GSP200 Leading Business Transformation
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | GSP200 |
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| Prerequisite(s): | GSP160 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
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Unit Outline: 10 Week Teaching Period - 4 2024, Online
| Unit code: | GSP200 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | GSP160 |
Overview
The process of digital transformation reflects a profound shift in an organisation's structure, culture, processes, models and working practices, all focused towards better repositioning and taking advantage of market trends and forces. As such leaders of digital organisations will need to exercise their leadership practice in a holistic, trans-disciplinary fashion, as the organisation fundamentally changes its business model and operating structures. In complex industrial and organisational settings in which changes are occurring with increasing speed and frequency, the practice of enterprise leadership has never had greater significance, nor has it been more challenging. Leaders arise in many different contexts and they lead others through change processes to do different things, in different ways. This unit focuses on leading at an enterprise level with a specific focus on adopting a systems thinking approach to leading wide scale transformational change.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate and apply knowledge of a range of systems concepts in the analysis of complex organisational problem situations (KS 1.1, HO 2.1)
- Synthesise advanced leadership theories and frameworks to identify the competencies needed by leaders to respond to complex transformational change agendas (KS 1.1, HO 2.1, PC 3.1)
- Demonstrate the ability to apply a holistic approach via relevant systems thinking methodologies to diagnose the essential leadership actions required during complex, transformational change initiatives (SL 4.1)Relates to: EXEC Business Capabilities: SL (4.1)
- Critically reflect and analyse your own personal leadership philosophy and link to relevant advanced leadership theories and its relationship to your organisational context (SL 4.1 , SEC 5.2)
- Demonstrate your ability to use a visual medium to articulate your personal leadership philosophy (HO 2.2, SL 4.1)
Content
Leadership
- The Digital Leader revisited
- Leading Digital Transformation
- Frameworks for Complexity Leadership
- Leading Change & Adaptation
- Leading with Intent
Systems Thinking
- Systems Thinking and Complexity Management
- VSM: Improving Goal-Seeking and Viability
- Applications of Critical Systems Practice
Workplace Trends
- The Differentiated Workforce: Strategic Human Resource Approaches
- Determining Organisational HR Needs and Talent Segmentation
Course Learning Outcomes (Postgraduate - Executive)
The Graduate School of Business 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:
Knowledge and Technological Skills (KS)
1.1 Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
1.2 Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
Higher Order Thinking (HO)
2.1 Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
2.2 Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
Professional Communication (PC)
3.1 Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
3.2 Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
Self and Leadership (SL)
4.1 Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
4.2 Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
5.2 Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
This unit adopts a blended learning approach and as such, includes a variety of teaching and learning approaches.
Intensive webinars are the primary method of teaching this unit. A textbook and/or readings and a range of digital materials that are designed to support and extend learning prior to, during and after class sessions available in the unit Canvas site and the online Discipline Hub supplements these webinars. Where appropriate, social media tools and forums will be used to extend learning and build connections with students outside the webinar sessions. Given the importance of the unit Canvas site and Discipline Hub to the teaching and learning strategy used in this unit, a computer and tablet device with internet access is strongly recommended for all students.
The principal purpose of the webinars and readings is to build upon the key concepts that were introduced through the Preparation for Class activities and readings. The purpose of the case study work, experiential learning tasks and assessment tasks is to help the student develop their understanding of the concepts and enable them to be applied within a range of business contexts.
There is an expectation that the student will participate in webinars, to take advantage of the opportunity to discuss important issues with their instructor and their peers.
It is expected that students have completed all Preparation for Class activities and readings identified in the unit Canvas site prior to coming to class and/or webinar to be able to maximise the learning opportunities of the class sessions.
A variety of learning activities designed to engage students in their learning will be incorporated into the lectures/workshops and webinars. Such learning activities may include short lectures, class discussions, debates, role plays, group work, guest speakers, student presentations, simulations, case study analysis, videos, readings, wikis, media/current events reports, web searches, etc.
