SYSTEM DYNAMICS MODELLING AND SIMULATION FOR INTELLIGENT ORGANIZATIONS
Syllabus
Obiettivi Formativi
L’'insegnamento si propone di fornire agli studenti le nozioni teoriche e pratiche per l’'interpretazione e la gestione di sistemi dinamici complessi.
Al termine del corso i Partecipanti:
CONOSCENZA:
• conosceranno la diffusione della metodologia SD nel mondo e i molteplici possibili ambiti di applicazione
• conosceranno gli elementi teorici e pratici alla base del pensiero sistemico (System Thinking) e dei modelli dinamici (System Dynamics)
CAPACITÀ DI COMPRENSIONE:
• sapranno interpretare in chiave sistemica i fenomeni complessi osservati nella realtà
• sapranno comprendere ed interpretare i modelli statici e dinamici esistenti
CAPACITÀ DI APPLICAZIONE:
• impareranno a costruire modelli statici (mappe “ System Thinking”) e dinamici (System Dynamic Models) al PC, utilizzando, a tal fine, il software Vensim PLE
• sapranno riprodurre in chiave sistemica i fenomeni complessi osservati nella realtà
• sapranno individuare i punti in cui il sistema è sensibile agli interventi e testare scenari alternativi che emergono con ipotesi alternative (progettazione di policy)
AUTONOMIA DI GIUDIZIO:
• acquisiranno la capacità di ragionare in ottica sistemica, superando i rigidi schemi mentali e la razionalità limitata che possono influenzare le proprie decisioni/azioni
• saranno in grado di sintetizzare e semplificare concetti complessi
ABILITÀ COMUNICATIVE:
• acquisiranno il linguaggio tecnico utilizzato dalla metodologia System Thinking /System Dynamics
CAPACITÀ DI APPRENDERE:
• miglioreranno la capacità di prendere decisioni in ogni ambito
• acquisiranno l’'attitudine al problem solving
Durante il corso i Partecipanti approfondiranno il tema dello Sviluppo Sostenibile; saranno in particolare stimolati ad interpretare con l'approccio System Thinking/System Dynamics i complessi fenomeni osservati nella realtà e i relativi impatti sugli SDGs dell'Agenda 2030.
Learning 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.
Prerequisiti
Prerequisites
Programma
PARTE I - INTRODUZIONE GENERALE AL CORSO
-Presentazione obiettivi, contenuti e struttura del corso. Proposta temi di ricerca per Project
Work
-L'Agenda 2030 per lo sviluppo sostenibile
-Perché System Thinking / System Dynamics per le organizzazioni intelligenti?
-Introduzione al pensiero sistemico, alla dinamica dei sistemi e al processo di modellazione
-Diffusione della Metodologia ST/SD nel mondo e ambiti di applicazione
PARTE II - SYSTEM THINKING
La metodologia System Thinking
Relazioni positive e negative tra variabili
Introduzione a Vensim PLE
Circuiti di retroazione positivi e negativi
Archetipi Sistemici
Costruire un modello System Thinking
PARTE III - SYSTEM DYNAMICS
La metodologia System Dynamics
Variabili livello, flusso e ausiliarie
Modellizzare funzioni, ritardi temporali, serie storiche di dati
Costruire un modello System Dynamics
PARTE IV - APPLICAZIONI DELLA METODOLOGIA ST/SD – TEORIA ED ESEMPI
Applicazioni della metodologia System Thinking
Applicazioni della metodologia System Dynamics
PARTE IV - APPLICAZIONI DELLA METODOLOGIA ST/SD - ESERCITAZIONE E DISCUSSIONE
Applicazioni della metodologia System Thinking
Applicazioni della metodologia System Dynamics
Program
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
Testi Adottati
Fiorani G. (2010), System Thinking System Dynamics e Politiche Pubbliche, Egea, Milano.
Tutte le slides, i video e gli articoli disponibili tra i materiali del corso (Team).
Books
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.
