2. System
A systemis a set of interrelated
and interdependent elements and
subsystems forming a whole
Play
Understand
Needs
History
Vision
PurposeListening
Dialogue
Communication
Resources
OwnershipInfluence
Responsiveness
Image
Accountability
Professional
Development
New Knowledge
Confidence
Feedback
Reflection
Performance
Expertise
Information
Service
Provision
Roles and
Responsibilities
Support
Priorities
Alignment
Shared
Values 1
2
3
4
5
6
7
8
9
11
13
15
1618
Research
17
22
Expectations
Networks
30
Goals
Collaboration
#
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?
?
?
3. The Human Body
The human body
is a complete
systemcomprised
of a numberof
key subsystems
4. Majorsubsystems are:
• Musculo-skeletal system
• Cardiovascularsystem
• Respiratory system
• Lymphatic-hormonal system
• Reproductive system
• Nervous system
• Digestive system
The Human Body
5. In Subgroups:
• Name subsystemparts and what they do
• Define how they relate and co-depend
• Explain importance to the system
• Find/explain corollaries in organization
In Large Group:
• Subgroups report-out on theirsubsystems
• Discuss implications
Exercise
7. Implications
But the principle
of leverage applies:
The bottom line of systems
thinking is leverage—seeing
where actions and changes in
structures can lead to significant,
enduring improvements.
Senge p. 114
8. Implications
Some points (variables) in the
system are more central or potent
than others in terms of their
influence on other parts of the
system.
But the principle
of leverage applies:
9. Performance
Motivation
Rewards
R+ for Participation
Task
Competence
Self-Confidence
Goal Clarity
Resources
Training and
Professional
Development
Task Design /
Work Structure / Participation
Acceptance
Trust
Understanding
Coaching
Opportunities to
Exercise and
Develop Skills
Confidence in
the Process
Achievement of
Desired Outcomes
Accountability
Leadership Promotion,
Commitment, and
Involvement
Compelling
Vision
Purpose
Priorities
Skills
Assessment
Commitment
More Interdependent
Variables
10. Performance
Motivation
Rewards
R+ for Participation
Task
Competence
Self-Confidence
Goal Clarity
Resources
Training and
Professional
Development
Task Design /
Work Structure / Participation
Acceptance
Trust
Understanding
Coaching
Opportunities to
Exercise and
Develop Skills
Confidence in
the Process
Achievement of
Desired Outcomes
Accountability
Leadership Promotion,
Commitment, and
Involvement
Compelling
Vision
Purpose
Priorities
Skills
Assessment
Commitment
More Interdependent
Variables
Performance is an in-
teresting element: both
outcome and instru-
mental factor.
It is “central” to
the dynamics
of the
system.
11. System(the whole of interacting parts)
Systemand Subsystems
Subsystem
Subsystem
13. Designed to Work
An organisation is a systemwhich takes in
inputs, transforms them, and produces
outputs
INPUTS OUTPUTSTHROUGHPUT
Feedback
14. Designed to Work
Each subsystemhas its own input-
transformation-output cycle
INPUTS OUTPUTSTHROUGHPUT
Feedback
Subsystem
Subsystem
15. Organisation as Dynamic System
Organisations are open systems; subject to
pressures and inputs fromtheirenvironment
16. Organisation as Dynamic System
Dynamic systems change overtime, adapting
to betterfit the environment
17. Entropy
The nature of transformative processes is to
degrade and disorderovertime
Ableakpicture?
INPUTS OUTPUTSTHROUGHPUT
Feedback
18. Entropy
One way to stave off the tendency toward
entropy is to infuse the systemwith energy
and otherresources
19. Open Systems and
Dynamic Equilibrium
An open systeminfluences and is
influenced by the environment in a
continual process of interdependence
The systemseeks balance by continually
adjusting
20. Essence of Open Systems
Synergy and Integration
• All parts are integrated and workin concert
• The whole is greaterthan the sumof its parts
Feedback
• Information is used to adjust and control
performance
• Interaction among subsystems and with the
environment is essential at all times
25. Unanticipated Consequences
Any change in one part of a system
will produce changes in otherparts
Apebblethrowninto
thecenterof asmoothpond
willripplethroughout
26. Steps
• Name the problemoropportunity
• Brainstormvariables
• Label each variable
• Array all variables
• Relate and clusterall variables
• Connect “lines of influence”
• Test it out
Using Systems Thinking
to Solve Problems
Hinweis der Redaktion
Instructions/Additional Information
Just show slide. Ask participants to identify a few systems.
Ask them what is meant by interrelated/interdependent, and what the implications are.
Instructions/Additional Information
This slide introduces the exercise coming up.
