Rubic_Print_Format
Course Code | Class Code | Assignment Title | Total Points | ||||||
MGT-440 | MGT-440-O500 | Project Scope Assignment (O) | 50.0 | ||||||
Criteria | Percentage | Unsatisfactory (0.00%) | Less Than Satisfactory (65.00%) | Satisfactory (75.00%) | Good (85.00%) | Excellent (100.00%) | Comments | Points Earned | |
Content | 85.0% | ||||||||
Q.1 Make a list of the major deliverables for the project and use them to develop a draft of the work breakdown structure for the tournament that contains at least three levels of detail. What are the major deliverables associated with hosting an event such as a soccer tournament? | 25.0% | A list of the major deliverables for the project and a draft of the work breakdown structure for the tournament that contains at least three levels of detail is not made. | A list of the major deliverables for the project and a draft of the work breakdown structure for the tournament that contains at least three levels of detail is present but vague; very few details are given; discussion of the major deliverables associated with hosting an event such as a soccer tournament is irrelevant and/or incomplete. | A list of the major deliverables for the project and a draft of the work breakdown structure for the tournament that contains at least three levels of detail is partially complete and correct; discussion of the major deliverables associated with hosting an event such as a soccer tournament is somewhat limited and lacks some details to support claims. | A list of the major deliverables for the project and a draft of the work breakdown structure for the tournament that contains at least three levels of detail are mostly complete and correct; discussion of the major deliverables associated with hosting an event such as a soccer tournament is strong with sound analysis and appropriate details to support claims. | A list of the major deliverables for the project and a draft of the work breakdown structure for the tournament that contains at least three levels of detail are complete and comprehensive. The discussion of the major deliverables associated with hosting an event such as a soccer tournament is complete, and insightful with relevant details to support claims. | Written WBS was 3 levels deep and provided many of the key deliverables | 10.62/12.50 | |
Create a list of tasks in Microsoft Project. At a minimum, 30 lowest-level tasks are required. | 15.0% | A list of tasks in Microsoft project is not made. | A list of tasks in Microsoft Project is made. The list does not meet the minimum of at least 30 lowest-level tasks. Vague or very few details are given. | A list of tasks in Microsoft Project is made. The list meets the minimum of at least 30 lowest-level tasks. Task details are partially complete and correct. | A list of tasks in Microsoft Project is made. The list meets the minimum of at least 30 lowest-level tasks. Task details are mostly complete and correct. | A list of tasks in Microsoft Project is made. The list meets the minimum of at least 30 lowest-level tasks. Task details are complete and correct. | No MS Project file provided. For this week only, if this is provided by end of week (11:59 pm Phoenix time on 9/13), I will go back and update this grade. | 0.00/7.50 | |
Using Microsoft Project’s task indent tool, create a WBS for your project. Include summary tasks to effectively identify the key areas of work for the project. Ensure that the WBS column is displayed. | 30.0% | Did not create a WBS for the project; the WBS column is not displayed. | WBS with summary tasks to identify key areas of work for the project are incomplete or incorrect; the WBS column is displayed. | WBS with summary tasks to identify key areas of work for the project are partially complete and correct; the WBS column is displayed. | WBS with summary tasks to identify key areas of work for the project are mostly complete and correct; the WBS column is displayed. | WBS with summary tasks to identify key areas of work for the project are complete and correct; the WBS column is displayed. | No MS Project file provided. For this week only, if this is provided by end of week (11:59 pm Phoenix time on 9/13), I will go back and update this grade. | 0.00/15.00 | |
Q.2 How would developing a WBS alleviate some of the problems that occurred during the first meeting and help Nicolette organize and plan the project? | 5.0% | Response does not explain how developing a WBS would alleviate some of the problems that occurred during the first meeting and help Nicolette organize and plan the project. | Response attempts to explain how developing a WBS would alleviate some of the problems that occurred during the first meeting and help Nicolette organize and plan the project but is inadequate; explanation is irrelevant and/or incomplete and is lacking evidence to support claims. | Response explains how developing a WBS would alleviate some of the problems that occurred during the first meeting and help Nicolette organize and plan the project in an adequate manner; explanation is somewhat limited and lacks some details to support claims. | Response explains how developing a WBS would alleviate some of the problems that occurred during the first meeting and help Nicolette organize and plan the project in a clear and coherent manner; explanation is strong with sound analysis and appropriate details to support claims. | The response explaining how developing a WBS would alleviate some of the problems that occurred during the first meeting and help Nicolette organize and plan the project is expertly written; explanation is comprehensive and insightful with relevant details to support claims. | Noted how WBS could help in general but did not translate this analysis to the case study's issues | 1.88/2.50 | |