Bibliografia
1. FIORANI G. (2007), “ SYSTEM DYNAMICS: ANALISI DELL’EVOLUZIONE DEL NETWORK CULTURALE ‘ LA NOTTE BIANCA ROMANA”, RIVISTA ITALIANA DI
RAGIONERIA E DI ECONOMIA AZIENDALE, VOL. N. 107, FASCICOLI N. 11 E 12, PP.631-641, ROMA 2007, ISSN 1593-9154.
31. FIORANI G., MENEGUZZO M. (2008), “ I PIANI REGIONALI DI RIENTRO. ANALISI DINAMICA SISTEMICA”, MECOSAN N. 68, PP. 27-44, ISSN 1121-6921.“
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.
Bibliography
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.
Modalità di svolgimento
simulazione ST e di un modello SD e una presentazione orale (seguendo il Project Work Format).
Le 18 lezioni, della durata di 2 ore ciascuna, sono generalmente suddivise in 3 momenti:
1. PARTE TEORICA
2. ESERCITAZIONE (su Software Vensim PLE)
3. DISCUSSIONE
Teaching methods
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
Regolamento Esame
1. Conoscenza e capacità di comprensione;
2. Capacità di
applicare la conoscenza e comprensione;
3. Autonomia di giudizio;
4. Capacità di
apprendimento;
5: Abilità di comunicazione.
L'esame consiste nella valutazione di un Project Work. Il Project Work consiste in una relazione scritta (70% del voto finale) e in una presentazione orale (30% del voto finale). Il Project work include una ricerca (con raccolta di informazioni qualitative e quantitative/dati su un fenomeno reale), le esercitazioni svolte durante il corso (o autonomamente per i non frequentanti), un modello ST e un modello SD (originali). Il format per l’'impostazione del lavoro finale è disponibile tra i materiali del corso (ed illustrato nella lezione introduttiva).
Si può rifiutare il voto e tornare all'appello successivo. Il voto ottenuto all'appello successivo annulla il voto precedente.
La prova di esame sarà valutata secondo i seguenti criteri:
Non idoneo: importanti carenze e/o inaccuratezze nella conoscenza e comprensione degli argomenti; limitate capacità di analisi e sintesi, frequenti generalizzazioni e limitate capacità critiche e di giudizio, gli argomenti sono esposti in modo non coerente e con linguaggio inappropriato;
18-20: conoscenza e comprensione degli argomenti appena sufficiente con possibili generalizzazioni e imperfezioni; capacità di analisi sintesi e autonomia di giudizio sufficienti, gli argomenti sono esposti in modo frequentemente poco coerente e con un linguaggio poco appropriato/tecnico;
21-23: Conoscenza e comprensione degli argomenti routinaria; Capacità di analisi e sintesi corrette con argomentazione logica sufficientemente coerente e linguaggio appropriato/tecnico;
24-26: Discreta conoscenza e comprensione degli argomenti; buone capacità di analisi e sintesi con argomentazioni espresse in modo rigoroso ma con un linguaggio non sempre appropriato/tecnico;
27-29: Conoscenza e comprensione degli argomenti completa; notevoli capacità di analisi e sintesi. Buona autonomia di giudizio. Argomenti esposti in modo rigoroso e con linguaggio appropriato/tecnico;
30-30L: Ottimo livello di conoscenza e comprensione approfondita degli argomenti. Ottime capacità di analisi, di sintesi e di autonomia di giudizio. Argomentazioni espresse in modo originale e con linguaggio tecnico appropriato.
Exam Rules
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.
Modalità di frequenza
Attendance Rules
Updated A.Y. 2022-2023
Updated A.Y. 2022-2023
SYSTEM DYNAMICS MODELLING AND SIMULATION FOR INTELLIGENT ORGANIZATIONS (SYSDYN)
(6 CFU - 36 hours)
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 (COVID-19; WAR, PNRR, ..) and the related impacts on the SDGs of the 2030 Agenda.
