General Information
The two most commonly identified critical success factors for projects are an appropriately involved and supportive sponsor and an experienced and people-savvy project manager who understands what it takes to create a performance-focused culture. This subject emphasises the people (soft) skills of project management and the qualities of effective project leadership and communication, including emotional intelligence. These comprise leadership maturity, advocacy, strategic awareness, executive presence and project planning skills. Specific topics explore the interaction between project time and human resource management, such as high-performance teams, resource planning and productivity, resource allocation and levelling using industry-leading software, ethical behaviour, positive project-corporate politics, stakeholder engagement, influence and persuasion, the art of negotiation and compromise, and conflict management. The application of 'Agile' project management is also introduced and compared to traditional project planning frameworks.
-
Details
Academic unit: Faculty of Society & Design Subject code: SSUD71-403 Subject title: Project Resource Planning Subject level: Postgraduate Semester/Year: May 2024 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Intensive Workload items: - Workshop: x2 (Total hours: 12) - Workshop 3: Saturday
- Workshop: x2 (Total hours: 12) - Workshop 1: Thursday
- Workshop: x2 (Total hours: 12) - Workshop 2: Friday
- Personal Study Hours: x12 (Total hours: 84) - Recommended Study Hours
Attendance and learning activities: Attendance at all classes is necessary to get the best from this subject with the classes building on the work of earlier sessions and pre-reading. It may be difficult to recover if you miss a day. Attendance at the classes may be monitored and non-attendance may impact the final mark in this subject. -
Resources
Prescribed resources: Others
- Agile project management.
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | SSUD71-403 |
| Subject title: | Project Resource Planning |
| Subject level: | Postgraduate |
| Semester/Year: | May 2024 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Intensive |
| Workload items: |
|
| Attendance and learning activities: | Attendance at all classes is necessary to get the best from this subject with the classes building on the work of earlier sessions and pre-reading. It may be difficult to recover if you miss a day. Attendance at the classes may be monitored and non-attendance may impact the final mark in this subject. |
| Prescribed resources: | Others
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
|
| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Show competency in project schedule and resource management
- Manage high performance project teams.
- Evaluate the characteristics of an effective project manager.
- Practise scheduling in the context of resource allocation and levelling.
- Show emotional intelligence in human resource management contexts.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
-
Assessment details
Type Task % Timing* Outcomes assessed Written Report§ Assignment 1 40.00% Class stream dependent 2,3,5 Written Report Assignment 2 40.00% Class stream dependent 1,3,5 Student Engagement§ Tutorial activities 20.00% First on-campus block 1,2,3,4,5 - § Indicates group/teamwork-based assessment
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
-
Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Written Report§ | Assignment 1 | 40.00% | Class stream dependent | 2,3,5 |
| Written Report | Assignment 2 | 40.00% | Class stream dependent | 1,3,5 |
| Student Engagement§ | Tutorial activities | 20.00% | First on-campus block | 1,2,3,4,5 |
- § Indicates group/teamwork-based assessment
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A student who has not established a basis for an extension in compliance with University and Faculty policy either by 1) not applying before the assessment due date or 2) by having an application rejected due to failure to show a justifiable cause for an extension, will receive a penalty on assessment submitted after its due date. The penalty will be 10% of marks awarded to that assessment for every day late, with the first day counted after the required submission time has passed. No assessment will be accepted for consideration seven calendar days after the due date. Where a student has been granted an extension, the late penalty starts from the new due date and time set out in the extension.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
The focus of this subject is on project schedule management, project resource management and project planning. It primarily addresses Program Learning Outcome #3: understand the qualities and characteristics that make an effective team leader, communicator, project advocate and manager of people and other resources. All required resources will be made available on the iLearn site or direct from the lecture.
Subject curriculum
-
1
Project management in organisations.
SLOs included
- Show competency in project schedule and resource management
- Manage high performance project teams.
-
2
Aspects of the development of human behaviour.
SLOs included
- Manage high performance project teams.
- Evaluate the characteristics of an effective project manager.
-
3
The art and science of leading teams for innovation (including the Dialogue Circle technique)
SLOs included
- Manage high performance project teams.
-
4
An overview of Agile project management.
SLOs included
- Show competency in project schedule and resource management
-
5
Principles and practice of resource levelling.
SLOs included
- Show competency in project schedule and resource management
- Practise scheduling in the context of resource allocation and levelling.
-
6
Relationship awareness theory.
SLOs included
- Show competency in project schedule and resource management
- Manage high performance project teams.
- Show emotional intelligence in human resource management contexts.
-
7
Emotional intelligence in the project environment.
SLOs included
- Show emotional intelligence in human resource management contexts.
-
8
Class presentations.
SLOs included
- Show competency in project schedule and resource management
- Manage high performance project teams.
- Evaluate the characteristics of an effective project manager.
- Practise scheduling in the context of resource allocation and levelling.
- Show emotional intelligence in human resource management contexts.
-
9
Managing stress and conflict, and coping skills.
SLOs included
- Show competency in project schedule and resource management
- Manage high performance project teams.
- Show emotional intelligence in human resource management contexts.
-
10
Negotiation skills for project managers.
SLOs included
- Show competency in project schedule and resource management
- Manage high performance project teams.
-
11
Advanced verbal communication skills for project managers.
SLOs included
- Manage high performance project teams.
- Evaluate the characteristics of an effective project manager.
- Show emotional intelligence in human resource management contexts.
-
12
Course review.
SLOs included
- Show competency in project schedule and resource management
- Manage high performance project teams.
- Evaluate the characteristics of an effective project manager.
- Practise scheduling in the context of resource allocation and levelling.
- Show emotional intelligence in human resource management contexts.