Writer’s choice: Please follow instructions. The organization I selected is Apple
Please assign only writer for this project because this paper will go all the way until February 2022. Part 1 & 2 paper/project should be on this TEMPLATE and the subsequent once. The template is attached below.
Also, 4 citations less than 5 years, from 2016 up.
DO NOT DELETE TEMPLATE MATERIAL FOR WEEK 4-10
Week 3: Systems Dynamics Overview
Although systems thinking is seen by many as a powerful problem-solving tool, we believe it is more powerful as a language, augmenting, and changing the ordinary ways we think and talk about complex issues.
—Senge, Ross, Smith, Roberts, and Kleiner (1994, p. 88)
How does systems thinking help us to understand the organizations we are part of, such as our company, our community, our city, or our family? There are many definitions of systems, but most include the characteristics of several interacting parts (a network) that perform some function. An organization is a system, as is a city or a country. A person is a system. For example, humans have inputs of food and liquids, and processes, such as growth and change. Humans also have many subsystems, such as the circulatory and immune systems. Within each person there is a synchronization of muscles, cells, and organs, such as the heart. Consider that the heart is not a single organ; rather, it is all the muscle cells expanding and contracting at the same time. Now, reflect upon how this unifying concept can be used to describe how other things work.
This week, you consider systems dynamics concepts within organizations and how those concepts may influence leadership and management. Then, you explore the systems dynamics within your selected organization for your Final Project.
Learning Objectives
This week, you will:
Evaluate how stocks, flows, and feedback loops may affect decision making
Skills
You will develop the following skills:
Evaluate organizations using systems thinking
Evaluate how stocks, flows, and feedback loops may affect decision making
Learning Resources
Recommended Readings
Meadows, D. H. (2008). Thinking in systems: A primer. White River Junction, VT: Chelsea Green.
Chapter 1, “The Basics” (pp. 11–34)
Chapter 2, “A Brief Visit to the Systems Zoo” (pp. 35–72)
Chapter 3, “Why Systems Work So Well” (pp. 75–85)
Recommended Media
Woodlock, D. (2009). Introduction to system dynamics [Video file]. Retrieved from http://www.youtube.com/watch?v=iwrni8BvrbY
Note: The approximate length of this media piece is 10 minutes.
Woodlock, D. (2010). Introduction to stock and flow diagrams [Video file]. Retrieved from https://www.youtube.com/watch?v=c27Rbmix6sE
Note: The approximate length of this media piece is 8 minutes.
Final Project Component: Section 2–Systems Dynamics
Systems Dynamics: Stocks, Flows, and Feedback Loops
This week, you continue the Consultancy Report for the executive leadership of their selected organization.
This assignment is important, as it continues the development of the organizational model started last week. Models are representations of reality; for example, a map is not the territory, but a map is useful when traveling or exploring over time. Additionally, developing models is helpful in gaining a better understanding of whatever is being modeled. To the extent that a model can be digitized, simulation may be possible to gain additional understanding of how the dynamics play out, instead of having just a static model. Software packages such as NetLogo, iThink, Stella, and to some extent, Excel, are useful in exploring systems dynamics over time.
Stocks are accumulators in this context; they are not financial instruments. In systems terms, stocks are inventories of raw materials, finished goods, cash on hand, the number of employees, and so on. Flows illustrate the material, information, and energy that are input to and from stocks.
Feedback loops are either positive (amplifying) or negative (goal-seeking) structures that affect flows and stocks. More specifically, flows represent the rate of change in stocks and are measured over time. For example, a company might have $1,000,000 cash on hand in a bank account earning 2% interest. A positive feedback loop would be adding the 2% interest to the account each time period and not taking anything out. The interest rate remains the same, but as 2% is continually added, the principle becomes larger, and the 2% of this larger amount becomes larger as well, thus increasing the size of the bank account. An example of a negative feedback loop is a company of 500 people looking to hire 20 more employees. Thus, 20 employees is the target, and people are hired until reaching 20.
Review the Final Project Template for details about this week’s Final Project component.
Please include the following in 2–3 pages:
Evaluate at least three stocks and associated flows in your selected organization.
Evaluate at least one positive feedback loop in your selected organization.
Evaluate at least two examples of how understanding stocks, flows, and feedback loops might improve decision making within the organization.
Include proper APA citations to support all statements by referencing sources from relevant peer-reviewed articles published within the last 5 years.
By Day 7
Submit Sections 1 and 2 of your Final Project.
Note: Stocks in this context are not stocks as in stocks and bonds! Stocks are something that can be accumulated, and, yes, stocks can be accumulated or aggregated in a stock portfolio. Thus, while perhaps weird, you could have stock of stocks! But stock is an accumulation, not a financial instrument in this class and in systems science.
