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Introduction to Systems Thinking
for School Leaders
What are systems?
Ruth Deakin Crick
With thanks to Patrick Godfrey and David
Blockley and the Systems Centre
Chile January 2014

Learning together
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What are Systems?
Exploration of
- what a system is
- what systems thinking is

In the context of the
need for social
sustainability and
resilience

- why systems thinking is needed

3
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What are systems
“A system is a set of parts
which, when combined, have
qualities that are not present
in any of the parts
themselves. Those qualities
are the emergent properties
of the system.
Source: ‘Creating systems that work’ Royal
Academy of Engineering 2007
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Introducing systems thinking
Systems Thinking is a way of
thinking used to address complex
and uncertain real world problems.
It recognises that the world is a set
of highly interconnected technical
and social entities which are
hierarchically organised producing
emergent behaviour.
INCOSE UK Z7 Guide
http://www.incoseonline.org.uk/Documents/
zGuides/Z7_Systems_Thinking_WEB.pdf
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What is a system?

Input

Output

Essentially it is any two or more elements that are
interconnected for a purpose.
Difference between Output and Input = Change
Emergence: A systems is said to have ‘Synergy’ when
the whole is more than the sum of its parts. We design
systems to get a synergistic outcome.
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A complex system

Output or
Outcome

Input

Many to many connections
Influencing or sending messages
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A real world system

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Synergy

whole

>∑

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Your Systems
•  Technically
–  Brain
–  Skeleton
–  Nervous
–  Skin
–  Blood circulation
–  Sensory
–  Emotional
–  Cognitive
Complicated!

•  How does that relate to
–  your environment
–  your feelings
–  You!
Complex!
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What are systems
“Engineers are increasingly concerned
with complex systems, in which the
parts interact with each other and with
the outside world in many ways – the
relationships between the parts
determine how the system behaves.
Intuition rarely predicts the behaviour of
novel complex systems.”
Source: ‘Creating systems that work’
Royal Academy of Engineering 2007
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Consortium on Chicago School
Research (CSSR) Bryk et al 2010
"schools are complex organisations consisting of
multiple interacting sub-systems. Each subsystem
involves a mix of human and social factors that shape
the activities that occur and the meaning that individuals
attribute to these events. These social interactions are
bounded by various rules, roles and prevailing practices
that, in combination with technical resources, constitute
schools as formal organisations. In a simple sense,
almost everything interacts with everything else".
Source: Organising Schools for Improvement: lessons from Chicago, Chicago
University Press, 2009:45.
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6 Principles
1.  Debate, define, revise and pursue
the purpose
2.  Think holistically
3.  Follow a systematic procedure
4.  Be creative
5.  Take account of the people
6.  Manage the project and the
relationships.
Source: ‘Creating systems that work’
Royal Academy of Engineering 2007
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A Systems Thinker’s Goal is to fulfil Purpose
•  Purpose is the result, outcome or effect that is
intended from the system. Purpose is the answer to
the question: Why are we doing this? It is the driver of
intended change and defines unintended
consequences.
•  A requirement is an unambiguous statement of a
capability that the system must deliver. A requirement
is expressed in operational terms (what the system
will do) rather than solutions (how the system will do
it).

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1st Emperor of China
Qin Shihuang
(259 - 210BC)

A great systems thinker

Purpose Unification of
China
•  Constantly assailed by
warring neighbours
Qin decided to unify
China within its natural
boundaries.
•  He did it in 10 years!
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Defined the Boundaries
•  The sea, Himalayas, Great Wall.
•  By Emperor Qin’s order, in nine
years, they connected all the
existing bits and pieces, restored
and extended them.
•  Hence the shape of the Great
Wall was formed.
•  It was roughly 5,000 km long and
ran from west to east, separating
China from Mongolia.

