Systemic Approaches to Disaster Management

HCRI30222 Systemic Approaches to Disaster Management 20 Semester 1 Undergraduate Level 3 Ayham Fattoum Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Last part of a Bachelors ' European Credit Transfer & Accumulation System Rating : 10.0 Despite the massive knowledge accumulated about disasters, this knowledge is mostly descriptive. There is a gap in adopting a multi-disciplinary approach to disaster management that makes use of management science and operational research to facilitate decision-making and problem solving in the disaster literature. This module introduces a management and soft operations perspective of disaster management. It equips students with theory, methodologies, techniques and tools that facilitates problem solving and analysis in highly complex and uncertain contexts. Students will appreciate the difference between complicated and complex problems, and the inter-connectivity and mutual influence of communities and organisations as part of a wider environment. Students are expected to develop their decision-making, management, and modelling skills. Despite the massive knowledge accumulated about disasters, this knowledge is mostly descriptive. There is a gap in adopting a multi-disciplinary approach to disaster management that makes use of management science and operational research to facilitate decision-making and problem solving in the disaster literature. This module introduces a management and soft operations perspective of disaster management. It equips students with theory, methodologies, techniques and tools that facilitates problem solving and analysis in highly complex and uncertain contexts. Students will appreciate the difference between complicated and complex problems, and the inter-connectivity and mutual influence of communities and organisations as part of a wider environment. Students are expected to develop their decision-making, management, and modelling skills.  <ul> <li style="margin-bottom: 11px;">Introduce students to systems-thinking theories as a way to analyse, understand, and make decisions before and during disasters.</li> <li style="margin-bottom: 11px;">Develop students’ problem solving, decision-making and analytical skills.</li> <li style="margin-bottom: 11px;">Deepen students’ understanding of the complex operational problems that face disaster responders. </li> <li style="margin-bottom: 11px;">Provide the students with practical experience of how to use their system thinking knowledge in analysing complex problems.</li></ul> <div style="margin-left:18.0pt;"><ul> <li style="margin-bottom: 11px;">Be able to critically, systemically, and systematically analyse complex problems.</li> <li style="margin-bottom: 11px;">Obtain an inclusive and holistic perspective to understanding and analysing social problems. </li> <li style="margin-bottom: 11px;">Appreciate the importance of multi-disciplinary approaches in solving complex problems.</li> <li style="margin-bottom: 11px;">Improve teamwork skills by working on mini group projects.</li> <li style="margin-bottom: 11px;">Obtain different decision-making and problem-solving tools that can be used in professional contexts.</li></ul></div>   <ul> <li style="margin-bottom: 11px;">Critical and analytical skills.</li> <li style="margin-bottom: 11px;">Holistic and in-depth analysis of complex and dynamic problems and situations.</li> <li style="margin-bottom: 11px;">Systematic and robust decision making.</li> <li style="margin-bottom: 11px;">Innovative, creative, and strategic thinking.</li> <li style="margin-bottom: 11px;">Qualitative analysis through exercises and activities.</li> <li style="margin-bottom: 11px;">Ability to refer to literatures from different disciplines to solve problems.</li></ul> <ul> <li style="margin-bottom: 11px;">Ability to work in teams to analyse and solve problems.</li> <li style="margin-bottom: 11px;">Written and presentation skills.</li> <li style="margin-bottom: 11px;">Ability to implement a variety of decision-making tools in different contexts.</li> <li style="margin-bottom: 11px;">Qualitative analysis</li></ul> <ul> <li style="margin-bottom: 11px;">Analytical and critical skills.</li> <li style="margin-bottom: 11px;">Teamwork</li> <li style="margin-bottom: 11px;">Appreciation of others’ perspectives.</li> <li style="margin-bottom: 11px;">Ability to use a range of problem-solving tools and models.</li> <li style="margin-bottom: 11px;">Written and presentational skills.