GSZ634 Managing Operations for Outcomes
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: | GSZ634 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
Unit Outline: Flexible Period - 03A 2022, Gardens Point, Online (Start Date: 24 Jan 2022)
| Unit code: | GSZ634 |
|---|---|
| Credit points: | 12 |
| Coordinators: | Tony Peloso | a.peloso@qut.edu.au |
Overview
The aim of this unit is to build the overall operational capabilities of public sector managers to deliver and sustain ongoing public sector value.
Government agencies and NGOs need to continually review their strategies to ensure that context is understood, stakeholders are engaged, outcomes are achieved, innovation is an organisational practice and review and enhancement processes are embedded.
This unit, as the final unit of the program, concentrates on applying the learning from the 3 previous units to the operational context of public sector management via the Capstone Workplace Project.
Learning Outcomes
On successful completion of this unit you will be able to:
- Examine agency and context specific strategies and determine key factors that deliver desired outcomes
- Critically analyse agency and context specific environmental factors and operational capabilities that impact organizational effectiveness
- Distinguish key operational needs and processes required to effectively execute initiatives within an agency-specific context
- Recommend and communicate improvements for the successful implementation and execution of critical operational initiatives that deliver and enhance public value
Content
- Strategy and Governance: Examining strategy in the context of public sector value; business drivers; strategy model evaluation.
- Diagnosis: Identifying capabilities, resources and processes; stakeholder and client analysis; strategy effectiveness.
- Decision Making: Building the case for action; using data; evaluating business cases; decision implementation.
- Operational Excellence: Delivering and enhancing organisational outcomes; risk management; financial intelligence; innovation into action.
- Enacting Change: Complexity and context; facilitating project management; leveraging capability to produce outcomes.
- Measuring Performance/Outcome: Designing and implementing performance management systems; reward and feedback; strategy as an iterative process.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide. Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Blackboard learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to Job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to draw on and apply their learnings from across the program to the investigation of a real workplace project of significance to their own workplace context.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic Honesty
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Draft Proposal
Part A: Draft Proposal for Workplace Project
Write a brief and convincing draft proposal suitable for submission to your workplace supervisor, outlining a proposed investigation into an operation or procedure at your workplace that you have identified as impacting on operational effectiveness. Your proposal should identify the challenge or opportunity, include a rationale for the investigation, your aims and the overall scope of the project.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
Assessment: Project Proposal
Part B: Project Proposal
Write a brief and convincing proposal suitable for submission to your workplace supervisor, outlining a proposed investigation into a challenge or an opportunity at your workplace that you have identified as impacting on operational effectiveness. Your proposal should identify the challenge or opportunity, the background to the project, including a rationale for the investigation, the project objectives, the overall scope of the project and the methodology.
In addition, you will need to develop a plan of implementation detailing how you will go about undertaking the study, the project milestones, any ethical or other clearance required and resources you will be drawing on. This workplace project proposal will lay the foundation for Assessment 2.
This proposal needs to be agreed with your sponsor before you submit your assignment.
Formative or Summative: Formative and Summative.
This is an assignment for the purposes of an extension.
Assessment: Project (applied)
The purpose of this assessment task is to document the results of the Workplace Project, including the challenges, the data gathering methods, and analysis of findings and recommendations in a written report suitable for submission to your workplace supervisor. You also need to report on how you propose to disseminate the findings of your investigation more widely through your organisational area and how your investigation has taken account of diverse social and cultural contexts.
Formative or Summative: Summative
This is an assignment for the purposes of an extension.
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
Other
Electronic unit learning guide.
Journal articles and other readings.
Diagnostic tools.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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, Draft Proposal, Project Proposal
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, ULO4, Project Proposal, Project (applied)
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, Draft Proposal, Project Proposal, Project (applied)
PC (3.1): Professional Communication (Written)
Relates to: ULO4, Project (applied)
SE (5.2): Global, Cultural and Social Responsibility
Relates to: ULO4, Project (applied)
Unit Outline: Flexible Period - 04A 2022, Gardens Point, Online (Start Date: 07 Feb 2022)
| Unit code: | GSZ634 |
|---|---|
| Credit points: | 12 |
| Coordinators: | John Currie | j5.currie@qut.edu.au Scott Way | scott.way@qut.edu.au |
Overview
The aim of this unit is to build the overall operational capabilities of public sector managers to deliver and sustain ongoing public sector value.
Government agencies and NGOs need to continually review their strategies to ensure that context is understood, stakeholders are engaged, outcomes are achieved, innovation is an organisational practice and review and enhancement processes are embedded.
This unit, as the final unit of the program, concentrates on applying the learning from the 3 previous units to the operational context of public sector management via the Capstone Workplace Project.
Learning Outcomes
On successful completion of this unit you will be able to:
- Examine agency and context specific strategies and determine key factors that deliver desired outcomes
- Critically analyse agency and context specific environmental factors and operational capabilities that impact organizational effectiveness
- Distinguish key operational needs and processes required to effectively execute initiatives within an agency-specific context
- Recommend and communicate improvements for the successful implementation and execution of critical operational initiatives that deliver and enhance public value
Content
- Strategy and Governance: Examining strategy in the context of public sector value; business drivers; strategy model evaluation.
- Diagnosis: Identifying capabilities, resources and processes; stakeholder and client analysis; strategy effectiveness.
- Decision Making: Building the case for action; using data; evaluating business cases; decision implementation.
- Operational Excellence: Delivering and enhancing organisational outcomes; risk management; financial intelligence; innovation into action.
- Enacting Change: Complexity and context; facilitating project management; leveraging capability to produce outcomes.
- Measuring Performance/Outcome: Designing and implementing performance management systems; reward and feedback; strategy as an iterative process.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide. Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Blackboard learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to Job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to draw on and apply their learnings from across the program to the investigation of a real workplace project of significance to their own workplace context.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic Honesty
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Draft Proposal
Part A: Draft Proposal for Workplace Project
Write a brief and convincing draft proposal suitable for submission to your workplace supervisor, outlining a proposed investigation into an operation or procedure at your workplace that you have identified as impacting on operational effectiveness. Your proposal should identify the challenge or opportunity, include a rationale for the investigation, your aims and the overall scope of the project.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
Assessment: Project Proposal
Part B: Project Proposal
Write a brief and convincing proposal suitable for submission to your workplace supervisor, outlining a proposed investigation into a challenge or an opportunity at your workplace that you have identified as impacting on operational effectiveness. Your proposal should identify the challenge or opportunity, the background to the project, including a rationale for the investigation, the project objectives, the overall scope of the project and the methodology.