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Developing synergy

Whole > ∑ Parts

Strategy: make friends with distant states whilst making
war with the neighbours!
•  He established prefectures and counties, ruled
directly by the emperor.
•  Based on the original rules of the Qin State, the
emperor adopted some regulations of other rival
states to form a workable law of the Qin Dynasty.
•  In economy, he claimed that both the agriculture and
commerce were very important. People should have
them developed together.
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Common language now Mandarin

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Systematic method
Customised mass
production

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Standardised manufacture, and technology
enhanced life cycles

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Standardisation of weights and measures
Imperial edict of Qin reads:
“In Year 26, the Emperor has
defeated all dukes and annexed
the whole land. The whole land
under the sky is at peace and the
first Emperor has been entitled.
The Prime Minister is sent to
check the weights and measures
and this measure is authorised.”

Integrating
Soft (people) and
hard (physical)
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Imperial Edict on:
Copper plate 99 X 62 X 2 mm
Probably attached to a wooden
measure
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Much more to be learned

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Three key ideas for systems thinking

Layers
Loops
Processes
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Layers ……
Community
Learning

Leaders
Learning

Teachers
Learning

Students
Learning
Loops….
Leaders	
  
Learning	
  

Employee
Learning

Teacher	
  
Learning	
  

CommunityL
eadership
learning

Systems
Thinking &
Processes

Community
Learning

Student	
  	
  	
  	
  	
  	
  	
  Parent
learning
learning	
  
Processes….
Leaders	
  
Learning	
  

Developing a shared, rich and multifaceted language and values for
learning across the whole community
Leading for Effective Teaching
Leading, modelling and planning for
complexity
Evaluating wider outcomes and using
data holistically for improvement
Harnessing collective intelligence
Teacher	
  
Learning	
  

Designing teacher authentic enquiry
aimed at student deep learning and
engagement
Research Informed practice

Teaching for Effective Learning
Collaborative learning across schools
Using technology to enhance
collaborative learning
Professional learning (accredited and
non accredited) as a pathway to impact
for research
Taking responsibility for my own learning
processes and performance
Student	
  
learning	
  

Understanding myself as a learner
Knowing how to construct new knowledge
through authentic enquiry
Authentic assessment and performance
Service learning and citizenship as an
outcome of authentic enquiry
Using EnquiryBlogger to enhance my
learning
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Framework for Systems Thinking
Integrating models

Starting here

Parts, wholes
and layers
Connections
and loops
Processes
How change happens

Context
Belief systems
Perceptions
Viewpoints
Boundary (open or closed)
Holon/Hierarchy
Emergence
Synergy
Relationships
Communications
Feedback / Foresight
Learning loops / Life cycles
Purpose
Requirements
Progress/Evidence
Opportunity and risk

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Boundaries outside - inside
Meta = µετά =
"after", "beyond"

Outcomes or outputs
Outside = Meta-system

Inside
Systems boundary
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Holon - anything both a part and a whole
A bigger
holon

Another holon
Another holon

Another holon

Holon

Another holon

Another holon

Another holon

Another holon

Another holon

Layers of holons
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Inside outside layers - nested models
•  Systems within systems
•  Each provides the context
for the ones inside
•  Particularly helpful when
describing human
behaviour
The first Russian nesting doll!
- Matryoshka 1890
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Boundaries on Bio-fuel?
•  Why - the purpose of the System?
•  How?

Supplying Energy

Supplying
Renewable
bio-fuels

Supplying
Non - Renewable
using heat
pumps

wind
hydro

tidal
solar

coal
oil &
gas

nuclear
tar
sands

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Boundaries on Bio-fuel?
We need to understand
relationships between components
– system architectures
Supplying Energy

Supplying Food
food miles

renewable

bio-fuels
fertilisers

non-renewable

It helps to have a framework orientated to purpose
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Where do we start? Our meta system

Our
World
Dimensions of Sustainability
Triple bottom line

PESTE

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Comparing
Policy level
Frameworks

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Dimensions of Educational Sustainability
PPESTE

political

Sustaining
and
improving
student
learning and
achievement
economic

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Forum for the Future
Five Capitals

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Halstar at Project level
•  Policy framework
–  5 capitals

•  Project framework
–  350 Issues
–  5-6000 criteria

Key to visualisation
of scores

Learning Together

© Halcrow Group Ltd (2008) all rights reserved

41
Illustrating Project Issues

Example of Project
Issues Scoring Wheel

© Halcrow Group Ltd
(2008) all rights reserved

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Key to visualisation of
scores
42
Agent Based
Modelling?

