| ASSESSMENT 2 BRIEF | |
| Subject Code and Title | MGT603: Systems Thinking |
| Assessment | Rich Picture, CATWOE and Root Definition Report |
| Individual/Group | Individual |
| Length | Up to 1200 words |
| Learning Outcomes | b) Create a visual depiction of a multi-dimensional complex situation that represents differing views |
| Submission | For regular class (12 Weeks Duration): By 11:55 pm AEST/AEDT Sunday of Module 4.2 (week 8) For intensive class (6 Weeks Duration): By 11:55 pm AEST/AEDT Sunday of Module 4.2 (week 4) |
| Weighting | 20% |
| Total Marks | 20 marks |
Assessment Task and Context
We live in a dynamic world, which consists of various complex adaptive systems and requires today’s managers to take a holistic view of the business. In order to gain a holistic understanding, managers need to understand all the key internal and external stakeholders and the intended and unintended consequences of their decisions. To achieve this objective, managers need to learn and apply systems thinking tools and techniques. One such tool is “Rich Picture”. Rich Picture helps us express our own understanding of the world, the stakeholders to be considered and the impact that they may have our actions. Tools such as Rich Picture, CATWOE and Root Definition Reports, help us to understand others’ perspectives without getting involved in conflicting arguments of convincing one another about their own worldview.
Instructions
*** This assessment is linked to MGT603 Assessment 1 (Part A).
To successfully complete MGT603 Assessment 2, students will require to write a comprehensive report that helps resolve the problem that they have introduced in MGT603 Assessment 1 (Part A) for their selected case organisation.
Using the resulting discussion from MGT603 Assessment 1 (Part A), students are required to analyse and synthesise consequences of the selected case organisation’s issue/problem/challenge on various internal and external stakeholders involved while achieving the goals and objectives through policy implementation.
There are two (2) important discussions to MGT603 Assessment 2.
- Rich Picture: Students are required to create/draw a Rich Picture of the identified problem/challenge/issue in MGT603 Assessment 1 (Part A). The Rich Picture can be hand
drawn and should provide a concise overview of the complex system under review.
- Root Definition Report Using CATWOE: A “Root Definition Report” is a “structured analysis and description of the system being investigated”. A Root Definition Report explains, “what”, “how” and “why”. A CATOWE analysis can help in the development of a thorough Root Definition Report. CATWOE is a mnemonic that identifies all stakeholders in the system being analysed.
To successfully complete MGT603 Assessment 2 report, it must include:
- Rich Picture
- Root Definition Report Using CATWOE
- And based on these tools (Rich Picture and Root Definition Report Using CATWOE), students will recommend two (2) optimal solutions to overcome the problem/issue/challenge identified in MGT603 Assessment 1 (Part A).
MGT603 Assessment 2 Submission Instructions:
The Rich Picture and Root Definition Report using CATWOE needs to be produced according to academic writing guidelines and must be submitted in compliance with the following:
- The submission must be in WORD document format and must contain a “signed” assessment cover sheet.
- You should make significant references to the subject material and substantial wider reading. A minimum of six (6) academic-related (e.g. peer-reviewed journal articles, books chapters, university resources, conference papers) and a minimum of two (2) other references (e.g. newspaper articles, industry reports, and etc.) are required in this assessment. References to ‘Wikipedia’ or similar unsubstantiated sources will not be accepted. It is highly advised to use recent references (from the past five years) where possible and necessary.
- It is essential that students use appropriate APA style for citing and referencing research. Please see more information on referencing here in the Academic Writing Guide found via the Academic Skills website.
- In academic writing, it is highly advised to write in the third person (e.g. the author, the writer, the researcher).
- Within your assessment document all sections and sub-sections of the report require being numbered (e.g. 1, 1.1, 2, 2.2, etc.). Furthermore, all submissions require having page numbers.
- All inserted Figures and Tables within the assessment require being labelled and numbered appropriately (e.g. Figure 1: Rich Picture …., Table 1: CATWOE Analysis ….). Furthermore, they all require being initially stated/introduced and then discussed in-detail and in-depth.
- The “Rich Picture” for the chosen case organisation requires being drawn by the student. Only “scanned” hand-drawn Rich Pictures are accepted.
- Please make sure to review the provided marking rubric at the end of this document for your information.
Referencing
It is essential that students use appropriate APA style for citing and referencing research. Please see more information on referencing here in the Academic Writing Guide found via the Academic Skills website.
Academic Integrity
All students are responsible for ensuring that all work submitted is their own and is appropriately referenced and academically written according to the Academic Writing Guide. Students also need to have read and be aware of Torrens University Australia Academic Integrity Policy and Procedure and subsequent penalties for academic misconduct. These are viewable online. Students also must keep a copy of all submitted material and any assessment drafts.
MGT603 Assessment 2 Submission Instruction:
- Submit MGT603 Assessment 2 via the MGT603 Assessment 2 link in the Assessment section found in the main navigation menu of the subject Blackboard site by end of Module 4.2 (Sunday of Week 8).