PROGRAM
The Course is divided into 5 Parts:
PART I – GENERAL INTRODUCTION TO THE COURSE
PART II - SYSTEM THINKING
PART III - SYSTEM DYNAMICS
PART IV – APPLICATIONS OF ST/SD METHODOLOGIES - THEORY & EXAMPLES
PART V – APPLICATION OF ST/SD METHODOLOGIES - EXERCISES & DISCUSSION
Teaching methods adopted
The course includes theoretical lectures, PC simulations, short tasks (practical exercises) and a PROJECT WORK requiring a written report, the construction of a simulation model and an oral presentation (see Project Work Format).
Each lesson (2 hour) is generally divided into 3 parts:
- LECTURE (THEORY)
- EXERCISE
- DISCUSSION
Modality: In presence & distance learning. Link to Microsoft Teams classroom: https://teams.microsoft.com/l/team/19%3a52ee570a7fed4fc48f212166d0ef4675%40thread.tacv2/conversations?groupId=209c59b2-1217-4641-8447-c2fa88caef42&tenantId=24c5be2a-d764-40c5-9975-82d08ae47d0e
Team Code: 937cy62
Attendance is not compulsory, but strongly recommended.
Learning verification methods and criteria
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 the exercises carried out during the course (or independently for non-attending students); the Project Work Format is available among the course materials (and it is illustrated in the introductory lesson).
Teaching Materials and Text (for attendant and not attendand studens):
Text: Senge P. (1990), The Fifth Discipline: The Art and Practice of the Learning Organization, Doubleday.
All the Slides, Videos and Articles* available on the course Team (uploaded on Microsoft Team).
NB: see “Project Work Format” and “Syllabus” files for details (uploaded on Microsoft Team).
Updated A.Y. 2021-2022
SYSTEM DYAMICS MODELLING AND SIMULATION FOR INTELLIGENT ORGANIZATIONS (SYSDYN)
(6 CFU - 36 hours)
Monday, Wednesday and Friday – 5pm-7pm
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 also know the “2030 Agenda” for Sustainable Development and its SDGs. Students will be stimulated to interpret by System Thinking/System Dynamics approach a complex phenomena observed in reality: The impacts of COVID-19 on Sustainable Development.
PROGRAM
PART I – GENERAL INTRODUCTION TO THE COURSE
Lesson 1
Introduction to the course: objectives, contents, structure, rules, final exam.
Project Work. Research topic: “The impacts of Covid-19 on 2030 Agenda SDGs”
Lesson 2
THEORY: 2030 Agenda for Sustainable Development
EXERCISE 1
DISCUSSION 1
Lesson 3
THEORY: 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
Project Work Check
PART II - SYSTEM THINKING
Lesson 4
THEORY and EXAMPLES: ST. Variables and Relationships between variables
- Positive link between variables
- Introduction to Vensim PLE program
EXERCISE 2 on Vensim PLE
DISCUSSION 2
Lesson 5
THEORY and EXAMPLES: ST. Variables and relationships between variables
- Negative link between variables
EXERCISE 3 on Vensim PLE
DISCUSSION 3
Lesson 6
THEORY and EXAMPLES: ST. Positive Feedback Loops
EXERCISE 4 on Vensim PLE
DISCUSSION 4
Lesson 7
THEORY and EXAMPLES: ST. Negative Feedback Loops
EXERCISE 5 on Vensim PLE
DISCUSSION 5
Lesson 8
THEORY and EXAMPLES: ST. Systems Archetypes (Part 1)
“Negative circle with delay”
EXERCISE 6 on Vensim PLE
DISCUSSION 6
Lesson 9
THEORY and EXAMPLES: ST. Systems Archetypes (Part 2)
“Limits to growth”
EXERCISE 7 on Vensim PLE
DISCUSSION 7
Lesson 10
THEORY and EXAMPLES: ST. Systems Archetypes (Part 3)
“Fixes that fail” and “Procrastinating on interventions”
EXERCISE 8 on Vensim PLE
DISCUSSION 8
Lesson 11
THEORY and EXAMPLES: ST. Systems Archetypes (Part 4)
-“Eroding goals”
-“Escalation”
-“Success to the successful”
-“Tragedy of the commons”
-“Growth and underinvestment”
EXERCISE 9 on Vensim PLE
DISCUSSION 9
PART III - SYSTEM DYNAMICS
Lesson 12
THEORY: SD. Level, flow and auxiliary variables.