In addition, you will need to develop a plan of implementation detailing how you will go about undertaking the study, the project milestones, any ethical or other clearance required and resources you will be drawing on. This workplace project proposal will lay the foundation for Assessment 2.
This proposal needs to be agreed with your sponsor before you submit your assignment.
Formative or Summative: Formative and Summative.
This is an assignment for the purposes of an extension.
Assessment: Project (applied)
The purpose of this assessment task is to document the results of the Workplace Project, including the challenges, the data gathering methods, and analysis of findings and recommendations in a written report suitable for submission to your workplace supervisor. You also need to report on how you propose to disseminate the findings of your investigation more widely through your organisational area and how your investigation has taken account of diverse social and cultural contexts.
Formative or Summative: Summative
This is an assignment for the purposes of an extension.
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
Other
Electronic unit learning guide.
Journal articles and other readings.
Diagnostic tools.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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, Draft Proposal, Project Proposal
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, ULO4, Project Proposal, Project (applied)
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, Draft Proposal, Project Proposal, Project (applied)
PC (3.1): Professional Communication (Written)
Relates to: ULO4, Project (applied)
SE (5.2): Global, Cultural and Social Responsibility
Relates to: ULO4, Project (applied)
Unit Outline: Flexible Period - 04A 2022, Gardens Point, Online (Start Date: 07 Mar 2022)
| Unit code: | GSZ634 |
|---|---|
| Credit points: | 12 |
| Coordinators: | John Currie | j5.currie@qut.edu.au Scott Way | scott.way@qut.edu.au |
Overview
The aim of this unit is to build the overall operational capabilities of public sector managers to deliver and sustain ongoing public sector value.
Government agencies and NGOs need to continually review their strategies to ensure that context is understood, stakeholders are engaged, outcomes are achieved, innovation is an organisational practice and review and enhancement processes are embedded.
This unit, as the final unit of the program, concentrates on applying the learning from the 3 previous units to the operational context of public sector management via the Capstone Workplace Project.
Learning Outcomes
On successful completion of this unit you will be able to:
- Examine agency and context specific strategies and determine key factors that deliver desired outcomes
- Critically analyse agency and context specific environmental factors and operational capabilities that impact organizational effectiveness
- Distinguish key operational needs and processes required to effectively execute initiatives within an agency-specific context
- Recommend and communicate improvements for the successful implementation and execution of critical operational initiatives that deliver and enhance public value
Content
- Strategy and Governance: Examining strategy in the context of public sector value; business drivers; strategy model evaluation.
- Diagnosis: Identifying capabilities, resources and processes; stakeholder and client analysis; strategy effectiveness.
- Decision Making: Building the case for action; using data; evaluating business cases; decision implementation.
- Operational Excellence: Delivering and enhancing organisational outcomes; risk management; financial intelligence; innovation into action.
- Enacting Change: Complexity and context; facilitating project management; leveraging capability to produce outcomes.
- Measuring Performance/Outcome: Designing and implementing performance management systems; reward and feedback; strategy as an iterative process.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide. Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Blackboard learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to Job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to draw on and apply their learnings from across the program to the investigation of a real workplace project of significance to their own workplace context.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic Honesty
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Draft Proposal
Part A: Draft Proposal for Workplace Project
Write a brief and convincing draft proposal suitable for submission to your workplace supervisor, outlining a proposed investigation into an operation or procedure at your workplace that you have identified as impacting on operational effectiveness. Your proposal should identify the challenge or opportunity, include a rationale for the investigation, your aims and the overall scope of the project.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
Assessment: Project Proposal
Part B: Project Proposal
Write a brief and convincing proposal suitable for submission to your workplace supervisor, outlining a proposed investigation into a challenge or an opportunity at your workplace that you have identified as impacting on operational effectiveness. Your proposal should identify the challenge or opportunity, the background to the project, including a rationale for the investigation, the project objectives, the overall scope of the project and the methodology.
In addition, you will need to develop a plan of implementation detailing how you will go about undertaking the study, the project milestones, any ethical or other clearance required and resources you will be drawing on. This workplace project proposal will lay the foundation for Assessment 2.
This proposal needs to be agreed with your sponsor before you submit your assignment.
Formative or Summative: Formative and Summative.
This is an assignment for the purposes of an extension.
Assessment: Project (applied)
The purpose of this assessment task is to document the results of the Workplace Project, including the challenges, the data gathering methods, and analysis of findings and recommendations in a written report suitable for submission to your workplace supervisor. You also need to report on how you propose to disseminate the findings of your investigation more widely through your organisational area and how your investigation has taken account of diverse social and cultural contexts.
Formative or Summative: Summative
This is an assignment for the purposes of an extension.
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
Other
Electronic unit learning guide.
Journal articles and other readings.
Diagnostic tools.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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, Draft Proposal, Project Proposal
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, ULO4, Project Proposal, Project (applied)
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, Draft Proposal, Project Proposal, Project (applied)
PC (3.1): Professional Communication (Written)
Relates to: ULO4, Project (applied)
SE (5.2): Global, Cultural and Social Responsibility
Relates to: ULO4, Project (applied)
Unit Outline: Flexible Period - 06A 2022, Gardens Point, Online (Start Date: 18 Apr 2022)
| Unit code: | GSZ634 |
|---|---|
| Credit points: | 12 |
| Coordinators: | Patrick Albina | p2.albina@qut.edu.au |
Overview
The aim of this unit is to build the overall operational capabilities of public sector managers to deliver and sustain ongoing public sector value.
Government agencies and NGOs need to continually review their strategies to ensure that context is understood, stakeholders are engaged, outcomes are achieved, innovation is an organisational practice and review and enhancement processes are embedded.
This unit, as the final unit of the program, concentrates on applying the learning from the 3 previous units to the operational context of public sector management via the Capstone Workplace Project.
