Units

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Sample subject outline - 5 Week Teaching Period - 4 2013

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

Rationale

Complex projects have complex business goals and objectives often encompassing national, international and multi-organisational contexts. A sound and well considered business planning process is essential in developing a Business Case for supporting investment into a new, or substantially redesigned, complex project in order to ensure the vision of the programme / project is realised. The concept of embedding options testing, benefits and value realisation permeates the planning process adopted in this unit in the development of the business case for a new complex project. The importance of understanding and managing the planning process in the context of complex stakeholder environments is core in project planning. Further, as complex projects also involve technology, dealing with technological uncertainty needs to be addressed in the business case planning phase. The objective is to ensure that we optimise both through quality of structural decision-making.

Aims

The aim of this unit is for students to develop skills and expertise by examining business planning processes with a specific emphasis on developing strategic thinking through the development of business plans, business models, blueprints and business cases within the context of 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. Apply emergent business planning techniques that are appropriate to newly identified business opportunities applicable to the environment of complex projects.
2. Apply strategic and creative thinking to the process of developing effective business case proposals to both new and re-designed programmes of work.
3. Formulate, develop and defend a business proposal in the form of a business case for investment whereby a multi-stage validation process is performed and where the ongoing viability of the programme must be demonstrated.

Content

· The planning process; approaches to planning; rationalist vs emergent planning; phasing of business case development; wave planning; presenting the business case
· Managing for benefits and value mapping; Value Network Analysis; benefits realisation frameworks; implications for business model development; critical success factors
· Stakeholder modelling and implications; modelling approaches; analysis of power and influence; obtaining support in planning; managing expectations
· Decision making in planning; investment and risk strategies and approaches; costing behaviour; product costs and period costs; cost allocation approaches and value for money; investment appraisals
· Managing for technological uncertainty in complex project planning; dealing with technological emergence in planning; impact of dynamic technology risks for project implementation; maintaining the business case in the face of technological uncertainty; risk mitigation approaches
· Business case design and dealing with complexity; strategic reviews; theory of constraints; business case design and structure; developing the schedule; the Project Blueprint; project design for dynamic multi-project environments; achievability and evolution; defending the business case.

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 that will be 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 where additional materials, 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: Benefits analysis and map
Description: Length: Presentation (15 Minutes) and CEO Briefing Note 1,200 words

Part A
Description: Students are to undertake a Benefits Analysis for an assigned project. This analysis is to be developed as a Briefing Note format that demonstrates that a sufficient value proposition exists to support progressing to the development of the Strategic Business Case stage. This includes sufficient analysis to support your recommendations and is to include a benefits logic map and to address considerations such as achievability and affordability. Students are NOT to consult with each other in the development of this assessment task UNTIL this assessment task is submitted via BlackBoard.

Part B
Building on the individual reports developed for Assessment 1 Part A, project groups are to develop a consolidated view through consensus on a single benefits logic map upon which your group will then progress to Assessment Task 2 (Strategic Business Case.) Students will share their individual reports after the submission time from Assessment Task 1 Part A for further group analysis and consensus. You are to present your consolidated view in a presentation of no more than 15 minutes and highlighting the agreed business logic, identifying what has been modified from individual views and why.
Relates to objectives: Part A: Unit objectives: 1, 2 and AOL goals: SPDI 2.1; SPDI 2.4; TH 3.

Part B: Unit objectives: 1, 2 and AOL goals: SPDI 2.1; SPDI 2.4; TH 3.1
Weight: 50%
Internal or external: Internal
Group or individual: Group with Individual Component
Due date: Last day of teaching

Assessment name: Strategic Business Case
Description: Length: 3,000 words

Duration: As a group develop a Strategic Business Case for your assigned project to encompass all essential elements that would be required to support whether or not to progress to a Full Business Case. This task is to build on the Benefits Analysis developed in task 1 but which has been synthesised from individual reports of the group members and agreed across the group (Assessment Task 1 Part B).
Relates to objectives: Unit objectives: 1, 2 & 3 and AOL goals: SPDI 2.1; SPDI 2.4; TH 3.1
Weight: 50%
Internal or external: Internal
Group or individual: Group
Due date: End of Module 6

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

Jenner, S. (2010) Transforming Government and Public Services-Realising Benefits with Project Portfolio Management, Gower Publishing, Surrey, UK

GSZ515 Study Guide and Readings
GSZ515 Blackboard site
Case studies

Authentic workplace documents

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: 25-Mar-2013