TECHCOMM 7047OL - Systems Fundamentals
Online - Quadmester 4 - 2015
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General Course Information
Course Details
Course Code TECHCOMM 7047OL Course Systems Fundamentals Coordinating Unit Entrepreneurship, Commercialisation & Innov Centre Term Quadmester 4 Level Postgraduate Coursework Location/s Online Units 3 Available for Study Abroad and Exchange N Course Staff
Course Coordinator: Associate Professor Graciela Corral de Zubielqui
Name: Professor Vernon Ireland
BE, BA, MEngSc, PhD, FIEAust, EngExec
Short Bio:
From 1991-1996 Vernon was Corporate Development Director of Fletcher Challenge Construction, responsible for people and
business systems improvement in the USA, NZ, Australia, the Pacific and Asian businesses. He then became CEO of the Australian Graduate School of Engineering Innovation, an advanced engineering centre.
Prior to this he was Dean of the Faculty of Design, Architecture and Building at the University of Technology, Sydney. He was also Chair of the Building Services Corporation of NSW from 1987 to 1990 reporting to both Labor and Coalition Ministers. While an academic he completed his PhD in project management. After graduation he practised as a structural engineer for seven years.
Vernon initiated and completed the proposal to Congress and Council of Engineers Australia to establish CELM and was Deputy
Chair of the National Board for five years.
He was also President of the Sydney Division of Engineers Australia in 2004.
Vernon Ireland is currently Director of Project Management and Industry Programs for the Entrepreneurship, Commercialisation
and Innovation Centre of The University of Adelaide. He is based in Sydney.
Vernon has received three medals:
· The Silver Magnolia Medal awarded by the Shanghai Government for contributions to Chinese overseas relations;
· The Rotary International Gold Medal for contribution to vocational Education;
· Engineers Australia’s Medal for contribution to engineering.
Vernon has conducted four sets of international benchmarking studies, comparing Australia’s project management performance with that of the USA, the UK, Canada, Germany, Sweden and New Zealand for two Royal Commissions.
He has recently edited a volume of the Australian Journal of Civil Engineering on the business, leadership and management of
civil engineering.
He has been named by the Shanghai Government as one of the world 100 experts on Infrastructure.
Email: vernon.ireland@adelaide.edu.au
Phone: +61 411 153 861
Course Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
Monday 12th October 2015 to Sunday 20th December 2015 -
Learning Outcomes
Course Learning Outcomes
1 Identify what a complex system is and how they differ from simple and complicated systems 2 Use key aspects of complex systems and the benefits of particular approaches in managing complexity 3 Recognise whether a proposed system or project should be primarily in a controlled space or in the innovation space on the edge of chaos in order to gain the benefits 4 Recognise the benefits of system dynamics and its use in identifying leverage points in systems 5 Recognise the benefits of ‘Dancing with Systems’ rather than top-down management 6 Apply these advanced and uncommon skills to address societal problems 7 Investigate international best practice 8 Demonstrate continued learning and personaldevelopment through continued investigation of development in the discipline. University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1-8 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 4-5 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 4-6 Skills of a high order in interpersonal understanding, teamwork and communication. 6-8 A proficiency in the appropriate use of contemporary technologies. 6-8 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 7-8 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 6-8 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 6-8 -
Learning Resources
Required Resources
NO TEXTBOOK REQUIRED
Recommended Resources
Additional Support References are: Week 1 Kurtz, C. F., & Snowden, D. J. (2003). The new dynamics of strategy: Sense-making in a complex and complicated world. IBM Systems Journal, 42(3), 462-483.
