GSZ468 Problem Framing for Creative Action
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: | GSZ468 |
|---|---|
| Equivalent(s): | GSN468,GSN504,GSN526,GSZ526,GSZ556 |
| Credit points: | 6 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| Domestic tuition unit fee | $3,516 |
| International unit fee | $3,420 |
Unit Outline: Flexible Period - 10A 2024, Gardens Point, Internal (Start Date: 31 Aug 2024)
| Unit code: | GSZ468 |
|---|---|
| Credit points: | 6 |
| Equivalent: | GSN468,GSN504,GSN526,GSZ526,GSZ556 |
| Coordinator: | Judy Matthews | jh.matthews@qut.edu.au |
Overview
This unit has been included in the MBA program to enable leaders to explore contemporary and creative approaches to problem framing and problem solving in complex business environments both at the individual and group level.
The aim of this unit is to help managers develop a thorough appreciation of the importance of problem framing and problem solving, and to develop an understanding of how to create workplace environments that encourage and foster creativity and innovation.
One of the central themes embedded throughout the MBA is to encourage students to explore divergent ways of thinking and design thinking to address problems and opportunities from multiple perspectives and generate, prototype and test high value solutions. As such, this unit is positioned in the early part of the program to anchor the development of these important skills that will be further developed in later units.
Learning Outcomes
On successful completion of this unit you will be able to:
- Analyse workplace problems using problem framing techniques to identify the real issues to be resolved. KS 1.1, HO 2.1
- Apply creative problem solving techniques, design thinking and analogical thinking principles to generate solutions to organisational problems. KS 1.1, HO 2.2
- Evaluate creative problem solving tools and techniques to determine the most appropriate tools and techniques to be used in a given situation. HO 2.1Relates to: EXEC Business Capabilities: HO (2.1)
- Recommend strategies for fostering creative and alternative thinking by individuals and teams to create and capture opportunities for organisational improvement. HO 2.2Relates to: EXEC Business Capabilities: HO (2.2)
Content
- Problem Framing for Problem Solving
- Generating, Evaluating and Applying Ideas
- Creating Environments for Problems and Opportunities.
- Designing for Solutions
- Testing and Reviewing Applications and Solutions
- Creative and Opportunistic Approaches for Projects and Organisations
- Problem Solving Workshop
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 face-to-face class sessions, Design Thinking workshop and/or webinars are the primary methods 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. supplements the classes and/or webinars. Where appropriate, social media tools and forums will be used to extend learning and build connections with students outside the class or webinar sessions. Given the importance of the unit Canvas site 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 classes, 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 class sessions and/or 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, interpretive dance, 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 formative feedback throughout this unit.
Informally, feedback will be given verbally in class through class 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 Canvas site at the commencement of the unit. Students will receive feedback on their first assessment task prior to their assessment task being submitted.
Assessment
Overview
A further Guide to the Assessment Items is available from the unit Canvas Site: http://Canvas.qut.edu.au
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Problem Solving Workshop
A problem-solving workshop will be held where students in teams will address an ill-defined workplace problem, which could benefit from design thinking and creative problem solving. Students in groups will present their framing, analysis, synthesis and reframing as well as the solutions generated. Students are encouraged to use creativity and out of the box thinking in the design and delivery of solutions and group presentation.
Formative or Summative: Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1, 2.2)
Assessment: Learning Portfolio
You are required to identify a problem in your organisation which will be used as a case study for this task. If you do not have a suitable problem your lecturer will supply you with a case study. Select the most appropriate practical tools and techniques that you can implement in your workplace, including how, why and when these tools and techniques are best used.
Formative or Summative: Formative and Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1, 2.2)
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
Resource Materials
Prescribed text(s)
Liedtka, J., Ogilvie, T., and Brozenske, R. (2019). The Designing for Growth Field Book: A Step-by-Step Project Guide, (2ed) Columbia Business School Publishing.
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, Problem Solving Workshop, Learning Portfolio
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO4, Problem Solving Workshop, Learning Portfolio
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, Problem Solving Workshop, Learning Portfolio
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.GS50 Executive Master of Business Administration
- Demonstrate, apply and integrate contemporary, advanced multidisciplinary knowledge, business practices, and research principles underpinned by a systems thinking framework to respond to global, complex real-world challenges.
Relates to: ULO1, ULO2, Problem Solving Workshop, Learning Portfolio - Apply current and emerging technologies and technology skills to contribute to innovative, sustainable and effective business performance solutions to address global complex business challenges and opportunities.
Relates to: Learning Portfolio - Critically analyse, interpret, evaluate and synthesise complex data, research, theoretical knowledge, ideas and situations to lead and support decision-making in global complex business environments.
Relates to: ULO1, ULO2, ULO3, Problem Solving Workshop, Learning Portfolio - Demonstrate holistic thinking, creativity, problem solving and critical reflection to design, plan and implement strategies and solutions for strategic leadership in global complex business environments.
Relates to: ULO4, Problem Solving Workshop
GS89 Executive Graduate Certificate in Business Administration
- Demonstrate and apply integrated discipline knowledge and skills in the critical understanding of complex real world challenges
Relates to: ULO1, ULO2, Problem Solving Workshop, Learning Portfolio - Exercise critical thinking in analysing, interpreting, evaluating and synthesising theories, ideas and practices to support decision making in complex business environments
Relates to: ULO1, ULO2, ULO3, Problem Solving Workshop, Learning Portfolio - Demonstrate strategic planning, critical thinking and creative problem solving to generate and evaluate real word business issues
Relates to: ULO4, Problem Solving Workshop, Learning Portfolio