Learning Outcomes
On successful completion of this unit you will be able to:
- Examine agency and context specific strategies and determine key factors that deliver desired outcomes
- Critically analyse agency and context specific environmental factors and operational capabilities that impact organizational effectiveness
- Distinguish key operational needs and processes required to effectively execute initiatives within an agency-specific context
- Recommend and communicate improvements for the successful implementation and execution of critical operational initiatives that deliver and enhance public value
Content
- Strategy and Governance: Examining strategy in the context of public sector value; business drivers; strategy model evaluation.
- Diagnosis: Identifying capabilities, resources and processes; stakeholder and client analysis; strategy effectiveness.
- Decision Making: Building the case for action; using data; evaluating business cases; decision implementation.
- Operational Excellence: Delivering and enhancing organisational outcomes; risk management; financial intelligence; innovation into action.
- Enacting Change: Complexity and context; facilitating project management; leveraging capability to produce outcomes.
- Measuring Performance/Outcome: Designing and implementing performance management systems; reward and feedback; strategy as an iterative process.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide. Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Blackboard learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to Job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to draw on and apply their learnings from across the program to the investigation of a real workplace project of significance to their own workplace context.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic Honesty
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Draft Proposal
Part A: Draft Proposal for Workplace Project
Write a brief and convincing draft proposal suitable for submission to your workplace supervisor, outlining a proposed investigation into an operation or procedure at your workplace that you have identified as impacting on operational effectiveness. Your proposal should identify the challenge or opportunity, include a rationale for the investigation, your aims and the overall scope of the project.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
Assessment: Project Proposal
Part B: Project Proposal
Write a brief and convincing proposal suitable for submission to your workplace supervisor, outlining a proposed investigation into a challenge or an opportunity at your workplace that you have identified as impacting on operational effectiveness. Your proposal should identify the challenge or opportunity, the background to the project, including a rationale for the investigation, the project objectives, the overall scope of the project and the methodology.
In addition, you will need to develop a plan of implementation detailing how you will go about undertaking the study, the project milestones, any ethical or other clearance required and resources you will be drawing on. This workplace project proposal will lay the foundation for Assessment 2.
This proposal needs to be agreed with your sponsor before you submit your assignment.
Formative or Summative: Formative and Summative.
This is an assignment for the purposes of an extension.
Assessment: Project (applied)
The purpose of this assessment task is to document the results of the Workplace Project, including the challenges, the data gathering methods, and analysis of findings and recommendations in a written report suitable for submission to your workplace supervisor. You also need to report on how you propose to disseminate the findings of your investigation more widely through your organisational area and how your investigation has taken account of diverse social and cultural contexts.
Formative or Summative: Summative
This is an assignment for the purposes of an extension.
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
Other
Electronic unit learning guide.
Journal articles and other readings.
Diagnostic tools.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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, Draft Proposal, Project Proposal
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, ULO4, Project Proposal, Project (applied)
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, Draft Proposal, Project Proposal, Project (applied)
PC (3.1): Professional Communication (Written)
Relates to: ULO4, Project (applied)
SE (5.2): Global, Cultural and Social Responsibility
Relates to: ULO4, Project (applied)
Unit Outline: Flexible Period - 06A 2022, Gardens Point, Online (Start Date: 02 May 2022)
| Unit code: | GSZ634 |
|---|---|
| Credit points: | 12 |
| Coordinators: | Patrick Albina | p2.albina@qut.edu.au |
Overview
The aim of this unit is to build the overall operational capabilities of public sector managers to deliver and sustain ongoing public sector value.
Government agencies and NGOs need to continually review their strategies to ensure that context is understood, stakeholders are engaged, outcomes are achieved, innovation is an organisational practice and review and enhancement processes are embedded.
This unit, as the final unit of the program, concentrates on applying the learning from the 3 previous units to the operational context of public sector management via the Capstone Workplace Project.
Learning Outcomes
On successful completion of this unit you will be able to:
- Examine agency and context specific strategies and determine key factors that deliver desired outcomes
- Critically analyse agency and context specific environmental factors and operational capabilities that impact organizational effectiveness
- Distinguish key operational needs and processes required to effectively execute initiatives within an agency-specific context
- Recommend and communicate improvements for the successful implementation and execution of critical operational initiatives that deliver and enhance public value
Content
- Strategy and Governance: Examining strategy in the context of public sector value; business drivers; strategy model evaluation.
- Diagnosis: Identifying capabilities, resources and processes; stakeholder and client analysis; strategy effectiveness.
- Decision Making: Building the case for action; using data; evaluating business cases; decision implementation.
- Operational Excellence: Delivering and enhancing organisational outcomes; risk management; financial intelligence; innovation into action.
- Enacting Change: Complexity and context; facilitating project management; leveraging capability to produce outcomes.
- Measuring Performance/Outcome: Designing and implementing performance management systems; reward and feedback; strategy as an iterative process.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide. Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Blackboard learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to Job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to draw on and apply their learnings from across the program to the investigation of a real workplace project of significance to their own workplace context.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic Honesty
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Draft Proposal
Part A: Draft Proposal for Workplace Project
Write a brief and convincing draft proposal suitable for submission to your workplace supervisor, outlining a proposed investigation into an operation or procedure at your workplace that you have identified as impacting on operational effectiveness. Your proposal should identify the challenge or opportunity, include a rationale for the investigation, your aims and the overall scope of the project.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
Assessment: Project Proposal
Part B: Project Proposal
Write a brief and convincing proposal suitable for submission to your workplace supervisor, outlining a proposed investigation into a challenge or an opportunity at your workplace that you have identified as impacting on operational effectiveness. Your proposal should identify the challenge or opportunity, the background to the project, including a rationale for the investigation, the project objectives, the overall scope of the project and the methodology.
In addition, you will need to develop a plan of implementation detailing how you will go about undertaking the study, the project milestones, any ethical or other clearance required and resources you will be drawing on. This workplace project proposal will lay the foundation for Assessment 2.
This proposal needs to be agreed with your sponsor before you submit your assignment.
Formative or Summative: Formative and Summative.
This is an assignment for the purposes of an extension.
Assessment: Project (applied)
The purpose of this assessment task is to document the results of the Workplace Project, including the challenges, the data gathering methods, and analysis of findings and recommendations in a written report suitable for submission to your workplace supervisor. You also need to report on how you propose to disseminate the findings of your investigation more widely through your organisational area and how your investigation has taken account of diverse social and cultural contexts.