Norman, D. & Kuras, M. (2006) Engineering Complex Systems in Complex Systems (C10) (2006), in Complex Engineered Systems, edited by Dan Braha, Ali Minai and Yaneer Bar-Yam, Springer;Week 2
Andriani, P. (2011), Complexity and Innovation, in Allen, P, Maguire, S. & McKelvey, B., [Eds], (2011), SAGE
Handbook of Complexity and Management, Los Angeles, 454-470;
Andriani, P., & B. McKelvey. (2010). Using Scale-free Theory from Complexity Science to Better Management Risk. Risk
Management, An International Journal, 12(1): 54-82.Week 4 Andriani, P. & Mckelvey, B., (2011a),Using scale free processes to explain punctuated change in management-relevantphenomena, International Journal of Complexity in Leadership and Management,Vol 1, No 3, 211-249; Andriani, P. & Mckelvey, B., (2011b),From Skew Distributions to Power Law Science, in Allen, P, Maguire, S. &McKelvey, B., [Eds], (2011), SAGE Handbook of Complexity and Management, LosAngeles, 254-273; Week 5 van Eijnatten, F. M.(2004a). Chaordic SystemsThinking: SomeSuggestions fora Complexity Framework to Informa Learning Organization. The Learning Organization, 11(6), 430-449. van Eijnatten, F. M. (2008). A Toolkit for Phase Transitions. Proceedings of EuropeanChaos and Complexity in Organisations Network (ECCON) Annual Meeting, 17-19 October. Bergen-Ann-Zee. Zhu, Z.(2007). ComplexityScience, Systems Thinkingand Pragmatic Sensibility. SystemsResearch andBehavioural Science,24(4), 445-464. Week 6 Bak, P. & Chen, K., (1991),Self-Organised Criticality, Scientific American. January; Helbing, D. (2013),Globally networked risks and how to respond, Nature, vol. 497, no. 7447; Week 8 Bosch, O., C.N. Nam, T. Maeno, & T.Yasui, Managing Complex Issues through Evolutionary Learning Laboratories,Systems Research and Behavioural Science, 2013. Week 9 Meadows, D., (2008), Dancing with Systems,Donella Meadows Institute,http://www.donellameadows.org/archives/dancing-with-systems/
Course Notes, Readings and PowerPoint Slides
These are all available electronically for enrolled students by download from MyUni.
Library Resources
The University of Adelaide’s Barr Smith Library provides a range of learning resources including texts, journals, periodicals, magazines, and access to online databases and information services. It also offers a virtual library which is accessible via the University’s website. The University Library web page is: http://www.adelaide.edu.au/library/
From this link, you are able to access the Library's electronic resources.
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Learning & Teaching Activities
Learning & Teaching Modes
No information currently available.
Workload
No information currently available.
Learning Activities Summary
Week Content Readings Activities 1 - 1 What is a complex system Reductionism General systems theory a. Why are systems complex and why does this make them more difficult to manage than hierarchic systems? b. Nominate a number of forms of complexity and describe what is complex and why? c. Does inclusion of a significant influence by people in a project make it complex?
See course notes 4.2 Answer Discussions questions Week 1
a. Why
are systems complex and why does this make them more difficult to manage than
hierarchic systems?
b. Nominate
a number of forms of complexity and describe what is complex and why?
Does
inclusion of a significant influence by people in a project make it complex?2
Requisite
variety
Examples
of complex systems
·
The Air Operations Centre
·
Supply chains
·
Federated Governments
·
United Nations
Families
Notes 4.2 and 4.3 Answer discussion qiuestions W2
a. Discuss
how examples of complex systems operate, including software driven examples
such as the Air Operations Centre, an enterprise, a coalition government and a
federation such as Australia or the USA, and a long terms close relationship
between two people
b. What
are the differences between a relationship developed through a legal basis and
a relationship based on agreement between people, such as in a family or a
friendship?
Discuss
autonomy and belonging in a close personal relationship.3
Ashby’s requisite variety
Emergence
Complicated and complex systems
Self-organization
Edge of chaos
Chaordic
systems
Discussion questions week 3
a. What
is requisite variety? What are its advantages and disadvantages?
b. Why
is there more innovation possible on the edge of chaos?
Discuss
chaordic systems and how they operate;4 5 6 7 8 9 10 -
Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Week Content Readings Activities 1
What is a complex system
Reductionism
General
systems theory
See course notes 4.2 Discussion questions
a. Why
are systems complex and why does this make them more difficult to manage than
hierarchic systems?
b. Nominate
a number of forms of complexity and describe what is complex and why?
Does
inclusion of a significant influence by people in a project make it complex?2
How complex systems operate
Examples of complex systems
·
Directed, Acknowledged,
collaborative, Virtual
·
Families
·
Federated Governments
·
United Nations
·
Supply chains
The
Air Operations Centre
Notes 4.2 and 4.3 Discussion questions
a. Discuss
how examples of complex systems operate, including software driven examples
such as the Air Operations Centre, an enterprise, a coalition government and a
federation such as Australia or the USA, and a long terms close relationship
between two people
b. What
are the differences between a relationship developed through a legal basis and
a relationship based on agreement between people, such as in a family or a
friendship?
Discuss
autonomy and belonging in a close personal relationship.3
Ashby’s requisite variety
Emergence
Complicated and complex systems
Self-organization
Edge of chaos
Chaordic
systems
Notes 4.3, 4.4, 4.5, 5.1-5.8 Discussion questions
a. What
is requisite variety? What are its advantages and disadvantages?
b. Why
is there more innovation possible on the edge of chaos?
