INMR98-Organisational Dynamics: Systems Thinking in the Digital Age

Module Provider: Business Informatics, Systems and Accounting
Number of credits: 20 [10 ECTS credits]
Level:7
Terms in which taught: Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2019/0

Email: d.c.lane@henley.ac.uk

Type of module:

Summary module description:

Information is everywhere – but how should we use it? This module is about using information to make decisions which steer an organisation effectively.Ìý

Digitalisation and globalisation have created tidal waves of data and globe-spanning organisations. The result is that it is hard to know what information to use to make decisions and hard to know what the consequences of our decisions are. Organisational dynamics – what could happen as time rolls forward - are hard to understand, hard to anticipate. Whilst all managers know that theirÌýorganisations are complex, inter-connected things, they lack the cognitive ability to activate this knowledge when making hard choices.ÌýÌý

This module provides a set ofÌýsystemsÌýtools for individuals and management teams to use which helpÌýimproveÌýthinking aboutÌýorganisational change andÌýpolicy interventions, and soÌýcreateÌýand steer organisations of allÌýtypes.ÌýÌý

The examples studied range across countries and sectors and the module draws significantly on the research and practical experience of the Convenor.

Aims:

How should we use information in our decision making?ÌýHowÌýcan we test whether the policies we use will steer the organisation in the way we wish?ÌýÌý

The aim of the module is toÌýprovide an introduction toÌý‘System Dynamics’, an approach which usesÌýsystemsÌýmaps andÌýsimulationÌýmodels toÌýunderstand the complex inter-relationships in organisations and how they lead to organisational dynamics. The approach helps users toÌýexplore the consequences of different strategies and toÌýmanageÌýcomplexity.Ìý

The module considers policy problems from business, public-policy making, epidemiology/ecology and elsewhere. It is structured in two parts. The first will introduce students to ‘Systems Thinking Mapping’. UsingÌýqualitative systems maps,Ìýstudents willÌýlearnÌýto think in terms ofÌýcomplex inter-relationships andÌýcausal mechanismsÌýso as to: (i) explain why organisations behave over time as they do; (ii) develop alternative policies which generate different behaviours. In the second part students will be introduced to the benefits of ‘SystemsÌýModelling’ - fully specifiedÌýcomputerÌýsimulation models. Students will be taught: howÌýbuildingÌýa model creates understandingÌýin management teams;ÌýandÌýhow experimentingÌýwith a model supports rigorous analysis of policy options byÌýhelping us ask ‘What would happen if I did this?’ questions.Ìý

Assessable learning outcomes:

On successful completion of the module, students will have the knowledge and skills necessary to applyÌýSystems Thinking Mapping to policy problems encountered in their work. Students will also have a grasp of what SystemsÌýModelling could contribute to a policy debate and be able to use such models to explore policy alternatives.?

Additional outcomes:

Students will see real-world problems in terms of causality and consequence and be able to deal with the interaction of multiple factors when considering strategic questions.Ìý

Outline content:

Across its two parts the module introduces students to the following subjects:?Ìý

• Role of causal theory building in policy analysisÌý

•ÌýSymbolsÌýand conventions of Systems Thinking MappingÌý

•ÌýUsing Systems Thinking MappingÌýto explainÌýorganisationalÌýbehaviourÌý

• Policy analysis usingÌýsystems thinkingÌý

• Symbols and software forÌýSystems ModellingÌý

• Policy experimentation using simulations models,?Ìý

• Managerial applications ofÌýSystemsÌýModelling.Ìý

Global context:

The moduleÌýwill be useful for all students butÌýis ofÌýparticular relevanceÌýto students who have worked in organisations (companies, governments, charities) dealing with complex international issues, or who aim to work in such organizations.Ìý

Brief description of teaching and learning methods:

The module will take a ‘skills development’ approach, focussing on giving students the opportunity to become familiar first with the ideas and then with the practical applications of Systems Thinking Mapping and SystemsÌýModelling.?Ìý

A range of teaching and learning methods will be employed. The classroom sessions will employ a mix of lectures, individual and group exercises, student presentations, and the use of dedicated System Dynamics software with a graphical interface. Students will be directed to theÌýUoRÌýLibrary resources to support and extend activities in class. A list of readings will be available before the module commences, readings will be set during the module and subsequent readings also recommended, all with the intent of enriching and developing student understanding.?Ìý

Ìý

Summative assessment- Examinations:

None. Assessment is by coursework only, the first (oral) in groups, the second on an individual basisÌý

Summative assessment- Coursework and in-class tests:

Assessment for the module will consist of two elements.Ìý

1. Working in assigned groups, students will useÌýqualitative systems thinkingÌý(= mapping) to analyse policy options. This assignment is assessed via group presentations during the classroom element of the course.Ìý


2. Working individually, students will write aÌý3000 wordÌý(+/-10%) report assessing the contribution thatÌýSystemsÌýModelling can make to management thinking, using two cases to illustrate and support their argument. This assignment is due after the classroom element.Ìý

Coursework 1 written materials and presentation are due on theÌýMondayÌýof weekÌý7, Spring Term (all students).Ìý

Coursework 2 is dueÌýFriday, week 5, Summer TermÌý(full-time students),?Friday, week 8, Summer TermÌý(part-time students)Ìý

Formative assessment methods:

The course is very interactive. This means that lecture sessions provide many opportunities for student contributions, and the discussion of their ideas. The scheduled classes and workshops are structured around problem sheets and model-based tasks and the sessions therefore afford extensive opportunities for feedback at a group and individual level.Ìý

Penalties for late submission:
Penalties for late submission on this module are in accordance with the University policy. Please refer to page 5 of the Postgraduate Guide to Assessment for further information: http://www.reading.ac.uk/internal/exams/student/exa-guidePG.aspx

Assessment requirements for a pass:

Using the appropriately weighted sum of the two coursework marks,ÌýStudents will be required to obtain a mark of 50% in each of the two Courseworks to pass the assessment.Ìý

Pass criteria - To achieve aÌýpass studentsÌýmust exhibit a satisfactory understanding of the module’s ideas, combined with some critical engagement with, and an application of, those ideas to real world examples.?Ìý

Ìý

Distinction criteria - To achieve distinction students must exhibit a deep understanding of the module’s ideas,Ìýcombined with a strong critical engagement with, and an application of, those ideas to real world examples in a highly creative and rigorous manner.?Ìý

Reassessment arrangements:

Reassessment will be by re-submission the written assignment with different cases being used.Ìý

Additional Costs (specified where applicable):

Last updated: 8 April 2019