project and commercial leadership of complex projects · project and commercial leadership of...
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Project and Commercial
Leadership of Complex
Projects
Associate Professor Stephane Tywoniak Course Coordinator QUT Graduate School of Business Email: [email protected]
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
Co
ura
ge
Lead
s In
no
vativ
e T
eam
s
Ac
tion
an
d O
utc
om
es
Wis
do
m
Influ
en
ce
s
Design of the Executive Master’s
programs
Three integrated domains that
work together to challenge the
observable workplace behaviour
of 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
other see them
– Challenge workplace behaviours
• Reflect on opportunities for and the reality of transference of 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
of 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
of 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 of 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
out 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
outcome’. (supervisor)