Unit 1 University of Sunderland CSEM04 ROSCO Unit 1: Introduction to the module & its mode of operation CSEM04: Risk and Opportunities of Systems Change in Organisations Prof. Helen M Edwards

Unit 1 University of Sunderland CSEM04 ROSCO Overview Learning Outcomes Why these LOs? How can we prepare for systems change? Module content: contextual lectures Module content: techniques Module content: method and process Questions? Mode of operation. Running order for the module Revisiting material

Unit 1 University of Sunderland CSEM04 ROSCO Learning Outcomes knowledge of: a)Typical critical success and failure indicators for systems change projects. b)Critical awareness of risk management methods and their relevance in a systems change context. c)Creative Problem Solving approaches. the ability to d)Undertake reviews of projects using techniques such as post-implementation reviews. e)Identify and analyse risks in specific systems change projects using appropriately chosen techniques. f)Use managed creativity techniques to propose and evaluate innovations and opportunities in system change scenarios.

Unit 1 University of Sunderland CSEM04 ROSCO Why these LOs? Systems change context: –Change is endemic in business –(IT and/or business) systems change is endemic –Change entails risks and presents opportunities How do we know? –Look at published case studies –See common success/failure factors LO(a)

Unit 1 University of Sunderland CSEM04 ROSCO How can we prepare for systems change? Understand a range of useful techniques and methods that can be applied in a systems change context –To cope with risks LO(b), –To benefit from opportunities LO(c) Learn from the past –Reviews past projects and distil lessons learned. LO(d) Practice the use of appropriate techniques –To identify and analyse risks LO(e), –To evaluate opportunities LO(f)

Unit 1 University of Sunderland CSEM04 ROSCO Module content: contextual lectures Introduction to the module and its mode of operation. Systems Change (causes and cases). Risk and Opportunity Life Cycles. Understanding the Problem (Concept of Ideality). Making the Case: Considering the Options. Explanation of Group Project and Assignment regime.

Unit 1 University of Sunderland CSEM04 ROSCO Module content: techniques Brainstorming Simple financial models Rich Pictures Nine Boxes Six Hats Riskit Analysis Graphs

Unit 1 University of Sunderland CSEM04 ROSCO Module content: method and process Risk management methods The Link with Project Management. Creative Problem Solving Approach (TRIZ) Post Implementation Review.

Unit 1 University of Sunderland CSEM04 ROSCO Questions?

Unit 1 University of Sunderland CSEM04 ROSCO Mode of operation. Most lectures “up front” –small scale practical activities within them. 2/3 rds of class time spent in practical sessions (tutorials) –working in groups on a specific systems change project –to consider some of the issues raised in the module, –Application of the module’s techniques. –Groups will be assigned in the last “lecture” session. Assessment is via two coursework assignments –Both based around the groupwork project activity, –More on this later.

Unit 1 University of Sunderland CSEM04 ROSCO Running order for the module

Unit 1 University of Sunderland CSEM04 ROSCO Revisiting material During the group work class time the students may ask for a recap on one or more of the techniques In this case the module tutor will cover lecture topics again – if –there is a majority decision on the part of the class that this is necessary, and –the class identify specifically the areas that require clarification within a topic –i.e. there must be evidence that the class has thought about the material, attempted to resolve issues and has thereafter identified the areas that are causing difficulty.

Unit 1 University of Sunderland CSEM04 ROSCO Revisiting material (2) Students are encouraged to participate in the recap: –querying issues that are not clear, –suggesting solutions, –discussing assumptions etc –Outcome: concepts will be more deeply acquired. If the request is from only one or two students the tutor may conduct a small scale session within the context of the normal group activity.