PROJMGNT 7056 - Enterprise Transformations

North Terrace Campus - Trimester 2 - 2018

This is a capstone course in the Master of Applied Project Management that focuses on the importance of achieving successful and sustainable enterprise transformation in this turbulent modern times. Companies face changes to survive or become successful in the marketplace. This course will provide students with a set of enterprise transformation principles and a roadmap which may serve as a holistic analysis framework for analysing enterprise current state, future aspirations and identification of actions needed to achieve successful enterprise transformation. The holistic analysis framework integrates many enterprise managerial concepts such as strategy, risk, value creation, organisational maturity, resources, process, IT, human resources, leadership and project management. This course will introduce each of these topics and how they interact with each other in achieving successful enterprise transformations. The course uses real cases to illustrate those concepts.

  • General Course Information
    Course Details
    Course Code PROJMGNT 7056
    Course Enterprise Transformations
    Coordinating Unit Entrepreneurship, Commercialisation & Innov Centre
    Term Trimester 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 that focuses on the importance of achieving successful and sustainable enterprise transformation in this turbulent modern times. Companies face changes to survive or become successful in the marketplace. This course will provide students with a set of enterprise transformation principles and a roadmap which may serve as a holistic analysis framework for analysing enterprise current state, future aspirations and identification of actions needed to achieve successful enterprise transformation. The holistic analysis framework integrates many enterprise managerial concepts such as strategy, risk, value creation, organisational maturity, resources, process, IT, human resources, leadership and project management. This course will introduce each of these topics and how they interact with each other in achieving successful enterprise transformations. The course uses real cases to illustrate those concepts.
    Course Staff

    Course Coordinator: Associate Professor Indra Gunawan

    Program Director Contact Details: Project Management
    Name: Associate Professor Indra Gunawan
    email: indra.gunawan@adelaide.edu.au

    Teaching staff:

    Name: Dr Graciela Corral de Zubielqui
    Email: graciela.corraldezubielqui@adelaide.edu.au
    Researcher Profile: https://researchers.adelaide.edu.au/profile/graciela.corraldezubielqui
    Course Timetable

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

  • 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 successful completion of this course, students will be able to:

    1. Explain the 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)
    1-6
    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
    1-6
    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
    1-5
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1,3,6
    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
    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
    1-6
  • Learning Resources
    Required Resources

    The following book is available online at the library. (You are not required to buy it).

    Uhl, A., & Gollenia, L.A. (2012). A Handbook of Business Transformation Management Methodology. Gower.

    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. Access to the Library's electronic resources.

    Other resources: Project Management Institute
    If you are a member of the PMI 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 details

    * Log in to access complimentary read-only PDFs of all of PMI's published standards or take advantage of discounts on paperback editions.

    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.
  • 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
    Learning Activity Related Learning Outcomes
    Intensive lectures 1-6


    Lecture Schedule
    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

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

    7. 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
    Guest Speaker

    4

    8. Change management

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

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

    Guest Speaker

    9. Innovation

  • 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
    Assessment Summary will be made available prior to course commencement
    Assessment Related Requirements
    Students should attend all classes in order to pass the course. There is considerable experiential learning in workshops during the intensive classes that build your knowledge and thus enable you to be successful in this course.

    Course results are subject to moderation by the ECIC Board of Examiners.
    Assessment Detail
    Assessment Detail will be made available prior to course commencement,
    Submission
    All text based assignments must be submitted via MyUni.
    Please refer to step by step instructions: MyUni Learning Centre

    There are a few points to note about the submission of assignments:
    • Assignment Submission:  Assignments should not be emailed to the instructor; they must be lodged via the MyUni Course site (unless specified to do both). Note that assignments may be processed via TURNITIN, which is an online plagiarism prevention tool.
    • Cover Sheet:  Please include in the assignment a 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:  An application for Assessment Extension 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 medical, compassionate or extenuating circumstances.
    • 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 (Unless otherwise stated in 'Assessment Related Requirements' or 'Assessment Detail' above). Assignments handed in after 14 days from the due submission date will fail even if a 100% mark is granted for the work.

    Resubmission & Remarking

    Resubmission of an assignment for remarking after reworking it to obtain a better mark will not normally be accepted.  Approval for resubmission will only be granted on medical or compassionate grounds.
    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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