Q 3. Where can Nicolette find additional information to help her develop a WBS for the tournament? | 5.0% | Response does not indicate where Nicolette can find additional information to help her develop a WBS for the tournament. | Response attempts to indicate where Nicolette can find additional information to help her develop a WBS for the tournament but is inadequate; explanation is irrelevant and/or incomplete and is lacking evidence to support claims. | Response indicates where Nicolette can find additional information to help her develop a WBS for the tournament in an adequate manner; explanation is somewhat limited and lacks some details to support claims. | Response indicates where Nicolette can find additional information to help her develop a WBS for the tournament in a clear and coherent manner; explanation is strong with sound analysis and appropriate details to support claims. | The response indicating where Nicolette can find additional information to help her develop a WBS for the tournament is expertly written; explanation is comprehensive and insightful with relevant details to support claims. | Noted the importance of leveraging lessons learned but assumed they had done one of these projects in their past. This wasn't provided in the case study. | 1.88/2.50 | |
Q.4 How could Nicolette and her task force use the WBS to generate cost estimates for the tournament? Why would this be useful information? | 5.0% | Response does not discuss how Nicolette and her task force could use the WBS to generate cost estimates for the tournament or why would this be useful information. | Response attempts to discuss how Nicolette and her task force could use the WBS to generate cost estimates for the tournament but is inadequate; explanation regarding why this would be useful information is irrelevant and/or incomplete and is lacking evidence to support claims. | Response discusses how Nicolette and her task force could use the WBS to generate cost estimates for the tournament in an adequate manner; explanation regarding why this would be useful information is somewhat limited and lacks some details to support claims. | Response discusses how Nicolette and her task force could use the WBS to generate cost estimates for the tournament in a clear and coherent manner; explanation regarding why this would be useful information is strong with sound analysis and appropriate details to support claims. | The response discussing how Nicolette and her task force could use the WBS to generate cost estimates for the tournament is expertly written; explanation regarding why this would be useful information is comprehensive and insightful with relevant details to support claims. | Little detailed content provided to address this question on how the WBS will lead them to their cost estimates | 1.62/2.50 | |
Grammer and Format | 15.0% | ||||||||
Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 10.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | Writer is clearly in command of standard, written, academic English. | Small number of grammatical errors found | 4.25/5.00 | |
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 5.0% | Sources are not documented. | Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. | Reference properly formatted. Don't forget to include textbook when it's the foundation for an assignment. | 2.12/2.50 | |
Total Weightage | 100% | 22.38/50.0 |
From “On Being a Cripple”
by Nancy Mairs
Paragraphs 1-4
The other day I was thinking of writing an essay on being a cripple. I was thinking hard in one of the stalls of the women's room in my office building, as I was shoving my shirt into my jeans and tugging up my zipper. Preoccupied, I flushed, picked up my book bag, took my cane down from the hook, and unlatched the door. So many movements unbalanced me, and as I pulled the door open I fell over backward, landing fully clothed on the toilet seat with my legs splayed in front of me: the old beetle-on-its-back routine. Saturday afternoon, the building deserted, I was free to laugh aloud as I wriggled back to my feet, my voice bouncing off the yellowish tiles from all directions. Had anyone been there with me, I'd have been still and faint and hot with chagrin. I decided that it was high time to write the essay.
First, the matter of semantics. I am a cripple. I choose this word to name me. I choose from among several possibilities, the most common of which are "handicapped" and "disabled." I made the choice a number of years ago, without thinking, unaware of my motives for doing so. Even now, I'm not sure what those motives are, but I recognize that they are complex and not entirely flattering.
People--crippled or not--wince at the word "cripple," as they do not at "handicapped" or "disabled." Perhaps I want them to wince. I want them to see me as a tough customer, one to whom the fates /gods/viruses have not been kind, but who can face the brutal truth of her existence squarely. As a cripple, I swagger.