EXERCISE 10 on Vensim PLE: building a simple SD model
DISCUSSION 10
Lesson 13
THEORY: Modeling Functions:
- Modeling a time/historical series of data
EXERCISE 11 on Vensim PLE
PART IV – APPLICATIONS OF SYSTEM THINKING/DYNAMICS METHODOLOGIES
Lesson 14
Applications of ST Methodology
Lesson 15
Applications of SD Methodology
Lesson 16
System Dynamics for Covid-19
PART V – APPLICATIONS OF SYSTEM THINKING/DYNAMICS METHODOLOGIES - PW
Lesson 17
Applications of SD Methodology
Project Work Discussion 1
ST & SD model “The impacts of Covid-19 on 2030 Agenda SDGs”
Lesson 18
Project Work Discussion 2
ST & SD model “The impacts of Covid-19 on 2030 Agenda SDGs”
Teaching methods adopted
The course includes theoretical lectures, PC simulations, short tasks (practical exercises) and a PROJECT WORK requiring a written report, the construction of a simulation model and an oral presentation (see Project Work Format).
Each lesson (2 hour) is generally divided into 3 parts:
- LECTURE (THEORY)
- EXERCISE
- DISCUSSION
Modality: Distance learning. Link to Microsoft Teams classroom: https://teams.microsoft.com/l/team/19%3a52ee570a7fed4fc48f212166d0ef4675%40thread.tacv2/conversations?groupId=209c59b2-1217-4641-8447-c2fa88caef42&tenantId=24c5be2a-d764-40c5-9975-82d08ae47d0e
Team Code: 937cy62
Attendance is not compulsory, but strongly recommended.
Learning verification methods and criteria
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 the exercises carried out during the course (or independently for non-attending students); the Project Work Format is available among the course materials (and it is illustrated in the introductory lesson).
Teaching Materials and Text (for attendant and not attendand studens):
Text: Senge P. (1990), The Fifth Discipline: The Art and Practice of the Learning Organization, Doubleday.
All the Slides, Videos and Articles* available on the course Team (uploaded on Microsoft Team).
NB: see “Project Work Format” and “Syllabus” files for details (uploaded on Microsoft Team).
Updated A.Y. 2021-2022
SYSTEM DYAMICS MODELLING AND SIMULATION FOR INTELLIGENT ORGANIZATIONS (SYSDYN)
(6 CFU - 36 hours)
Monday, Wednesday and Friday – 5pm-7pm
Modality: Distance learning
Team Code: 937cy62
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 also know the “2030 Agenda” for Sustainable Development and its SDGs. Students will be stimulated to interpret by System Thinking/System Dynamics approach a complex phenomena observed in reality: The impacts of COVID-19 on Sustainable Development.
PROGRAM
PART I – GENERAL INTRODUCTION TO THE COURSE
Lesson 1
Introduction to the course: objectives, contents, structure, rules, final exam.
Project Work. Research topic: “The impacts of Covid-19 on 2030 Agenda SDGs”
Lesson 2
THEORY: 2030 Agenda for Sustainable Development
EXERCISE 1
DISCUSSION 1
Lesson 3
THEORY: 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
Project Work Check
PART II - SYSTEM THINKING
Lesson 4
THEORY and EXAMPLES: ST. Variables and Relationships between variables
- Positive link between variables
- Introduction to Vensim PLE program
EXERCISE 2 on Vensim PLE
DISCUSSION 2
Lesson 5
THEORY and EXAMPLES: ST. Variables and relationships between variables
- Negative link between variables
EXERCISE 3 on Vensim PLE
DISCUSSION 3
Lesson 6
THEORY and EXAMPLES: ST. Positive Feedback Loops
EXERCISE 4 on Vensim PLE
DISCUSSION 4
Lesson 7
THEORY and EXAMPLES: ST. Negative Feedback Loops
EXERCISE 5 on Vensim PLE
DISCUSSION 5
Lesson 8
THEORY and EXAMPLES: ST. Systems Archetypes (Part 1)
“Negative circle with delay”
EXERCISE 6 on Vensim PLE
DISCUSSION 6
Lesson 9
THEORY and EXAMPLES: ST. Systems Archetypes (Part 2)
“Limits to growth”
EXERCISE 7 on Vensim PLE
DISCUSSION 7
Lesson 10
THEORY and EXAMPLES: ST. Systems Archetypes (Part 3)
“Fixes that fail” and “Procrastinating on interventions”
EXERCISE 8 on Vensim PLE
DISCUSSION 8
Lesson 11
THEORY and EXAMPLES: ST. Systems Archetypes (Part 4)
-“Eroding goals”
-“Escalation”
-“Success to the successful”
-“Tragedy of the commons”
-“Growth and underinvestment”
EXERCISE 9 on Vensim PLE
DISCUSSION 9
PART III - SYSTEM DYNAMICS
Lesson 12
THEORY: SD. Level, flow and auxiliary variables.