Formative or Summative: Summative
This is an assignment for the purposes of an extension.
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
Other
Electronic unit learning guide.
Journal articles and other readings.
Diagnostic tools.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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, Draft Proposal, Project Proposal
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, ULO4, Project Proposal, Project (applied)
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, Draft Proposal, Project Proposal, Project (applied)
PC (3.1): Professional Communication (Written)
Relates to: ULO4, Project (applied)
SE (5.2): Global, Cultural and Social Responsibility
Relates to: ULO4, Project (applied)
Unit Outline: Flexible Period - 08A 2022, Gardens Point, Online (Start Date: 27 Jun 2022)
| Unit code: | GSZ634 |
|---|---|
| Credit points: | 12 |
| Coordinators: | Scott Way | scott.way@qut.edu.au Peter Anderson | pj.anderson@qut.edu.au |
Overview
The aim of this unit is to build the overall operational capabilities of public sector managers to deliver and sustain ongoing public sector value.
Government agencies and NGOs need to continually review their strategies to ensure that context is understood, stakeholders are engaged, outcomes are achieved, innovation is an organisational practice and review and enhancement processes are embedded.
This unit, as the final unit of the program, concentrates on applying the learning from the 3 previous units to the operational context of public sector management via the Capstone Workplace Project.
Learning Outcomes
On successful completion of this unit you will be able to:
- Examine agency and context specific strategies and determine key factors that deliver desired outcomes
- Critically analyse agency and context specific environmental factors and operational capabilities that impact organizational effectiveness
- Distinguish key operational needs and processes required to effectively execute initiatives within an agency-specific context
- Recommend and communicate improvements for the successful implementation and execution of critical operational initiatives that deliver and enhance public value
Content
- Strategy and Governance: Examining strategy in the context of public sector value; business drivers; strategy model evaluation.
- Diagnosis: Identifying capabilities, resources and processes; stakeholder and client analysis; strategy effectiveness.
- Decision Making: Building the case for action; using data; evaluating business cases; decision implementation.
- Operational Excellence: Delivering and enhancing organisational outcomes; risk management; financial intelligence; innovation into action.
- Enacting Change: Complexity and context; facilitating project management; leveraging capability to produce outcomes.
- Measuring Performance/Outcome: Designing and implementing performance management systems; reward and feedback; strategy as an iterative process.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide. Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Blackboard learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to Job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to draw on and apply their learnings from across the program to the investigation of a real workplace project of significance to their own workplace context.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic Honesty
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Draft Proposal
Part A: Draft Proposal for Workplace Project
Write a brief and convincing draft proposal suitable for submission to your workplace supervisor, outlining a proposed investigation into an operation or procedure at your workplace that you have identified as impacting on operational effectiveness. Your proposal should identify the challenge or opportunity, include a rationale for the investigation, your aims and the overall scope of the project.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
Assessment: Project Proposal
Part B: Project Proposal
Write a brief and convincing proposal suitable for submission to your workplace supervisor, outlining a proposed investigation into a challenge or an opportunity at your workplace that you have identified as impacting on operational effectiveness. Your proposal should identify the challenge or opportunity, the background to the project, including a rationale for the investigation, the project objectives, the overall scope of the project and the methodology.
In addition, you will need to develop a plan of implementation detailing how you will go about undertaking the study, the project milestones, any ethical or other clearance required and resources you will be drawing on. This workplace project proposal will lay the foundation for Assessment 2.
This proposal needs to be agreed with your sponsor before you submit your assignment.
Formative or Summative: Formative and Summative.
This is an assignment for the purposes of an extension.
Assessment: Project (applied)
The purpose of this assessment task is to document the results of the Workplace Project, including the challenges, the data gathering methods, and analysis of findings and recommendations in a written report suitable for submission to your workplace supervisor. You also need to report on how you propose to disseminate the findings of your investigation more widely through your organisational area and how your investigation has taken account of diverse social and cultural contexts.
Formative or Summative: Summative
This is an assignment for the purposes of an extension.
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
Other
Electronic unit learning guide.
Journal articles and other readings.
Diagnostic tools.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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, Draft Proposal, Project Proposal
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, ULO4, Project Proposal, Project (applied)
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, Draft Proposal, Project Proposal, Project (applied)
PC (3.1): Professional Communication (Written)
Relates to: ULO4, Project (applied)
SE (5.2): Global, Cultural and Social Responsibility
Relates to: ULO4, Project (applied)
Unit Outline: Flexible Period - 08A 2022, Gardens Point, Online (Start Date: 27 Jun 2022)
| Unit code: | GSZ634 |
|---|---|
| Credit points: | 12 |
| Coordinators: | Scott Way | scott.way@qut.edu.au Peter Anderson | pj.anderson@qut.edu.au |
Overview
The aim of this unit is to build the overall operational capabilities of public sector managers to deliver and sustain ongoing public sector value.
Government agencies and NGOs need to continually review their strategies to ensure that context is understood, stakeholders are engaged, outcomes are achieved, innovation is an organisational practice and review and enhancement processes are embedded.
This unit, as the final unit of the program, concentrates on applying the learning from the 3 previous units to the operational context of public sector management via the Capstone Workplace Project.
Learning Outcomes
On successful completion of this unit you will be able to:
- Examine agency and context specific strategies and determine key factors that deliver desired outcomes
- Critically analyse agency and context specific environmental factors and operational capabilities that impact organizational effectiveness
- Distinguish key operational needs and processes required to effectively execute initiatives within an agency-specific context
- Recommend and communicate improvements for the successful implementation and execution of critical operational initiatives that deliver and enhance public value
Content
- Strategy and Governance: Examining strategy in the context of public sector value; business drivers; strategy model evaluation.
- Diagnosis: Identifying capabilities, resources and processes; stakeholder and client analysis; strategy effectiveness.
- Decision Making: Building the case for action; using data; evaluating business cases; decision implementation.
- Operational Excellence: Delivering and enhancing organisational outcomes; risk management; financial intelligence; innovation into action.
- Enacting Change: Complexity and context; facilitating project management; leveraging capability to produce outcomes.