Project

Top Down

Bottom Up

Thinking in layers Policy

Systems
dynamics?

Occupancy
Performance
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Systems Orientation Chart
Soft, people
Engagement
in learning

simple
small
short term
many
tactical
tame
closed

Leadership
decisioning
examinations
timetables

Accounts

complex
large
long term
unique
strategic
wicked & messy
open

Health and safety

Hard, physical
After Oxenham D. (2008)

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Group Work : fill in the chart for your
school system

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Loops
Integrating models

Parts, wholes
and layers
Now here

Connections
and loops
Processes
How change happens

Context
Belief systems
Perceptions
Viewpoints
Boundary (open or closed)
Holon/Hierarchy
Emergence
Synergy
Relationships
Communications
Feedback / Foresight
Learning loops / Life cycles
Purpose
Requirements
Progress/Evidence
Opportunity and risk

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Connections and loops
•  The relationships between the holons and their
ability to communicate determines the emergent
behaviours and the possibility of unintended
consequences.
•  It is generally useful to think in terms of feedback
and feed-forward loops to create learning and
foresight and so to manage the processes involved.
•  Systems Dynamics is one way of simulating
processes

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Connections and loops
Action and reaction
Doing Process B

Doing Process A
Influence or message

Doing Process A

Feedback Loop

Doing Process B

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Feedback loops

Setting desired
water level:
(the success target)

Acting by
turning the
tap

Thinking
about the
gap

Flowing water
Perceiving
the water
level

Blockley and Godfrey ‘Doing it Differently’ 2000

Jay W. Forrester MIT 1996

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Systems Dynamics
•  Systems Archetypes
•  Negative and Positive Feedback
•  Key References:
–  Senge, P. M. (1990) The Fifth Discipline: The Art
and Practice of the Learning Organization,
London, Random House.

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Example – Fixes That Fail

• 

http://futuresavvy.net/category/systems-dynamics/

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Example – Shifting the Burden

• 

http://lindaboothsweeney.net/blog/?cat=17

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Feedback Loops

http://www.marketskeptics.com/2008/10/positivenegative-feedback-loops.html

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Learning Circle Activity
•  As a group, refer back to your Rich Picture
from the Soft Systems exercise and note the
key systems archetypes you see
•  Individually, draw at least one simple systems
archetype from the Rich Picture
•  Add ‘+’ for any positive (reinforcing) feedback
and ‘-’ for any negative (diminishing)
feedback
•  Share your thoughts with your group
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Problem solving loop
Define problem
Evaluate feedback

Take action

Make a
decision

Set up theoretical
model

Deduce results

Interpret
meaning
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PLAN
Choosing
Observing &
Describing
Generating Questions
Uncovering Stories
Mapping

DO
Designing
improvement protocol
Implementing
improvement protocol

ACT
Revise, Refine,
Collaborate.
Present and Redevelop

STUDY
Measure change
Analyse Results
Relationship with Educational Leadership
•  Systems Thinking is an essential
capability for Educators which is shared
with many disciplines e.g. Engineering
•  Design Educational Engineering and
Development is an approach to school self
evaluation which uses systems thinking to
integrate school effectiveness with school
improvement
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Relationship with engineering

Systems Thinking
Disciplines eg Engineering
Specialists
eg Materials Testing

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The relationship between components
influences performance

Outcomes or outputs

Inside
Part
Part

Part

•  Wholes and parts
•  Synergy
Whole >∑ of the parts
•  Leading to emergent behaviours and
unintended consequence
Systems boundary

Part

Part
Part

From the debate identify examples of emergent
behaviours and unintended consequences
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Loops
Integrating models

Parts, wholes
and layers
Connections
and loops

Now here

Processes
How change happens

Context
Belief systems
Perceptions
Viewpoints
Boundary (open or closed)
Holon/Hierarchy
Emergence
Synergy
Relationships
Communications
Feedback / Foresight
Learning loops / Life cycles
Purpose
Requirements
Progress/Evidence
Opportunity and risk

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New Process - How change happens
•  A holistic view of process
–  people and physical processes
–  consistency helps integrate hard and soft
–  helps to align stakeholders to purpose

•  Process define ‘How change happens’.
–  includes natural, hard (physical) and soft (people).