Discuss
chaordic systems and how they operate;4
Fractal and power laws
Scale free behavior
Paretian
statistics
Notes 5.9 and 5.10 Discussion Questions
a. How
do fractals operate?
b. What
is scale free behavior and is it important?
Why
is it important to recognize the difference between Paretian and Gaussisn
statistics
Discussion questions
a. Whatis the relevance of Per Bak’s model of failure and how can we apply it? b. Whatis systemic risk and how does it occur? Whatis cascading risk? Provide examples of a failed system cascading into another?
Assignment 1 In no more than 1500 words: Analyze one of the following examples andreport: 1. Why the situation is complex; 2. How you would you identify what theissues are;3. How would you coordinate action;4. What tools would you use from the setprovided in this course Examples to choose from: a. The Air Operations Centre of the USDoDb. A dispute between two warring nationsc. Managing climate change in a majorgroup of countries;d. Security at a G20 meetinge. Adaptive learning of Australianmilitary forces in Afghanistanf. Pre-potential disaster preparation bycommunitiesg. Addressing corruption in tradeh. A close long-term personalrelationship. Grading Criteria:· Recognition that a reductionist, or PMBOK,approach will not address the key aspects of the system, project or problem;· recognition that different tools andapproaches are required;· recognition that the problem context is veryimportant;recognition that multiple systems could be interacting, includingpolitical, economic, social issues and traditional ways of behaving,technology, legal and environmental.5
Panarchy
and cycles of change
Tiny
initiating events
Importance
of context and the environment driving system structureNotes 5.11 Discussion questions
a. Comment
on Panarchy and provide examples of displaying cycles of change;
b. Name
and discuss organisations at various points of the panarchy cycle;
c. What
are implications for change management and organizational transformation?6
Self-organised criticality
Systemic
and cascading risks behaviorNotes 5.12, 5.17 Discussion questions
a. What
is the relevance of Per Bak’s model of failure and how can we apply it?
b. What
is systemic risk and how does it occur?
What
is cascading risk? Provide examples of a failed system cascading into another?7
Phase space
Path history
Attractor cages
Fitness
landscapeNotes 5.14, 5.20-5.22 Discussion questiona
a. What
is phase space and what are attractor cages?
b. Why
does path history affect attractor cages?
What
is the use of the concept of fitness landscape and how could it be measured?8
Systems dynamics
Bosch approach
Sense making
Leverage
pointsNotes 5.24, 5.25 Discussion questions
a. Discuss
strengths and weaknesses of System Dynamics; provide examples, with
explanations, of when it should have been used?
b. Why
is sense making an issue in complex systems?
Discuss
how leverage points are located?9
Complexity leadership
How leaders of complex organisationsthink
Dancing with systems
Systems
intelligenceNotes 5.23, 5.27, 5.29 Discussion questions
a. What
contributions do concepts of complexity bring to an understanding of
leadership?
b. How
do leaders differ in their thinking from more junior staff? How important is
vision?
What
essentially does Dancing with Systems contribute?10 Nil Nil Discussion questions Nil
Assignment 2
In a minimum of 10,000 words, and submit as a group of 4, choose a difficult issue that the world is
facing. An example could include those provided in assignment 2,
a.
The current and recent ISIS invasion of Iraq
& Syria;
b.
Solving disputes between warring nations;
c.
Reduction of corruption;
d.
A problem with a personal friend and partner
(F:F, M:M, M:F);
e.
Analyse the systems that affect teenage
development? How can a parent manage it?
Alternatively, groups may choose another
issue and describe it, in terms of the systems operating, the context of the
issue, and other relevant aspects.
Describe how your group would manage the
project, system, problem or issue both by considering the approaches used in
this course and any other approaches proposed.
A coordinated group response is required with
components by named group members, of at least 3000 words each.
ID
recommendations:
Week
1 – groups assigned?
Week
3-4 – select topic and submit for approval
Week
5-6 – submit outline and references for feedback
Week
8-9 – submit draft for feedback
Week
10 – final draft and presentation
Grading
Criteria?
Recognition
of:
·
the inability of
reductionist and with models to deal with such complex issues;
·
the role of major systems
interacting, including political, economic, social and traditional ways of
life, technology, legal, environmental, and possibly others;
·
systemic failure of one
system and possibly cascading into another;
perceptive
use of course material in dealing with the project, system or problem
described.Assessment Detail
No information currently available.
Submission
No information currently available.
Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
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