Units

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Sample subject outline - 6 Week Teaching Period - 3 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

The problems faced by managers in business today are complex. The simple problem solving approaches used in the past have served managers well, but are no longer sufficient to solve and manage the complex and multi-faceted business problems of today and tomorrow.

Instead, managers need to be skilled in new approaches such as problem reframing, creative problem solving, lateral and analogical thinking. Using these processes managers can add real value to the organisation through their leadership in creating workplace cultures that support creative and innovative approaches for dealing with complex business challenges.

This unit has been included in the MBA program to enable students to explore contemporary and creative approaches to problem framing and problem solving in complex business environments both at the individual and group level.

One of the central themes embedded throughout the MBA program is to encourage students to open their minds to new divergent ways of thinking and address problems and opportunities from multiple perspectives. As such, the Problem Framing for Creative Action unit is positioned in the early part of the program to anchor the development of these important skills that will be further developed in later units.

Aims

The mission of the MBA and associated programs is to provide world class, graduate business education and stimulating real world learning opportunities to develop current and future business leaders and managers to confidently lead in complex environments.

The aim of this particular unit is to help managers develop a thorough appreciation of the importance of problem framing and problem solving, and to develop an understanding of how to create workplace environments that encourage and foster creativity and innovation.

Objectives

Course Learning Goals (Postgraduate)

The QUT Business School has established the Assurance of Learning (AoL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools.

Have knowledge and skills pertinent to a particular discipline (KS)

1.1 Well-researched knowledge and critical understanding applied to issues at the forefront of a specialised discipline area
1.2 Ability to select and use effectively a range of tools and technologies to locate and/or generate information appropriate to the disciplinary context

Be critical thinkers and effective problem solvers (CTA)

2.1 Apply logical, critical and creative thinking and judgement to generate appropriate solutions to problems in the disciplinary context

Be professional communicators in an intercultural context (PC)

3.1 Ability to create and present professional documents and/or reports using high levels of analysis/synthesis/evaluation for a range of contexts and audiences
3.2 Ability to orally communicate and justify ideas and information, at a professional level, for a variety of contexts and audiences, including peers and discipline specialists

Be able to work effectively in a Team Environment (TW)

4.1 Operate effectively and with flexibility to achieve common goals in collaborative settings, using a range of skills, including leadership, negotiation, reflection, proactivity and support for team members

Have a Social and Ethical Understanding (SEU)

5.1 Apply knowledge of the ethical, social and cultural dimensions relevant to business situations, including appropriate standards or codes of practice, to provide courses of action

The specific course learning goals that apply to this unit are shown in the assessment section of this unit outline.

Unit Objectives:

On completing this unit, you will be able to:

Unit Objectives
Upon completion of this unit, you should be able to:
1. Analyse workplace problems using problem framing techniques to identify the real issues to be resolved. KS 1.1 (MBA 1),CTA 2.1(MBA 4)
2. Use a variety of creative problem solving techniques to address organisational problems and opportunities. KS 1.1 (MBA 1)
3. Evaluate creative problem solving tools and techniques to determine the most appropriate tools and techniques to be used in a given situation. CTA 2.1 (MBA 4), PC 3.1 (MBA 3)
4. Apply the principles of design thinking and analogical thinking to generate solutions to organizational problems. KS 1.1 (MBA 8), CTA 2.1 (MBA 4 ), TW 4.1 (MBA 6)
5. Recommend strategies for fostering creative and alternative thinking by individuals and teams to create and capture opportunities for organisational improvement. CTA 2.1 (MBA 4), PC 3.2, (MBA 3)

Content

• Identifying the knowledge skills and actions that differentiate innovative individuals, teams and organizations


• Design thinking


• Problem Framing, divergent and convergent thinking


• Tools and techniques for creative problem solving, and lateral and analogical thinking.


• Individual and group processes for generating, evaluating and applying ideas


• Strategies for overcoming constraints to creativity and innovation within organisations.

Approaches to Teaching and Learning

This is a highly experiential unit that adopts a blended learning approach and as such, includes a variety of teaching and learning approaches.

Three hour face-to-face class sessions are supplemented by a textbook and a range of online materials that are designed to support and extend learning prior to, during and after class sessions. Online materials are available in the unit Blackboard site. Given the importance of the unit Blackboard site to the teaching and learning strategy used in this unit, a computer or tablet device with internet access is strongly recommended for all students.

The three hour classes will be divided into lectures and practical creative problem solving and design led thinking workshops. The principal purpose of the lectures and readings is to build upon the key concepts that were introduced through the Preparation for Class activities and readings. The purpose of the case study work, experiential learning tasks and all assessment tasks is to help the student develop their understanding of the concepts and enable them to be applied within a range of business contexts.

There is an expectation that the student will participate in class sessions, to take advantage of the opportunity to discuss important issues with their instructor and their peers in an informal environment. These sessions also provide students with an opportunity to hone important generic skills that are in high demand in the business.