Why = How (who, what, where and when)
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Integrating soft and hard
People provide an essential dimension of the
success of every system and all its processes.
1.  All hard (physical) systems need to be seen as
being embedded in soft (people) systems
2.  All systems (hard and soft) are highly
interconnected and interdependent processes that
have to be managed to success.
3.  Complexity is reduced if we use “New process”
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Integrating models
Finally here

Integrating models

Parts, wholes
and layers
Connections
and loops
Processes
How change happens

Context
Belief systems
Perceptions
Viewpoints
Boundary (open or closed)
Holon/Hierarchy
Emergence
Synergy
Relationships
Communications
Feedback / Foresight
Learning loops / Life cycles
Purpose
Requirements
Progress/Evidence
Opportunity and risk

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Capturing complexity in a
real world
From
research

Perceived
real world
problem
situation

Action to
Improve

Soft Systems Methodology
(after Checkland, 1990)
Learning Together

All models are
wrong!!! But some can
be fit for purpose

Models of
relevant
purposeful
activity systems

Comparison of
models with
perceived real
world situation
Finds
Learning points
which enable

A structured
debate about
desirable and
feasible
changes
66
Points of view
SEE
DO
GET

Our belief
system
filters what
we see
(perceive)
It’s the way we see things

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After Joseph McNair (Rev. 2004)

A view of a belief system
stories

myths

legends

heroes/
heroines

role
models

jokes

beliefs

A Person
norms

values
mores

standards of excellence

ethical codes

attitudes

aesthetics

behaviour

artefacts
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Twin focused approach to integration
Past

Evidence
Hindsight
Prediction
Statistics
Literature
reviews
Case studies
Models

Provide

Integrated
systems
design

Process
Soft
People Purpose
Hard
Products Function
Performance

Innovate Future

Evidence
Foresight
Vision
Values
Opportunity
and Risk
Scenario
Models

Source after ‘Doing it differently (2000) Blockley and Godfrey www.thomastelford.com/books/bookshop_main.asp?ISBN=0727727486

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Coping with complexity
Core Process

A meta-framework for integration

Learning Together

70
Stakeholders in
tourism in Grenada

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Using his HALSTAR framework to
identify the issues

© Halcrow Group all rights reserved
Learning Together

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Design Framework for SUSTAINABLE TOURISUM IN GRANADA

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Examples of interdependent loops

Loop of issues affecting tourists and operators
Limitations to
growth

Establish an econometric
systems dynamics model to
quantify the outcomes
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In Conclusion
Purpose of this unit

Learning outcomes

Other stakeholder
needs
Inside
Sustainable Systems Unit
Systems boundary

Learning outcomes
By the end of this unit you should be able to:
•  “Demonstrate a thorough understanding of the key challenges
inherent in changing complex systems to become more
sustainable
•  “Select and establish a measurement regime for a specified
complex sustainability problem which is new to you
•  “Select, develop and apply an appropriate systems architectural
framework for the specified complex problem
•  “Establish an implementation process that will recognise
unintended consequences and provide opportunities for
significant improvement in systems performance through
synergy
•  “Demonstrate creative and innovative thinking in your approach
to systems design”
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Recommended Reading
•  Blockley, D & Godfrey, P. S. (2000) Doing it Differently :
Systems for rethinking construction, London, Thomas Telford.
•  Hoverstadt, P. (2008) The Fractal Organisation: Creating
sustainable organisations with the Viable System Model,
London, Wiley
•  Jackson, M. C. (2000) A Systems Approach to Management,
New York, Kluwer.
•  Senge, . M. (1990) The Fifth Discipline: The Art and Practice of
the Learning Organization, London, Random House.
•  Sterman, J. D. (2000) Business Dynamics : Systems thinking
and modeling for a complex world, Boston, Mass., Irwin
McGraw-Hill.
•  Wheatley, M. (2006) Leadership and the New Science 3rd ed.
San Francisco, Ca., Berrett-Koehler
76
Learning Together