The Learning Facilitator will provide constructive feedback via Grade Centre in the Student Portal. Feedback can be viewed in My Grades.
Assessment Rubric: MGT603 Systems Thinking Assessment 2
| Assessment Attributes | Fail (Yet to achieve minimum standard) 0-49% | Pass (Functional) 50-64% | Credit (Proficient) 65-74% | Distinction (Advanced) 75-84% | High distinction (Exceptional) 85-100% |
| Knowledge and understanding (technical and theoretical knowledge) Understands theoretical models and concepts Percentage for this criterion = 25% | Limited understanding of required concepts and knowledge Key components of the assignment are not addressed. | Knowledge or understanding of the field or discipline. Resembles a recall or summary of key ideas. Often confuses assertion of personal opinion with information substantiated by evidence from the research/course materials. | Thorough knowledge or understanding of the field or discipline/s. Supports personal opinion and information substantiated by evidence from the research/course materials. Demonstrates a capacity to explain and apply relevant concepts. | Highly developed understanding of the field or discipline/s. Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Well demonstrated capacity to explain and apply relevant concepts. | A sophisticated understanding of the field or discipline/s. Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Mastery of concepts and application to new situations/further learning |
| Context, Audience and Purpose Percentage for this criterion = 25% | Demonstrates no awareness of context and/or purpose of the assignment. Rich picture does not show relevant stakeholders, goals, intended | Demonstrates limited awareness of context and/or purpose of the assignment Rich picture show some but not all relevant stakeholders. Goals, | Demonstrates consistent awareness of context and/or purpose of the assignment. Rich picture show all relevant stakeholders. Goals, | Demonstrates an advanced and integrated understanding of context and/or purpose of the assignment. Rich picture show all relevant stakeholders. Goals, intended and | Consistently demonstrates a systematic and critical understanding of context and purpose of the assignment. Rich picture show all relevant stakeholders. Goals, intended and unintended consequences of the policy change are written clearly in |
| and unintended consequences of the policy change. CATWOE and root definition are not written properly. | intended and unintended consequences of the policy change are written but lack clarity CATWOE and root definition are written but are somewhat vague | intended and unintended consequences of the policy change are written clearly. CATWOE and root definition are written clearly | unintended consequences of the policy change are written clearly in an integrated manner. CATWOE and root definition are written clearly integrating all the dimensions of CATWOE | an integrated manner, demonstrating systematic and critical understanding of the context and purpose of the assessment. CATWOE and root definition are written properly, demonstrating systematic and critical understanding of the context and purpose of the assessment. | |
| Analysis and application with synthesis of new knowledge Percentage for this criterion = 25% | Limited synthesis and analysis. Limited application/ Recommendations based upon analysis. | Demonstrated analysis and synthesis of new knowledge with application. Shows the ability to interpret relevant information and literature. | Well-developed analysis and synthesis with application of recommendations linked to analysis/synthesis. | Thoroughly developed and creative analysis and synthesis with application of pretested models and / or independently developed models and justified recommendations linked to analysis/synthesis. | Highly sophisticated and creative analysis, synthesis of new with existing knowledge. Strong application by way of pretested models and / or independently developed models. Recommendations are clearly justified based on the analysis/synthesis. Applying knowledge to new situations/other cases. |
| Effective Communication Percentage for this criterion = 15% | Difficult to understand for audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence. | Information, arguments and evidence are presented in a way that is not always clear and logical. Line of reasoning is | Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments. Line of reasoning is | Information, arguments and evidence are very well presented; the presentation is logical, clear and well supported by evidence. Demonstrates cultural | Expertly presented; the presentation is logical, persuasive, and well supported by evidence, demonstrating a clear flow of ideas and arguments. Engages and sustains audience’s interest in the |
| Audience cannot follow the line of reasoning. | often difficult to follow. | easy to follow. | sensitivity. | topic, demonstrates high levels of cultural sensitivity Effective use of diverse presentation aids, including graphics and multi-media. | |
| Correct citation of key resources and evidence Percentage for this criterion = 10% | Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas. | Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed. | Demonstrates use of high quality, credible and relevant resources to support and develop ideas. | Demonstrates use of good quality, credible and relevant resources to support and develop arguments and statements. Shows evidence of wide scope within the organisation for sourcing evidence | Demonstrates use of high- quality, credible and relevant resources to support and develop arguments and position statements. Shows evidence of wide scope within and without the organisation for sourcing evidence |
| The following Subject Learning Outcomes are addressed in this assessment | |
| SLO a) | Critically evaluate the paradigms of Systems Thinking conceptualisation and its application to contemporary business issues |
| SLO b) | Create a visual depiction of a multi-dimensional complex situation that represents differing views |
| SLO c) | Analyse, select and apply systems modelling tools in integrating, optimising and enhancing business processes within contemporary organisations |
| SLO d) | Synthesise technological and non-technological solutions to business problems that promote integration and that optimise whole-of-enterprise operations |
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