TECHCOMM 7024 - Complex Project Management 1

North Terrace Campus - Semester 1 - 2014

The context of the course is identification and management of complexity across multiple complex project domains. The objectives of this course are to focus on Complex projects, that is those which integrate autonomous and independent projects, which are normally linked nodes. Such projects have high degrees of emergence, high internal and external system complexity and usually have large life cycle costs. Such projects require the project team to learn during the life of the project in order to clarify what is required and consequently how to deliver it. Content includes a review of general systems theory, a review of the key areas supporting systems engineering and then focuses on system of systems topics of incremental commitment project delivery methods, developing project architecture, developing project requirements and understanding and managing people differently to traditional projects by recognising culture and values, encouraging dissent, assisting sensemaking and supporting developing patterns of work behaviour rather than a top-down specification of duties. The application is to traditional System of Systems, supply chain management, enterprise systems, operating in a foreign culture, disaster management, terrorism and other complex systems. Tools addressed include leadership and management of complex systems projects, Checkland's soft systems methodology of rich pictures, root definition and CATWOE; systems dynamics, Senge's systems thinking, Bosch's mental models and development of meaning.

  • General Course Information
    Course Details
    Course Code TECHCOMM 7024
    Course Complex Project Management 1
    Coordinating Unit Entrepreneurship, Commercialisation & Innov Centre
    Term Semester 1
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Assumed Knowledge TECHCOMM 5021
    Course Description The context of the course is identification and management of complexity across multiple complex project domains. The objectives of this course are to focus on Complex projects, that is those which integrate autonomous and independent projects, which are normally linked nodes. Such projects have high degrees of emergence, high internal and external system complexity and usually have large life cycle costs. Such projects require the project team to learn during the life of the project in order to clarify what is required and consequently how to deliver it.

    Content includes a review of general systems theory, a review of the key areas supporting systems engineering and then focuses on system of systems topics of incremental commitment project delivery methods, developing project architecture, developing project requirements and understanding and managing people differently to traditional projects by recognising culture and values, encouraging dissent, assisting sensemaking and supporting developing patterns of work behaviour rather than a top-down specification of duties.

    The application is to traditional System of Systems, supply chain management, enterprise systems, operating in a foreign culture, disaster management, terrorism and other complex systems.

    Tools addressed include leadership and management of complex systems projects, Checkland's soft systems methodology of rich pictures, root definition and CATWOE; systems dynamics, Senge's systems thinking, Bosch's mental models and development of meaning.
    Course Staff

    Course Coordinator: Emeritus Professor Vernon Ireland

    Name: Dr Alex Gorod

    Short Bio:

    Email:
    alex.gorod@adelaide.edu.au 

    Phone: +61 8 8313 7422
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    Opening intensive: 
    Thursday 20th & Friday 21st March 2014
    9am-6pm
    Masonic Lodge B03 Seminar Room West

    Closing intensive:
    Wednesday 16th & Thursday 17th May 2014
    9am-6pm
    Masonic Lodge B03 Seminar Room West
  • Learning Outcomes
    Course Learning Outcomes
    1 Knowledge and understanding of the latest research and development of system of systems (SoS) principles to projects and how these contrast with traditional systems engineering based projects;
    2  Application of research and professional practice tools, and soft systems methodologies, to a range of contemporary issue such as climate change, terrorism, the global financial crises and disputes between waring communities
    3 Identification and use of the latest research findings on system of systems
    4 The application of SoS research in the development of potential solutions to contemporary issue such as climate change, terrorism, the global financial crises and disputes between waring communities individually and in groups
    5 Ability to explain and gain resolution of issues and provide confidence to stakeholders
    6 Recognition that different interpersonal skills are required on SoS project
    7 Use of state-of-the-art processes and techniques developed in defence, IT&T and software industries
    8 Recognition that SoS is a developing discipline and commitment to keep up to date
    9 Recognition of the need to lead project teams and bring them from a systems engineering perspective to a SoS perspective
    10 Understanding of the need to maintain ethical, social and cultural standards on projects.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1-2
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 3
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 4
    Skills of a high order in interpersonal understanding, teamwork and communication. 5-6
    A proficiency in the appropriate use of contemporary technologies. 7
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 8
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 9
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 10
  • Learning Resources
    Required Resources

    The University’s preferred textbook supplier is Unibooks: http://www.unibooks.com.au/ 

    Text book:

     Peter Allen, Steve Maguire and Bill McKelvey, (2011) The SAGE Handbook of Complexity and Management

    Recommended Resources
    References
    Please see list in Course Notes

    Library Resources
    The University of Adelaide’s Barr Smith Library provides a range of learning resources including texts, journals, periodicals, magazines, and access to online databases and information services. It also offers a virtual library which is accessible via the University’s website. The University Library web page is: http://www.adelaide.edu.au/library/ 
    From this link, you are able to access the Library's electronic resources.

