Project and Commercial Leadership of Complex Projects Associate - - PowerPoint PPT Presentation

Project and Commercial Leadership of Complex Projects

Associate Professor Stephane Tywoniak Course Coordinator

QUT Graduate School of Business Email: s.tywoniak@qut.edu.au

Mid 20th Century: Defence (Manhattan, Polaris ~ PERT) and Construction Project Management (DuPont CPM) Mid-Late 20thCentury: Classical Project Management Growth of project based organisations Large IT and business change projects Industrial revolution: urbanisation and construction Egyptian, Greek, Roman, Chinese... construction projects

The Evolution of Project Management

From Construction Management to ‘Complex Project and Commercial Management and Leadership’

21st Century: Complex Project Management Interconnected global business environment

Classical Project Management Control and eliminate uncertainty Methods focus on the ‘iron triangle’ / ‘triple constraint’ of cost, schedule and scope

• PMBOK
• PRINCE2 – Projects IN a Controlled Environment

The 21st Century Business Environment

A 2010 global survey by IBM of some 1,500 chief executives identified ‘managing complexity’ as the biggest challenge Organisations must become more creative in order to deal with the uncertainty and volatility of today’s market conditions We must become better at managing complexity to:

• Manage Risks
• Eliminate bureaucracy
• Form and manage relationships

Our Complex Environment: A function of the divergence in stakeholder values

Complex Complicated Simple Unitary Pluralist Coercive

Increasing divergence of stakeholder values

Projects as Complex Adaptive Systems

Political and external influences Dynamic interfaces Effect not solution

Reframing Project Management

Classical Project Management Complex PM and Leadership

• Primacy to realising planned

benefits

– Aligned with the business strategy

• Holistic approach

– System of systems – Numerous influential stakeholders

• Complex adaptive system

– Multidimensional, unpredictable – Environment affects and is effected

• Adaptive & enabling leadership

– Complexity management – Plans use multiple maps relevant to the terrain (no one best map)

• Primacy to scope, cost and

time

– Process and task focused

• Reductionist approach

– Rigid work breakdown structure – Specified stakeholders

• Rational, universal and

deterministic

– Linear, sequential approach – Resists environmental change

• Administrative management

– Control - process compliance – Project plan is the map of the terrain (A true reflection of reality?)

AND

Developing Program and Commercial Delivery Leaders

Program and Commercial Leadership Project Management

Systems Engineering Procurement and Supply Chain Logistics

Multidisciplinary project, program, portfolio and commercial leadership focused on strategic benefit realisation

Procedural compliance and

engineering management ”necessary but not sufficient for complex projects”

Executive Master of Business

• EMCPL: Complex Program Leadership
• EMBSP: Strategic Procurement
• Developing experienced project & commercial

managers as program delivery leaders

• A multidisciplinary program, combining

classical reductionist project management with a holistic system of systems approach to program and commercial leadership in complex business environments

Competency Standard for Complex Project Managers

Strategy and Project Management Systems Thinking (hard and soft) Lifecycle Business Planning Change and Journey Innovation and Creativity Organisational Architecture Leadership Culture Probity and Governance Courage Leads Innovative Teams Action and Outcomes Wisdom Influences

Design of the Executive Master’s programs

Three integrated domains that work together to challenge the

• bservable workplace behaviour
• f each participant

Focus on both the ‘what’ and the ‘how’ of complex project and commercial leadership

Executive Masters Award Course Content

 EMCPL and EMBSP share a common core (80%)

and are delivered together

 The academic course is grouped

into three phases:

1.

Understanding Yourself, Others and Complexity

2.

Performing for Results

3.

