15336 Systems Thinking for Managers
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksRequisite(s): 144 credit points of completed study in spk(s): C10413 Bachelor of Design Architecture Master of Architecture
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Recommended studies:
students must read Chapter 1 of the textbook used in this subject before attending the block workshop
Description
The subject introduces the concepts of systems to help address management problems. It examines both hard and soft systems thinking approaches to develop an understanding of the interrelationships between various elements of a project and the environment in which they are executed. It equips students with systems diagnosis, systems thinking and business modelling tools to analyse issues arising in projects and design ways to maintain internal stability within a project while increasing its adaptive capability, and to deal with factors affecting the project due to factors beyond its control in its external environment.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Demonstrate a capacity to analyse and effectively communicate a way forward to improve a situation at work by applying systems thinking. |
|---|---|
| 2. | Explain the basic concepts of systems thinking as applied to management problems, as well as apply Checkland's soft systems thinking methodology and Beer's Viable Systems Models. |
| 3. | Use systems thinking and systems diagnosis tools to address issues arising in projects. |
| 4. | Demonstrate a capacity to apply computer software to create and analyse causal loop diagrams and build stock-and-flow simulation models. |
| 5. | Demonstrate a systemic thinking approach to practice. |
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- Identify and evaluate actual or potential ethical issues and determine sound ethical judgements in project contexts (Ethical Judgments) (A.1)
- Communicate effectively through written communication in projects at a professional level (Written Communication) (C.2)
- Develop and adapt project management knowledge to meet contextual demands (Knowledge Adaptation) (I.2)
- Think systemically and incorporate systems thinking approaches into project management (Systems Thinking) (I.3)
- Apply and extend advanced project management knowledge (Advanced Knowledge) (P.2)
- Apply methods and tools to analyse data and information for managing projects (Information Analysis) (P.4)
- Think critically and synthesise complex data (Critical Engagement) (R.1)
Teaching and learning strategies
Delivery of this subject will include lectures on key concepts, presentations by guest lecturers on applications of concepts, and active learning opportunities through targeted activities that will be integrated throughout the sessions through group work and in-class presentations by student groups. In addition, some flipped learning strategies have been integrated into the subject learning philosophy, including the use of pre-readings and/or multimedia content which must be completed prior to the first session. These pre-readings will lead to a pre-workshop assignment to assess your understanding and preparation for the sessions. In addition, online reference and resource material is provided that will be available throughout the semester, and relevant topics that relate to subject topics will also be posted from time to time to demonstrate relevance on the subject content. Feedback will be provided on formal assignment submissions either during the workshop or through REVIEW.
Content (topics)
- Review of systems thinking concepts;
- Complex adaptive systems;
- System dynamics: Stock and flow diagrams;
- Causal loop diagrams; System archetypes;
- Applying system dynamics to project management;
- Checkland's Soft Systems Methodology and its application;
- Beer's Viable Systems Model, and its application;
- Systems thinking and complex projects.
Assessment
Assessment task 1: Pre-workshop assignment
| Intent: | Distinguish between linear and systems thinking. | ||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): C.2 and R.1 | ||||||||||||
| Type: | Reflection | ||||||||||||
| Groupwork: | Individual | ||||||||||||
| Weight: | 10% | ||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Group and Individual Assignments Combined
| Intent: | Demonstrate an understanding of content delivered at the block workshop. | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 2, 3 and 4 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): A.1, I.2, I.3 and P.4 | ||||||||||||||||||||
| Type: | Exercises | ||||||||||||||||||||
| Groupwork: | Group, individually assessed | ||||||||||||||||||||
| Weight: | 50% | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Individual Assignment
| Intent: | Apply what was learnt during the semester in practice. | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 2, 3 and 5 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): C.2, I.3, P.2 and R.1 | ||||||||||||||||||||
| Type: | Essay | ||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||
| Weight: | 40% | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Project Management students are required to attend 80% of all classes for all enrolled subjects. Achievement of the subject’s aims is difficult if classes are not attended. Where assessment tasks are to be presented personally in class, attendance is mandatory. Pursuant to UTS rule 3.8.2 students who do not satisfy attendance requirements may be refused permission by the Responsible Academic Officer to be considered for assessment for this subject.
Required texts
Reynolds, M & Holwell, S, (Eds. ). 2020. Systems Approaches to Managing Change: A Practical Guide, 2nd Edn., Springer, London.
This book is available as an e-book from UTS Library.
Recommended texts
Checkland, P. & Poulter J. 2006, Learning for Action: A Short Definitive Account of Soft Systems Methodology and its Use for Practitioners, Teachers and Students, John Wiley, Chichester.
Jackson, M. 2003, Systems Thinking: A Creative Holism fro Managers, Wiley, New Jersey.
Morecroft, J. 2007, Strategic Modelling and Business Dynamics: A Feedback Systems Approach, John Wiley, Chichester.
Senge, P. 2006, The Fifth Discipline: The Art and Practice of the Learning Organization, 2nd edn. Random House, London.
See Reading List on Canvas
http://www.lib.uts.edu.au/search/ereadings
References
Anderson, V. and Johnson, L. 1997, System Thinking Basics: From Concepts to Causal Loops, Pegasus Communications, Waltham, MA.
Beer, S. 1984. The viable systems model: Its provenance, development, methodology and pathology, Journal of Operational Research Society, 35, pp. 7-26.
Beer, S. 1985, Diagnosing the System for Organizations, Wiley, Chichester.
Boardman, J. and Sauser, B., 2008, Systems Thinking: Coping with 21st Century Problems, CRC Press, Boca Raton.