    Other Resources
    If you are a member of the PMI (http://www.pmi.org/Membership.aspx) you will “gain exclusive access to PMI publications and our global standards*, networking options with our chapters and online communities of practice, and leadership and volunteer opportunities. You’ll also receive discounts on certification exams and renewals, as well as our professional development offerings.” Student membership is USD$40 to join and USD$30 to renew.

    * Log in to access complimentary read-only PDFs of all of PMI's published standards or take advantage of discounts on paperback editions
    http://www.pmi.org/PMBOK-Guide-and-Standards/Standards-Library-of-PMI-Global-Standards.aspx
    Online Learning
    MyUni is the University of Adelaide's online learning environment. It is used to support traditional face-to-face lectures, tutorials and workshops at the University. MyUni provides access to various features including announcements, course materials, discussion boards and assessments for each online course of study (see: https://myuni.adelaide.edu.au)
  • Learning & Teaching Activities
    Learning & Teaching Modes

    This course is offered in blended learning mode with the face-to-face component offered as intensives.

    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    As a guide, a 3 unit course comprises a total of 156 hours work (this includes face-to-face contact, any online components, and self directed study).

    Learning Activities Summary

    This is a draft schedule and session dates are a guide only. The timetable may be changed during the course delivery if necessary.

    Intensive Content Readings/Activities
    1 & 2

    9 & 10 April 2013
    Topics 1-6 in notes Jamshidi, M. (2008). “Chapter 1 Introduction to System of Systems.” in System of Systems Engineering: Innovations for the 21st Century; M. Jamshidi (ed.) Hoboken, NJ: Wiley & Sons. pp 1-20

    Azani, C. (2008). “Chapter 2 An Open Systems Approach to System of Systems Engineering.” in System of Systems Engineering: Innovations for the 21st Century; M. Jamshidi (ed.) Hoboken, NJ: Wiley & Sons. pp 1-20

    Dagli, C. and N. Kilicay-Ergin. (2008). “Chapter 4 SoS Management.” in System of Systems Engineering: Innovations for the 21st Century; M. Jamshidi (ed.) Hoboken, NJ: Wiley & Sons. pp 77-100

    Sauser, B., J. Boardman, and A. Gorod. (2008). “Chapter 8 SoS Management.” in System of Systems Engineering: Innovations for the 21st Century; M. Jamshidi (ed.) Hoboken, NJ: Wiley & Sons. pp191-218

    DeLaurentis, D. (2008). “Chapter 20 Understanding Transportation as a System of Systems Problem.” in System of Systems Engineering: Innovations for the 21st Century; M. Jamshidi (ed.) Hoboken, NJ: Wiley & Sons. pp 520-541

    Gorod, A., B. Sauser, and J. Boardman. (2008). “System of Systems Engineering Management: A Review of Modern History and a Path Forward.” IEEE Systems Journal. 2(4):484-499

    Keating C., R. Rogers., R. Unal., D. Dryer., A. Sousa-Poza., R Safford., W. Peterson., and G. Rabadi. (2003). “System of Systems Engineering.” Engineering Management Journal 15(3):36-45

    Boardman, J. and B. Sauser. (2006) System of Systems – the meaning of Of. IEEE International Conference on System of Systems Engineering. April 24-26, Los Angeles, CA

    Bar-Yam.Y., M. Allison., R. Batdorf., H. Chen., H. Generazio., H. Singh., and S. Tucker. (2004) “The Characteristics and Emerging Behaviors of System of Systems.”NECSI: Complex Physical, Biological and Social Systems Project (www.necsi.edu/education/oneweek/winter05/NECSISoS.pdf)