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What are systems and how does this apply to school leadership

  • 1. Introduction to Systems Thinking for School Leaders What are systems? Ruth Deakin Crick With thanks to Patrick Godfrey and David Blockley and the Systems Centre Chile January 2014 Learning together
  • 3. What are Systems? Exploration of - what a system is - what systems thinking is In the context of the need for social sustainability and resilience - why systems thinking is needed 3 Learning Together
  • 4. What are systems “A system is a set of parts which, when combined, have qualities that are not present in any of the parts themselves. Those qualities are the emergent properties of the system. Source: ‘Creating systems that work’ Royal Academy of Engineering 2007 4 Learning Together
  • 5. Introducing systems thinking Systems Thinking is a way of thinking used to address complex and uncertain real world problems. It recognises that the world is a set of highly interconnected technical and social entities which are hierarchically organised producing emergent behaviour. INCOSE UK Z7 Guide http://www.incoseonline.org.uk/Documents/ zGuides/Z7_Systems_Thinking_WEB.pdf Learning Together 5
  • 6. What is a system? Input Output Essentially it is any two or more elements that are interconnected for a purpose. Difference between Output and Input = Change Emergence: A systems is said to have ‘Synergy’ when the whole is more than the sum of its parts. We design systems to get a synergistic outcome. Learning Together 6
  • 7. A complex system Output or Outcome Input Many to many connections Influencing or sending messages 7 Learning Together
  • 8. A real world system 8 Learning Together
  • 10. Your Systems •  Technically –  Brain –  Skeleton –  Nervous –  Skin –  Blood circulation –  Sensory –  Emotional –  Cognitive Complicated! •  How does that relate to –  your environment –  your feelings –  You! Complex! 10 Learning Together Learning Together
  • 11. What are systems “Engineers are increasingly concerned with complex systems, in which the parts interact with each other and with the outside world in many ways – the relationships between the parts determine how the system behaves. Intuition rarely predicts the behaviour of novel complex systems.” Source: ‘Creating systems that work’ Royal Academy of Engineering 2007 11 Learning Together
  • 12. Consortium on Chicago School Research (CSSR) Bryk et al 2010 "schools are complex organisations consisting of multiple interacting sub-systems. Each subsystem involves a mix of human and social factors that shape the activities that occur and the meaning that individuals attribute to these events. These social interactions are bounded by various rules, roles and prevailing practices that, in combination with technical resources, constitute schools as formal organisations. In a simple sense, almost everything interacts with everything else". Source: Organising Schools for Improvement: lessons from Chicago, Chicago University Press, 2009:45. 12 Learning Together
  • 13. 6 Principles 1.  Debate, define, revise and pursue the purpose 2.  Think holistically 3.  Follow a systematic procedure 4.  Be creative 5.  Take account of the people 6.  Manage the project and the relationships. Source: ‘Creating systems that work’ Royal Academy of Engineering 2007 13 Learning Together
  • 14. A Systems Thinker’s Goal is to fulfil Purpose •  Purpose is the result, outcome or effect that is intended from the system. Purpose is the answer to the question: Why are we doing this? It is the driver of intended change and defines unintended consequences. •  A requirement is an unambiguous statement of a capability that the system must deliver. A requirement is expressed in operational terms (what the system will do) rather than solutions (how the system will do it). 14 Learning Together
  • 15. 1st Emperor of China Qin Shihuang (259 - 210BC) A great systems thinker Purpose Unification of China •  Constantly assailed by warring neighbours Qin decided to unify China within its natural boundaries. •  He did it in 10 years! 15 Learning Together
  • 16. Defined the Boundaries •  The sea, Himalayas, Great Wall. •  By Emperor Qin’s order, in nine years, they connected all the existing bits and pieces, restored and extended them. •  Hence the shape of the Great Wall was formed. •  It was roughly 5,000 km long and ran from west to east, separating China from Mongolia. 16 Learning Together