There is a commitment to critical inquiry and intellectual debate in regard to the material covered. Students are encouraged to relate the theories and research discussed to situations known to them and will be encouraged to share their experiences relating to the topics explored in this unit with the class to enrich the overall learning experience of all students.
Expanding the awareness of Australian management policies and practices into intercultural and global perspectives is fostered within this unit. Typically, students enrolling in this unit have extremely varied backgrounds. There is diversity of professional background and socio-cultural background. Students are reminded that this is to their advantage and they have much to learn from one another. To this end, students are strongly encouraged to be sensitive to cultural, gender-related and international issues.
Feedback on Learning and Assessment
Students will receive a variety of feedback throughout this unit.
Informally, feedback will be given verbally in class through webinar discussions and during the debriefing of learning activities.
Direct feedback will be available to those students who request a private or group consultation session with the lecturer.
Formal feedback will be received on both formative and summative assessment tasks through a Criterion Reference Assessment sheet, which will also include written feedback on the assessment task. The Criterion Reference Assessment Sheet will be available in the unit Canvas site at the commencement of the unit. Students will receive feedback on their formative assessment task prior to their summative assessment task being submitted.
Assessment
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Transformational Leadership
Description: Extending the transformational change agenda outlined in GSP190 (Transforming the Proactive Organisation) you are required to determine the key actional and approaches to be undertaken by the organisation's leadership team to successfully achieve the change. Special attention should be paid to the nature of the change and the critical attributes of what is required of those leading transformational change initiatives.
Formative or Summative: Formative & Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1), PC (3.1), SL (4.1)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Reflective Essay
Description: This assessment task asks you to think about the leader you want to become, in the context in which you lead. The task has two parts:
Explain and critically evaluate your professional leadership philosophy statement. This explanation and critical evaluation must draw upon and reference your self development plan (from GSP120), the literature and be explicitly linked to what you have learnt about leadership, complexity and leading in digital environments. This statement should also outline the strategies and actions you will take to be able to lead according to your philosophy in your future business context.
Develop and present in visual form a statement of your professional leadership philosophy that clearly represents the leader you want to become.
Formative or Summative: Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.2), PC (3.1), SL (4.1), SEC (5.2)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with lectures or tutorials in this unit.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
QUT Business Capabilities (Postgraduate Executive)
HO (2.1): Critical Analysis
Relates to: ULO1, ULO2, Transformational Leadership
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO5, Reflective Essay
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, Transformational Leadership, Reflective Essay
PC (3.1): Professional Communication (Written)
Relates to: ULO2, Transformational Leadership, Reflective Essay
SE (5.1): Ethical and Legal Understanding
Relates to: ULO4
SE (5.2): Global, Cultural and Social Responsibility
Relates to: Reflective Essay
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO3, ULO4, ULO5, Transformational Leadership, Reflective Essay
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.GS73 Master of Business Administration
- [KS 1.1] Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks, and knowledge of research principles and methods) that incorporate recent development in business disciplines, professional practice, and digital innovation.
Relates to: ULO1, ULO2, Transformational Leadership, Reflective Essay - [SE 5.2] Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across complex, diverse social and cultural contexts.
Relates to: Reflective Essay - [HO 2.1] Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues, situations, and trends across multiple contexts and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
Relates to: ULO1, ULO2, Transformational Leadership - [HO 2.2] Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing transdisciplinary digital strategies and solutions for effective performance in complex digital business environments.
Relates to: ULO5, Reflective Essay - [PC 3.1] Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate, lead, and transform in diverse and complex contexts (both physical and digital) and for diverse audiences.
Relates to: ULO2, Transformational Leadership, Reflective Essay - [SL 4.1] Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice, and foresight in adapting and applying knowledge and skills to inform and influence effective, innovative, and agile practice in contemporary complex digital environments.
Relates to: ULO3, ULO4, ULO5, Transformational Leadership, Reflective Essay - [SE 5.1] Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national, global, and virtual business environments.
Relates to: ULO4