- Measuring Performance/Outcome: Designing and implementing performance management systems; reward and feedback; strategy as an iterative process.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide. Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Blackboard learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to Job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to draw on and apply their learnings from across the program to the investigation of a real workplace project of significance to their own workplace context.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic Honesty
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Draft Proposal
Part A: Draft Proposal for Workplace Project
Write a brief and convincing draft proposal suitable for submission to your workplace supervisor, outlining a proposed investigation into an operation or procedure at your workplace that you have identified as impacting on operational effectiveness. Your proposal should identify the challenge or opportunity, include a rationale for the investigation, your aims and the overall scope of the project.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
Assessment: Project Proposal
Part B: Project Proposal
Write a brief and convincing proposal suitable for submission to your workplace supervisor, outlining a proposed investigation into a challenge or an opportunity at your workplace that you have identified as impacting on operational effectiveness. Your proposal should identify the challenge or opportunity, the background to the project, including a rationale for the investigation, the project objectives, the overall scope of the project and the methodology.
In addition, you will need to develop a plan of implementation detailing how you will go about undertaking the study, the project milestones, any ethical or other clearance required and resources you will be drawing on. This workplace project proposal will lay the foundation for Assessment 2.
This proposal needs to be agreed with your sponsor before you submit your assignment.
Formative or Summative: Formative and Summative.
This is an assignment for the purposes of an extension.
Assessment: Project (applied)
The purpose of this assessment task is to document the results of the Workplace Project, including the challenges, the data gathering methods, and analysis of findings and recommendations in a written report suitable for submission to your workplace supervisor. You also need to report on how you propose to disseminate the findings of your investigation more widely through your organisational area and how your investigation has taken account of diverse social and cultural contexts.
Formative or Summative: Summative
This is an assignment for the purposes of an extension.
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
Other
Electronic unit learning guide.
Journal articles and other readings.
Diagnostic tools.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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, Draft Proposal, Project Proposal
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, ULO4, Project Proposal, Project (applied)
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, Draft Proposal, Project Proposal, Project (applied)
PC (3.1): Professional Communication (Written)
Relates to: ULO4, Project (applied)
SE (5.2): Global, Cultural and Social Responsibility
Relates to: ULO4, Project (applied)
Unit Outline: Flexible Period - 09A 2022, Gardens Point, Online (Start Date: 25 Jul 2022)
| Unit code: | GSZ634 |
|---|---|
| Credit points: | 12 |
| Coordinators: | Patrick Albina | p2.albina@qut.edu.au Scott Way | scott.way@qut.edu.au |
Overview
The aim of this unit is to build the overall operational capabilities of public sector managers to deliver and sustain ongoing public sector value.
Government agencies and NGOs need to continually review their strategies to ensure that context is understood, stakeholders are engaged, outcomes are achieved, innovation is an organisational practice and review and enhancement processes are embedded.
This unit, as the final unit of the program, concentrates on applying the learning from the 3 previous units to the operational context of public sector management via the Capstone Workplace Project.
Learning Outcomes
On successful completion of this unit you will be able to:
- Examine agency and context specific strategies and determine key factors that deliver desired outcomes
- Critically analyse agency and context specific environmental factors and operational capabilities that impact organizational effectiveness
- Distinguish key operational needs and processes required to effectively execute initiatives within an agency-specific context
- Recommend and communicate improvements for the successful implementation and execution of critical operational initiatives that deliver and enhance public value
Content
- Strategy and Governance: Examining strategy in the context of public sector value; business drivers; strategy model evaluation.
- Diagnosis: Identifying capabilities, resources and processes; stakeholder and client analysis; strategy effectiveness.
- Decision Making: Building the case for action; using data; evaluating business cases; decision implementation.
- Operational Excellence: Delivering and enhancing organisational outcomes; risk management; financial intelligence; innovation into action.
- Enacting Change: Complexity and context; facilitating project management; leveraging capability to produce outcomes.
- Measuring Performance/Outcome: Designing and implementing performance management systems; reward and feedback; strategy as an iterative process.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide. Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Blackboard learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to Job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to draw on and apply their learnings from across the program to the investigation of a real workplace project of significance to their own workplace context.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic Honesty
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Draft Proposal
Part A: Draft Proposal for Workplace Project
Write a brief and convincing draft proposal suitable for submission to your workplace supervisor, outlining a proposed investigation into an operation or procedure at your workplace that you have identified as impacting on operational effectiveness. Your proposal should identify the challenge or opportunity, include a rationale for the investigation, your aims and the overall scope of the project.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
Assessment: Project Proposal
Part B: Project Proposal
Write a brief and convincing proposal suitable for submission to your workplace supervisor, outlining a proposed investigation into a challenge or an opportunity at your workplace that you have identified as impacting on operational effectiveness. Your proposal should identify the challenge or opportunity, the background to the project, including a rationale for the investigation, the project objectives, the overall scope of the project and the methodology.
In addition, you will need to develop a plan of implementation detailing how you will go about undertaking the study, the project milestones, any ethical or other clearance required and resources you will be drawing on. This workplace project proposal will lay the foundation for Assessment 2.
This proposal needs to be agreed with your sponsor before you submit your assignment.
Formative or Summative: Formative and Summative.
This is an assignment for the purposes of an extension.
Assessment: Project (applied)
The purpose of this assessment task is to document the results of the Workplace Project, including the challenges, the data gathering methods, and analysis of findings and recommendations in a written report suitable for submission to your workplace supervisor. You also need to report on how you propose to disseminate the findings of your investigation more widely through your organisational area and how your investigation has taken account of diverse social and cultural contexts.
Formative or Summative: Summative
This is an assignment for the purposes of an extension.
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
Other
Electronic unit learning guide.
Journal articles and other readings.
Diagnostic tools.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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, Draft Proposal, Project Proposal
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, ULO4, Project Proposal, Project (applied)
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, Draft Proposal, Project Proposal, Project (applied)
PC (3.1): Professional Communication (Written)
Relates to: ULO4, Project (applied)
SE (5.2): Global, Cultural and Social Responsibility
Relates to: ULO4, Project (applied)
Unit Outline: Flexible Period - 09A 2022, Gardens Point, Online (Start Date: 29 Jul 2022)
| Unit code: | GSZ634 |
|---|---|
| Credit points: | 12 |
| Coordinators: | Patrick Albina | p2.albina@qut.edu.au Scott Way | scott.way@qut.edu.au |
Overview
The aim of this unit is to build the overall operational capabilities of public sector managers to deliver and sustain ongoing public sector value.
