SYSTEM DYNAMICS MODELLING AND SIMULATION FOR INTELLIGENT ORGANIZATIONS
Syllabus
EN
IT
Learning Objectives
TRAINING OBJECTIVES
The course aims to provide students with the theoretical and practical notions for the interpretation and management of complex dynamic systems. At the end of the course the
Participants:
KNOWLEDGE:
• will know the spread in the world and possible areas of application of System Dynamics methodology
• will know theoretical and practical elements of System Thinking approach and System Dynamics models
UNDERSTANDING:
• will be able to interpret thought System Thinking approach the complex phenomena observed in reality
• will be able to understand and interpret existing static and dynamic models
APPLYING KNOWLEDGE:
• will learn to build static (System Thinking Maps) and dynamic (System Dynamics Models) models on PC, using for this purpose Vensim PLE software
• will be able to reproduce through System Thinking approach the complex phenomena observed in reality
• will be able to identify the points where the system is sensitive to interventions and test alternative scenarios that emerge with alternative hypotheses (policy design)
MAKING JUDGEMENTS:
• will acquire the ability to reason according System Thinking approach, overcoming the rigid mental patterns and limited rationality that can influence their actions
• will be able to synthesize and simplify complex concepts
COMMUNICATION SKILLS:
• will acquire the technical language used by the System Thinking / Dynamics methodologies
LEARNING SKILLS:
• will improve the ability to make decisions in all areas
• will acquire the aptitude for problem solving
During the course participants will deepen the theme of Sustainable Development; in particular, they will be stimulated to interpret with the System Thinking / System Dynamics
approach the complex phenomena observed in reality and the related impacts on the SDGs of the 2030 Agenda.
The course aims to provide students with the theoretical and practical notions for the interpretation and management of complex dynamic systems. At the end of the course the
Participants:
KNOWLEDGE:
• will know the spread in the world and possible areas of application of System Dynamics methodology
• will know theoretical and practical elements of System Thinking approach and System Dynamics models
UNDERSTANDING:
• will be able to interpret thought System Thinking approach the complex phenomena observed in reality
• will be able to understand and interpret existing static and dynamic models
APPLYING KNOWLEDGE:
• will learn to build static (System Thinking Maps) and dynamic (System Dynamics Models) models on PC, using for this purpose Vensim PLE software
• will be able to reproduce through System Thinking approach the complex phenomena observed in reality
• will be able to identify the points where the system is sensitive to interventions and test alternative scenarios that emerge with alternative hypotheses (policy design)
MAKING JUDGEMENTS:
• will acquire the ability to reason according System Thinking approach, overcoming the rigid mental patterns and limited rationality that can influence their actions
• will be able to synthesize and simplify complex concepts
COMMUNICATION SKILLS:
• will acquire the technical language used by the System Thinking / Dynamics methodologies
LEARNING SKILLS:
• will improve the ability to make decisions in all areas
• will acquire the aptitude for problem solving
During the course participants will deepen the theme of Sustainable Development; in particular, they will be stimulated to interpret with the System Thinking / System Dynamics
approach the complex phenomena observed in reality and the related impacts on the SDGs of the 2030 Agenda.
Prerequisites
None.
Program
The Course is divided into 5 Parts:
PART I – GENERAL INTRODUCTION TO THE COURSE
- Introduction to the course: objectives, contents, structure, rules, final exam. Project Work
presentation.
- 2030 Agenda for Sustainable Development
- Why System Thinking (ST)/System Dynamics (SD)?
- Introduction to ST, SD and modeling process
- Dissemination of the ST/SD in the world and areas of application
PART II - SYSTEM THINKING
- System Thinking Metodology
- Variables and Relationships between variables: positive and negative relationships
- Introduction to Vensim PLE program
- Positive and negative Feedback Loops
- Systems Archetypes
- Creating a System Thinking model
PART III - SYSTEM DYNAMICS
- System Thinking Metodology
- Level, flow and auxiliary variables
- Building a simple SD model
- Modeling Functions, delay, historical series of data
PART IV – APPLICATIONS OF ST & SD METHODOLOGIES - THEORY & EXAMPLES
Applications of System Thinking Methodology
Applications of System Dynamics Methodology
PART V – APPLICATION OF ST/SD METHODOLOGIES - EXERCISES & DISCUSSIONS
Applications of System Thinking Methodology
Applications of System Dynamics Methodology
PART I – GENERAL INTRODUCTION TO THE COURSE
- Introduction to the course: objectives, contents, structure, rules, final exam. Project Work
presentation.
