01 May Instructions: This assessment is to be completed individually and is linked to Assessment 1.
| 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 | By 11:55pm AEST/AEDT Friday of Module 4.2 (week 8) |
| Weighting | 20% |
| Total Marks | 20 marks |
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 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 helps us to understand others’ perspectives without getting involved in conflicting arguments of convincing one another about their own worldview.
Instructions:
This assessment is to be completed individually and is linked to Assessment 1.
To successfully complete Assessment two (2) students will write a comprehensive report that helps resolve the problem they introduced in Assessment 1. Using the resulting discussion as a platform students are required to analyse and synthesise consequences on various stakeholders involved while achieving the goals and objectives through policy implementation. There are two (2) sections to Assessment 2
§ Rich Picture – Students are to create a Rich Picture of the problem they identified in Assessment 1. This can be hand drawn and should provide an consise 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 the what, how and why. A CATWOE analysis can help in the development of a thorough Root Definition Report. CATWOE is a mnemonic that identifys all stakeholders in the system being analysed. CATWOE stands for
C– Customers/clients
A – Actors
T – Transformation Process
W- Weltanschauung / Worldview
O – Owners
E- Environment
To successfully complete Assessment 2 both sections must be completed. Your final report must include
§ Rich Picture
§ Root Definition Report using CATWOE.
§ And, based on these two tools, students will recommend a minimum of two (2) optimal solutions to overcome the problem/policy challenge identified in Assessment 1.
PLEASE NOTE: Your artistic talent will not be assessed, but rather your holistic understanding of the problem in question.
For further assistance please refer to the below links for examples of Rich Pictures and CATWOE analysis.
§ https://elabor8.com.au/rich–pictures–and–catwoe–simple–yet–powerful–scopemodelling–techniques/
§ https://www.sswm.info/planning–and–programming/exploring–tools/preliminaryassessment–current–status/rich–pictures
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;
1. You should make significant references to the subject material and substantial wider reading. A minimum four (4) academic (books & peer-reviewed journal articles) & two (2) other sources (newspaper article, trade publications, websites, etc.) must be used. These should be referenced in the APA style, both in-text and in a reference list. References to ‘Wikipedia’ or similar unsubstantiated sources will not be accepted.
2. The Assessment is to include in-text citations and a reference list following the latest
APA referencing style. The APA referencing guide can be located in the Academic Writing Guide at http://library.think.edu.au/ld.php?content_id=1882254
3. Submit Rich Picture, CATWOE and Root definition Report (with references) via the Assessment link in the main navigation menu in MGT603 Systems Thinking on the Student Portal. The Learning Facilitator will provide feedback via Grade Centre in the Student Portal. Feedback can be viewed in My Grades.
Students should use the brief to guide what to include in the assessment and the following rubric to inform the standard required.
Learning Rubric: MGT603 Assessment 2 Rich Picture, CATWOE and Root Definition Report
| Assessment Attributes | Fail (Unacceptable) 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.
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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 25% |
Demonstrates no awareness of context and/or purpose of the assignment. Rich picture does not show relevant stakeholders, goals, intended and unintended consequences of the policy change CATWOE and root definition are not
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Demonstrates limited awareness of context and/or purpose of the assignment Rich picture show some but not all relevant stakeholders. Goals, intended and unintended consequences of the policy change are written but lack clarity CATWOE and root
|
Demonstrates consistent awareness of context and/or purpose of the assignment.
Rich picture show all relevant stakeholders. Goals, intended and unintended consequences of the policy change are written clearly CATWOE and root
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Demonstrates an advanced and integrated understanding of context and/or purpose of the assignment. Rich picture show all relevant stakeholders. Goals, intended and unintended consequences of the policy change are written clearly in an integrated manner CATWOE and root
|
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 an integrated manner, demonstrating systematic and critical understanding of the context and purpose of the assessment. CATWOE and root
|
| Analysis and application with synthesis of new knowledge Percentage for this criterion 25% |
Limited synthesis and analysis.
Limited
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Demonstrated analysis and synthesis of new knowledge with application.
Shows the ability to interpret relevant information and literature.
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Well-developed analysis and synthesis with application of recommendations linked to analysis/synthesis.
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Thoroughly developed and creative analysis and synthesis with application of pretested models and / or independently developed models and justified recommendations linked to analysis/synthesis.
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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
|
| Effective Communication Percentage for this criterion |
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 often difficult to follow. |
Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments.
Line of reasoning is easy to follow. |
Information, arguments and evidence are very well presented; the presentation is logical, clear and well supported by evidence. | Expertly presented; the presentation is logical, persuasive, and well supported by evidence, demonstrating a clear flow of ideas and arguments. |
| 15% |
Audience cannot follow the line of reasoning.
|
|
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Demonstrates cultural sensitivity.
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Engages and sustains audience’s interest in the topic, demonstrates high levels of cultural sensitivity Effective use of diverse presentation aids, including graphics and multi-media.
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| 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.
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Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed.
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Demonstrates use of high quality, credible and relevant resources to support and develop ideas.
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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
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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 |
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