    D. Firesmith (2010) “Profiling Systems Using the Defining Characteristics of Systems of Systems (SoS).” Report CMU/SEI-2010-TN-001 Software Engineering Institute, Carnegie Mellon (http://www.sei.cmu.edu/reports/10tn001.pdf)

    Maier M. (1998). “Architecting Principles for System-of-Systems.” Systems Engineering 1 (4), pp. 267-284

    Haimes, Y., “Chapter 3 The Process of Risk Assessment and Management.” in Handbook of Systems Engineering and Management; A.P. Sage., W.B. Rouse (ed.) Hoboken, NJ: Wiley & Sons. pp. 155-205

    Gandhi, J., A. Gorod, and B. Sauser.(2011). “Systemic Risk of System of Systems.” IEEE International Systems Conference. April 4-7. Montreal, Quebec, Canada

    Recommended:
    Shenhar, A. and D. Dvir. (2007) “Reinventing Project Management: The Diamond Approach to Successful Growth & Innovation.” Harvard Business School Press, Boston

    Francois. C (1999). “Systemics and Cybernetics in a Historical Perspective.” Systems Research and Behavioral Science 16(3):203-219

    Sage A.P., and W.B. Rouse. “Chapter 1 An Introduction to Systems Engineering and Systems Management.” in Handbook of Systems Engineering and Management, 2nd ed.; A.P. Sage., W.B. Rouse (ed.) Hoboken, NJ: Wiley & Sons. pp. 1-64

    Eisenhardt, K. (1989) “Building Theories from Case Study Research.” Academy of Management Review 14(4):532-550

    Conrow, E.H. (2005). “Risk Management for Systems of Systems.” Cross Talk: The Journal of Defense Software Engineering

    Gorod, A., J. Gandhi, B. Sauser, and J. Boardman. (2008). “Flexibility of System of Systems.” Global Journal of Flexible Systems Management. 9(4)

    Volberda H. W. (1998) “Building the Flexible Firm: How to Remain Competitive.” New York, Oxford University Press

    Mansouri, M., A. Gorod, and B. Sauser. (2010). “A Typology-based Approach to Adopting Effective Management Styles for Enterprise Systems.” IEEE International Systems Conference. April 5-8. San Diego, CA.
    3 & 4

    15 & 16 May 2013
    Topics 7-8 in notes Keating, C.B., “Chapter 7 Emergence in System of Systems.” in System of Systems Engineering: Innovations for the 21st Century; M. Jamshidi (ed.) Hoboken, NJ: Wiley & Sons. pp191-218

    Mittal, S., Zeigler, J. Risko Martin, F. Sahin, M. Jamshidi. (2008). “Chapter 5 Modeling and Simulation for Systems of Systems Engineering.” in System of Systems Engineering: Innovations for the 21st Century; M. Jamshidi (ed.) Hoboken, NJ: Wiley & Sons. pp.191-218

    Sheard, S., “Chapter 30 Complex Adaptive Systems in Systems Engineering and Management.” in Handbook of Systems Engineering and Management; A.P. Sage., W.B. Rouse (ed.) Hoboken, NJ: Wiley & Sons. pp. 1283-1318
    Sterman, J. (2006) “Learning from Evidence in a Complex World.” American Journal of Public Health. 96(3):505-514

    Epstein, J., (2008) “Why Model?” Journal of Artificial Societies and Social Simulation. 11(412)

    Recommended:
    Magee, C. L., and O.L. de Weck (2004) “Complex System Classification.” 14th Annual International Symposium of the International Council on Systems Engineering (INCOSE) June 20-24

    Sterman, J., (2002) “All Models are wrong: reflections on becoming a systems scientist.” Systems Dynamics Review 18(4):501-531
    Specific Course Requirements
    None
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary

    An overview of the course assessment appears in the following Table. Details appear in the following section:

    Assessment No.Form of Assessment/Collaborative TaskLength (in word count)WeightingDue DateOutcomes being assessed
    1 Individual: 3 essays/reports 1500 words maximum (each) 30% 30/03/14
    06/04/14
    27/04/14
    1, 3, 5, 6, 8, 9, 10
    2 Individual: case study presentation 10 minutes 20% 16/04/14 1 - 10
    3 Team: final report Minimum length:
    2 people –
    8,000 words
    3 people – 11,000 words.
    40% 11/05/14 1 - 10
    4 Class contribution 10% Ongoing 1 - 10
    Total 100%
    Assessment Related Requirements

    Students must complete all course assessment requirements and must attend lectures to be eligible to pass the course.