- 2030 Agenda for Sustainable Development
- Why System Thinking (ST)/System Dynamics (SD)?
- Introduction to ST, SD and modeling process
- Dissemination of the ST/SD in the world and areas of application
PART II - SYSTEM THINKING
- System Thinking Metodology
- Variables and Relationships between variables: positive and negative relationships
- Introduction to Vensim PLE program
- Positive and negative Feedback Loops
- Systems Archetypes
- Creating a System Thinking model
PART III - SYSTEM DYNAMICS
- System Thinking Metodology
- Level, flow and auxiliary variables
- Building a simple SD model
- Modeling Functions, delay, historical series of data
PART IV – APPLICATIONS OF ST & SD METHODOLOGIES - THEORY & EXAMPLES
Applications of System Thinking Methodology
Applications of System Dynamics Methodology
PART V – APPLICATION OF ST/SD METHODOLOGIES - EXERCISES & DISCUSSIONS
Applications of System Thinking Methodology
Applications of System Dynamics Methodology
Books
Senge P. (1990), The Fifth Discipline: The Art and Practice of the Learning Organization, Doubleday.
All Slides, Videos and Articles* (see also Project work format) available on the course Team.
Sterman J.D. (2000), Business Dynamics: Systems Thinking and Modeling for a Complex World, McGraw Hill (selected chapters).
FIORANI G., ARMENIA S., MENEGUZZO M (2010), THE DYNAMICS AND ECONOMIC IMPACT OF THE CULTURAL EVENT “ LA NOTTE BIANCA ROMANA”, DSI ESSAYS SERIES, VOL. 14, P. 3-30, MCGRAW-HILL, MILANO, ISBN 978-88-386-6243-0.
All Slides, Videos and Articles* (see also Project work format) available on the course Team.
Sterman J.D. (2000), Business Dynamics: Systems Thinking and Modeling for a Complex World, McGraw Hill (selected chapters).
FIORANI G., ARMENIA S., MENEGUZZO M (2010), THE DYNAMICS AND ECONOMIC IMPACT OF THE CULTURAL EVENT “ LA NOTTE BIANCA ROMANA”, DSI ESSAYS SERIES, VOL. 14, P. 3-30, MCGRAW-HILL, MILANO, ISBN 978-88-386-6243-0.
Bibliography
Articles:
1. Fiorani G., Armenia S., Meneguzzo M (2010), The dynamics and economic impact of the cultural event “ La Notte Bianca Romana”, DSI Essays Series, Vol. 14, p. 3-30, McGraw-Hill, Milano, ISBN 978-88-386-6243-0. “Impacts of Crisis at Local Level”
2. Di Falco G., Fiorani G., Gianella T., Meneguzzo M. (2010), Impact of financial crisis on PPPs: a comparison between Italy and Switzerland, IRSPM 2010.
3. Di Falco G., Fiorani G., Meneguzzo M. (2009), “ Financial crisis and future trends for PPP in local governments”, 2° EURO MED Conference, Portorose (Slovenia), 7-10 Ottobre 2009 “ Centralization of purchasing in healthcare”
4. Meneguzzo M., Fiorani G., Frey M. Centralization and networking in Italian NHS. European benchmarking and performance evaluation, 4th International Public Procurement, South Korea, August 26-28, 2010. “The "cost-cutting" plans for regional health services”
