16263 Design Team Management

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 2024 is available in the Archives.

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

Subject level:

Undergraduate

Result type: Grade and marks

Requisite(s): (16912 Construction Project Management Principles OR 48 credit points of completed study in spk(s): STM90375 Core subjects BAArch)) OR ((48260 Engineering Project Management OR 41202 Professional Engineering Communication)
These requisites may not apply to students in certain courses. See access conditions.

Recommended studies:

This subject is intended for senior students of construction-related disciplines (architecture, engineering or construction management), e.g. 3rd year construction project management students and above, 4th year civil engineering students, and Master of Architecture students.

Description

This subject examines management of design teams within multidisciplinary, cross-functional construction projects. It discusses theoretical models of the design process and the practical aspects of design management, including brief formulation and management, design team structure, design approval processes, planning and coordination, communication between design professionals, contractual management, management information systems and knowledge management. The use of digital technologies to optimise design team collaboration and performance forms an integral thread through the subject. Core learning material is supplemented with case studies by specialist guest lecturers from various design disciplines.

Students learn about what the other AEC disciplines do, and gain insights into how to manage multidisciplinary design and construction teams under real-world settings. Students discuss the huge changes in how the construction industry works, that are being brought about by greater uptake of digital technologies and associated collaborative processes, and what this means for their future professional careers.

Students demonstrate their ability to analyse contemporary challenges of design and engineering management in real-world construction projects by undertaking individual and group works. This involves a significant lifelong learning/self-study component in order to assemble a practical resolution to such challenges. Therefore, students are required to research appropriate readings and do a field study of the construction industry in order to participate fully in group activities.

The topics explored in the subject are mostly cutting-edge industry issues and therefore subject to change.

Subject learning objectives (SLOs)

1.	Understand the design processes
2.	Appreciate the importance of team culture and communication within teams
3.	Apply knowledge of team behaviour to specific projects.
4.	Understand and apply information and knowledge management within design teams
5.	Demonstrate knowledge of alternative contractual relationships within teams
6.	Evaluate design using selected methodologies

Course intended learning outcomes (CILOs)

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

• Apply a variety of communication skills and technologies in professional contexts. (C.1)
• Work effectively in project teams in professional contexts. (C.2)
• Ability to provide and utilise innovative and creative solutions to industry/project issues and problems. (I.1)
• Develop strategic advice for clients on the costs and benefits of various courses of action involving construction projects and financing options. (P.5)
• Analyse and advise on alternative design solutions to promote the achievement of value on projects. (P.7)
• Source evaluate and use information to approach new projects/problems. (R.1)

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

Classes will incorporate a range of teaching and learning strategies including theoretical and practice-based lectures, guest lectures, post lectures discussion of the relevant literature and case studies, online quizzes, and student individual exercises and group works. Materials related to each strategy, including lecture notes, exercises, tutorial instructions, tasks' briefs, questions and answers, and videos will be provided at UTS Canvas.

Guest lecturers provide their time and expertise for free during this subject. It is therefore expected that students make the effort to attend the majority of lectures. Online quizzes will be designed primarily to assess students’ understanding of the topics discussed by guest lecturers.

Both formative and summative feedback will be provided to assist students in achieving the intended learning outcomes. The formative feedback is typically delivered informally during lectures or tutorials at the scale of the whole class and students are responsible to record any feedback given. The summative feedback focuses on assessment outcomes of a certain task and will be provided in writing along with grades.

It should be noted that this is a senior year level subject and students are therefore expected to demonstrate skills in lifelong learning and self-study. Some material will be presented in class by the co-ordinator and guest lecturers but students are expected to spend time researching core topics independently and individually.

Content (topics)

The content of this subject covers the following topics:

1. Overview of Design Team Management
2. Formation of design teams and strategies for developing a high performance team culture
3. Best practice project process management
4. The design process from the perspectives of the different AEC disciplines
5. Communicating with the team and with clients, including pitching strategies
6. Managing the briefing process, including developing both design and information briefs
7. Design development and authority approvals
8. Management of information and platforms for managing collaborative design
9. Contractual arrangements and relevant strategies for design consultants management
10. Contemporary issues and case studies in design team management

Assessment

Assessment task 1: Quizzes

Intent:	To assist students in understanding design processes, digital technologies, and practical and contractual challenges of collaborative design.
Objective(s):	This task addresses the following subject learning objectives: 2, 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.1, P.5 and R.1
Type:	Quiz/test
Groupwork:	Individual
Weight:	20%
Length:	Each quiz may take approximately 30 minutes and will be made available on UTS Canvas.
Criteria linkages:	Criteria Weight (%) SLOs CILOs Demonstrate an understanding of information/knowledge sharing and management 30 4 P.5 Recognize different roles and responsibilities within design teams 30 2 C.1 Demonstrate effective critical reflection skills 40 3 R.1 SLOs: subject learning objectives CILOs: course intended learning outcomes

Assessment task 2: Group Activities/Exercises

Intent:	To assist students in evaluating design development and execution using selected principles and methodologies.
Objective(s):	This task addresses the following subject learning objectives: 1, 2 and 6 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, I.1 and P.7
Type:	Exercises
Groupwork:	Group, group and individually assessed
Weight:	60%
Criteria linkages:	Criteria Weight (%) SLOs CILOs Demonstrate ability to think analytically and creatively 30 6 I.1 Demonstrate understanding of design processes 40 1 P.7 Demonstrate effective teamwork and communication skills 30 2 C.2 SLOs: subject learning objectives CILOs: course intended learning outcomes

Assessment task 3: Industry/Field Study

Intent:	Study of the current state of the industry in relation to contemporary management of design processes and design teams. Students will demonstrate skills in formulating professional reports and thinking critically about issues the industry is currently grappling with when adopting modern design methods/approaches.
Objective(s):	This task addresses the following subject learning objectives: 1, 2 and 5 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.1, C.2 and P.7
Type:	Case study
Groupwork:	Group, group and individually assessed
Weight:	20%
Criteria linkages:	Criteria Weight (%) SLOs CILOs Demonstrate knowledge of advanced digital technologies and modern versus traditional project procurement 50 5 P.7 Demonstrate evidence of sourcing, evaluating and using information effectively 25 1 C.2 Demonstrate effective report writing and presentation skills 25 2 C.1 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.
Students must achieve a minimum aggregate mark of 50% to pass this subject

Required texts

The industry survey topics explored in the course are mostly cutting-edge industry issues and therefore subject to change. To gain access to the latest advancements in the relevant literature and industry, it is recommended that you familiarise yourself with academic search engines such as Google Scholar through the UTS Library databases. Please contact the library if you are unsure how to access the libary's databases or how to search them effectively. The library also has selected relevant books in the short-loan section for this subject number.

You are required to source and read QUALITY sources for your facilitation tasks. This means a journal or conference paper, or an academic textbook. Something that is at least 6 A4 pages long! If you are unsure if it is a quality source, then it's probably not! If you want to use something else as a source, please check with your lecturer at least 1 week before you plan to use it.