It is expected that students have completed all Preparation for Class activities and readings identified in the unit Blackboard site prior to coming to class to be able to maximise the learning opportunities of the class sessions.

A variety of learning activities designed to engage students in their learning will be incorporated into the lectures/workshops. Such learning activities may include short lectures, class discussions, debates, role plays, group work, guest speakers, student presentations, simulations, case study analysis, videos, readings, wikis, media/current events reports, web searches, etc.

There is a commitment to critical inquiry and intellectual debate in regard to the material covered. Students are encouraged to relate the theories and research discussed to situations known to them and will be encouraged to share their experiences related to this unit with the class to enrich the overall learning experience of all students.

Expanding the awareness of Australian management policies and practices into intercultural and international perspectives is fostered within this unit. Typically, students enrolling in this unit have extremely varied backgrounds. There is diversity of professional background and socio-cultural background. Students are reminded that this is to their advantage and they have much to learn from one another. To this end, students are strongly encouraged to be sensitive to cultural, gender-related and international issues.

Assessment

A further Guide to the Assessment Items is available from the unit Blackboard Site: http://blackboard.qut.edu.au

At the end of the teaching period the Faculty Academic Board determines students' grades. The Unit Coordinators provide the detailed assessment results to the Board, working through the relevant School. These results are advisory in nature and do not necessarily constitute the final grades awarded by the Board. In its decision the Board compares results both within units and programs, using as a guide a set of standard distribution criteria. These criteria enable the Board to systematically compare student performance, but are not applied in a prescriptive fashion.Students will receive a variety of formative feedback throughout this unit.

Informally, feedback will be given verbally in class through class discussions and during the debriefing of learning activities.

Direct feedback will be available to those students who request a private or group consultation session with the lecturer.

Formal feedback will be received on both formative and summative assessment tasks through a Criterion Reference Assessment sheet which will also include written feedback on the assessment task. The Criterion Reference Assessment Sheet will be available in the Blackboard site at the commencement of the unit. Students will receive feedback on their formative assessment task prior to their summative assessment task being submitted.

Assessment name: Learning Portfolio
Description: You are required to create a Learning Portfolio that will be progressively added to and developed throughout the unit. The Learning Portfolio is designed to capture your reflections on the problem solving exercises in the class workshops and what you have learned in the unit, your actions for your further development as well as a personal collection of practical tools and techniques that you can implement in your workplace, including how, why and when these tools and techniques are best used.

The submission of the learning portfolio is in two parts. Part 1 A will be based on the learning from Modules 1 - 3 and will provide you with the opportunity to get formative feedback on your progress and identify further areas for development as you progress through the unit. Part 1 B will reframe your knowledge and skills in problem solving by incorporating the learning from Modules 4-6.extend the Learning Portfolio to include the learning from Modules 4 - 6. In addition, include an action plan for taking your learning further.
Length/Duration: Part 1 A - 1500 words, Part 1 B - 1500 words)
Formative/Summative: Formative and Summative
Weighting: 60% (Part 1 A - 30%, Part 1 B - 30%)
Due Date Part 1 A: Week 4, Part 1 B: Week 7
Relates to objectives: Unit objectives: 1, 2 and 3
AOL goals: KS 1.1, CTA 2.1, PC 3.1
Weight: 60%
Internal or external: Internal
Group or individual: Individual
Due date: Week 4


Assessment name: Problem Solving Workshop
Description: A problem-solving workshop will be held where students in groups will address an ill-defined workplace problem, which could benefit from design thinking and creative problem solving. Students in groups will present their framing, analysis, synthesis and reframing as well as the solutions generated. You are encouraged to use your creativity and out of the box thinking in the design and delivery of your solutions and group presentation.
Length/Duration:15 minutes + visual aids to support key messages
Formative/Summative: Summative
Relates to objectives: Unit objectives: 1, 2, 3, 4 and 5 and AOL goals: KS 1.1, CTA 2.1, PC 3.2, TW 4.1
Weight: 40%
Internal or external: Internal
Group or individual: Group with Individual Component
Due date: Week 7


Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Prescribed Text:
Proctor, T. 2010 Creative Problem Solving for Managers: Developing skills for decision making and innovation, Second Edition. Routledge.

Please note: This textbook can be purchased as Kindle eBooks through Amazon. Kindle eBooks can be read on PCs, Macs, IOS and Android devices.

Other Resources:
GSN468 Blackboard unit site

Purchase of reference texts is optional. There is a plethora of creative thinking books, any of which could be used as supplementary reading. Suggested authors include Edward de Bono, Michael Michalko, Arthur Van Gundy, Sidney Parnes and Alex Osborne

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Risk assessment statement

There are no out-of-the-ordinary risks associated with lectures or tutorials in this unit. You should, however, familiarise yourself with evacuation procedures operating in the buildings in which you attend classes and take the time to
view the Emergency video.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 10-Apr-2013