Leading for Results (Capstone)

Executive Coaching

• Build upon self realisation and

personal development

– Understand self, others and how

• ther see them

– Challenge workplace behaviours

• Reflect on opportunities for

and the reality of transference

• f learning to the workplace
• Option of post course

extension coaching

Expanding Horizons: Challenging Behaviours

• Safe learning environment to explore leadership

and decision making through interactive case studies (Prophetical), debrief and reflection

Delivery Model

• Part time, blended flexible learning program

– Online resources and facilitated on line workshops – Six one week residential workshops over three years (one each six months). – International Study Tour – Capstone workplace project

Participants are drawn from national & international, corporate and government organisations

International partnership: University of Ottawa

• The Telfer School of Management at University
• f Ottawa (Canada) will launch a local delivery of

EMCPL/SP in September 2015

– Same program, with local adaptation to Canadian context – Teaching staff exchanges between Brisbane and Ottawa – Possibility of study exchange for participants

The EMCPL Graduate and Supervisor experience: Transferring learning to the workplace

“A recent external audit estimated the CPM initiative improves the achievement of ‘fit for purpose’ project outcomes and with a very positive cost benefit realisation” Mr Harry Dunstall General Manager Commercial Defence Materiel Organisation, April 2011 “Our Executive Masters graduates are shaking up the organisation” Dr Stephen Gumley AO, CEO Defence Materiel Organisation August 2010 “…I think the most significant outcome is that we now have very senior project and commercial managers who have changed. We have managers who can lead the required cultural change within government and industry to ensure that projects are more consistently successful” Mr Kim Gillis Deputy CEO Defence Materiel Organisation April 2010 “All my assignments are directly work related where I use them to address a specific DMO issue. I now have a catalogue

• f topics as a result of my assignment

investigations, where I have used the material to value add to my work. I see the assignments as a way of contributing to and furthering my work” Mr Laurence Bode EMCPL part-time participant, DMO

Resulting in

• Improved relationships with major suppliers,

despite addressing significant issues in some major complex projects

• Dampening of the ‘conspiracy of optimism’

through higher levels of trust enabling candid conversations of project complexity and the status

• f organisational/industry capability
• Improved return on capital and available defence

capability

Understanding Yourself, Others & Complexity

• Strategic Management of Complex Projects
• Systems Thinking
• Self Realisation and Personal Development
• Problem Solving in Complex Environments
• Communicating Effectively
• Developing and Leading High Performance Teams
• Understanding Organisational Behaviour and Culture
• Workplace Project #1
• EMBSP IP Strategy and Management

Performing for Results

• Acquisition Strategies
• Complex Projects and the Law
• Financial Analysis and Decision Making
• Planning for Risk and Change
• Managing Innovation in Technology-Based Organisations
• Building Organisational Capability
• EMBSP Managing Strategic Contracts and Suppliers
• Business Planning
• Negotiation and Mediation Strategies

Leading for Results

• Study Tour
• Implementation of Complex Projects
• EMBSP International Contracts
• Leadership for Results
• Planning and Implementing Change
• Managing Contract Relationships
• Accountability and Governance
• Stakeholder Engagement and the Media
• EMBSP Contract Risk Allocation

and Insurance

• Capstone Workplace Project

The EMCPL Graduate and Supervisor experience: Transferring learning to the workplace

Research by Professor Caroline Hatcher

• Strategic thinking

– ‘seeing things with a different set of eyes’ and ‘trying

• ut a wider field of view’

– ‘He is a strategic thinker and a full spectrum leader’ (supervisor)

The EMCPL Graduate and Supervisor experience: Transferring learning to the workplace

• Desire for Organisational Improvement

– ‘spirit of discovery’ & bringing ‘a new skill set to make improvements’ & ‘new spirit of corporate citizen’ instead on ‘staying in their project cocoon’ – ‘If I know about an issue, the balls in my court to do something’ – ‘You can’t enable them with all this creativity approach if they don’t have a corporate sponsor’ (supervisor)

The EMCPL Graduate and Supervisor experience: Transferring learning to the workplace

• Personal confidence in and critical reflection on

decision-making

– ‘my decision-making is now clear cut’ – Before they would ‘rush in’ now they would ‘consider the documentation, question why they were doing it, find supporting, and exercise reasoning and persuasion’ (supervisor)

The EMCPL Graduate and Supervisor experience: Transferring learning to the workplace

• Being self aware and using communication

effectively

– ‘You catch more with honey than vinegar’ – ‘linking skills’ and ‘listening reflectively’ – ‘Very much more strategic and collaborative approach. Using all the right words. Get stuff done. People are happy with the

• utcome’. (supervisor)