5. Fiorani G., Kunz S. “ Systems thinking for italian health policies”, EURAM 2009 – Liverpool, Maggio 2009.
6. Fiorani G., Kunz S., Meneguzzo M. (2009), “ Strategic Management as a tool for Italian NHS policies: the implementation of Regional Health services “cost-cutting” plans”, EGPA Conference, Malta, 2-5 Settembre 2009. “Extraordinary Jubilee of Mercy”
7. Meneguzzo M., Fiorani G., Frondizi R. (2017), “ Performance management and evaluation of large-scale events in a multistakeholder engagement perspective: the case of the Extraordinary Jubilee of Mercy”, in Borgonovi E., Anessi Pessina E., Bianchi C. (eds.), Outcome-Based Performance Management in the Public Sector, Springer International Publishing, Berlin, ISBN 978-3-319-57017-4, 427218_1_En, Chapter DOI 10.1007/978-3-319-57018-1_18, pp 349-370 pp.349-370.
8. Di Gerio C., Fiorani G., Paciullo G. (2020). Sustainability and Large-Scale Events: The Case of the Extraordinary Jubilee of Mercy and the Application of Sustainable Development Goals. Journal of Sustainable Development, 13(3), 71-84. DOI:10.5539/jsd.v13n3p71.
1. Fiorani G., Armenia S., Meneguzzo M (2010), The dynamics and economic impact of the cultural event “ La Notte Bianca Romana”, DSI Essays Series, Vol. 14, p. 3-30, McGraw-Hill, Milano, ISBN 978-88-386-6243-0. “Impacts of Crisis at Local Level”
2. Di Falco G., Fiorani G., Gianella T., Meneguzzo M. (2010), Impact of financial crisis on PPPs: a comparison between Italy and Switzerland, IRSPM 2010.
3. Di Falco G., Fiorani G., Meneguzzo M. (2009), “ Financial crisis and future trends for PPP in local governments”, 2° EURO MED Conference, Portorose (Slovenia), 7-10 Ottobre 2009 “ Centralization of purchasing in healthcare”
4. Meneguzzo M., Fiorani G., Frey M. Centralization and networking in Italian NHS. European benchmarking and performance evaluation, 4th International Public Procurement, South Korea, August 26-28, 2010. “The "cost-cutting" plans for regional health services”
5. Fiorani G., Kunz S. “ Systems thinking for italian health policies”, EURAM 2009 – Liverpool, Maggio 2009.
6. Fiorani G., Kunz S., Meneguzzo M. (2009), “ Strategic Management as a tool for Italian NHS policies: the implementation of Regional Health services “cost-cutting” plans”, EGPA Conference, Malta, 2-5 Settembre 2009. “Extraordinary Jubilee of Mercy”
7. Meneguzzo M., Fiorani G., Frondizi R. (2017), “ Performance management and evaluation of large-scale events in a multistakeholder engagement perspective: the case of the Extraordinary Jubilee of Mercy”, in Borgonovi E., Anessi Pessina E., Bianchi C. (eds.), Outcome-Based Performance Management in the Public Sector, Springer International Publishing, Berlin, ISBN 978-3-319-57017-4, 427218_1_En, Chapter DOI 10.1007/978-3-319-57018-1_18, pp 349-370 pp.349-370.
8. Di Gerio C., Fiorani G., Paciullo G. (2020). Sustainability and Large-Scale Events: The Case of the Extraordinary Jubilee of Mercy and the Application of Sustainable Development Goals. Journal of Sustainable Development, 13(3), 71-84. DOI:10.5539/jsd.v13n3p71.
Teaching methods
The course includes theoretical lectures (with the use of slides and blackboard), PC simulations (using Vensim PLE), short tasks (practical exercises) to be carried out and discussed in class (or to be carried out autonomously, in the case of non-attending students, to be discussed later on the day of the exam) and a final PROJECT WORK requiring a written report, the construction of a ST simulation model & a SD simulation model and an oral presentation (following Project Work Format).
