Units

---

Sample subject outline - 5 Week Teaching Period - 2 2013

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

Rationale

Managers of complex projects deal with complex problems whose resolution requires holistic approaches, sophisticated thinking and pluralist methodologies. This unit provides foundational knowledge related to systems methodologies and their underpinning epistemologies that enable project managers to solve complex project problems in context.

Aims

The aim of this unit is for students to develop systems thinking skills in a reflexive process involving the application of systems methodologies in isolation and in combination as they apply to complex projects.

Objectives

Course Learning Goals (Corporate Programs)

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. Students will develop the following capabilities relevant to a contemporary global and sustainable business environment:

Program Goal 1: Understand Self and Lead Others in an International Environment (ULO)

1.1 Develop the personal attributes of action and outcome orientation, ability to influence and self-knowledge that distinguish the manager of complex projects.
1.2 Develop and demonstrate the leadership and communication skills to manage the staff involved in complex projects
1.3 Work effectively in managing people and a wide range of stakeholders through understanding of culture cognition, personality and human lifecycle.

Program Goal 2: Lead Strategic Planning, Design and Implementation (SPDI)

2.1 Understand the context of complex projects and the design and implementation of appropriate project strategy and systems to match emergent requirements
2.2 Demonstrate the capacity to design, establish and manage the organisational architecture for complex projects
2.3 Develop the understanding and skill to deliver probity and governance requirements for complex projects
2.4 Develop the capacity to design and implement innovative business planning, reporting and performance measurement systems.

Program Goal 3: Think Holistically: Innovate and Creatively Problem Solve (TH)

3.1 Develop the insights to manage people and systems subject to on-going change and constantly adapt to emergent conditions
3.2 Demonstrate the capacity to envision novel, critical and creative responses to complex and emerging problems

Program Goal 4: Develop the understanding of and skill to design, manage and lead strategic procurement practices that respond to the challenges of the complex organisational and project management environment. (SP)

4.1 Develop, plan and implement a comprehensive and effective acquisition strategy to deliver complex strategic capabilities.
4.2 Assess and implement the contractual requirements of a complex acquisition taking into account the implications of international law and conventions, intellectual property rights, and ensuring the appropriate allocation and mitigation of contractual risks.
4.3 Develop, plan and implement strategic sourcing arrangements covering the capability life-cycle.

Unit Objectives
At the completion of the unit, students will be able to:
1. Use a range of systems concepts in the analysis of complex organisational problem situations.
2. Construct an argument for adopting a systems approach to project management.
3. Describe how systems methodologies might be used and combined to enhance the management of complex organisational problem-situations, including complex projects.
4. Demonstrate a critical synthesis of systems theories.

Content

• Systems thinking and responding to the world: reductionist and holistic approaches to problem solving; relevance of systems and complexity methodologies to management of complex projects


• Epistemologies and paradigms; metaphors and creativity; processes of organisational learning and creativity


• Complexity and chaos; adaptivity vs rationalisation; nonlinearity; co-evolution; punctuated equilibrium; orders of complexity


• Viable system model


• Soft systems methodology


• Critical systems heuristics; critical systems practice


• Managing in a complex environment

Approaches to Teaching and Learning

A blended learning approach is taken with this unit. Students will engage with the material through a blend of:

• Guided instruction, learning activities, readings and cases presented in a comprehensive study guide. Students are expected to engage with the readings and learning activities in the study guide prior to the face to face session


• A comprehensive set of readings, cases, workplace documents and other authentic materials is provided in advance with the study guide. Set texts for units will be provided in advance to students.


• Intensive face-to-face sessions for each of the modules of the unit where students will actively engage in exploring the concepts, issues and cases provided in the study guide. A focus on facilitated group learning and collaboration is a feature of the face-to-face sessions rather than content input by the lecturer.


• A Blackboard learning site is provided where additional materials such as podcasts, vodcasts, audio and video files, and computer simulations can be shared through the life of the unit. Collaboration tools for students such as blogs, wikis, discussion forums, and group tools will be a feature of the Blackboard site.

There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.

Assessment

General feedback about each piece of assessment will be discussed in the individual modules. In addition, students are welcome to make an appointment with the lecturer to discuss their individual assessment items.
Each piece of assessment has an individual criteria sheet. These will be returned to the student with additional notes on the text of individual and group proposals.

Assessment name: Case Analysis
Description: Group presentation of WTC case analysis

Assume that you are a consultant asked by Mayor Giuliani to bid for the contract to assist with the unbuilding of WTC. Your assignment begins one week after 9/11. Explain how you would go about developing a multi-methodology approach in order to convince the Mayor that your firm is the best placed to handle the job.

Length: 20 minute PowerPoint presentation + slide notes
Relates to objectives: Unit objectives: 1,3, 4 and
AOL goals:1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2
Weight: 40%
Internal or external: Internal
Group or individual: Group
Due date: See timetable

Assessment name: Essay
Description: Denver International Airport case study

Students are asked to present their diagnostic and recommendations for the Denver International Airport case study. "Explain how, if you had been employed as a Complex Project Management consultant by Denver city, you would have used critical systems practice to ensure that the building of DIA came in according to customer specifications, on-time and within budget."

Length: 3000 words
Relates to objectives: Unit objectives: .1, 2, 3, 4 and
AOL goals: 1.2, 1.3, 2.1, 2.2, 3.1, 3.2
Weight: 60%
Internal or external: Internal
Group or individual: Individual
Due date: See timetable

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

Learning Guide
Readings
Set text (provided): Jackson, M. (2003) Systems Thinking: Creative Holism for Managers UK: John Wiley and Sons, Ltd
Case studies
Blackboard site

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: 24-Jan-2013