctive
realisation of concepts alternatives exploration of ideas and applies established in tackling and solving way
concepts techniques creatively in problems; approach
the discipline consistently moves
practice forwards

0–29% 30–39% 40-49% 50-59% 60-69% 70+%

5 Technical Execution shows very Techniques are limited Skills are adequate to Skilled command of Discernment and Idea and technique are
Competence limited command of or rudimentary in communicate ideas; conventions and judgement are evident. unified. Discernment and
Skills to enable the techniques and poor selection or skill accepted conventions procedures. Technical Idea and technique are judgement are evident.
execution of ideas judgement and procedures are skills facilitate practice, unified. Breadth of Technical Skills may have
appropriate to the usually applied conceptual techniques adopted contributed to conceptual
medium development and the may be a feature advances
communication of ideas

0–29% 30–39% 40-49% 50-59% 60-69% 70+%

6 Communication and Ineffective use of Partial lack of Conventions and Able to communicate Communication is Communication shows an
Presentation visual/ oral/ written awareness and standards are applied; own conclusions and persuasive and exceptional and integrated
Clarity of purpose; skills communication observance of structure is clear; explain and summarise compelling; diverse understanding of the topic and
in the selected media; conventions in the conventions and information selection existing work clearly, in audience needs are audience needs
awareness and production and standards; lack of and organisation shows appropriate media to accounted for;
adoption of appropriate presentation of ideas clarity in structure awareness of audience specialist and non message and medium
conventions; sensitivity selection and requirements and specialist audiences are unified with
to the needs of the organisation of preferences personal style
audience information; lack of
awareness of audience

0–29% 30–39% 40-49% 50-59% 60-69% 70+%

7 Personal Consistent lack of Evidence of reflection Evidence that reflection Demonstrable capacity Takes full responsibility Evidence of strong sense of
and Professional evidence of reflection or and planning for and planning have led to continue to advance for own learning and motivation and commitment to
Development planning for learning. learning not to increased subject their knowledge and development through personal and professional
Management of Little or no awareness consistently engagement and understanding, and to iterative cycles of well development, explicitly and
learning through of personal strengths progressed. Incomplete commitment. develop new skills to a articulated purposeful clearly communicated and
reflection, planning, self and weaknesses in awareness of personal Developing an high level analysis and planning, evidenced
direction, subject relation to task strengths and awareness of strengths supported by extensive
engagement and weaknesses and weaknesses evidence
commitment

0–29% 30–39% 40-49% 50-59% 60%60-69% 70+%

8 Collaborative and / or Shows little accurate Insufficient Awareness of main Shows self-direction Regularly shows self- Makes sound decisions readily
Independent knowledge of related understanding of standards required of and/or originality in direction and originality in complex and unpredictable
Professional Working profession; is professional life; relevant profession. tackling and solving in tackling and solving situations; operates both
Demonstration of unproductive working struggles to plan and Able work both problems; can plan and problems; shows autonomously and
suitable behaviour for alone; does not complete work alone; collaboratively and implement tasks at a initiative and personal collaboratively as a
working in a collaborate effectively collaborates reluctantly; independently professional or responsibility; professional; a consistently
professional context with others behaviour may be equivalent level; able to consistently plans and strong contributor to any team,
alone, or with others unsupportive of others work effectively in implements tasks at a in any role
diverse teams professional or
equivalent level,
autonomously or
collaboratively; able to
work effectively in
diverse teams, in
multiple roles