But, to be fair to myself, a certain amount of honesty underlies my choice. "Cripple" seems to me a clean word, straightforward and precise. It has an honorable history, having made its first appearance in the Lindisfarne Gospel in the tenth century. As a lover of words, I like the accuracy with which it describes my condition: I have lost the full use of my limbs. "Disabled," by contrast, suggests any incapacity, physical or mental. And I certainly don't like "handicapped," which implies that I have deliberately been put at a disadvantage, by whom I can't imagine (my God is not a Handicapper General), in order to equalize chances in the great race of life. These words seem to me to be moving away from my condition, to be widening the gap between word and reality. Most remote is the recently coined euphemism "differently abled," which partakes of the same semantic hopefulness that transformed countries from "undeveloped" to "underdeveloped," then to "less developed," and finally to "developing" nations. People have continued to starve in those countries during the shift. Some realities do not obey the dictates of language.
Mine is one of them. Whatever you call me, I remain crippled. But I don't care what you call me, so long as it isn't "differently abled," which strikes me as pure verbal garbage designed, by its ability to describe anyone, to describe no one. I subscribe to George Orwell's thesis that "the slovenliness of our language makes it easier for us to have foolish thoughts." And I refuse to participate in the degeneration of the language to the extent that I deny that I have lost anything in the course of this calamitous disease; I refuse to pretend that the only differences between you and me are the various ordinary ones that distinguish any one person from another. But call me "disabled" or "handicapped" if you like. I have long since grown accustomed to them; and if they are vague, at least they hint at the truth. Moreover, I use them myself. Society is no more ready to accept crippledness than to accept death, war, sex, sweat, or wrinkles. I would never refer to another person as a cripple. It is the word I use to name only myself.
6
Project Scope Assignment- Case of Manchester United
Grand Canyon university
09/02/2020
Question 1
The scope of the task, the end product or the strategic firm, must be characterized in order to construct a Work Breakdown Structure (WBS) for competition. As part of the course, it is important to draw significant expectations. In the contextual analysis of Manchester United, Nicolette Larson is responsible for hosting the first Manchester United Summer Competition (MUSC), which will generate additional income for the club. At the main competition board meeting, various comments and thoughts were offered on what needs to be done for the competition to be effective. Nicolette, as the head of this task, must "characterize and understand the idea of company needs." (Larson / Gray, p. 106) For this endeavor to be successful, some deliverables are required. Some of those deliverables are as follows:
· Determining whether the current status and number of soccer fields are sufficient for the invitation.
· If the current status / flight number is not sufficient, contact local universities and schools to find out if their soccer fields are available at the time of the competition. Comment by Britt Adair: What about tasks to set up the fields (i.e. goals, mow grass, line fields, provide flags, soccer balls etc.
· Interview and recruit officials who meet the requirements;
· Determine switching costs. (switching??)
· Determination of free decorations associated with trophies;
· Establishment of sub-committees to ensure business district support;
· Determine which products will be sold to the competition; B. shirts, and jerseys among others. Comment by Britt Adair: What about recruiting the artist(s) to design the silk screen?
· Determine which food suppliers will be needed at the event. This requires advice from coaches so that competition can increase smart nutrition. Comment by Britt Adair: What about a teams deliverable to go out and find, screen and invite all of the teams? What about finding sponsors to help fund the tourney?
With the deliverable program in place, Nicolette can develop a WBS, component areas, and project completion requirements. As the reading points out, without planning, setting up WBS can be a huge undertaking (Norman et al., 2010). Risk managers need to use a prevailing model from previous activities to start the cycle. In this situation, it would be an advantage for Nicolette to know what other football clubs have done to prepare for similar competitions. However, for this tournamentrace to be victorious, the expectations lost must be broken down into the following components: Comment by Britt Adair: This information was required to go into the MS Project scheduling tool. In addition, please review the requirement to be at least (30) tasks. Once you provide the MS Project schedule, I will go back and grade those assignment requirements. Until that time, these will be awarded 0 points.
