Bus3038s

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Bus3038s

• Project and Operations Management
• With Guy Ellis

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Reaching me

• Email guy_at_guyellis.com
• Phone [phone]
• FAX [phone]
• When emailing, please include Bus 3038s in the
  subject line.

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Who Are You?

• In an email, please tell me the following
• Your name
• Student Number
• phone number to reach you at
• email address if different to the sending address

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Course Outline
A project and project management
explained Methodologies - what are the, how are
they used and why are they important - an
introduction to the main ones - comparisons,
Method123 Project lifecycle - Business case and
Feasibility study - Terms of reference and Set up
the project team - Project Office and Stage Gate
process
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Course Outline

• Planning
• - Overview and the Project Plan
• - Resource, Financial plan and Quality
• Planning
• - Risk, Acceptance and Communications
• - Procurement and Stage gate
• Manufacturing management, strategy and process
• New product design
• Manufacturing processes design layout
• Manufacturing planning
• - capacity, planning and control systems,
  quality and control, logistics inventory
• purchasing and supply chain management.

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Course Outline
Project Execution - Build deliverables, Monitor
and Control - Time and Cost - Quality
management - Change and Risk management - Issue
and Procurement management - Acceptance and
Communications Closure - Perform Closure -
Project Management Review
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Web Support
A web based course management platform can be
found at
http//www.commerce.uct.ac.za/Managementstudies/Co
urses/BUS3038S/
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The important bits maybe!

• 60 exam
• 30 projects 15 each
• 10 Multiple choice

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Deliverables

• Test - Multiple Choice 10
• 26 September
• Exam
• MCQ 40
• 3 essay questions 60

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Deliverables

• Group Projects
• Two case studies 30 of final mark
• Requirements will be posted on the web site
• Fashion Show Project 1 September
• Business Case discusssion
• Feasibility Study,
• Terms of Reference,
• To include New Product development
• Float Procession and Carnival 13 October
• Terms of Reference
• Project Plan,
• Risk Plan and Management,
• Quality Plan and Management
• To include Production and Layout considerations

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Group Projects

• Each team to present their plan or findings to
  the class or tutor
• Presentation to be provided with any applicable
  notes or comments

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Group Project Organisation
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Group Project Organisation

• Arrange groups
• Submit group listing via email on the form that
  will be on the web site
• Group make up and task list to be included in the
  presentations
• Tutors will be assigned

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LEARNING

• Learning is not just knowing the answers.
• That is mastermind learning at its best, rote
  learning at its most boring, and conditioned
  response at its most basic. It does not help you
  to change or to grow, it does not move the
  wheel.
• Learning is not the same as study, nor the same
  as training.
• It is bigger than both. It is a cast of mind, a
  habit of life, a way of thinking about things, a
  way of growing. Learning is not measured by
  examinations, which usually only test the theory
  stage, but only by a growth experience, and
  experience understood and tested.

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LEARNING

• Learning is not automatic,
• - it requires energy, thought, courage, and
  support. It is easy to give up on it, to relax,
  and to rest on one's experience, but that is to
  cease to grow.
• Learning is not only for the intellectuals,
• - who often shine at the theorizing stage, but
  are incurious and unadventurous and therefore add
  little to their experience as they go through
  life.
• Learning is not finding out what other people
  already know,
• - but is solving our own problems for our own
  purposes, by questioning, thinking and testing
  until the solution is a new part of our lives.
• The Age of Unreason, by Charles Handy, pp. 62-63.

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KOLBS WHEEL OF LEARNING

• The wheel of learning is composed of four
  quadrants
• Questions
• Ideas
• Tests and
• Reflection
• Only when the entire process is complete can we
  truly say that we have learned something.

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KOLBS WHEEL OF LEARNING

• PITFALLS
• Getting stuck
• It is easy for people to get stuck in one
  quadrant --forever collecting more information
  without putting it to the test, or experimenting
  without pausing to reflect. (Charles Handy)
• Stopping
• The process is designed to move. To keep the
  wheel turning, we must continue to be curious, to
  ask the question again, to expect to find new
  answers and not stop after one set of tests.
• combine self-confidence with reasonable doubt
  (Handy)

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BELIEF Concrete experience
Event Experience
CONSEQUENCE ACTION
ENQUIRY Active experimentation
SURPRISE Reflective Observation
What?
Now what?
Establish truth Avoidance of error
So what?
DOUBT Abstract conceptualisation
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What is belief
BELIEF
"Ultimately a man sets the measure of his own
freedom and his own bondage by the level at which
he chooses to establish his convictions."
Event Experience
CONSEQUENCE ACTION
ENQUIRY
SURPRISE
Establish truth Avoidance of error
DOUBT
"A person's processes are psychologically
channelised by the way in which he anticipates
events." (Kelly, 1955, p.46)
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Belief

• CONCRETE EXPERIENCE
• Learning is initiated by hands-on experiences
  

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What is surprise
BELIEF
Event Experience
CONSEQUENCE ACTION
ENQUIRY
SURPRISE
Establish truth Avoidance of error
DOUBT
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Surprise

• REFLECTIVE OBSERVATION
• The learner reflects on the experience

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What is doubt
BELIEF
Event Experience
CONSEQUENCE ACTION
ENQUIRY
SURPRISE
Establish truth Avoidance of error
DOUBT
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Doubt

• ABSTRACT CONCEPTUALIZATION
• Information organised to form theories

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What is Enquiry
BELIEF
Event Experience
CONSEQUENCE ACTION
ENQUIRY
SURPRISE
Establish truth Avoidance of error
DOUBT
Interpretation evaluation of the meanings in
the light of the situation in which he is placed
and the direction of his action.
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Enquiry

• ACTIVE EXPERIMENTATION
• Theories are then tested in the real world
  through active, natural experimentation
• This completes the cycle, which then begins anew.
  Over time, this wheel actually takes on the form
  of a spiral, where higher and higher levels of
  understanding and integration are achieved.

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The Learning Cycle
BELIEF
Event Experience
CONSEQUENCE ACTION
ENQUIRY
SURPRISE
PRAGMATISM
Establish truth Avoidance of error
DOUBT
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The Experiential Learning Cycle