  • 17. Developing synergy Whole > ∑ Parts Strategy: make friends with distant states whilst making war with the neighbours! •  He established prefectures and counties, ruled directly by the emperor. •  Based on the original rules of the Qin State, the emperor adopted some regulations of other rival states to form a workable law of the Qin Dynasty. •  In economy, he claimed that both the agriculture and commerce were very important. People should have them developed together. 17 Learning Together
  • 18. Common language now Mandarin 18 Learning Together
  • 20. Standardised manufacture, and technology enhanced life cycles 20 Learning Together
  • 21. Standardisation of weights and measures Imperial edict of Qin reads: “In Year 26, the Emperor has defeated all dukes and annexed the whole land. The whole land under the sky is at peace and the first Emperor has been entitled. The Prime Minister is sent to check the weights and measures and this measure is authorised.” Integrating Soft (people) and hard (physical) Learning Together Imperial Edict on: Copper plate 99 X 62 X 2 mm Probably attached to a wooden measure 21
  • 22. Much more to be learned 22 Learning Together
  • 23. Three key ideas for systems thinking Layers Loops Processes 23 Learning Together
  • 25. Loops…. Leaders   Learning   Employee Learning Teacher   Learning   CommunityL eadership learning Systems Thinking & Processes Community Learning Student              Parent learning learning  
  • 26. Processes…. Leaders   Learning   Developing a shared, rich and multifaceted language and values for learning across the whole community Leading for Effective Teaching Leading, modelling and planning for complexity Evaluating wider outcomes and using data holistically for improvement Harnessing collective intelligence
  • 27. Teacher   Learning   Designing teacher authentic enquiry aimed at student deep learning and engagement Research Informed practice Teaching for Effective Learning Collaborative learning across schools Using technology to enhance collaborative learning Professional learning (accredited and non accredited) as a pathway to impact for research
  • 28. Taking responsibility for my own learning processes and performance Student   learning   Understanding myself as a learner Knowing how to construct new knowledge through authentic enquiry Authentic assessment and performance Service learning and citizenship as an outcome of authentic enquiry Using EnquiryBlogger to enhance my learning
  • 30. Framework for Systems Thinking Integrating models Starting here Parts, wholes and layers Connections and loops Processes How change happens Context Belief systems Perceptions Viewpoints Boundary (open or closed) Holon/Hierarchy Emergence Synergy Relationships Communications Feedback / Foresight Learning loops / Life cycles Purpose Requirements Progress/Evidence Opportunity and risk 30 Learning Together
  • 31. Boundaries outside - inside Meta = µετά = "after", "beyond" Outcomes or outputs Outside = Meta-system Inside Systems boundary 31 Learning Together
  • 32. Holon - anything both a part and a whole A bigger holon Another holon Another holon Another holon Holon Another holon Another holon Another holon Another holon Another holon Layers of holons 32 Learning Together
  • 33. Inside outside layers - nested models •  Systems within systems •  Each provides the context for the ones inside •  Particularly helpful when describing human behaviour The first Russian nesting doll! - Matryoshka 1890 33 Learning Together
  • 34. Boundaries on Bio-fuel? •  Why - the purpose of the System? •  How? Supplying Energy Supplying Renewable bio-fuels Supplying Non - Renewable using heat pumps wind hydro tidal solar coal oil & gas nuclear tar sands 34 Learning Together
  • 35. Boundaries on Bio-fuel? We need to understand relationships between components – system architectures Supplying Energy Supplying Food food miles renewable bio-fuels fertilisers non-renewable It helps to have a framework orientated to purpose Learning Together 35
  • 36. Where do we start? Our meta system Our World
  • 37. Dimensions of Sustainability Triple bottom line PESTE 37 Learning Together
  • 39. Dimensions of Educational Sustainability PPESTE political Sustaining and improving student learning and achievement economic 39 Learning Together
  • 40. Forum for the Future Five Capitals 40 Learning Together
  • 41. Halstar at Project level •  Policy framework –  5 capitals •  Project framework –  350 Issues –  5-6000 criteria Key to visualisation of scores Learning Together © Halcrow Group Ltd (2008) all rights reserved 41
