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On successful completion of the module, students will be able to:
Demonstrate an ability to analyse, evaluate and reflect on issues relevant for professional practice and a critical awareness of the importance of being a reflective learner and a business practitioner.
Demonstrate an understanding of systems thinking and how it impacts on their work.
Think critically and analytically, to demonstrate espousal of professional values by connecting theory and practice.
Use effective search techniques to find relevant, reliable information reference sources in the appropriate referencing style for their subject area.
This module will introduce apprentices on the systems thinking level 7 apprenticeship to the apprenticeship programme. They will look at the programme from two perspectives. Firstly, they will be introduced to level seven academic study skills in order to assist them to gain an understanding of business research; academic reading, writing and referencing and reflective practice. Secondly they will critically analyse the knowledge skills and behaviours of the apprenticeship standards (which can be found here Systems thinking practitioner / Institute for Apprenticeships and Technical Education) and understand what key competencies they will be expected to achieve through the programme to meet the requirement of the apprenticeship End Point Assessment. These two themes will be underpinned by discussion on systems thinking and how the outcome of the programme is to develop the apprentices’ understanding of systems thinking and how it may be applied in their workplace.
Study Skills
The apprentices will be introduced to the importance of study skills and will cover topics such as how to use the library and electronic resources, planning, note taking, building your references and avoiding plagiarism. Communication skills related to essay and report writing, delivering presentations and being a successful participant in debates and classroom/online discussions will be developed. How to be successful in managing time and stress will also be a feature of this module. Learning activities aim to make participants independent and reflective students. Other key topic in this section will be the importance of critical thinking; work based learning and negotiated learning.
Reflective Practice
The apprentices will learn the process of reflection and how it helps us to develop our understanding more deeply and to make our intuitive knowledge shareable with others. Apprentices are required to complete reflective journals, so this will allow them to understand how to develop their critical reflection skills.
Apprenticeship portfolio development
Throughout the apprenticeship, the learners are required to build evidence of progress towards competence in the knowledge, skills and behaviours (KSBs) listed in the apprenticeship standards. The apprentices will undertake a gap analysis of the KSBs and will be introduced to the content of each topic and ways in which the KSBs could be achieved.
Systems Thinking
The theoretical part of the module will focus on the critical overview of approaches to systems thinking. Topics covered in this introductory section include;
Core systems concepts and laws that underpin and inform the practical methodologies and methods of systems thinking.
Inter-relationships between Systems Thinking approaches (including methods and methodologies), enabling comparisons of paradigms and underpinning philosophies. Understands provenance of Systems Thinking methodologies and approaches in context of ‘schools’ of systems thinking and own ontology and epistemology.
Understands essential concepts of systems: complexity, emergence, boundaries, inter-relationships, multiple-perspectives, randomness, non-linear relationships, feedback loops, sensitive dependence on initial conditions, and unpredictability.
Topics covered will include:
Requisite organisations
VSM
Cybernetics
Hierarchy of purpose
KSBs from the apprenticeship standard covered in this module include;
K1: Systems thinking • Understands core systems concepts and laws that underpin and inform the practical methodologies and methods. • Aware of the inter-relationships between Systems Thinking approaches (including methods and methodologies), enabling comparisons of paradigms and underpinning philosophies. • Understands provenance of Systems Thinking methodologies and approaches in context of ‘schools’ of systems thinking and own ontology and epistemology. • Understands essential concepts of systems: complexity, emergence, boundaries, inter-relationships, multiple-perspectives, randomness, non-linear relationships, feedback loops, sensitive dependence on initial conditions, and unpredictability.
S1: Applying systems knowledge • Applies systems laws, concepts and systems thinking approaches in real world situations, either applied directly, or to support systems methodologies
B1: Develops self and practice • Engages in structured reflection, monitoring and regulating own thought processes and understanding. Aware of the effect of own and others' biases and of the mirroring effect of clients’ problems.
