PROJMGNT 7047OL - Systems Fundamentals

Online - Quadmester 4 - 2016

The content of the course focuses on exploration of complex systems and the key aspects of these and the benefits for managing complex projects appropriately. There is recognition of reductionist thinking and its benefits and disadvantages; General Systems theory is discussed; Checkland?s soft system methodology and Senge?s system dynamics provide a context and specific skills. Major topics addressed include Network of essentially parallel systems; Emergence ; Self-organisation; Inhabiting the complexity space between order and chaos; Power laws and Paretian behaviour; Scale free and fractal behaviour; Self-organised criticality; Tiny initiating events; Prigogine?s dissipating structures theory; Kauffman?s fitness landscape; the Environment driving system scope and structure; Dynamism; Attractor cages & Phase space ; Path history; Systemic and cascading risk and black swan events; Sense making and common meaning; Identifying leverage points; Systems intelligence.

  • General Course Information
    Course Details
    Course Code PROJMGNT 7047OL
    Course Systems Fundamentals
    Coordinating Unit Entrepreneurship, Commercialisation & Innov Centre
    Term Quadmester 4
    Level Postgraduate Coursework
    Location/s Online
    Units 3
    Contact Approximately 4 hours per week over 10 weeks (interaction & preparation)
    Available for Study Abroad and Exchange Y
    Course Description The content of the course focuses on exploration of complex systems and the key aspects of these and the benefits for managing complex projects appropriately. There is recognition of reductionist thinking and its benefits and disadvantages; General Systems theory is discussed; Checkland?s soft system methodology and Senge?s system dynamics provide a context and specific skills. Major topics addressed include Network of essentially parallel systems; Emergence ; Self-organisation; Inhabiting the complexity space between order and chaos; Power laws and Paretian behaviour; Scale free and fractal behaviour; Self-organised criticality; Tiny initiating events; Prigogine?s dissipating structures theory; Kauffman?s fitness landscape; the Environment driving system scope and structure; Dynamism; Attractor cages & Phase space ; Path history; Systemic and cascading risk and black swan events; Sense making and common meaning; Identifying leverage points; Systems intelligence.
    Course Staff

    Course Coordinator: Associate Professor Indra Gunawan

    Project Management
    Name: Associate Professor Indra Gunawan
    Email: indra.gunawan@adelaide.edu.au


    Teaching Staff:

    Term 2 Online
    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

    Term 4 Online
    Name: Associate Professor Indra Gunawan

    Associate Professor Indra Gunawan received his PhD in Industrial Engineering and MSc in Construction Management from Northeastern University, USA.  Prior to joining the University of Adelaide, he was a program coordinator for Maintenance and Reliability Engineering at
    Monash University.  Previously he has also taught in the Department of Mechanical and Manufacturing Engineering at Auckland University of Technology, New Zealand and worked as the Head of Systems Engineering and Management program at Malaysia University of Science and Technology (in collaboration with the MIT, USA).  His current research interests include system reliability modelling, maintenance optimisation, project management, applications of operations research, and operations management.  He is actively involved in the Asset Management Council, a technical society of Engineers Australia.

    Email:
    indra.gunawan@adelaide.edu.au

    Phone:
    +61 (8) 8313 3255
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    Monday 10th October to Sunday 18th December 2016
  • 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)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1-8
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1-6, 8
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    3, 6-8
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1,2,3,6,8
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    2,3,5,6,7,8
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    2,7,8
  • 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.  


    Online Learning

    LEARN is the University of Adelaide’s platform for dedicated online delivery. LEARN is a customised version of Moodle, and houses all course requirements including the course profile, announcements, additional course materials (beyond the prescribed text), assessment items, discussion forums, grading, feedback, links to various university and course resources, an internal website email system, a technical assistance facility, etc. LEARN is only accessible once the URL and a password have been provided to the student on enrolment. Students are given access to the course prior to the start date to familiarise themselves with the operational aspects and functionality of the website.

  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course is offered in online mode.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    As a guide, a 3 unit course comprises a total of 156 hours.
    Learning Activities Summary
    Week 1
    What is a Complex System?
    Reductionism
    General Systems Theory

    Week 2
    How Complex Systems Operate
    Examples of Complex Systems
    Directed, Acknowledged, Collaborative, Virtual
    Families
    Federated Governments
    United Nations
    Supply chains
    The Air Operations Centre

    Week 3
    Ashby’s Requisite Variety
    Emergence
    Complicated and Complex Systems
    Self-organization
    Edge of Chaos
    Chaordic Systems

    Week 4
    Fractal and Power Laws
    Scale Free Behaviour
    Paretian Statistics

    Week 5
    Panarchy and Cycles of Change
    Tiny Initiating Events
    Importance of Context and the Environment Driving System Structure

    Week 6
    Self-organised Criticality
    Systemic and Cascading Risks Behavior

    Week 7
    Phase Space
    Path History
    Attractor Cages
    Fitness Landscape

    Week 8
    Systems Dynamics
    Bosch Approach
    Sense Making
    Leverage Points

    Week 9
    Complexity Leadership
    How Leaders of Complex Organisations Think
    Dancing with Systems
    Systems Intelligence

    Week 10
    Use of tools and techniques

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    An overview of the course assessment appears in the following Table. Details appear in the following section:
    #AssessmentLengthWeightingDue DateLearning Outcomes
    1 Discussion Contributions 20% Wednesday-Sunday All Weeks 1-8
    2 Assignment 1 1500 words 20% Sunday Week 6 1-4
    3 Assignment 2 1500 words 20% Sunday Week 7 4-5
    4 Assignment 3 (Group) 3000 words per group member 40% Sunday Week 10 1-8
    Total 100%
    Assessment Related Requirements
    Students must complete all course assessment requirements and must attend all lectures to be eligible to pass the course. 

