Course Title: Contribute to the Development and Implementation of Strategic Plans

Part B: Course Detail

Teaching Period: Term1 2009

Course Code: BUSM7805C

Course Title: Contribute to the Development and Implementation of Strategic Plans

School: 365T Global Studies, Soc Sci & Plng

Campus: City Campus

Program: C6077 - Advanced Diploma of Justice

Course Contact : Irene Pagliarella

Course Contact Phone: +61 3 99254581

Course Contact

Name and Contact Details of All Other Relevant Staff

Irene Pagliarella, Program Coordinator 9925 4581

Georgy Dumas, Program Manager 9925 4203

Nominal Hours: 60

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

There are no pre-requisites for this course

Course Description

This course covers the second stage of the strategic planning process. It involves confirmation of strategic direction, the development of detailed objectives and strategies, and the creation of measures and criteria to evaluate progress towards those objectives

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

BSBMGT602A Contribute to the development and implementation of strategic plans


1. Confirm organisational mission, vision and purpose

Performance Criteria:

1.1 Stakeholders are consulted in an open and realistic way to engender support for the process

1.2 Expectations and requirements of the board/owners are being met

1.3 The mission, vision and purpose are consistent with the organisation’s stated values, and are realistic but challenging


2. Formulate strategic objectives and strategies

Performance Criteria:

2.1 Objectives are consistent with the environmental trend analyses, and forecasts have been developed

2.2 Objectives state clearly and in measurable terms, what the organization needs to achieve

2.3 Strategies are developed in the context of meeting chosen product differentiation and cost structure objectives

2.4 Value adding activities are introduced, consistent with the value chain analysis and the strategic direction

2.5 Strategies take account of competitive advantages and disadvantages identified

2.6 Opportunities for strategic alliances and co-operative ventures are incorporated into the strategies

2.7 Benchmarking of all key operational and support activities is undertaken

2.8 Opportunities for the purchase of value adding activities externally have been thoroughly evaluated


3. Evaluate and improve strategic performance

Performance Criteria:

3.1 Processes for the evaluation of strategic performance are supported by key stakeholders and approved by the board/owners

3.2 Key Performance Indicators and other criteria for measurement of achievement are developed in advance of implementation

3.3 Performance measures address all key aspects of organisational performance, to meet the interests of stakeholders

3.4 Performance data is analysed on a regular and planned basis, in terms of the indicators, performance standards and other criteria developed

3.5 Successes and performance gaps are clearly identified and analysed as to cause and effect

3.6 Strategic performance is reported to all stakeholders in a transparent manner and meeting all compliance requirements

3.7 Objectives and strategies are reviewed, evaluated and revised where necessary

3.8 The organisation’s mission, vision and purpose are reviewed and revised where necessary

Learning Outcomes

See Elements

Details of Learning Activities

Students will participate in a variety of teaching methods including: lectures, tutorials, class discussion, seminar presentations, group/individual work on projects, audio-visual presentations, field excursions where applicable, on site visits, and interaction with individuals and groups within the criminal justice area

Teaching Schedule

Week One: Introduction and Overview of Subject
Week Two: No class due to First Year Orientation Camp

Week Three: Program development, mission statement

Week Four: No class due to Public Holiday

Week Five: Semester Break-no class

Week Six: Management structure, organisational culture, team development

Week Seven: SWOT analysis

Week Eight: Strategic Objectives
Theoretical perspective of strategic plans

Week Nine: No class due to Public Holiday

Week Ten: Needs analysis

Week Eleven: Financial Planning

Week Twelve: Human Resource Planning

Week Thirteen: Program Implementation

Week Fourteen: Development of program monitoring techniques

Week Fifteen: Development of program evaluation techniques

Week Sixteen: Policy Development and implementation

Week Seventeen: Presentation of program

Learning Resources

Prescribed Texts


Other Resources

Overview of Assessment

To be advised

Assessment Tasks

There are 3 pieces of assessment in this subject, as follows:

1. Participation in Class Discussions. Students are expected to prepare for and attend all classes, and to actively participate in class discussions (15%). This portion of the final grade will be based upon the student’s critical engagement with the subject matter and readings, as demonstrated in the quality and quantity of their involvement in class discussions and debates. No marks are awarded simply for attendance; however as absence clearly precludes participation, it must be expected that consistent absences will impact upon the overall course grade.

In your allocated groups prepare a proposal for the development of a program related to the justice environment that will incorporate the following objectives:

• Identify the environmental, political, social changes that have an effect on the design, implementation and evaluation of the program
• Develop a needs analysis to determine the need for the program
• Establish the organisational structure, management team
• Develop strategic objectives
• Develop and implement the program design
• Develop monitoring and evaluation processes that determine the efficiency/effectiveness of the program


• In your allocated groups prepare the human resource components for the program you have developed.


INDIVIDUAL TASK (Word limit 1000)

As part of the final assessment, you are required to provide an individual reflection on your experience in the group activity.


1. How did you approach the group dynamics i.e., Tuckman’s theory on team formation?
2. Effective teams require both task and maintenance functions. .How did you engage in the group process of identifying the tasks to be done, allocating the tasks, completing the tasks and the delivery of the final assessment? What maintenance function did you engage in to keep the group synergy?
3. Who took the leadership role/roles? (One definite leader; shared leadership; what type of power structure did the group operate under?
4. How did that role manifest? How did you handle that?
5. How were decisions made? What criterion were used to establish agreement (majority vote, consensus; no opposition means agreement) what was the course of action if people disagreed?
6. How did you deal and manage intergroup conflict (taking into account personality styles). What did you do if the team regressed? To what extent were the arguments about which procedure should be used to do the work? To what extent did people take the arguments in the team personally?
7. In future team work what would do differently about:
a. Your own personality style
b. Expressing Feelings (anger, frustration, warmth, affection, excitement, boredom, competitiveness, etc.) overly polite;
c. Division of labor: Voluntarily? By discussion? How should critical tasks be fulfilled (including the maintenance tasks)?
d. Leadership: How should leadership functions be exercised? Shared? Elected? Appointed from outside?
e. Emotional Issues confronting groups particularly your identity how do you present yourself to others; what role should you take?
f. Power and Control: who should have the power and control? Why?
g. Personal Goals: which of my needs and goals can a group fulfil? Can any of my needs be met
8. Acceptance and Intimacy: How to become accepted by others? Do I accept them; do they like me; do I like them?

Assessment Matrix

Other Information


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Originality Verification software at RMIT University in the context of Academic Integrity
Concern about student plagiarism in Universities has led to a range of approaches in recent years. Some approaches have directly concentrated on simple policing, and others, on educative support to develop a strong culture of Academic Integrity in order to minimize plagiarism. It is this shared understanding between staff and students of what constitutes scholarship and originality that underpins the principle of academic integrity.

Turnitin Software
To support RMIT students and staff in maintaining integrity in all aspects of their academic work Turnitin Software (plagiarism detection software) may be used on your assignments. This software matches text from a submitted assignment. It identifies matching text from Internet sites, an increasing number of electronic journals and books, past assignments and a range of documents held in its database. It is the most widely used commercial software of its type and is used internationally as well in more than thirty Australian and New Zealand Universities.

When an assignment is submitted, the software reports on its findings, but without a ‘conscience’. It shows where text may have been copied, but it is the lecturer/teacher whose judgement on your work as a student is essential to determine whether referencing is present, faulty, or ignored.

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Course Overview: Access Course Overview