    Course results are subject to moderation by the ECIC Board of Examiners

    Assessment Detail

    Assessment 1: Multiple Essays/reports (3) (Individual)
    Weighting: 30% (10% each)
    Due Dates: See dates listed against tasks below
    Submission Details: Online through MyUni

    Task:
    Question 1a. (30th March) Why are some projects complex? What are system of systems projects and how do they differ from traditional projects? (Provide some examples of these SoS projects).

    Question 1b. (6th April) Why have traditional project management models failed to provide adequate structural support for complex projects?

    Question 1c. (27th April) Does general systems theory apply to both traditional and systems of systems projects?

    Scope:
    The objective of these questions is for the participant to consider the theoretical material supplied and attempt to apply it to a real project examples, if possible. Therefore evidence of having read and understood the material is important. Arguments and assertions should be based on the research articles listed, the important ones of which are encompassed in the notes. This assignment will assess your understanding of the course topics.

    Length and Presentation:
    1500 words (max) each
    Given the word limit on these questions, assessment will reward content included. There will be penalties for exceeding the word limit. Quotations do not count in the words counted.
    Please ensure you add page numbers to your assignment and it is advisable to add your name in the footer or header.

    Criteria by which your assignment will be marked:
    Late work will receive a deduction of 2 mark out of 10 for time in the first week late – beyond this zero marks will be awarded. This is to allow responses reasonably promptly.
    In completing this assignment, higher marks will be awarded for evidence of reading notes, text and papers, and integration of this theory into your answers. Direct referencing of external material in your answers is preferred.

    Learning objectives with this assessment (refer to section 2.1): 1, 3, 5, 6, 8, 9, 10
     
     
    Assessment 2: Presentation (Individual)
    Weighting: 20%
    Due Dates: 16th April
    Submission Details: Present in Class

    Choice of either Task 1 or Task 2:
    Task 1:
    Individual presentation covering the following:
    · Identity a SoS;
    · Use five distinguishing characteristics to describe it;
    · Identify examples of and describe External Factors, which could influence the SoS;
    · Identify the Governing Body;
    · Describe the Feedback process between the SoS and the Governing Body;
    · Identify examples of and describe Constraints affecting the Governing body’s decision making process.

    Task 2:
    Individual presentation covering the following:
    · Identity a SoS topic to present
    · Describe the importance of the topic to complex project management
    · Identify the strengths and weakness;
    · Provide and example of how it has been applied.

    Scope:
    The objective of this 10 minute presentation is to demonstrate your analysis of an identified SoS Case OR CPM Topic utilising/demonstrating theories presented in class.

    Length and Presentation:
    10 minutes. Please be advised that references are mandatory to show your understanding of the subject matter. No more than 10 power point slides are permitted. Each presentation will be followed by a Q&A session.

    Criteria by which your assignment will be marked:
    The criteria for grading of this assignment will be based on the depth of case analysis and understanding of the material presented.

    Learning objectives with this assessment (refer to section 2.1): 1-10
     
     
    Assessment 3: Final report (Group)
    Weighting: 40%
    Due Dates: 11th May
    Submission Details: Online through MyUni
    Send one copy for the group ensuring all group member names are clear. Preferably any documents created under Excel or Microsoft Project should be included in the Word version of the electronic copy.

    Task:
    Develop a group project plan for an approved complex project, implementing the theoretical material you have covered..

    A project plan is produced to plan a new complex project. This task is intended to be the application of theory so theory should not be reproduced, but the application of theory to a project.

    As you may be using material in this report which may be developed by others (external to the course), it is important to identify what was your contribution and what was the contribution of others.

    An introductory section should be included to outline your approach to the report, as well as to the project. A work-based project may be used. Sections developed by others (eg estimate or schedule) may be included provided it is clearly stated who developed each section. It should be made clear what your contribution to this project plan is.