</li></ul> Other - Reporting skills. - Experience how problem-solving workshops and meetings are facilitated. - Appreciation of a bottom-up management approach. - Holistic perspective to problems. - Strategic skills by analysing the feasibility of management decisions from an operational perspective. - Understand and analyse organisational structures. - Ability to use a range of problem-solving tools and models. Lectorials: Involve one or more teaching methods (lectures, seminars, workshops, and roleplays) in each session. Teamwork and group discussions using systemic methods (e.g. rich pictures and affinity diagrams). Case study analysis Interactive exercises and roleplay simulations Teamwork - Roleplay 0 Other 100% <table class="MsoTableGrid" style="border-collapse:collapse; border:none"> <tbody> <tr> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:1px solid black; border-right:1px solid black; border-left:1px solid black" valign="top">Assessment Task</td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:1px solid black; border-right:1px solid black; border-left:none" valign="top">Formative or Summative</td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:1px solid black; border-right:1px solid black; border-left:none" valign="top">Weighting</td> </tr> <tr> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:1px solid black" valign="top">Feedback from observation during activities, simulations and presentations. </td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">Formative</td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">0%</td> </tr> <tr> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:1px solid black" valign="top">Group Presentation</td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">Summative</td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">15%</td> </tr> <tr> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:1px solid black" valign="top">Reflective Piece</td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">Summative</td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">10%</td> </tr> <tr> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:1px solid black" valign="top">Written Essay</td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">Summative</td> <td style="border-bottom:1px solid black; width:200px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">65%</td> </tr> </tbody></table>   <table border="1" cellpadding="0" cellspacing="0" style="width:662px;" width="0"> <tbody> <tr> <td style="width:322px;"> Feedback method</td> <td style="width:340px;"> Formative or Summative</td> </tr> <tr> <td style="width:322px;"> Mid-course student evaluation of learning – verbal feedback in tutorials (individual and group)</td> <td style="width:340px;"> Formative</td> </tr> <tr> <td style="width:322px;"> Written</td> <td style="width:340px;"> Summative</td> </tr> <tr> <td style="width:322px;"> Presentations</td> <td style="width:340px;"> Summative</td> </tr> </tbody></table>  Y Below is a sample of reading assignments for the course.Simonovic, S. P. (2011). Systems Approach to Management of Disasters: Methods and Applications. Wiley.Altay, N., & Green, W. G. (2006). OR/MS research in disaster operations management. European Journal of Operational Research, 175(1), 475–493. <a href="https://doi.org/10.1016/J.EJOR.2005.05.016">https://doi.org/10.1016/J.EJOR.2005.05.016</a>Reissberg, A. C. (2012). Managing Natural Catastrophies: Viable Systems to prevent human tragedy-the Hawai’ian example. Frankfurt/New York: Campus Verlag Gmbh.Preece, G., Shaw, D., & Hayashi, H. (2015). Application of the Viable System Model to analyse communications structures: A case study of disaster response in Japan. European Journal of Operational Research, 243, 312–322.Checkland, P. (1993). Systems thinking, systems practice. In Systems Thinking, System Practice: Includes a 30-year retrospective (p. i–xiv, 3-330). Chichester: John Wiley.Cooke, D. L. (2003), A system dynamics analysis of the Westray mine disaster. Syst. Dyn. Rev., 19: 139-166. doi:<a href="https://doi.org/10.1002/sdr.268">10.1002/sdr.268</a>Pidd, M. (2009). Tools for Thinking: Modelling in Management Science (3rd ed.). Chichester, UK: John Wiley & Sons Ltd.Hollnagel, E. (2015). Disaster Management, Control, and Resilience. In A. Masys (Ed.), Disaster Management Enabling Resilience. Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-08819-8Powell, J. H., Mustafee, N., Chen, A. S., & Hammond, M. (2016). System-focused risk identification and assessment for disaster preparedness: Dynamic threat analysis. European Journal of Operational Research, 254(2), 550–564. https://doi.org/10.1016/J.EJOR.2016.04.037Weaver, M. W., Crossan, K., Tan, H. B., & Paxton, S. E. (2018). A systems approach to understanding the perspectives in the changing landscape of responsible business in Scotland. European Journal of Operational Research, 268(3), 1149–1167. https://doi.org/https://doi.org/10.1016/j.ejor.2017.11.050Kreps, G. A., & Bosworth, S. L. (2007). Organizational Adaptation to Disaster. In H. Rodriguez, E. L. Quarantelli, & R. R. Dynes (Eds.), Handbook of Disaster Research (pp. 297–315). New York: Springer Science+Business Media, LLC.Holling, C. S. (2001). Understanding the complexity of economic, ecological, and social systems. Ecosystems, 4(5), 390–405. https://doi.org/10.1007/s10021-001-0101-5  Lectures 32 0 168