EXERCISE 10 on Vensim PLE: building a simple SD model
DISCUSSION 10
Lesson 13
THEORY: Modeling Functions:
- Modeling a time/historical series of data
EXERCISE 11 on Vensim PLE
PART IV – APPLICATIONS OF SYSTEM THINKING/DYNAMICS METHODOLOGIES
Lesson 14
Applications of ST Methodology
Lesson 15
Applications of SD Methodology
Lesson 16
System Dynamics for Covid-19
PART V – APPLICATIONS OF SYSTEM THINKING/DYNAMICS METHODOLOGIES - PW
Lesson 17
Applications of SD Methodology
Project Work Discussion 1
ST & SD model “The impacts of Covid-19 on 2030 Agenda SDGs”
Lesson 18
Project Work Discussion 2
ST & SD model “The impacts of Covid-19 on 2030 Agenda SDGs”
Teaching methods adopted
The course includes theoretical lectures, PC simulations, short tasks (practical exercises) and a PROJECT WORK requiring a written report, the construction of a simulation model and an oral presentation (see Project Work Format).
Each lesson (2 hour) is generally divided into 3 parts:
- LECTURE (THEORY)
- EXERCISE
- DISCUSSION
Modality: Distance learning. Link to Microsoft Teams classroom: https://teams.microsoft.com/l/team/19%3a52ee570a7fed4fc48f212166d0ef4675%40thread.tacv2/conversations?groupId=209c59b2-1217-4641-8447-c2fa88caef42&tenantId=24c5be2a-d764-40c5-9975-82d08ae47d0e
Team Code: 937cy62
Attendance is not compulsory, but strongly recommended.
Learning verification methods and criteria
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 the exercises carried out during the course (or independently for non-attending students); the Project Work Format is available among the course materials (and it is illustrated in the introductory lesson).
Teaching Materials and Text (for attendant and not attendand studens):
Text: Senge P. (1990), The Fifth Discipline: The Art and Practice of the Learning Organization, Doubleday.
All the Slides, Videos and Articles* available on the course Team (uploaded on Microsoft Team).
NB: see “Project Work Format” and “Syllabus” files for details (uploaded on Microsoft Team).
Updated A.Y. 2020-2021
Updated A.Y. 2020-2021
SYSTEM DYAMICS MODELLING AND SIMULATION FOR INTELLIGENT ORGANIZATIONS (SYSDYN)
(6 CFU - 36 hours)
Monday, Wednesday and Friday – 5pm-7pm
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 also know the “2030 Agenda” for Sustainable Development and its SDGs. Students will be stimulated to interpret by System Thinking/System Dynamics approach a complex phenomena observed in reality: The impacts of COVID-19 on Sustainable Development.
PROGRAM
PART I – GENERAL INTRODUCTION TO THE COURSE
Lesson 1
Introduction to the course: objectives, contents, structure, rules, final exam.