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Name: MGMT_8007M_Week3_Project_Rubric
Grid View
List View
Superior Criteria Excellent Criteria Satisfactory Criteria Marginal Criteria Unacceptable Criteria
Element 1: Model of Organization (Section 1)
18 (10%)
Student’s presentation includes a thorough and detailed model for his/her organization that accurately identifies inputs, top-level organizational process, outputs, and two or more thresholds or tipping points beyond which the organization would become unrecognizable. There are no errors or details missing.
17.1 (9.5%)
Student’s presentation includes a detailed model for his/her organization that identifies inputs, top-level organizational process, outputs, and two or more thresholds or tipping points beyond which the organization would become unrecognizable. There are one or two minor errors or details missing.
15.3 (8.5%)
Student’s presentation includes a model for his/her organization that identifies inputs, top-level organizational process, outputs, and two or more thresholds or tipping points beyond which the organization would become unrecognizable. There are some errors or details missing.
13.5 (7.5%)
Student’s presentation includes a confusing or incomplete model for his/her organization that incorrectly identifies inputs, top-level organizational process, outputs, and/or does not identify two or more thresholds or tipping points beyond which the organization would become unrecognizable. There are many errors or details missing.
0 (0%)
Does not meet minimal standards.
Element 2: Interpretation of Model (Section 1)
18 (10%)
Student presents a thorough and detailed explanation of the organization to interpret his/her model. Several resources and examples support thinking.
17.1 (9.5%)
Student presents a detailed explanation of the organization to interpret his/her model. Several resources or examples support thinking. There are one or two minor errors or details missing.
15.3 (8.5%)
Student presents an explanation with some details of the organization to interpret his/her model. Some resources or examples support thinking. Some details are missing and/or not fully developed.
13.5 (7.5%)
Student presents a cursory or incomplete explanation with vague or missing details of the organization to interpret his/her model. Few resources or examples support thinking. Most details are missing or lack clarity.
0 (0%)
Does not meet minimal standards.
Element 3: General Systems Theory & Boulding’s Hierarchy of Systems (Section 1)
18 (10%)
Student presents a thorough and detailed explanation of how general systems theory and Boulding’s hierarchy of systems might inform the executive leadership’s understanding of its organization’s and leadership/management’s thinking. Several resources and examples support thinking.
17.1 (9.5%)
Student presents a detailed explanation of how general systems theory and Boulding’s hierarchy of systems might inform the executive leadership’s understanding of its organization’s and leadership/management’s thinking. Several resources or examples support thinking. There are one or two minor errors or details missing.
15.3 (8.5%)
Student presents an explanation with some details of how general systems theory and Boulding’s hierarchy of systems might inform the executive leadership’s understanding of its organization’s and leadership/management’s thinking. Some resources or examples support thinking. Some details are missing and/or not fully developed.
13.5 (7.5%)
Student presents a cursory or incomplete explanation with vague or missing details of how general systems theory and Boulding’s hierarchy of systems might inform the executive leadership’s understanding of its organization’s and leadership/management’s thinking. Few resources or examples support thinking. Most details are missing or lack clarity.
0 (0%)
Does not meet minimal standards.
Element 4: Stocks and Associated Flows (Section 2)
18 (10%)
Student presents a thorough and detailed evaluation of at least three stocks and associated flows in his/her selected organization. Several resources and examples support thinking.
17.1 (9.5%)
Student presents a detailed evaluation of at least three stocks and associated flows in his/her selected organization. Several resources or examples support thinking. There are one or two minor errors or details missing.
15.3 (8.5%)
Student presents an evaluation with some details of at least three stocks and associated flows in his/her selected organization. Some resources or examples support thinking. Some details are missing and/or not fully developed.
13.5 (7.5%)
Student presents a cursory or incomplete evaluation with vague or missing details of at least three stocks and associated flows in his/her selected organization. Few resources or examples support thinking. Most details are missing or lack clarity.
0 (0%)
Does not meet minimal standards.
Element 5: Positive Feedback Loop (Section 2)
18 (10%)
Student presents a thorough and detailed evaluation of at least one positive feedback loop in his/her selected organization. Several resources and examples support thinking.
17.1 (9.5%)
Student presents a detailed evaluation of at least one positive feedback loop in his/her selected organization. Several resources or examples support thinking. There are one or two minor errors or details missing.
15.3 (8.5%)
Student presents an evaluation with some details of at least one positive feedback loop in his/her selected organization. Some resources or examples support thinking. Some details are missing and/or not fully developed.
13.5 (7.5%)
Student presents a cursory or incomplete evaluation with vague or missing details of at least one positive feedback loop in his/her selected organization. Few resources or examples support thinking. Most details are missing or lack clarity.
0 (0%)
Does not meet minimal standards.
Element 6: Examples (Section 2)
18 (10%)
Student presents a thorough and detailed evaluation of at least two examples of how understanding stocks, flows, and feedback loops might improve decision making within the organization. Several resources and examples support thinking.
