University of Technology Sydney

15312 Project Communication, HR and Stakeholders

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2022 is available in the Archives.

UTS: Design, Architecture and Building: School of the Built Environment
Credit points: 6 cp

Subject level:

Postgraduate

Result type: Grade and marks

There are course requisites for this subject. See access conditions.

Description

This subject focuses on developing the ability to critically apply a diverse range of communication styles, structures and techniques in a project environment. The subject material is delivered through a series of practical exercises in small teams, before culminating in an individual assignment that students use to demonstrate their critical communicative ability. Communication, and the ability to think critically about one's own as well others' communication styles, is one of the most influential factors in being able to manage projects effectively. This subject helps to develop this vital project management competency. The subject also focuses on developing students' ability to manage project human resources and stakeholders, with a particular emphasis on the role that communication plays in these activities.

Subject learning objectives (SLOs)

On successful completion of this subject, students should be able to:

1. Apply communication planning, stakeholder management and team-building tools in project environments.
2. Demonstrate skills in managing cultural and personal differences in project teams.
3. Communicate clearly and convincingly (in written and oral communication).
4. Engage in research to identify and integrate multiple sources of information to develop and support an argument.

Course intended learning outcomes (CILOs)

This subject also contributes to the following Course Intended Learning Outcomes:

  • Ability to manage cultural diversity to meet project objectives (Managing Diversity) (A.2)
  • Ability to effectively use oral communication in projects at a professional level (Oral Communication) (C.1)
  • Ability to effectively use written communication in projects at a professional level (Written Communication) (C.2)
  • Ability to apply foundational project management knowledge in projects (Foundational Knowledge) (P.1)
  • Ability to apply and extend advanced project management knowledge (Advanced Knowledge) (P.2)
  • Ability to apply methods and tools to analyse data and information for managing projects (Information Analysis) (P.4)
  • Ability to actively reflect on, and improve, project practice (Practice Improvement) (P.5)
  • Ability to lead and manage project teams, and work as a project team member at a professional level (Teams and Leadership) (P.6)
  • Ability to think critically and synthesise complex data (Critical Engagement) (R.1)
  • Ability to define, initiate, and conduct research projects (Research) (R.2)

Contribution to the development of graduate attributes

The term CAPRI is used for the five Design, Architecture and Building faculty graduate attribute categories where:

C = communication and groupwork

A = attitudes and values

P = practical and professional

R = research and critique

I = innovation and creativity.

Course intended learning outcomes (CILOs) are linked to these categories using codes (e.g. C-1, A-3, P-4, etc.).

Teaching and learning strategies

Intensive block workshop including a mix of content delivery including industry guest input.

Strategy 1- Preparation for Learning: Online readings and materials are provided prior to the block workshop to familiarise students with the subject contents. Pre-workshop readings and assessment tasks guide students to extend their learning and supports their informed and active engagement in block workshop activities.

Strategy 2- Industry engagement. During the workshops, input from industry guests introduce and consolidate important concepts related to stakeholder management, teamwork, management of human resources and communication. Industry presentations are a key learning resource and are designed to be interactive and to encourage questioning, discussion and sharing of experiences.

Strategy 3- Collaborative Learning Activities: During the block workshop, students work together and learn collaboratively in small groups through applying techniques and solving problems. Students demonstrate their learning through assessed group activities. Debriefing and sharing learnings between groups is an important part of the collaborative learning sessions. Assessment tasks undertaken during the block workshops involve practical exercises, discussion, critical thinking, feedback and reflection.

Strategy 4- Online learning: Canvas is used to enable students to access material for self-directed learning and engage in online discussions. A range of discussion forums are available - these include moderated discussions with prompt coordinator feedback on specific topics and assessment items and open discussion forums where students can share their questions and ideas. Presentation slides and other resources are available for review on Canvas.

Strategy 5- Ongoing Feedback: Structured feedback is provided in several ways from individual and group feedback on assessments to on-the-spot feedback, summarising and debriefing for workshop activities and student presentations. Detailed information about the assessment criteria and the provision of timely feedback forms an important part of the learning process. It is the student’s responsibility to record any feedback given during each session. Formal assessment is provided via ReView.