Question 2
For this particular contextual case study, the task is considered smaller, if the entire group of companies is involved in dividing the company into its segments. WBS characterizes all of the company's components in a progressive structure and associates them with the company's final hours (Norman et al., 2010). Nicolette would win by first building the WBS to characterize all the work or plan expectations that are essential to race victory. A conception meeting took into account some of the expectations that needed to be offered, but without a detailed explanation of what needed to be talked about and conveyed, it was a state of chaos that Nicolette needed to experience and manage at that moment. . WBS development will take into account any assets that will be further allocated and assessed, as well as the time and cost required to complete this cycle (Norman et al., 2010). Nicolette can also send people to different subcommittees for different things. The first stage of creating a plan is to ensure that all tasks are recognized and that company members understand what anyone can do. In this way, the subcommittee can focus on different expectations to ensure environmental business support, to set schedules and to secure fields. So, whoever in this subcommittee is taking a picture of this work package is far from the task and the time it takes to complete the job is required. (???) This will allow each group to distinguish between the assets that are expected to complete the work package, who has to do what, and decide to monitor the focus on measuring progress towards the end goal. Comment by Britt Adair: Per the question, what about creating the WBS would enable Nicolette win? Comment by Britt Adair: Would a WBS help her to address this “chaos”? How? Comment by Britt Adair: …and then how does this relate back to this case study and this question? Comment by Britt Adair: How would a WBS help with this? Comment by Britt Adair: So the WBS helps them to define the work that must be done to set up and run this tournament correct? Comment by Britt Adair: Would the WBS help them to decide what sub-committees are required?
Question 3
Creating a WBS from scratch, without any prior information or experience, can be a daunting task. As the head of the companytournament organizing committee, Nicolette had to use the main model from the previous competition. At a conceptualization meeting, Nicolette should offer an opening interview if someone has seen the panel organizing a comparison competition, or happens to know someone who did. Before planning a meeting, Nicolette needs to examine the comparative circumstances under which the club must prepare for the competition or enlist board members to do research and present it to the meeting as a starting point for removing expectations from the competition which are beneficial. Comment by Britt Adair: I didn’t see that this was available in this case study. Comment by Britt Adair: I think you’re on the right track. Because other soccer clubs have successfully hosted youth tournaments, she should contact nearby clubs and request planning information developed over the years. Clubs that annually hold summer tournaments are likely to have comprehensive checklists that would be a rich source of information in developing Manchester’s tournament plan.
Question 4
Use of WBS allows simpler calculation seasons for smaller work packages. Then the total costs can be increased added together to get to the final costs. This cycle allows Nicolette to keep track of the absolute costs of the case, with the only possibility that supply will rise above the cost limit. (??) At this point, choices can be made to avoid the task of bringing it back as far as possible. (bringing what back?) This will make the registration fee reasonable and reasonable. Since recruitment fees are the main reason for supporting competition, it is important to be as low as you would expect in the situation (Norman et al., 2010). The share costs must be low enough for the group to participate, but high enough to take care of all parts of the competition and some profits for the repair and expansion of the number of football fields at the Rock Rimmon football complex and for Push to offer club scholarship programs. Comment by Britt Adair: And by breaking down the major deliverables associated with a soccer tournament into more detailed subcomponents, the planners are unlikely to ignore cost items as well as have sufficient information to formulate cost estimates. Comment by Britt Adair: With the exception of the referees, the tournament will rely on volunteer labor. Therefore, the task force should be able to identify specific cost items (printing brochures, trophies, field rental, equipment rental, and so on).Tabulating cost estimates would also provide a basis for doing a breakeven analysis and help the task force make important decisions such as entry fee and ideal size of the tournament (number of teams and games) as well as make specific decisions regarding items such as medals versus trophies and color versus black and white brochures etc.
John, you worked to address the require questions for this week’s case study and I especially liked the progress you made in identifying many of the key deliverables for the soccer tournament project and how important it is for Nicolette to leverage previous tournaments (i.e. lessons learned) to contribute to their effort. With that said, I noted improvement opportunities for how the team could use the WBS to generate the cost estimates. Also, you did not provide the required MS Project schedule so I allocated 0 points for those two rubric elements. If you are able to provide me the MPP file before the end of the week (i.e. 11:59 pm Phoenix time on Sunday 9/13), I will this one time go back and allocate the points that this earns.
GRADE: 22.38 /50 45% (see online rubric to understand your grade)
References Comment by Britt Adair: Since the textbook is the foundation of the assignment, you should also include it as a reference
Norman, E. S., Brotherton, S. A., & Fried, R. T. (2010). Work breakdown structures: The foundation for project management excellence. John Wiley & Sons.

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