Topic outline

  • Managing ICT solutions

    This unit of learning is part of the following learning pathways:

  • Duration

    Duration

    Hours

    90

     

    Lessons hours: 140

    Self-study hours: 20

    Hands-on hours: 10

    Other (please specify):

    Assessment hours: 10


    • Assessment methods

      As specified by the Awarding organization, assessment is by ‘Centre Set Assessment’ which should use a combination of the following methods:

      • Written exercises and tests
      • Oral examination and exercises
      • Practical assignment under supervision
      • Practical assignment autonomously and responsibly

      • Project and Portfolio Management

        Competences

        • Implements plans for a programme of change.
        • Plans and directs a single or portfolio of ICT projects to ensure co-ordination and management of interdependencies.
        • Orchestrates projects to develop or implement new, internal or externally defined processes to meet identified business needs.
        • Defines activities, responsibilities, critical milestones, resources, skills needs, interfaces and budget, optimises costs and time utilisation, minimises waste and strives for high quality.
        • Develops contingency plans to address potential implementation issues.
        • Delivers project on time, on budget and in accordance with original requirements.
        • Creates and maintains documents to facilitate monitoring of project progress.

        Knowledge

        • A project methodology, including approaches to define project steps and tools to set up action plans
        • Technologies to be implemented within the project
        • Company business strategy and business processes
        • Development and compliance to financial plans and budgets
        • IPR principles and regulation
        • Structured project management methodologies (e.g. agile techniques)

        Skills

        • Identify project risks and define action plans to mitigate
        • Define a project plan by breaking it down into individual project tasks
        • Delegate tasks and manage team member contributions appropriately
        • Optimise project portfolio timelines and delivery objectives by achieving consensus on stakeholder priorities

      • Project and Portfolio Management - Assessment criteria

        In designing their tests the teachers are suggested to set at least one  ‘Performance-based’ assessment.

        Teachers will provide a case study to the learners where a planning has to be defined. In particular, the case study will be based on different activity intercorrelated and with different partners/roles to be managed.

        Learners have to apply a GANTT to extrapolate the activity to be accomplished in the case study assigned, the responsibilities, and the deadlines, with the main results, and link them on a GANTT diagram base.

        Assessment will be done on the GANTT details, with the following implementation:

        • Partner role
        • Activity
        • Deliverables
        • deadline
        • intercorrelation
        • Risk Management

          Competences

          • Implements the management of risk across information systems through the application of the enterprise defined risk management policy and procedure.
          • Assesses risk to the organisation's business, including web, cloud and mobile resources.
          • Documents potential risk and containment plans.

          Knowledge

          • Apply risk analysis taking into account corporate values and interests
          • The return on investment compared to risk avoidance
          • Good practices (methodologies) and standards in risk analysis

          Skills

          • Apply mitigation and contingency actions

        • Risk Management - Assessment criteria

          In designing their tests the teachers are suggested to set at least one  ‘Performance-based’ assessment.

          The study assumed that risk management software used in the preparation of course material is available for student use Learning objectives.

          Different free tools area available on the web. The selection can be done according to the teacher/school experience.

          http://www.polecat.com/blog/free-grc-tools/

          Risk Management is the process of advising organizations of the potential and perceived risks involved in their activities, supervising organization activities, and taking corrective actions and proactive steps to minimize accidental injury and/or loss. In line with the tenets of the tool adopted, teachers seek to guide students with information and resources that empower them to make the most fair, reasonable, and intelligent decisions about their organizational activities and events.

          Students must first conduct a comprehensive assessment of the physical, reputation, emotional, financial, and facilities risks associated with their organization and its events. Next, they must assess each risk based on its probability of occurrence and severity of consequences. Finally, they must make decisions about accepting, modifying, transferring, and/or eliminating risks based on those assessments.

          Outcomes:

          Provide an overview of project risk management; why project risk management, the process involved and definitions of project risk.

          Students will be able to:

          • Conduct a comprehensive assessment of associated physical, reputation, emotional, financial, and facilities risks
          • Provide a realistic assessment of those risks along the risk management matrix (probability and severity)
          • Conduct a comprehensive exploration and examination of options for mitigating actions
          • Select the most appropriate mitigating actions for each risk
          • Develop contingency and crisis response plans
          • Consult with “campus experts” in planning
          • Communicate risk management plan to other constituents of event
          • Implement event according to pre-established risk management plans
          • Document and evaluate outcomes of risk management plans
          • Internalize the value of risk management
          • Articulate the value of risk management

          According to a specific case study, Learners assessment will be accomplished according to the

          • Complete risk overview analysis
          • Provide a risk management matrix
          • Provide an options examination for mitigating actions
          • Selection of most appropriate mitigating actions for each risk
          • Provide an analysis on risk responses (to threats and opportunities, secondary risks), with a post response assessment
          • Implementing responses; updating plans
          • Manage the process; keeping the process alive and improving risk management
          • Process Improvement

            Competences

            • Measures effectiveness of existing ICT processes.
            • Researches and benchmarks ICT process design from a variety of sources.
            • Follows a systematic methodology to evaluate, design and implement process or technology changes for measurable business benefit.
            • Assesses potential adverse consequences of process change

