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)

For intensive class:
By 11:55pm AEST/AEDT Friday of Module 4.2 (week 4)

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

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various stakeholders involved while achieving the goals and objectives through policy
implementation. There are two (2) sections to Assessment 2
1) 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.
2) 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-scope-
modelling-techniques/
• https://www.sswm.info/planning-and-programming/exploring-tools/preliminary-
assessment-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;

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 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.

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Learning Rubric: MGT603 Assessment 2 Rich Picture, CATWOE and Root Definition Report
Pass Credit Distinction High Distinction
Assessment Fail (Unacceptable)
(Functional) (Proficient) (Advanced) (Exceptional)
Attributes 0-49%
50-64% 65-74% 75 -84% 85-100%
Limited understanding Knowledge or Thorough knowledge or Highly developed A sophisticated
Knowledge and of required concepts understanding of the understanding of the field understanding of the understanding of the
understanding and knowledge field or discipline. or discipline/s. Supports field or discipline/s. field or discipline/s.
(technical and personal opinion and
theoretical Key components of the Resembles a recall or information substantiated Discriminates between Systematically and
knowledge) assignment are not summary of key ideas. by evidence from the assertion of personal critically discriminates
addressed. research/course materials. opinion and information between assertion of
Understands Often confuses assertion substantiated by robust personal opinion and
theoretical models of personal opinion with Demonstrates a capacity evidence from the information
and concepts information to explain and apply research/course substantiated by robust
substantiated by relevant concepts. materials and extended evidence from the
evidence from the reading. research/course
research/course materials and extended
Percentage for this materials. Well demonstrated reading.
criterion capacity to explain and
apply relevant concepts. Mastery of concepts and
25% application to new
situations/further
learning

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 Context, Audience Demonstrates no Demonstrates limited Demonstrates consistent Demonstrates an Consistently
and Purpose awareness of context awareness of context awareness of context advanced and integrated demonstrates a
and/or purpose of the and/or purpose of the and/or purpose of the understanding of context systematic and critical
assignment. assignment assignment. and/or purpose of the understanding of context
Percentage for this Rich picture does not Rich picture show some assignment. and purpose of the
criterion show relevant but not all relevant Rich picture show all Rich picture show all assignment.
stakeholders, goals, stakeholders. Goals, relevant stakeholders. relevant stakeholders. Rich picture show all
25% intended and intended and unintended Goals, intended and Goals, intended and relevant stakeholders.
unintended consequences of the unintended consequences unintended Goals, intended and
consequences of the policy change are written of the policy change are consequences of the unintended
policy change but lack clarity written clearly policy change are written consequences of the
clearly in an integrated policy change are written
CATWOE and root CATWOE and root CATWOE and root manner clearly in an integrated
definition are not definition are written but definition are written manner, demonstrating
written properly are somewhat vague clearly CATWOE and root systematic and critical
definition are written understanding of the
clearly integrating all the context and purpose of
dimensions of CATWOE the assessment.

CATWOE and root

definition are written
properly, demonstrating
systematic and critical
understanding of the
context and purpose of
the assessment.

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 Limited synthesis and Demonstrated analysis Well-developed analysis Thoroughly developed Highly sophisticated and
Analysis and analysis. and synthesis of new and synthesis with and creative analysis and creative analysis,
application with knowledge with application of synthesis with synthesis of new with
synthesis of new Limited application. recommendations linked application of pretested existing knowledge.
knowledge application/recommend to analysis/synthesis. models and / or
ations based upon Shows the ability to independently developed Strong application by
Percentage for this analysis. interpret relevant models and justified way of pretested models
criterion information and recommendations linked and / or independently
literature. to analysis/synthesis. developed models.
25% Recommendations are
clearly justified based on
the analysis/synthesis.
Applying knowledge to
new situations/other
cases.

Difficult to understand Information, arguments Information, arguments Information, arguments Expertly presented; the
for audience, no and evidence are and evidence are well and evidence are very presentation is logical,
Effective logical/clear structure, presented in a way that presented, mostly clear well presented; the persuasive, and well
Communication poor flow of ideas, is not always clear and flow of ideas and presentation is logical, supported by evidence,
argument lacks logical. arguments. clear and well supported demonstrating a clear
supporting evidence. by evidence. flow of ideas and
Percentage for this Line of reasoning is often Line of reasoning is easy to arguments.
criterion difficult to follow. follow.

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 Audience cannot follow Demonstrates cultural Engages and sustains
15% the line of reasoning. sensitivity. 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 Demonstrates Demonstrates use of Demonstrates use of high Demonstrates use of Demonstrates use of
key resources and inconsistent use of credible and relevant quality, credible and good quality, credible high-quality, credible
evidence good quality, credible resources to support and relevant resources to and relevant resources to and relevant resources
and relevant resources develop ideas, but these support and develop ideas. support and develop to support and develop
to support and develop are not always explicit or arguments and arguments and position
ideas. well developed. statements. Shows statements. Shows
evidence of wide scope evidence of wide scope
Percentage for this within the organisation within and without the
criterion for sourcing evidence organisation for sourcing
evidence
10%

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