    Course results are subject to moderation by the ECIC Board of Examiners

     

    Assessment Detail
    Discussion Contributions Wednesday-Sunday All Weeks 20%
    Assignment 1 Sunday Week 6 20%
    Assignment 2 Sunday Week 7 20%
    Assignment 3 (Group) Sunday Week 10 40%


    Assignment 1
    Submit your completed assignment to the Assignment Submission tab below by Sunday of this week. 

    Learning outcomes:
    Understanding of key aspects of complex issues
    Discrimination between the various components which could be used
    Application of Systems Fundamentals concepts to current complex issues in society
    Development of a plan to understand and deal with the issue.

     
    ASSIGNMENT INSTRUCTIONS:
    Analyze one of the following examples and report: 

    1.     Why the situation is complex? 

    2.     How you would you identify what the issues are; 

    3.     How would you coordinate action; 

    4.     What tools would you use from the set provided in this course.

     
    EXAMPLES TO CHOOSE FROM:
    ·       The Air Operations Centre of the US DoD
    ·       A disputebetween two warring nations
    ·       Managingclimate change in a major group of countries
    ·       Security ata G20 meeting
    ·       Adaptivelearning of Australian military forces in Afghanistan
    ·       Pre-potentialdisaster preparation by communities
    ·       Addressingcorruption in trade
    ·       A closelong-term personal relationship



    Assignment 2
    Submit your completed assignment to the Assignment Submission tab below by Sunday of this week. 

     
    ASSIGNMENT INSTRUCTIONS
    In preparation for dealing with complex projects:

    a. Why do we study complexity when the general systems model, and a reductionist approach, offers a simpler model? 

    b. What are the consequences if we do not recognize complexity and provide two examples to illustrate your points; 

    c. Comment on the use of PMBOK to manage the following projects: 

    ·       The current and recent ISIS invasion of Iraq & Syria;
    ·       Solving disputes between warring nations;
    ·       Reduction of corruption;
    ·       A problem with a personal friend and partner (F:F, M:M, M:F);
    ·       Analyse the systems that affect teenage development? How can a parent manage it?
    ·       A close long-term personal relationship

     
    IN PROVIDING AN ANSWER:
    ·       Describe the context of the issue and how this is relevant.
    ·       Analyse and comment on why the issues is complex.
    ·       Discuss your recommended choice of methods to understand the issue better.
    ·       Choose tools to manage the issue and how you would operate these.
    ·       How does a project manager exercise governance?
    ·       How is resilience encouraged?



    Assignment 3
    Submit your completed group assignment to the Assignment Submission tab below by Sunday of this week. Note: You only need to submit one copy of your assignment per group. Your group will also submit your outline, references, and any rough drafts to the Assignment Submission tab below in the weeks prior to your final assignment submission.

     
    ASSIGNMENT INSTRUCTIONS
    Choose a difficult issue that the world is facing. An example could include those provided in assignment 2, 

    ·       The current and recent ISIS invasion of Iraq & Syria;
    ·       Solving disputes between warring nations;
    ·       Reduction of corruption;
    ·       A problem with a personal friend and partner (F:F, M:M, M:F);
    ·       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.




    Submission

    All text based assignments must be submitted via Drop Box in LEARN

    There are a few points to note about the submission of assignments:

    • Assignment Submission: Assignments should be lodged via Drop Box in the LEARN system. Please refer to individual assignment tasks for specific submission details relevant to each task. Note that assignments may be processed via TURNITIN, which is an online plagiarism prevention tool.
    • Cover Sheet: As part of your assignment, please add the completed University of Adelaide Assessment Cover Sheet to your assignment, providing details of yourself and your team members (if applicable), your assignment, the course, date submitted, etc. as well as the declaration signed by you that this is your (your team’s) work. Note that the declaration on any electronically submitted assignment will be deemed to have the same authority as a signed declaration. Where applicable, also include the word count excluding title pages and references.
    • Backup Copy of Assignments: You are advised to keep a copy of your assignments in case the submitted copy goes missing. Please ensure that all assignment pages are numbered. If your assignment contains confidential information, you should discuss any concerns with the Course Lecturer prior to submission.
    • Extensions of Time: Any request for an extension of time for the submission of an assignment should be made well before the due date of the assignment to the Course Lecturer. Normally, extensions will only be granted for a maximum of two weeks from the original assignment submission date. Extensions will only be granted in cases of genuine extenuating circumstances and proof, such as a doctor’s certificate, may be required.
    • Failure to submit an assignment on time or by the agreed extension deadline may result in penalties and may incur a fail grade. Note that a late penalty of 5% of the total available marks for that assessment item will be incurred each day an assignment is handed in late. Assignments handed in after 14 days from the due submission date will fail even if a 100% mark is granted for the work.
    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.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
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