Have participants identify the major subsystems of the body (see next slide)
Show an anatomical picture of the human body.
Instructions/Additional Information
Once subsystems are identified, break participants down into subgroups. See next slide for process.
Instructions/Additional Information
The important thing in debrief is to highlight most people don’t think about the other systems in the body or in their organization. They think parochially, and this inward looking exercise only emphasises that!
What does this mean for the way they conduct business on a day to day basis?
15 mins (max) for group work
2 mins each for presentations
5-10 mins debrief
Instructions/Additional Information
This is an essential feature of systems and systems thinking. People have to realize that their actions (and inactions) affect the rest of the system.
Connection to Influencing Skills Unit???
Ask participants for a work example, where some action “perturbed” the rest of the system, perhaps in surprising, unanticipated ways.
Instructions/Additional Information
This is an essential feature of systems and systems thinking. People have to realize that their actions (and inactions) affect the rest of the system.
Connection to Influencing Skills Unit???
Ask participants for a work example, where some action “perturbed” the rest of the system, perhaps in surprising, unanticipated ways.
Instructions/Additional Information
This is an essential feature of systems and systems thinking. People have to realize that their actions (and inactions) affect the rest of the system.
Connection to Influencing Skills Unit???
Ask participants for a work example, where some action “perturbed” the rest of the system, perhaps in surprising, unanticipated ways.
Instructions/Additional Information
This just shows that systems are comprised of subsystems, each having its own internal relationships and function, and which are bounded. They have their own purposes, but definitely subordinate to the larger system (which most people forget).
Instructions/Additional Information
Fairly self-explanatory. Important to emphasise are that system purpose takes precedence over subelement/subsystem goals, and that system process and how elements work together is much more important than any of the elements themselves.
Instructions/Additional Information
Every system basically takes in inputs, transforms them, and produces outputs.
Have participant discuss what might be inputs, transformation activities, and outputs.
You can get a lot of mileage out of this simple slide, getting into such things as efficiencies, waste, and so on.
Instructions/Additional Information
This slide combines the two icons used so far, highlighting that each subsystem has its own job to do.
Instructions/Additional Information
Dynamic, in this context, means constantly changing. By open is implied that no system (or organization) stands alone: it cannot be considered in isolation from the environment. The same can be said for subsystems within the organization.
Instructions/Additional Information
This provides a chance to introduce the value of learning and change; and the peril of not!
Instructions/Additional Information
Entropy is a key feature of systems. They will dwindle and eventually perish, according to theory. However, the case can be made that systems will survive if they learn and adapt, get new energy and blood, and so on.
Analogy to exercise? See next slide!
Instructions/Additional Information
You might ask participants to brainstorm ways to stave off entropy.
Create a table of possibilities:
WorkHuman Body
Hire students part-timeExercise
Use rotation programsEat well
Install continuous improvementLife-long learning
program Take risks
etc., etc.Etc., etc.
Instructions/Additional Information
This slide is all about the fact that systems must change: the idea is that change is so constant and necessary that a dynamic equilibrium is created.
It also highlights that the system also influences its environment. Here is an opportunity for discussion: How does this organization influence its environment?
Dynamic Equilibrium:
dynamic = change/motion
equilibrium = balance
The idea is stability in motion - that a “tense” balance is struck between rest and change, constantly pushing for change. Punctuated equilibrium.
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Instructions/Additional Information
Just really important points.
You get a lot of mileage out of these associated concepts: people have to work together AND they have to talk to one another.
Instructions/Additional Information
Take this chance to “check in” with participants and see if they’ve been making connections in their own minds.
What are the implications? - the applications?
Instructions/Additional Information
This has to be one of the connections.
Instructions/Additional Information
These are some of the general applications we’d like them to be making.
Each could be talked about in detail. Where do resources come from? How can learning be promoted? Where and how do you look for efficiencies?
Instructions/Additional Information
These principles come from a review of the information so far provided.
Know where you are is more than Scorecards; it’s knowing that in the midst of continuous change you’re always “somewhere,” and you should think of your “moment” in that larger context.
Instructions/Additional Information
A little Taoist reminder...
Instructions/Additional Information
Here begins the exercise using Causal Loop Diagramming to solve a real problem or explore how an opportunity might be realized.
The simple method is to write each variable individually on a note card so they might all be laid out on the ground for visibility and arranging.
Post-It Notes work as well, if people want to work on a wall.
They are instructed to “associate” variables, forming subgroups (or clusters) as needed, and then to connect them with lines of influence. Ultimately, these lines must have directionality such that “as one variable goes up the next one goes up,” and so on.
See lesson plan for detailed outline.