MGT603 Systems Thinking Assessment Help

ASSESSMENT 2 BRIEF
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
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 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:

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.
All references should be referenced alphabetically based on the APA Style, both intext and in the references section. The APA referencing guide can be located in the

“Academic Writing Guide at http://library.laureate.net.au/research_skills/referencing

The completed version of the “Assignment Cover Sheet” found via the ‘Policies and

Forms’ section on Torrens University’s website link

(https://www.torrens.edu.au/policies-and-forms) requires being added to the beginning of the MGT603 Assessment 2.

Please make sure to submit ONE Microsoft WORD Document (.doc OR .docx).
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.

MGT603 Assessment 2 Submission Instruction:

Ø 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 (Friday of Week 8).

MGT603 Systems Thinking Assessment Answers by assignmenthelp.net plagiarism-free at affordable prices

The Learning Facilitator will provide constructive feedback via Grade Centre in the Student Portal. Feedback can be viewed in My Grades.

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.

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 and unintended consequences of the policy change. CATWOE and root

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

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

definition are written

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 definition

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.

definition are not written properly.

CATWOE and root

definition are written but are somewhat vague

clearly

are written clearly

integrating all the dimensions

of CATWOE

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.

Audience cannot follow the line of reasoning.

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.

Demonstrates cultural sensitivity.

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 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 highquality, 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

Australia Universities

ACT

Australian Catholic University

Australian National University

Bond University

Central Queensland University

Charles Darwin University

Charles Sturt University

Curtin University of Technology

Deakin University

Edith Cowan University

Flinders University

Griffith University

Holmes Institute

James Cook University

La Trobe University

Macquarie University

Monash University

Murdoch University

Queensland University of Technology

RMIT University

Southern Cross University

Swinburne University of Technology

University of Adelaide

University of Ballarat

University of Canberra

University of Melbourne

University of Newcastle

University of New England

University of New South Wales

University of Notre Dame Australia

University of Queensland

University of South Australia

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University of Sydney

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