INMR98: Organisational Dynamics: Systems Thinking in the Digital Age

Module code: INMR98

Module provider: Business Informatics, Systems and Accounting; Henley Business School

Credits: 20

Level: 7

When you'll be taught: Semester 2

Module convenor: Professor David Lane, email: d.c.lane@henley.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: No

Last updated: 19 November 2024

Overview

Module aims and purpose

The aim of the module is to provide an introduction to ‘System Dynamics’, an approach which uses systems maps and simulation models to understand the complex inter-relationships in organisations and how they lead to organisational dynamics. The approach helps users to explore the consequences of different strategies and to manage complexity. Ìý

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

Information is everywhere – but how should we use it? This module is about using information to make decisions which steer an organisation effectively. The module is relevant to all students interested in policy analysis.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 their organisations are complex, inter-connected things, they lack the cognitive ability to activate this knowledge when making hard choices. Ìý

This module provides a set of systems tools for individuals and management teams to use which help improve thinking about organisational change and policy interventions, and so create and steer organisations of all types. Ìý

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

Module learning outcomes

By the end of the module, it is expected that students will be able to:Ìý

1. This module provides a set ofsystemstools for individuals and management teams to use which helpimprovethinking aboutorganisational change andpolicy interventions, and socreateand steer organisations of alltypes.Ìý

2. On successful completion of the module, students will have the knowledge and skills necessary to applySystems Thinking Mapping to policy problems encountered in their work.

3. Students will also have a grasp of what SystemsModelling could contribute to a policy debate and be able to use such models to explore policy alternatives.Ìý

4. 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 questionsÌý

Module content

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

1. Understanding the source of ‘behaviour over time’Ìý

2. Role of causal theory building in policy analysisÌý

3. Symbolsand conventions of Systems Thinking MappingÌý

4. Using Systems Thinking Mappingto explainorganisationalbehaviourÌý

5. Policy analysis usingsystems thinkingÌý

6. Symbols and software forSystems ModellingÌý

7. Policy experimentation using simulations models,Ìý

8. Managerial applications ofSystemsModellingÌý

Structure

Teaching and learning methods

The module takes 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 Systems Modelling.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 the UoR Library 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. These all with the intent of enriching and developing student understanding in a self-paced way.? Ìý

Ìý

The module considers policy problems from business, public-policy making, epidemiology/ecology and elsewhere. It is structured in two parts.ÌýÌý

The first will introduce students to ‘Systems Thinking Mapping’. Using qualitative systems maps, students will learn to think in terms of complex inter-relationships and causal mechanisms so as to: (i) explain why organisations behave over time as they do; (ii) develop alternative policies which generate different behaviours.ÌýÌý

In the second part students will be introduced to the benefits of ‘Systems Modelling’ - fully specified computer simulation models. Students will be taught: how building a model creates understanding in management teams; and how experimenting with a model supports rigorous analysis of policy options by helping us ask ‘What would happen if I did this?’ questions.

Study hours

At least 28 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

A weighted average of at least 50% on the module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

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.

Reassessment

Additional costs