ach of the 18 lessons (2 hours each) is generally divided into 3 parts:
1. LECTURE (THEORY)
2. EXERCISE (on Vensim PLE Software)
3. DISCUSSION
ach of the 18 lessons (2 hours each) is generally divided into 3 parts:
1. LECTURE (THEORY)
2. EXERCISE (on Vensim PLE Software)
3. DISCUSSION
Exam Rules
The exam evaluates the overall preparation of the student, the ability to integrate the acquired knowledge, the consequentiality of the reasoning, the analytical ability, the autonomy of judgment, the ability to apply the SD/SD methodology to reality, in different contexts and thematic areas. Furthermore, language properties and clarity of presentation are evaluated, in compliance with the Dublin descriptors:
1. Knowledge and understanding;
2. Applying knowledge and understanding;
3. Making judgments;
4. Learning skills;
5. Communication skills.
Assessment consists of evaluating a Project Work. The Project Work consists of a written report (70% of the final grade) and an oral presentation (30% of the final grade). Project Work includes a research (with collection of qualitative and quantitative information/data on a real phenomenon), the exercises carried out during the course (or independently for non-attending students), an original ST model and an original SD model; the Project Work Format is available among the course materials (and it is illustrated in the introductory lesson).
You can refuse the mark and come back to the next exam date. The mark obtained at the next exam date cancels the previous mark.
The exam will be assessed according to the following criteria:
Not suitable: important deficiencies and / or inaccuracies in the knowledge and understanding of the topics; limited capacity for analysis and synthesis, frequent generalizations and limited critical and judgment skills, the arguments are presented in an inconsistent way and with inappropriate language;
18-20: just sufficient knowledge and understanding of the topics with possible generalizations and imperfections; sufficient capacity for analysis, synthesis and autonomy of judgment, the topics are frequently exposed in an inconsistent way and with inappropriate / technical language;
21-23: Routine knowledge and understanding of topics; Ability to correct analysis and synthesis with sufficiently coherent logical argument and appropriate / technical language;
24-26: Fair knowledge and understanding of the topics; good analysis and synthesis skills with rigorously expressed arguments but with a language that is not always appropriate / technical;
27-29: Complete knowledge and understanding of the topics; remarkable abilities of analysis and synthesis. Good autonomy of judgment. Topics exposed rigorously and with appropriate / technical language;
30-30L: Excellent level of knowledge and in-depth understanding of the topics. Excellent skills of analysis, synthesis and autonomy of judgment. Arguments expressed in an original way and with appropriate technical language.
1. Knowledge and understanding;
2. Applying knowledge and understanding;
3. Making judgments;
4. Learning skills;
5. Communication skills.
Assessment consists of evaluating a Project Work. The Project Work consists of a written report (70% of the final grade) and an oral presentation (30% of the final grade). Project Work includes a research (with collection of qualitative and quantitative information/data on a real phenomenon), the exercises carried out during the course (or independently for non-attending students), an original ST model and an original SD model; the Project Work Format is available among the course materials (and it is illustrated in the introductory lesson).
You can refuse the mark and come back to the next exam date. The mark obtained at the next exam date cancels the previous mark.
The exam will be assessed according to the following criteria:
Not suitable: important deficiencies and / or inaccuracies in the knowledge and understanding of the topics; limited capacity for analysis and synthesis, frequent generalizations and limited critical and judgment skills, the arguments are presented in an inconsistent way and with inappropriate language;
18-20: just sufficient knowledge and understanding of the topics with possible generalizations and imperfections; sufficient capacity for analysis, synthesis and autonomy of judgment, the topics are frequently exposed in an inconsistent way and with inappropriate / technical language;
21-23: Routine knowledge and understanding of topics; Ability to correct analysis and synthesis with sufficiently coherent logical argument and appropriate / technical language;
24-26: Fair knowledge and understanding of the topics; good analysis and synthesis skills with rigorously expressed arguments but with a language that is not always appropriate / technical;
27-29: Complete knowledge and understanding of the topics; remarkable abilities of analysis and synthesis. Good autonomy of judgment. Topics exposed rigorously and with appropriate / technical language;
30-30L: Excellent level of knowledge and in-depth understanding of the topics. Excellent skills of analysis, synthesis and autonomy of judgment. Arguments expressed in an original way and with appropriate technical language.