PROJMGNT 7056 - Enterprise Transformations

North Terrace Campus - Semester 2 - 2016

This is a capstone course in the Master of Applied Project Management and focuses on development and transformation of the enterprise. Topics covered include assessment of the strengths and weaknesses of the enterprise (eg marketing, cost management, delivery of objectives, weak aspects such as leadership, or middle level management, or other); setting of clear goals, creation of a clear structure, strong leadership, engagement of employees, assessment of the mindsets of staff, and implementation of a clear change process.

  • General Course Information
    Course Details
    Course Code PROJMGNT 7056
    Course Enterprise Transformations
    Coordinating Unit Entrepreneurship, Commercialisation & Innov Centre
    Term Semester 2
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Intensive: 36 to 40 hours
    Available for Study Abroad and Exchange Y
    Prerequisites PROJMGNT 5021
    Course Description This is a capstone course in the Master of Applied Project Management and focuses on development and transformation of the enterprise. Topics covered include assessment of the strengths and weaknesses of the enterprise (eg marketing, cost management, delivery of objectives, weak aspects such as leadership, or middle level management, or other); setting of clear goals, creation of a clear structure, strong leadership, engagement of employees, assessment of the mindsets of staff, and implementation of a clear change process.
    Course Staff

    Course Coordinator: Associate Professor Indra Gunawan

    Dr Graciela Corral de Zubielqui is the Associate Head Research of the Entrepreneurship, Commercialisation and Innovation Centre. She is also a Program Director and a lecturer in Project Management. She holds a Bachelor of Economics (Honours), Master in Economics and Business Administration, and a PhD in Business and Management.

    Her main research interests are in innovation, knowledge transfer for innovation purpose, and innovative collaboration activities in small to medium-sized enterprises (SMEs), and in turn the impact of these activities on regional economic development. She has extensive experience in quantitative research methods, and much of her recent research has been based on the analysis of multiple innovation surveys based upon the Organisation for Economic Co-operation and  development’s Oslo Manual.

    From 2008 to the present, she has held diverse appointments as a lecturer in the Business School, Adelaide University, and the Entrepreneurship, Commercialisation and Innovation Centre, The University of Adelaide. From 2001 to mid-2004, she held positions at The National University of Rosario, Argentina and as a researcher at Economic Science Council and College of Graduates in Economic Science. From 1992 to 2001, Graciela worked in diverse roles in private sector companies and as a consultant. Graciela has also been involved in projects which linked government departments, industry and university.

    Currently she is involved in projects on open innovation, appropriability methods, absorptive capacity for innovation purpose, types of knowledge transfer for innovation activities (traditional and digital) and the role of modern HRM practices, and their effect on financial and non-financial measures of performance. These research projects have led to publications in high impact journals including Small Business Economics, Journal of Business and Industrial Marketing, Entrepreneurship Research Journal and International Journal of Innovation Management.
    Course Timetable

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

    Opening intensive: 
    Monday 12th and Tuesday 13th September 2016
    8am - 5pm
    Horace Lamb, 422 Teaching Room

    Closing intensive:

    Monday 10th and Tuesday 11th October 2016
    9am-6pm
    Horace Lamb, 422 Teaching Room
  • Learning Outcomes
    Course Learning Outcomes
    An action learning approach is adopted whereby students “learn through doing” through analysis of relevant cases and through interactive and traditional exercises that relate to lecture topics. On completion of this course, students should be able to:

    1.     Understand enterprise transformation process
    2.     Describe the enterprise transformation roadmap
    3.     Define the case of change
    4.     Describe the seven lenses of current state analysis: stakeholder analysis, process analysis, performance measurement, enterprise alignment, costs and resources, enterprise maturity, and enterprise wastes.

    5.     Apply the current state analysis approaches to identify improvement opportunities in their enterprise
    6.     Develop a future state vision for their enterprise

    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)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1,2,4,5,6 and 7
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1,3,4,5,6 and 7
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    1,2,4,5,6 and 7
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1,2,4,5,6 and 7
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    1,3,6 and 7
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    1 and 3
  • Learning Resources
    Required Resources

    No Text book required.

    Recommended Resources
    There is a wide range of material available on the course topics including the following:

    Bland, J., & Westlake, S. (2013). Don’t Stop Thinking About Tomorrow: A Modest Defence of Futurology. London: NESTA. Retrieved October, 7, 2014.

    Hamel, G. (2006). The why, what, and how of management innovation. Harvard business review, 84(2), 72.

    Helbing, D. (2013). Globally networked risks and how to respond. Nature, 497(7447), 51-59.

    Uhl, A., Gollenia, L., (2013) Business Transformation Essentials, Gower Pub Co. The accompanying book of case studies provides useful illustrations. ISBN-10: 1472426983 ISBN-13: 978-1472426987

    Zachman. J. A., The Zachman Enterprise Framework, 1987
     

    Journals

    There is a range of journals where project Management research scholars publish their research, such as (note that this list is not definitive):

    International Journal of Project Management
    Journal of Small Business Management
    Project Management Journal
    Small Business Economics
    International Journal of Innovation Management
    Technovation

    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
    Bland, J., & Westlake, S. (2013). Don’t Stop Thinking About Tomorrow: A Modest Defence of Futurology. London: NESTA. Retrieved October, 7, 2014.Bland, J., & Westlake, S. (2013). Don’t Stop Thinking About Tomorrow: A Modest Defence of Futurology. London: NESTA. Retrieved October, 7, 2014.in Business Transformation Management Methodology.in Business Transformation Management Methodology.This is a draft schedule and session dates are a guide only. The timetable may be changed during the course delivery if necessary. 

    Intensive
    day
    Content Readings Activities
    1

    1. Opening Comments, Course Objectives and Introductions



    2. Enterprise Transformation Background

    Chaper 1 In the Buisness Transformation Methodology. Don't Stop Thinking about tomorrow.

    3. Meta Management

    Chapter 2 in Business Transformation Management Methodology.

    4. Business Strategy

    Chapter 3 In Business Transformation Management Methodology.
    2

    5. Opening Comments, recap of day 1.  Value Management

    Chapter 4 in Business Transformation Management Methodology.

    6. Enterprise risk management and systemic and cascading risk

    Chapters 5 in Business Transformation Management Methodology. Helbing, D., (2013), Globally networked risks and how to respond, Nature, May Vol 497, 51-59.

    6. Business Process Management

    Chapters 6 in Business Transformation Management Methodology.

    3

    7. Information technology management and enterprise architecture.

    Chapters 7 in Business Transformation Management Methodology.

    Zachman. J. A., The Zachman Enterprise Framework, 1987

    8. Business models

    Short presentation

    4

    9. Change management

    Chapters 8, 9 and 10 in Business Transformation Management Methodology.

    http://www.change-management-consultant.com/john-kotter.html

    10. Innovation

    • Hamel, G. (2006). The why, what, and how of management innovation. Harvard business review, 84(2), 72.
    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 Task Length (in word count) Weighting Due Date Learning outcomes covered (see 2.1 for detail)
    1 Individual Short Report 3,000 words
    maximum
    30% see MyUni 1-6
    2 Group Project Plan 1 person, 5,000 words min,
    2 people, 7000 words min, 3 people 10,000 words min
    30% see MyUni 1-6
    3 Individual Report 3,000 words max 30% see MyUni 1-6
    4 Class Presentation
    5-10 slides 10% see MyUni 1-6
    Assessment Detail

    No information currently available.

    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.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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