Government agencies and NGOs need to continually review their strategies to ensure that context is understood, stakeholders are engaged, outcomes are achieved, innovation is an organisational practice and review and enhancement processes are embedded.
This unit, as the final unit of the program, concentrates on applying the learning from the 3 previous units to the operational context of public sector management via the Capstone Workplace Project.
Learning Outcomes
On successful completion of this unit you will be able to:
- Examine agency and context specific strategies and determine key factors that deliver desired outcomes
- Critically analyse agency and context specific environmental factors and operational capabilities that impact organizational effectiveness
- Distinguish key operational needs and processes required to effectively execute initiatives within an agency-specific context
- Recommend and communicate improvements for the successful implementation and execution of critical operational initiatives that deliver and enhance public value
Content
- Strategy and Governance: Examining strategy in the context of public sector value; business drivers; strategy model evaluation.
- Diagnosis: Identifying capabilities, resources and processes; stakeholder and client analysis; strategy effectiveness.
- Decision Making: Building the case for action; using data; evaluating business cases; decision implementation.
- Operational Excellence: Delivering and enhancing organisational outcomes; risk management; financial intelligence; innovation into action.
- Enacting Change: Complexity and context; facilitating project management; leveraging capability to produce outcomes.
- Measuring Performance/Outcome: Designing and implementing performance management systems; reward and feedback; strategy as an iterative process.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide. Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Blackboard learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to Job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to draw on and apply their learnings from across the program to the investigation of a real workplace project of significance to their own workplace context.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic Honesty
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Draft Proposal
Part A: Draft Proposal for Workplace Project
Write a brief and convincing draft proposal suitable for submission to your workplace supervisor, outlining a proposed investigation into an operation or procedure at your workplace that you have identified as impacting on operational effectiveness. Your proposal should identify the challenge or opportunity, include a rationale for the investigation, your aims and the overall scope of the project.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
Assessment: Project Proposal
Part B: Project Proposal
Write a brief and convincing proposal suitable for submission to your workplace supervisor, outlining a proposed investigation into a challenge or an opportunity at your workplace that you have identified as impacting on operational effectiveness. Your proposal should identify the challenge or opportunity, the background to the project, including a rationale for the investigation, the project objectives, the overall scope of the project and the methodology.
In addition, you will need to develop a plan of implementation detailing how you will go about undertaking the study, the project milestones, any ethical or other clearance required and resources you will be drawing on. This workplace project proposal will lay the foundation for Assessment 2.
This proposal needs to be agreed with your sponsor before you submit your assignment.
Formative or Summative: Formative and Summative.
This is an assignment for the purposes of an extension.
Assessment: Project (applied)
The purpose of this assessment task is to document the results of the Workplace Project, including the challenges, the data gathering methods, and analysis of findings and recommendations in a written report suitable for submission to your workplace supervisor. You also need to report on how you propose to disseminate the findings of your investigation more widely through your organisational area and how your investigation has taken account of diverse social and cultural contexts.
Formative or Summative: Summative
This is an assignment for the purposes of an extension.
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
Other
Electronic unit learning guide.
Journal articles and other readings.
Diagnostic tools.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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, Draft Proposal, Project Proposal
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, ULO4, Project Proposal, Project (applied)
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, Draft Proposal, Project Proposal, Project (applied)
PC (3.1): Professional Communication (Written)
Relates to: ULO4, Project (applied)
SE (5.2): Global, Cultural and Social Responsibility
Relates to: ULO4, Project (applied)
Unit Outline: Flexible Period - 10A 2022, Gardens Point, Online (Start Date: 29 Aug 2022)
| Unit code: | GSZ634 |
|---|---|
| Credit points: | 12 |
| Coordinators: | Catherine Batch | c.batch@qut.edu.au |
Overview
The aim of this unit is to build the overall operational capabilities of public sector managers to deliver and sustain ongoing public sector value.
Government agencies and NGOs need to continually review their strategies to ensure that context is understood, stakeholders are engaged, outcomes are achieved, innovation is an organisational practice and review and enhancement processes are embedded.
This unit, as the final unit of the program, concentrates on applying the learning from the 3 previous units to the operational context of public sector management via the Capstone Workplace Project.
Learning Outcomes
On successful completion of this unit you will be able to:
- Examine agency and context specific strategies and determine key factors that deliver desired outcomes
- Critically analyse agency and context specific environmental factors and operational capabilities that impact organizational effectiveness
- Distinguish key operational needs and processes required to effectively execute initiatives within an agency-specific context
- Recommend and communicate improvements for the successful implementation and execution of critical operational initiatives that deliver and enhance public value
Content
- Strategy and Governance: Examining strategy in the context of public sector value; business drivers; strategy model evaluation.
- Diagnosis: Identifying capabilities, resources and processes; stakeholder and client analysis; strategy effectiveness.
- Decision Making: Building the case for action; using data; evaluating business cases; decision implementation.
- Operational Excellence: Delivering and enhancing organisational outcomes; risk management; financial intelligence; innovation into action.
- Enacting Change: Complexity and context; facilitating project management; leveraging capability to produce outcomes.
- Measuring Performance/Outcome: Designing and implementing performance management systems; reward and feedback; strategy as an iterative process.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide. Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Blackboard learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to Job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to draw on and apply their learnings from across the program to the investigation of a real workplace project of significance to their own workplace context.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic Honesty
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Draft Proposal
Part A: Draft Proposal for Workplace Project
Write a brief and convincing draft proposal suitable for submission to your workplace supervisor, outlining a proposed investigation into an operation or procedure at your workplace that you have identified as impacting on operational effectiveness. Your proposal should identify the challenge or opportunity, include a rationale for the investigation, your aims and the overall scope of the project.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
Assessment: Project Proposal
Part B: Project Proposal
Write a brief and convincing proposal suitable for submission to your workplace supervisor, outlining a proposed investigation into a challenge or an opportunity at your workplace that you have identified as impacting on operational effectiveness. Your proposal should identify the challenge or opportunity, the background to the project, including a rationale for the investigation, the project objectives, the overall scope of the project and the methodology.
In addition, you will need to develop a plan of implementation detailing how you will go about undertaking the study, the project milestones, any ethical or other clearance required and resources you will be drawing on. This workplace project proposal will lay the foundation for Assessment 2.