    Some Task 2 examples:
    A. Introduction of electric vehicles
    You may assume:
    · Your consultancy has accepted a commission to develop a system of system to establish electric powered vehicles throughout the nation (the latest version can accelerate as fast as a Ferrari and travel 400 kms on a single battery).
    · The goal is to have the whole project completed in 10 years (no petrol powered cars still in use
    · Develop a systemigram for the project
    · Develop a set 20 requirements for the SoS.
    · Develop a SoS architecture
    · In order to achieve an incremental commitment to progress with the proposal, develop a set of phase gates hurdles to be satisfied for incremental commitment to progress, in accordance with Boehm and Lane
    · How would you structure formalised dissent in your project team?
    · Are there any other relevant issues?

    B. Introduction of significant changes to cater for climate change reform in the country;

    C. How you would understand and counter a vague threat by a terrorist group that they have a range of possible threats including a nuclear bomb ready to be used, a suicide bomber who may come in by frogmen, possibly poisoning the drinking water, or other;

    D. Disaster relief for another state, after a cyclone, which in undergoing a civil war and has many corrupt government officials.

    E. Peace between two national groups which currently share the same land but which, through various incidents of history, have many citizens who hate the other group. Sporadic acts of violence occurs between the two groups and each has powerful neighbours who may or may not be helpful. Many leaders in both groups are corrupt.

    Task 2 Scope:
    The Complex Project is expected to reflect the following:
    1. Identify the multiple complex systems operating and a plan on how the project seeks to achieve objectives;
    2. Offer adequate and detailed information to assess the situation or problem and objectives by the case reader;
    3. Identify the process to be initially undertaken;
    4. Identify the architecture the project should adopt (and why);
    5. Be cogent;
    6. Satisfactorily explain the basis for the project plan;

    Length and Presentation:
    Minimum length:
    2 people – 8,000 words
    3 people – 11,000 words.

    Criteria by which your assessment 3 will be marked:
    Please see under Scope above. Also, late work will receive a deduction of 2 mark out of 10 for time in the first week late – beyond this zero marks will be awarded. This is to allow responses reasonably promptly.

    In completing this assignment, higher marks will be awarded for evidence of integration of theory into your paper or project. Direct referencing of external material is preferred.

    Learning objectives with this assessment (refer to section 2.1): 1- 10
     
     
    Assessment 4: Class contribution
    Weighting: 10%
    Due Dates: Ongoing in class
    Submission Details: In person

    Task:
    A class participation mark will be based on attendance and participation.

    Scope:
    Class attendance and active participation are expected throughout the course.

    Criteria by which your assignment will be marked:
    There will be brief class assignments and discussions after each topic covered. These will be graded as part of class participation.

    Learning objectives with this assessment (refer to section 2.1): 1-10

    Submission

    All text based assignments must be submitted via MyUni.

    Please refer to step by step instructions: http://www.adelaide.edu.au/myuni/tutorials/files/AssignmentStudentSubmission.pdf 

    There are a few points to note about the submission of assignments:

    • Assignment Submission: Assignments should not be emailed to the instructor but should be lodged via the MyUni Course site. Note that assignments may be processed via TURNITIN which is an online plagiarism prevention tool.
    • Cover Sheet: Please submit, separate to your assignment, the completed University of Adelaide Assessment Cover Sheet providing details of yourself and your team members (if applicable), your assignment, the course, date submitted, etc. as well as the declaration signed by you that this is your (your team’s) work. Note that the declaration on any electronically submitted assignment will be deemed to have the same authority as a signed declaration.
    • Backup Copy of Assignments: You are advised to keep a copy of your assignments in case the submitted copy goes missing. Please ensure that all assignment pages are numbered. If your assignment contains confidential information, you should discuss any concerns with the Course Lecturer prior to submission.
    • Extensions of Time: Any request for an extension of time for the submission of an assignment should be made well before the due date of the assignment to the Course Lecturer. Normally, extensions will only be granted for a maximum of two weeks from the original assignment submission date. Extensions will only be granted in cases of genuine extenuating circumstances and proof, such as a doctor’s certificate, may be required.
    • Failure to submit: Failure to submit an assignment on time or by the agreed extension deadline may result in penalties and may incur a fail grade. Note that a late penalty of 5% of the total available marks for that assessment item will be incurred each day an assignment is handed in late. Assignments handed in after 14 days from the due submission date will fail even if a 100% mark is granted for the work.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

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    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

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