OPELA and Language Development Tutorials

An aim of this subject is to help you develop academic and professional language and communication skills in order to succeed at university and in the workplace. To determine your current academic language proficiency, you are required to complete an online language screening task, OPELA (information available at https://www.edu.au/research-and-teaching/learning-and-teaching/enhancing/language-and-learning/about-opela-students) [or a written diagnostic task].

If you receive a Basic grade for OPELA [or the written diagnostic task], you must attend additional Language Development Tutorials (each week from week 4 to week 12 in order to pass the subject. These tutorials are designed to support you to develop your language and communication skills.

Students who do not complete the OPELA and/or do not attend 80% of the Language Development Tutorials will receive a Fail X grade.

Content (topics)

  • Communications planning
  • Human resources in projects; project team structures, leadership
  • Introduction to stakeholder management
  • Thinking styles and communication
  • Logic and argumentation, Influence and persuasion
  • Non-verbal communication
  • Visual communication
  • Speaking and delivering presentations

Assessment

Assessment task 1: Pre-workshop assignment

Intent:

The pre-workshop assignment (assessment task 1) is designed to prepare students to engage and succeed during the block workshop. Further detail is provided in the assignment brief that is posted online.

Objective(s):

This task addresses the following subject learning objectives:

1 and 2

This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.):

A.2, P.2 and P.4

Type: Essay
Groupwork: Individual
Weight: 20%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Ability to identify and effectively describe individual differences and link them with related leadership styles 30 2 A.2
Ability to analyse and discuss different leadership styles and their effectiveness in project management practice 40 1 P.4
Ability to critically assess own leadership style and identify areas for development and improvement 30 1 P.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Workshop assignment - Group and individual workshop assignments

Intent:

The workshop assignments are designed to consolidate and extend the learnings from the face-to-face workshop sessions.

Objective(s):

This task addresses the following subject learning objectives:

1, 2 and 3

This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.):

A.2, C.1, P.1, P.5 and P.6

Type: Exercises
Groupwork: Group, group and individually assessed
Weight: 30%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Clarity and justification in presenting the stakeholder communication plan 25 1 P.1
Effectiveness of consideration of cultural influences, personal styles, interests and motivations when creating a communications plan 15 2 A.2
Effectiveness of team organisation in line with performance objectives and expectations 10 1 P.6
Clarity in developing strategies for effective team performance and communication 10 1 P.5
Clarity and effectiveness in developing and agreeing performance objectives 15 1 P.6
Level of professionalism in presentation, effective use of space, tools and available time 15 3 C.1
Clarity and effectiveness of the presented content 10 3 C.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Post-workshop assignment - Essay and analysis

Intent:

The post-workshop assignment enables students to extend their learning by conducting further research and applying workshop topics to practical project management situations.

Objective(s):

This task addresses the following subject learning objectives:

1, 3 and 4

This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.):

C.2, P.5, P.6, R.1 and R.2

Type: Essay
Groupwork: Individual
Weight: 50%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Part 1: Professional leadership and management of project teams 15 1 P.6
Part 1: Clear communication and justification of the proposed approach 20 1 C.2
Part 2: Logical flow and synthesis of information 20 4 R.1
Part 2: Selection and referencing of sources 15 4 R.2
Part 3: Reflection and improvement of project practices 15 3 P.5
Part 3: Professional and clear communication 15 3 C.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

The DAB attendance policy requires students to attend no less than 80% of formal teaching sessions (lectures and tutorials) for each class they are enrolled in to remain eligible for assessment.

It is a requirement of this subject that all students complete OPELA [or a written diagnostic task]. Students who received a Basic grade in the OPELA [or the written diagnostic task] are required to attend 80% of the Language Development Tutorials in order to pass the subject. Students who do not complete the OPELA and/or do not attend 80% of the Language Development Tutorials will receive a Fail X grade.

Required texts

Required readings are available to be accessed directly through Canvas

Other resources

Some additional readings are provided in the Documents > Readings section on Canvas to (optionally) extend your understanding of the topics. Other relevant resources are available through searching the library databases - this includes e-books and journal articles. These three journals are especially relevant for project management: International Journal of Project Management, Project Management Journal and the International Journal of Managing Projects in Business.