Project Work. Research topic: “The impacts of Covid-19 on 2030 Agenda SDGs”
Lesson 2
THEORY: 2030 Agenda for Sustainable Development
EXERCISE 1
DISCUSSION 1
Lesson 3
THEORY: 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
Project Work Check
PART II - SYSTEM THINKING
Lesson 4
THEORY and EXAMPLES: ST. Variables and Relationships between variables
- Positive link between variables
- Introduction to Vensim PLE program
EXERCISE 2 on Vensim PLE
DISCUSSION 2
Lesson 5
THEORY and EXAMPLES: ST. Variables and relationships between variables
- Negative link between variables
EXERCISE 3 on Vensim PLE
DISCUSSION 3
Lesson 6
THEORY and EXAMPLES: ST. Positive Feedback Loops
EXERCISE 4 on Vensim PLE
DISCUSSION 4
Lesson 7
THEORY and EXAMPLES: ST. Negative Feedback Loops
EXERCISE 5 on Vensim PLE
DISCUSSION 5
Lesson 8
THEORY and EXAMPLES: ST. Systems Archetypes (Part 1)
“Negative circle with delay”
EXERCISE 6 on Vensim PLE
DISCUSSION 6
Lesson 9
THEORY and EXAMPLES: ST. Systems Archetypes (Part 2)
“Limits to growth”
EXERCISE 7 on Vensim PLE
DISCUSSION 7
Lesson 10
THEORY and EXAMPLES: ST. Systems Archetypes (Part 3)
“Fixes that fail” and “Procrastinating on interventions”
EXERCISE 8 on Vensim PLE
DISCUSSION 8
Lesson 11
THEORY and EXAMPLES: ST. Systems Archetypes (Part 4)
-“Eroding goals”
-“Escalation”
-“Success to the successful”
-“Tragedy of the commons”
-“Growth and underinvestment”
EXERCISE 9 on Vensim PLE
DISCUSSION 9
Lesson 12
Applications of ST Methodology
The Model “Impacts of Crisis at Local Level”
The Model “Centralization of purchasing in healthcare”
Examples of Systems Archetypes abouth “Cost–Cutting plans”
The Model “Extraordinary Jubilee of Mercy”
Lesson 13
Project Work Discussion 1
ST model “The impacts of Covid-19 on 2030 Agenda SDGs”
PART III - SYSTEM DYNAMICS
Lesson 14
THEORY: SD. Level, flow and auxiliary variables.
EXERCISE 10 on Vensim PLE: building a simple SD model
DISCUSSION 10
Lesson 15
THEORY: Modeling Functions:
- Modeling a time/historical series of data
EXERCISE 11 on Vensim PLE
Lesson 16
Applications of SD Methodology
The dynamics and economic impact of the cultural event “La Notte Bianca Romana”
Lesson 17
Applications of SD Methodology
System Dynamics for Covid-19
Lesson 18
Project Work Discussion 2
SD Model “The impacts of Covid-19 on 2030 Agenda SDGs”
Teaching methods adopted
The course includes theoretical lectures, PC simulations, short tasks (practical exercises) and a PROJECT WORK requiring a written report, the construction of a simulation model and an oral presentation (see Project Work Format).
Each lesson (2 hour) is generally divided into 3 parts:
- LECTURE (THEORY)
- EXERCISE
- DISCUSSION
Modality: Distance learning. Llink to Microsoft Teams classroom: https://teams.microsoft.com/l/team/19%3a52ee570a7fed4fc48f212166d0ef4675%40thread.tacv2/conversations?groupId=209c59b2-1217-4641-8447-c2fa88caef42&tenantId=24c5be2a-d764-40c5-9975-82d08ae47d0e
Team Code: 937cy62
Attendance is not compulsory, but strongly recommended.
Learning verification methods and criteria
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 the exercises carried out during the course (or independently for non-attending students); the Format for Project Work is available among the course materials (and it is illustrated in the introductory lesson).
Teaching Materials and Text (for attendant and not attendand studens):
Text: Senge P. (1990), The Fifth Discipline: The Art and Practice of the Learning Organization, Doubleday.
All the Slides, Videos and Articles* uploaded on the course Team.
NB: see “Project Work Format” and “Syllabus” files for details (uploaded on Microsoft Team).