Units

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Sample subject outline - 5 Week Teaching Period - 9 2012

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

Rationale

Complex projects go through many organisational changes as they progress through the project lifecycle. In addition to changes required by growth and change in the project's tasks, additional changes might be required to redirect organisational culture and values or realign with changes in strategy. This is particularly true of large projects that extend over many years and operate in changing environments. The ability to plan, organise and manage organisational change across the project lifecycle is critical to the success of a complex project manager. This unit examines the need for organisational change in a complex project, highlights barriers, challenges and resistance to change, delivers relevant theory, demonstrates diagnostic tools used in organisational redesign and presents approaches to planning for and managing change.

Aims

The aim of this unit is to help students develop a thorough understanding of the principles, approaches and challenges of organisational change and development. Students will investigate an organisational change case study and develop an organisational change plan across the lifecycle of the case study.

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
1. Identify the need for change in a complex project
2. Identify the barriers to change in a complex project
3. Select and justify the most appropriate of the major approaches to organisational change and associated interventions
4. Select and justify the use of tools to assist in planning organisational change
5. Develop and justify a plan for organisational change in a complex project environment

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

Content

Module 1: Recognise the need for change in complex projects
Module 2: Identifying barriers and readiness for change
Module 3: Organisational diagnosis and design
Module 4: The role of story in your change journey
Module 5: Planned and emergent change: Approaches and interventions
Module 6: Managing change

Approaches to Teaching and Learning

• 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.



• Students are expected to source relevant written material before each meeting



• Students are expected to bring a real-life team problem from their workplace to form the basis of their individual assessment assignment



• A variety of resources are available online. Not least of these resources are members of the GSZ520 class, and the lecturers, all of whom are available via e-mail.

Assessment

Students will receive feedback in various forms throughout the semester which may include:

• Informal: worked examples, such as verbal feedback in class, personal consultation


• Formal: in writing, such as checklists (e.g. criteria sheets), written commentary


• Direct: to individual students, either in written form or in consultation


• Indirect: to the whole class

Assessment name: Report of Diagnostic Analysis
Description: Groups will conduct a diagnostic analysis of a case study using multiple prescribed diagnostic tools. Groups will also carefully select appropriate diagnostic tools to conduct the analysis. In your report, you will need to thoroughly justify the additional diagnostic tool(s) and explain why they are relevant to the circumstances of the case. Students will assess the contribution of group members to the task.

Length: 2000 words
Relates to objectives: Unit objectives: 1, 2, 4 and AOL goals: TBA
Weight: 40%
Internal or external: Internal
Group or individual: Group
Due date: End of Module 3

Assessment name: Professional Plans
Description: Organisational Change and Development Plan: In this assessment task, students are required to report on the Project Consultation including a thorough description of the methods used, the data gathered, the analysis of the data and the recommendations proposed. You will also develop strategies to address the problem/opportunity identified. The workplace manager will also provide feedback on usefulness of project investigation and recommendations and students will also present their results to the cohort and academic coordinator.

Length: 2000 words
Relates to objectives: Unit objectives: 1, 2, 3, 4, 5 and AOL goals: TBA
Weight: 60%
Internal or external: Internal
Group or individual: Individual
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

Prescribed Text
Palmer, I., Dunford R. and Akin G., (2007) Managing Organizational Change. A multiple perspective approach. McGraw-Hill: New York NY.

Other Resources
GSZ520 Learning Guide and 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: 30-Apr-2012