Capra, F. 1996, The Web of Life: A New Synthesis of Mind and Matter, Flamingo, London.
Checkland, P. 1999, Systems Thinking, Systems Practice: Includes a 30-year Perspective, Wiley, New York.
Checkland, P. and Holwell, S. 1998. Information, Systems and Information Systems, Chichester: Wiley.
Checkland, P. and Scholes, J. 1990, Soft Systems Methodology in Action, Wiley, New York.
Checkland, P. 2000, The emergent properties of SSM in use: A symposium by reflective practitioners, Systemic Practice and Action Research, 13, 6, pp. 799-823.
Edson, M., Buckle-Henning, P. & Sankaran, S. 2017. (Eds.) A Guide to Systems Research: Philosophy, Processes and Practice, Springer, Singapore
Espejo, R. and Harnden, R.J. (eds), 1989, The Viable Systems Model: Interpretations and Applications of Stafford Beer’s VSM, John Wiley: Chichester, UK.
Flood, R.L. 1999, Rethinking the Fifth Discipline: Learning Within the Unknowable, Routledge, London.
Flood, R. 2000, A brief review of Peter, B. Check land’s contribution to systemic thinking, Systemic Practice and Action Research, 13, 6, pp. 723-732.
Forrester, J. 2003, Dynamic models of economic systems and industrial organizations, System Dynamics Review, 19, 4, pp. 329-345.
Gharajedaghi, J. 1999, Systems Thinking: Managing Chaos and Complexity: A Platform for Designing Business Architecture, Butterworth-Heinemann, Boston.
Hammond, D. 2003. The Science of Synthesis: Exploring the Social Implications of General Systems Theory, University of Press of Colorado, Boulder, Colorado.
Jackson, M.C. 2000, Systems Approaches to Management, Kluwer/Plenum, New York.
Jackson, W. 2002, The modern dilemma and the challenge to systems thinkers, Systems Research and Behavioural Science, 19,5, pp. 126-138.
Kim, D.H. 1998, Systems Archetype Basics: From Story to Structure, Pegasus Communications, Waltham, MA.
McGarvey, B. and Hannon, B. 2004, Dynamic Modelling for Business and Management: An Introduction, Springer, New York.
McLucas, A.C. 2005, System Dynamics Applications: A Modular Approach to Modelling Complex World Behaviour, Argos Press, Canberra.
Meadows, D.H. 2008, Thinking in Systems: A Primer, Chelsea Green, White River Junction.
Midgley, G. 2000, Systemic Intervention: Philosophy, Methodology and Practice, Kluwer Academic, New York.
Mingers, J. 2000. An idea ahead of its time: The history and development of soft systems methodology, Systemic Practice and Action Research, 13, 6, pp. 733-755.
Mingers, J. 2006, Realising Systems Thinking: Knowledge and Action in Management Science, Springer: New York.
Monk, A. & Howards, S. 1998. The rich picture: A tool for reasoning about work context, Interactions, March-April, pp. 21-30.
Moxnes, E. 2000, Not only the tragedy of commons: Misperceptions of feedback and policies of sustainable development, System Dynamics Review, 16, 4, pp. 325-349.
Olsen, J.E. and Haslett, T. 2002, Systemic thinking and learning organization, Working Paper Series, Faculty of Business and Economics, Monash University.
Ramage, M. & Shipp, K.2009. Systems Thinkers, Springer, Milton-Keyes.
Sankaran, S. 2017. Taking action in systems research, in Edson, M, Buckle-Henning,P. & Sankaran, S. (Eds.) A Guide to Systems Research: Philosophy, Processes and Practice, Springer: Singapore, pp. 111-142.
Sankaran, S., Tay, B.H. and Orr, M. 2009 Managing organizational change by using soft systems thinking in action research projects, International Journal of Managing Projects in Business, 2, (2), pp. 179-197.
Senge, P.M. 1990, The leaders’ new work: Building learning organizations, Sloan Management Review, 32, 1, pp. 7-18.
Senge, P., Kleiner, A., Roberts, C., Ross, R. and Smith B. 1999, The Dance of Change: The Challenges of Sustaining Momentum in Learning Organizations, Nicholas Brealey, London
Sheffield, S, Sankaran, S. & Haslett, T. (2012) Teaching systems thinking to tame complexity in project management, On the Horizon, 20, (2), pp. 126-136
Skyttner, L. 1998, The future of systems thinking, Systemic Practice and Action Research, 11, 2, pp 193.
Sterman, J.D. 2000, Business Dynamics – Systems Thinking and Modelling in a Complex World, McGraw Hill, New York.
Stave, K.V. 2002, Using system dynamics to improve public participation in environmental decisions, System Dynamics Review, 18, 2, pp. 139-141.
Sterman, J.D. 1989, Modelling managerial behaviour: Misperceptions of feedback, Management Science, 35, 3, pp. 312-338.
Sweeney, L.B. and Meadows, D. 1995, The Systems Thinking Playbook: Exercises to Stretch and Build Learning and Systems Thinking Capabilities, University of Hampshire, Durham.
Williams, T. 2002, Modelling Complex Projects, Wiley, New York.
Wilson, B. 2001, Soft Systems Methodology: Conceptual Model Building and its Contribution, Wiley, Brisbane.
Winter,M. 2006. Problem structuring in project management: An application of soft systems methodology (SSM), Journal of Operations Research Society, 57, pp. 802-812.
Winter, M. & Checkland, P. (2003). Soft systems; A fresh perspective for project management, Proceedings of the Institution of Civil Engineers - Civil Engineering , 156 (4), pp. 187-192