This proposal needs to be agreed with your sponsor before you submit your assignment.
Formative or Summative: Formative and Summative.
This is an assignment for the purposes of an extension.
Assessment: Project (applied)
The purpose of this assessment task is to document the results of the Workplace Project, including the challenges, the data gathering methods, and analysis of findings and recommendations in a written report suitable for submission to your workplace supervisor. You also need to report on how you propose to disseminate the findings of your investigation more widely through your organisational area and how your investigation has taken account of diverse social and cultural contexts.
Formative or Summative: Summative
This is an assignment for the purposes of an extension.
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
Other
Electronic unit learning guide.
Journal articles and other readings.
Diagnostic tools.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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, Draft Proposal, Project Proposal
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, ULO4, Project Proposal, Project (applied)
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, Draft Proposal, Project Proposal, Project (applied)
PC (3.1): Professional Communication (Written)
Relates to: ULO4, Project (applied)
SE (5.2): Global, Cultural and Social Responsibility
Relates to: ULO4, Project (applied)
Unit Outline: Flexible Period - 11A 2022, Online (Start Date: 26 Sep 2022)
| Unit code: | GSZ634 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this unit is to build the overall operational capabilities of public sector managers to deliver and sustain ongoing public sector value.
Government agencies and NGOs need to continually review their strategies to ensure that context is understood, stakeholders are engaged, outcomes are achieved, innovation is an organisational practice and review and enhancement processes are embedded.
This unit, as the final unit of the program, concentrates on applying the learning from the 3 previous units to the operational context of public sector management via the Capstone Workplace Project.
Learning Outcomes
On successful completion of this unit you will be able to:
- Examine agency and context specific strategies and determine key factors that deliver desired outcomes
- Critically analyse agency and context specific environmental factors and operational capabilities that impact organizational effectiveness
- Distinguish key operational needs and processes required to effectively execute initiatives within an agency-specific context
- Recommend and communicate improvements for the successful implementation and execution of critical operational initiatives that deliver and enhance public value
Content
- Strategy and Governance: Examining strategy in the context of public sector value; business drivers; strategy model evaluation.
- Diagnosis: Identifying capabilities, resources and processes; stakeholder and client analysis; strategy effectiveness.
- Decision Making: Building the case for action; using data; evaluating business cases; decision implementation.
- Operational Excellence: Delivering and enhancing organisational outcomes; risk management; financial intelligence; innovation into action.
- Enacting Change: Complexity and context; facilitating project management; leveraging capability to produce outcomes.
- Measuring Performance/Outcome: Designing and implementing performance management systems; reward and feedback; strategy as an iterative process.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide. Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Blackboard learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to Job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to draw on and apply their learnings from across the program to the investigation of a real workplace project of significance to their own workplace context.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic Honesty
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Draft Proposal
Part A: Draft Proposal for Workplace Project
Write a brief and convincing draft proposal suitable for submission to your workplace supervisor, outlining a proposed investigation into an operation or procedure at your workplace that you have identified as impacting on operational effectiveness. Your proposal should identify the challenge or opportunity, include a rationale for the investigation, your aims and the overall scope of the project.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
Assessment: Project Proposal
Part B: Project Proposal
Write a brief and convincing proposal suitable for submission to your workplace supervisor, outlining a proposed investigation into a challenge or an opportunity at your workplace that you have identified as impacting on operational effectiveness. Your proposal should identify the challenge or opportunity, the background to the project, including a rationale for the investigation, the project objectives, the overall scope of the project and the methodology.
In addition, you will need to develop a plan of implementation detailing how you will go about undertaking the study, the project milestones, any ethical or other clearance required and resources you will be drawing on. This workplace project proposal will lay the foundation for Assessment 2.
This proposal needs to be agreed with your sponsor before you submit your assignment.
Formative or Summative: Formative and Summative.
This is an assignment for the purposes of an extension.
Assessment: Project (applied)
The purpose of this assessment task is to document the results of the Workplace Project, including the challenges, the data gathering methods, and analysis of findings and recommendations in a written report suitable for submission to your workplace supervisor. You also need to report on how you propose to disseminate the findings of your investigation more widely through your organisational area and how your investigation has taken account of diverse social and cultural contexts.
Formative or Summative: Summative
This is an assignment for the purposes of an extension.
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
Other
Electronic unit learning guide.
Journal articles and other readings.
Diagnostic tools.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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, Draft Proposal, Project Proposal
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, ULO4, Project Proposal, Project (applied)
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, Draft Proposal, Project Proposal, Project (applied)
PC (3.1): Professional Communication (Written)
Relates to: ULO4, Project (applied)
SE (5.2): Global, Cultural and Social Responsibility
Relates to: ULO4, Project (applied)
Unit Outline: Flexible Period - A 2022, Gardens Point, Online (Start Date: 09 May 2022)
| Unit code: | GSZ634 |
|---|---|
| Credit points: | 12 |
| Coordinators: | Scott Way | scott.way@qut.edu.au Catherine Batch | c.batch@qut.edu.au |
Overview
The aim of this unit is to build the overall operational capabilities of public sector managers to deliver and sustain ongoing public sector value.
Government agencies and NGOs need to continually review their strategies to ensure that context is understood, stakeholders are engaged, outcomes are achieved, innovation is an organisational practice and review and enhancement processes are embedded.
This unit, as the final unit of the program, concentrates on applying the learning from the 3 previous units to the operational context of public sector management via the Capstone Workplace Project.
Learning Outcomes
On successful completion of this unit you will be able to:
- Examine agency and context specific strategies and determine key factors that deliver desired outcomes
- Critically analyse agency and context specific environmental factors and operational capabilities that impact organizational effectiveness
- Distinguish key operational needs and processes required to effectively execute initiatives within an agency-specific context
- Recommend and communicate improvements for the successful implementation and execution of critical operational initiatives that deliver and enhance public value
Content
- Strategy and Governance: Examining strategy in the context of public sector value; business drivers; strategy model evaluation.
- Diagnosis: Identifying capabilities, resources and processes; stakeholder and client analysis; strategy effectiveness.
- Decision Making: Building the case for action; using data; evaluating business cases; decision implementation.
- Operational Excellence: Delivering and enhancing organisational outcomes; risk management; financial intelligence; innovation into action.