17.1 (9.5%)
Student presents a detailed evaluation of at least two examples of how understanding stocks, flows, and feedback loops might improve decision making within the organization. Several resources or examples support thinking. There are one or two minor errors or details missing.
15.3 (8.5%)
Student presents an evaluation with some details of at least two examples of how understanding stocks, flows, and feedback loops might improve decision making within the organization. Some resources or examples support thinking. Some details are missing and/or not fully developed.
13.5 (7.5%)
Student presents a cursory or incomplete evaluation with vague or missing details of at least two examples of how understanding stocks, flows, and feedback loops might improve decision making within the organization. Few resources or examples support thinking. Most details are missing or lack clarity.
0 (0%)
Does not meet minimal standards.
Element 7: Critical Thinking
18 (10%)
The submission demonstrates the ability to engage in scholarly thinking and writing. Applies new and original ideas to produce an effective, logical presentation on the selected organization. Recognizes industry-specific and generalized impacts and presents viable solutions. There are no errors related to the analysis or critical thinking exhibited on the assignment.
17.1 (9.5%)
The submission demonstrates the ability to engage in scholarly thinking and writing. Applies new and original ideas to produce an effective, logical presentation on the selected organization. Recognizes industry-specific and generalized impacts and presents viable solutions. However, there are one or two minor errors in the critical thinking exhibited on the assignment.
15.3 (8.5%)
The submission demonstrates higher levels of thinking and writing. Applies somewhat new and original ideas to produce a plausible presentation on the selected organization. Recognizes industry-specific and generalized impacts.
13.5 (7.5%)
The submission does not follow all instructions. Minimally demonstrates scholarly thinking and writing. The submission shows little creative application and is predictable. Minimally recognizes industry-specific and general impacts.
0 (0%)
Does not meet minimal standards.
Element 8: Written Delivery Style & Grammar
27 (15%)
Student consistently follows APA writing style and basic rules of formal English grammar and written essay style. Student communicates in a cohesive, logical style. There are no spelling or grammar errors. Appropriate paraphrasing and summarizing of literature is evident throughout presentation.
25.65 (14.25%)
Student consistently follows APA writing style and basic rules of formal English grammar and written essay style. Student communicates in a cohesive, logical style. There are one or two minor errors in spelling or grammar. Appropriate paraphrasing and summarizing of literature is evident throughout presentation.
22.95 (12.75%)
Student mostly follows APA writing style and basic rules of formal English grammar and written essay style. Student mostly communicates in a cohesive, logical style. There are some errors in spelling or grammar. Some use of paraphrasing and summarizing of literature is evident in presentation.
20.25 (11.25%)
Student does not follow APA writing style and basic rules of formal English grammar and written essay style and/or does not communicate in a cohesive, logical style and/or little if any paraphrasing and summarizing of literature is evident in presentation.
0 (0%)
Does not meet minimal standards.
Element 9: Formal and Appropriate Documentation of Evidence, Attribution of Ideas (APA Citations)
27 (15%)
Student demonstrates full adherence to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. There are no APA errors. Citations and references support position and are from relevant peer-reviewed articles published within the last five years.
25.65 (14.25%)
Student demonstrates full adherence to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. Citations and references support position and are from relevant peer-reviewed articles published within the last five years. There are one or two minor errors in APA style or format.
22.95 (12.75%)
Student mostly adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. At least one citation and reference supports position. Some errors in APA format and style are evident.
20.25 (11.25%)
Student demonstrates weak and/or inconsistent adherence to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. No citations or references support opinion and/or several errors in APA format and style are evident.
0 (0%)
Does not meet minimal standards.
Name: MGMT_8007M_Week3_Project_Rubric
Making Connections
The simple model of an organization developed last week was extended this week through the identification of stocks, flows, and feedback loops. As Stacey and Mowles (2016) stressed, nonlinearity, or positive and negative feedback loops are essential in understanding organizations from a dynamical perspective. As you developed organizational models, understanding of them should increase as your tacit knowledge becomes explicit.
Skills learned this week included the following:
Adopts appropriate existing theoretical frameworks or models
Reviews a select number of relevant sources on a relatively narrow topic for a particular study
Writes academic papers in APA style
Uses proper grammar, punctuation, spelling, and vocabulary, striking the appropriate professional tone for different types of communications
Accurately conveys ambiguous or somewhat complex information in a way that engages audiences both interested in and new to the topic, citing sources as appropriate
Regardless of topic or audience, writing style, structure, length, language, and level of detail anticipate the audience’s needs
Independently recognizes own knowledge gaps and training needs in area of expertise, and exerts deliberate effort to close any gaps
Expertly integrates and synthesizes highly complex and ambiguous information into what is already known about a topic
Analyzes complex relationships in information not outwardly related, identifying subtle relationships and patterns to uncover the bigger picture
Effectively uses new or advanced communication technologies; uses appropriate communication medium for the audience and situation; and prepares visual aids that clearly communicate information without additional explanation
