GSZ606 Leading Strategic Initiatives
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: | GSZ606 |
|---|---|
| Assumed Knowledge: | Completion of 'Leading Strategic Initiatives' Active Learning Module or equivalent is assumed knowledge. |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
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Unit Outline: Flexible Period - 08A 2024, Online (Start Date: 01 Jul 2024)
| Unit code: | GSZ606 |
|---|---|
| Credit points: | 12 |
| Assumed Knowledge: | Completion of 'Leading Strategic Initiatives' Professional Development Module or equivalent is assumed knowledge. |
Overview
Leading and managing strategic initiatives requires a range of skills and capabilities for aspiring enterprise leader that transcend traditional management functions. Aspiring leaders must be able to design and lead organisational transformation initiatives in complex and changing environments, which requires self-awareness, the ability to engage with diverse stakeholders and senior executives both within and external to the organization, and to manage conflicting interests. Importantly leaders must also ensure success by aligning program and organisational strategy.
Learning Outcomes
On successful completion of this unit you will be able to:
- Recognise and evaluate the leadership and management challenges that can arise in the design of new strategic initiatives in complex environments.
- Critically reflect on the core principles of managing successful programmes and how these principles can be supported and applied through leadership and decision-making.
- Critique and apply frameworks and strategies for designing and leading new initiatives with multiple internal and external stakeholder interests.
- Critique and apply contemporary frameworks and theory to the design and implementation of new initiatives to optimise benefit realisation.
Content
The topics covered in this unit have been developed to provide students with a broad grasp of the principles around leading strategic initiatives. Topics explored will include:
- Frameworks for successful Program Management
- Leading change initiatives
- Sound strategy
- Benefits-investment logic mapping
- Managing Program risk
- Project type and stakeholder engagement
- Data and decisions
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 is presented in two components: a professional development module and a credential unit. Both involve online learning and the completion of readings and activities prior to intensive face-to-face workshops and/or virtual classrooms and work applied assessments. Students engage in reflective practice as they apply theories and technical skills to their work, sharing their experience with peers and synthesising these experiences with academic principles. Activities and assessment equip students to apply analytical skills and concepts for investigating and evaluating a range of issues in workplace context.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the teaching period, 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 whole class
Assessment
Overview
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. A breach of academic integrity is regarded as student misconduct and can lead to the imposition of penalties Important information about the university's approach to academic integrity of assessment is on your unit site. This unit may use content matching software to assist in verifying that original work has been submitted.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Logic Investment Map
Students are required to prepare: a written analysis of a benefits Dependency/Investment Logic map created for the student's workplace context examining the strategic context, intermediate and end benefits and metrics, relevance of scope and adherence to MSP principles.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Extended Analysis of Workplace
Students are required to build on the analysis prepared for Assessments 1, synthesise relevant theory and frameworks to identify the key criteria that underpin confidence in successful delivery and optimisation of benefits realisation and apply those criteria to a forthcoming Stage/Phase Gate.
Formative or Summative: Summative
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
Resource Materials
Prescribed text(s)
Nil
Other
GSZ606 Canvas 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.
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, ULO3, ULO4, Logic Investment Map, Extended Analysis of Workplace
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO1, ULO2, ULO3, ULO4, Logic Investment Map, Extended Analysis of Workplace
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, Extended Analysis of Workplace
KS (1.2): Advanced Technical and Technological Skills
Relates to: ULO1, ULO2, ULO3, ULO4
PC (3.1): Professional Communication (Written)
Relates to: ULO4, Logic Investment Map, Extended Analysis of Workplace
PC (3.2): Professional Communication (Oral)
Relates to: ULO2
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO3, Extended Analysis of Workplace
SL (4.2): Leading and Developing Teams
Relates to: ULO3, Extended Analysis of Workplace