B2: Courage and constructive challenge • Prepared to identify and challenge formal and informal centres of power and authority. Willing to constructively challenge assumptions, norms, claims and arguments. • Adjusts the degree of challenge against political considerations, to achieve maximum achievable effect with minimum levels of damage. Balances confidence, challenge and humility during interventions. Fosters reflection in others.
B3: Curious and innovative • Interested in creative solutions; explores areas of ambiguity and complexity. Seeks innovative solutions and approaches. Develops and tests multiple hypotheses.
B4: Professional • Seeks to balance the needs of different stakeholders irrespective of personal bias. Regularly assesses ethical issues in interventions. Adheres to professional standards.
B5: Adaptable and cognitively flexible • Enjoys working on ill-defined and/or unbounded problem situations. Is comfortable with high degrees of uncertainty and with working on a variety of situations of interest. • Accepts change and innovation; actively considers new approaches to solving problems. • Takes an adaptable approach to inquiring, intervening and stakeholder engagement. • Aware of possible unintended consequences resulting from acting in complex environments. Avoids over-attachment to particular, pre-determined or expected outcomes.
B6: Practical • Takes a ‘real-world’ approach to the application of system models and to the design of interventions. Appreciative of constraints affecting the situation of interest.
B7: Resilient • Remains motivated to make a difference when facing conflict between client and stakeholders, or a lack of will to engage with the initiative, or the client’s lack of willingness to take a systems approach. • Accepts that “goal posts move”, and that unstable conditions are normal.
B8: Collaborative • Is participative and inclusive of others; sensitive to relational dynamics; encourages dialogue and co-operation across diverse people and groups; seeks positive win/win outcomes.
B9: Open-minded • Embraces and seeks out diversity; enjoys exploration of multiple perspectives.
The sessions will be organised in teaching blocks. Lectures will deliver core theoretical frameworks, followed by tutorials and personal exercises for reflection and development. Tutorials will be designed to support learners to be self-directed in additional research and with particular emphasis on research within their own employing organisation.
The module will present apprentices with selected scenarios for basic analysis in order to develop both analytical competence and the ability to identify and apply appropriate techniques in a range of typical situations.
The module will make use of case studies and developing business trends and so the nature of the topics and exercises will vary. Apprentices will be provided with, and/or directed to, relevant reading and additional questions/ exercises to support their progress through the module material.
Typically delivered on a blended learning basis with a combination of workshops and on-line support the learning and teaching will include a range of methods such as lectures, seminars, workshops and tutorials, with emphasis on real life work experience and both team and peer support. There will be large and small group discussions, problem-solving activities and individual and paired working.
Apprentices may be expected to draw on a range of theoretical/academic, personal and work-based resources. Course documentation, support materials and web-based materials will be available on the VLE as appropriate.
Implementation of study skills will be supported and in particular teamwork, and the capacity to develop written argument will be developed. During the course of sessions, and subsequently through the contractual apprenticeship progress reviews there will be opportunities for tutor/learner interaction to meet individual needs and to help develop skills, confidence, competence, knowledge and understanding relating to the aims and objectives of the module and more widely meeting the overall Knowledge, Skills and Behaviours (KSBs) of the Senior Leader apprenticeship standard. Accessing library resources and help with coursework study skills will be available from services across the University.
Apprentices would be expected to prepare for the sessions by reading set texts and completion of tasks set in class or via the VLE and will be expected to take part in a wide range of learning activities.
Apprentices will maintain their Personal e-portfolio during this module and on-going self-evaluation will be part of the apprentices’ identification of needs.
Lectures
Hours: 20
Intended Group Size: Cohort
Guided Independent Study
Hours: 80
Further details relating to assessment
Students will be offered formative feedback throughout the module in order to help them to achieve successful coverage of the apprenticeship standard’s KSBs in conjunction with the modules aims and outcomes. This will be done via formal sessions and also via online interactions on the Moodle platform and the use of tools such as email and Microsoft Teams.
Module Coordinator - PRS_CODE=
Level - 7
Credit Value - 10
Pre-Requisites - NONE
Semester(s) Offered -