            Knowledge

            • Research methods, benchmarks and measurements methods
            • Evaluation, design and implementation methodologies
            • Existing internal processes
            • Relevant developments in ICT (e.g. virtualisation, open data, etc.), and the potential impact on processes
            • Web, cloud and mobile technologies
            • Resource optimisation and waste reduction

            Skills

            • Compose, document and catalogue essential processes and procedures
            • Propose process changes to facilitate and rationalise improvements 

            • Implement process changes 


          • Process Improvement - Assessment criteria

            According to the relationship management, there are different levels to be taken into account:

            • Organizational
            • Customer
            • Supplier
            • Partnership

            Student participants will learn to

            • Understand perception
            • Understand and build rapport
            • Understand and maintain trust
            • Understand empathy
            • Understand social styles and the effects on communication
            • Utilize social and emotional intelligence
            • Utilize the tenants of powerful communication
            • Understand the role of body language and how to use it effectively
            • Use questions appropriately
            • Listen and provide feedback effectively
            • Avoid motivation-killing behaviors
            • Steer relationships, not push them
            • Recognize and seize "moments of truth"
            • Document, analyze (SWOT), and map their relationships
            • Prepare for key conversations
            • Break down silos
            • Build internal partnerships
            • Become an influencer
            • Distinguish managing, coaching, mentoring, and training approaches

            Teachers will adopt Group Dynamics in Simulations.  First, depending on the objectives of the assignment, the teachers  will assess the team’s final product (e.g., report, presentation), their group processes (e.g., ability to meet deadlines, contribute fairly, communicate effectively), or both. Second, group performance will be translated into individual grades – which raises issues of fairness and equity. Complicating both these issues is the fact that neither group processes nor individual contribution are necessarily apparent in the final product.

            Thus, in addition to evaluating the group’s output, teachers may need to find ways to determine how groups functioned and the extent to which individuals contributed to the effort. This isn’t always easy, but some general principles can guide find and implement the right approach for your goals and context at the following link:

            https://www.cmu.edu/teaching/designteach/design/instructionalstrategies/groupprojects/assess.html

            • Relationship Management

              Competences

              • Establishes and maintains positive business relationships between stakeholders (internal or external) deploying and complying with organisational processes.
              • Maintains regular communication with customer/ partner/ supplier, and addresses needs through empathy with their environment and managing supply chain communications.
              • Ensures that stakeholder needs, concerns or complaints are understood and addressed in accordance with organisational policy

              Knowledge

              • Organisation processes including, decision making, budgets and management structure
              • Business objectives, own and of other stakeholders
              • How to measure and apply resources to meet stakeholder requirements
              • Business challenges and risks

              Skills

              • Deploy empathy to customer needs
              • Monitor ongoing commitments to ensure fulfilment

            • Assessment criteria

              In designing their tests the teachers are suggested to set at least one Performance-based’ assessment.

              Learners, in this unit, will be able to

              • Understand the Business Process Improvement (BPI) assessment process
              • Synthetize the information to make decision for organizational initiative on PI
              • Apply analytical techniques for tactical decision in a PI project

              In particular, students will be assessed, on Evaluating the Organization level by:

              • Analyzing the organizational mission and vision adopting at least one of the following instruments:
              • Pinpointing influences on the business
              • MOST
              • Five forces
              • PESTLE
              • SWOT
              • Developing a communication plan (Identifying key stakeholder's needs, Defining the phases of communication)

              Further, the Learners will be in charge of Outlining the Current Process by the creation of  a process inventory, applying them a prioritization technique, measuring them by the adoption of appropriate KPI (key performance indicators).

              Analyzing and Improving the Process by analyzing process performance (in terms of time, cost, quality, poor process performance,…), leveraging problem analysis criteria on people, technology, materials, investigation root cause (suing problem mapping tools), relating root cause analysis to a business process.

              • Business Change Management

                Competences

                • Assesses the implications of new digital solutions.
                • Defines the requirements and quantifies the business benefits.
                • Manages the deployment of change taking into account structural and cultural issues.
                • Maintains business and process continuity throughout change, monitoring the impact, taking any required remedial action and refining approach

                Knowledge

                • Digital strategies
                • The impact of business changes on the organisation and human resources
                • The impact of business changes on legal issues

                Skills

                • Select appropriate ICT solutions based upon benefit, risks and overall impact

              • Business Change Management - Assessment methods

                In designing their tests the teachers are suggested to set at least one ‘Performance-based’ assessment.

                Learners will be able to:

                • Understand the nature of business change
                • Understand the psychology of change
                • Understand team and group behaviour and dynamics in change
                • Understand the role of feedback and appraisal to support change
                • Appreciate the activities in the lifecycle of a business change project
                • Describe the nature and implications of business change
                • Summarise the basic theory of the psychology and motivation
                • Evaluate the choice of change strategy in different organisation context
                • Plan change programme
                • Plan communication programme
                • Describe the different types of incentives and recognition programmes.

                Assessment could be done by workshop instruments, or adopting specific toolkit, as in the guide Change Management Toolkit.

                Teachers will provide learners a case study where the toolkit available will be applied.

                Learners will provide, the approach to follow in the business change management, and, for each toolkit, their analysis on the case study.