- Enacting Change: Complexity and context; facilitating project management; leveraging capability to produce outcomes.
- Measuring Performance/Outcome: Designing and implementing performance management systems; reward and feedback; strategy as an iterative process.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide. Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Blackboard learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to Job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to draw on and apply their learnings from across the program to the investigation of a real workplace project of significance to their own workplace context.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic Honesty
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Draft Proposal
Part A: Draft Proposal for Workplace Project
Write a brief and convincing draft proposal suitable for submission to your workplace supervisor, outlining a proposed investigation into an operation or procedure at your workplace that you have identified as impacting on operational effectiveness. Your proposal should identify the challenge or opportunity, include a rationale for the investigation, your aims and the overall scope of the project.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
Assessment: Project Proposal
Part B: Project Proposal
Write a brief and convincing proposal suitable for submission to your workplace supervisor, outlining a proposed investigation into a challenge or an opportunity at your workplace that you have identified as impacting on operational effectiveness. Your proposal should identify the challenge or opportunity, the background to the project, including a rationale for the investigation, the project objectives, the overall scope of the project and the methodology.
In addition, you will need to develop a plan of implementation detailing how you will go about undertaking the study, the project milestones, any ethical or other clearance required and resources you will be drawing on. This workplace project proposal will lay the foundation for Assessment 2.
This proposal needs to be agreed with your sponsor before you submit your assignment.
Formative or Summative: Formative and Summative.
This is an assignment for the purposes of an extension.
Assessment: Project (applied)
The purpose of this assessment task is to document the results of the Workplace Project, including the challenges, the data gathering methods, and analysis of findings and recommendations in a written report suitable for submission to your workplace supervisor. You also need to report on how you propose to disseminate the findings of your investigation more widely through your organisational area and how your investigation has taken account of diverse social and cultural contexts.
Formative or Summative: Summative
This is an assignment for the purposes of an extension.
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
Other
Electronic unit learning guide.
Journal articles and other readings.
Diagnostic tools.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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, Draft Proposal, Project Proposal
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, ULO4, Project Proposal, Project (applied)
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, Draft Proposal, Project Proposal, Project (applied)
PC (3.1): Professional Communication (Written)
Relates to: ULO4, Project (applied)
SE (5.2): Global, Cultural and Social Responsibility
Relates to: ULO4, Project (applied)
Unit Outline: Flexible Period - A 2022, Gardens Point, Online (Start Date: 23 May 2022)
| Unit code: | GSZ634 |
|---|---|
| Credit points: | 12 |
| Coordinators: | Scott Way | scott.way@qut.edu.au Catherine Batch | c.batch@qut.edu.au |
Overview
The aim of this unit is to build the overall operational capabilities of public sector managers to deliver and sustain ongoing public sector value.
Government agencies and NGOs need to continually review their strategies to ensure that context is understood, stakeholders are engaged, outcomes are achieved, innovation is an organisational practice and review and enhancement processes are embedded.
This unit, as the final unit of the program, concentrates on applying the learning from the 3 previous units to the operational context of public sector management via the Capstone Workplace Project.
Learning Outcomes
On successful completion of this unit you will be able to:
- Examine agency and context specific strategies and determine key factors that deliver desired outcomes
- Critically analyse agency and context specific environmental factors and operational capabilities that impact organizational effectiveness
- Distinguish key operational needs and processes required to effectively execute initiatives within an agency-specific context
- Recommend and communicate improvements for the successful implementation and execution of critical operational initiatives that deliver and enhance public value
Content
- Strategy and Governance: Examining strategy in the context of public sector value; business drivers; strategy model evaluation.
- Diagnosis: Identifying capabilities, resources and processes; stakeholder and client analysis; strategy effectiveness.
- Decision Making: Building the case for action; using data; evaluating business cases; decision implementation.
- Operational Excellence: Delivering and enhancing organisational outcomes; risk management; financial intelligence; innovation into action.
- Enacting Change: Complexity and context; facilitating project management; leveraging capability to produce outcomes.
- Measuring Performance/Outcome: Designing and implementing performance management systems; reward and feedback; strategy as an iterative process.
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
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide. Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3-4 days duration where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- A Blackboard learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to Job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to draw on and apply their learnings from across the program to the investigation of a real workplace project of significance to their own workplace context.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic Honesty
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Draft Proposal
Part A: Draft Proposal for Workplace Project
Write a brief and convincing draft proposal suitable for submission to your workplace supervisor, outlining a proposed investigation into an operation or procedure at your workplace that you have identified as impacting on operational effectiveness. Your proposal should identify the challenge or opportunity, include a rationale for the investigation, your aims and the overall scope of the project.
Formative or Summative: Formative and Summative
This is an assignment for the purposes of an extension.
Assessment: Project Proposal
Part B: Project Proposal
Write a brief and convincing proposal suitable for submission to your workplace supervisor, outlining a proposed investigation into a challenge or an opportunity at your workplace that you have identified as impacting on operational effectiveness. Your proposal should identify the challenge or opportunity, the background to the project, including a rationale for the investigation, the project objectives, the overall scope of the project and the methodology.
In addition, you will need to develop a plan of implementation detailing how you will go about undertaking the study, the project milestones, any ethical or other clearance required and resources you will be drawing on. This workplace project proposal will lay the foundation for Assessment 2.
This proposal needs to be agreed with your sponsor before you submit your assignment.
Formative or Summative: Formative and Summative.
This is an assignment for the purposes of an extension.
Assessment: Project (applied)
The purpose of this assessment task is to document the results of the Workplace Project, including the challenges, the data gathering methods, and analysis of findings and recommendations in a written report suitable for submission to your workplace supervisor. You also need to report on how you propose to disseminate the findings of your investigation more widely through your organisational area and how your investigation has taken account of diverse social and cultural contexts.
Formative or Summative: Summative
This is an assignment for the purposes of an extension.
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
Other
Electronic unit learning guide.
Journal articles and other readings.
Diagnostic tools.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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, Draft Proposal, Project Proposal
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO3, ULO4, Project Proposal, Project (applied)
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, Draft Proposal, Project Proposal, Project (applied)
PC (3.1): Professional Communication (Written)
Relates to: ULO4, Project (applied)
SE (5.2): Global, Cultural and Social Responsibility
Relates to: ULO4, Project (applied)