Units

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Sample subject outline - 5 Week Teaching Period - 3 2012

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

Rationale

The successful management of a complex project needs skilled, communicatively competent managers who are capable of creating and maintaining a flexible, listening and action-oriented project environment. To achieve success, the manager, in their leadership role in a complex project, must therefore develop personal skills, including the ability to frame ideas in rhetorically sophisticated ways and the ability to influence others to achieve diverse goals of the project. The project manager also needs to plan and promote effective organisational communication that supports the goals and processes embedded in the project. This unit supports the development of these two critical competencies.

Aims

The mission of the DMO executive education program is to provide world class graduate business education responding to the standards of the College of Complex Project Managers in a stimulating learning environment for complex project managers of tomorrow. The aim of this particular unit is to help project managers to embrace the underpinning knowledge and action-orientation required of rhetorically sophisticated leaders who must be responsible for: managing the communication and information requirements of the present, envisioning the needs of the future and tasking a diverse range of staff in an ambiguous and uncertain environment.

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
Upon completion of this unit, you should be able to:
1. Demonstrate an in-depth knowledge of the dynamics of communication at the interpersonal, group and organisational level.
2. Develop the knowledge and skills to persuade and coach others and to be a successful leader and advocate;
3. Analyse communication issues in a systematic and critically engaged way in organisational settings;
4. Understand the role of communication in change processes;
5. Develop communication strategies and plans to respond to specific organisational issues at both the interpersonal and organisational level.
6. Demonstrate the ability to assimilate and integrate conceptual knowledge with practical wisdom

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

Content

• Organisational communication challenges in complex projects


• The relationship between thinking, language and action; Making ideas stick


• Framing, persuasion and advocacy; the power of framing and framing constraints


• Verbal and non-verbal effectiveness; conflict management and managing others' communication


• Choosing the right communication channels; effective communication feedback; listening strategies


• Communication as an organisational system and role of strategic communication, research and planning


• Linking communication systems to performance and reporting systems; communicating change


• Communicating across cultures; challenges and techniques; intercultural negotiation


• Aligning communication with diverse stakeholders


• Communication plans

Approaches to Teaching and Learning

3-hour class meetings are generally split between class discussions, mini-lectures (both live and via videoconference), case study work in small groups, role-plays, and student seminars. To supplement these activities, a range of materials are available including this unit outline, the GSN505 Study Guide and Readings, DVD and video clips, and an on-line Blackboard site where it is possible to access PowerPoint slides, case studies, discussion forums and various other resources. You are encouraged to read widely and raise issues arising from those readings.

The role of the mini-lecture is to overview concepts and theories that underpin the study of organisational communication and that you have accessed through pre-reading and personal experience. The case studies and class discussions are used to allow you to enhance your understanding of the complex relationships between organisations and projects and their employees in uncertain and ambiguous environments, and the role of communication in these relationships. The small group activities provide opportunities for class members to explore the cases selected, to select and discuss issues that you assess to be of importance, to reflect on the way diverse cultural perspectives provide alternative interpretations of meaning, to challenge differing perspectives and mount persuasive points of view about issues and plans, appropriate responses and actions. Role-plays provide experiential learning opportunities. All of these activities are supported by written material including the Study Guide, Blackboard site, and unit assessment.

In considering the teaching and learning strategies utilised in GSN505, it is also recommended that you reflect on the following:
QUT is committed to the flexible delivery of its programs. Consequently, your class learnings are available in various formats to suit your individual learning style.
You have the opportunity to discuss important issues with your instructor and your peers in an informal environment in the classroom. However, the classroom learning will be structured on the basis that you are prepared and informed by the pre-reading materials. As professionals, it is anticipated that you will come to class meetings ready for discussion and that you have already identified issues to be raised and challenges to be discussed.
These meetings also provide you with an opportunity to hone important generic skills that are in high demand in the world of project management. Your ability to systemically and critically analyse the readings and cases and present your ideas persuasively will be a valued learning approach.

Typically, students enrolling in this unit have extremely varied backgrounds. Our groups are comprised of students from diverse professional affiliations and socio-cultural backgrounds. You are reminded that this is to your advantage and that you have much to learn from one another. To this end, you are strongly encouraged to be sensitive to cultural, gender-related and international issues.

Video and DVD clips and video-conferencing are a prominent feature of class meetings. These media bring the world of project management to the classroom.

Assessment name: Discussion and Draft Analysis
Description: he purpose of the discussion is to reflect on the theories learned in the unit and how they throw light on key communication issues that may arise in project situations. This will also prepare you for the development of your summative assessment: a communication plan for a complex project. You will also write a draft of the background and situational analysis for the plan.

Length
1,500 words: 600-800 words for the discussion and 600-800 words for the background and situational analysis.
Relates to objectives: Unit objectives: 1, 3, 5
AOL goals: 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2
Weight: 30%
Internal or external: Internal
Group or individual: Individual
Due date: End of Module 3

Assessment name: Project and Presentation
Description: Development and written presentation of a communication plan for a complex project challenge. This Assessment Task consists of two parts as outlined below:

Assessment 2A: Communication Plan (Written Plan and Analysis)
For a complex project, students will be asked to design a communication plan that addresses the project characteristics and circumstances.

Assessment 2B: Communication Plan (Oral Presentation Recorded)
Oral presentation of a communication plan for a complex project challenge.

Weighting
Part 2A 40% and Part 2B 30%= Total 70%
Relates to objectives: Unit objectives: Part A: 1,2, 3, 4, 5, 6 Part B: 2, 3, 4, 5
AOL goals: Part A - 1.1, 1.2, 1.3 2.1, 2.2, 3.1, 3.2 Part B - 1.2, 2.2, 3.2
Weight: 70%
Internal or external: Internal
Group or individual: Individual
Due date: End of Module 6

Academic Honesty

Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the QUT Library resources for avoiding plagiarism.

Resource materials

The Thin Book of Appreciative Enquiry
People Styles at Work

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: 23-May-2011