  • 42. Illustrating Project Issues Example of Project Issues Scoring Wheel © Halcrow Group Ltd (2008) all rights reserved Learning Together Key to visualisation of scores 42
  • 43. Agent Based Modelling? Project Top Down Bottom Up Thinking in layers Policy Systems dynamics? Occupancy Performance 43 Learning Together
  • 44. Systems Orientation Chart Soft, people Engagement in learning simple small short term many tactical tame closed Leadership decisioning examinations timetables Accounts complex large long term unique strategic wicked & messy open Health and safety Hard, physical After Oxenham D. (2008) Learning Together 44
  • 45. Group Work : fill in the chart for your school system 45 Learning Together
  • 46. Loops Integrating models Parts, wholes and layers Now here Connections and loops Processes How change happens Context Belief systems Perceptions Viewpoints Boundary (open or closed) Holon/Hierarchy Emergence Synergy Relationships Communications Feedback / Foresight Learning loops / Life cycles Purpose Requirements Progress/Evidence Opportunity and risk 46 Learning Together
  • 47. Connections and loops •  The relationships between the holons and their ability to communicate determines the emergent behaviours and the possibility of unintended consequences. •  It is generally useful to think in terms of feedback and feed-forward loops to create learning and foresight and so to manage the processes involved. •  Systems Dynamics is one way of simulating processes 47 Learning Together
  • 48. Connections and loops Action and reaction Doing Process B Doing Process A Influence or message Doing Process A Feedback Loop Doing Process B 48 Learning Together
  • 49. Feedback loops Setting desired water level: (the success target) Acting by turning the tap Thinking about the gap Flowing water Perceiving the water level Blockley and Godfrey ‘Doing it Differently’ 2000 Jay W. Forrester MIT 1996 49 Learning Together
  • 50. Systems Dynamics •  Systems Archetypes •  Negative and Positive Feedback •  Key References: –  Senge, P. M. (1990) The Fifth Discipline: The Art and Practice of the Learning Organization, London, Random House. 50 Learning Together
  • 51. Example – Fixes That Fail •  http://futuresavvy.net/category/systems-dynamics/ 51 Learning Together
  • 52. Example – Shifting the Burden •  http://lindaboothsweeney.net/blog/?cat=17 52 Learning Together
  • 54. Learning Circle Activity •  As a group, refer back to your Rich Picture from the Soft Systems exercise and note the key systems archetypes you see •  Individually, draw at least one simple systems archetype from the Rich Picture •  Add ‘+’ for any positive (reinforcing) feedback and ‘-’ for any negative (diminishing) feedback •  Share your thoughts with your group Learning Together 54
  • 55. Problem solving loop Define problem Evaluate feedback Take action Make a decision Set up theoretical model Deduce results Interpret meaning 55 Learning Together
  • 56. PLAN Choosing Observing & Describing Generating Questions Uncovering Stories Mapping DO Designing improvement protocol Implementing improvement protocol ACT Revise, Refine, Collaborate. Present and Redevelop STUDY Measure change Analyse Results
  • 57. Relationship with Educational Leadership •  Systems Thinking is an essential capability for Educators which is shared with many disciplines e.g. Engineering •  Design Educational Engineering and Development is an approach to school self evaluation which uses systems thinking to integrate school effectiveness with school improvement 57 Learning Together
  • 58. Relationship with engineering Systems Thinking Disciplines eg Engineering Specialists eg Materials Testing 58 Learning Together
  • 59. The relationship between components influences performance Outcomes or outputs Inside Part Part Part •  Wholes and parts •  Synergy Whole >∑ of the parts •  Leading to emergent behaviours and unintended consequence Systems boundary Part Part Part From the debate identify examples of emergent behaviours and unintended consequences 59 Learning Together
  • 60. Loops Integrating models Parts, wholes and layers Connections and loops Now here Processes How change happens Context Belief systems Perceptions Viewpoints Boundary (open or closed) Holon/Hierarchy Emergence Synergy Relationships Communications Feedback / Foresight Learning loops / Life cycles Purpose Requirements Progress/Evidence Opportunity and risk 60 Learning Together
  • 61. New Process - How change happens •  A holistic view of process –  people and physical processes –  consistency helps integrate hard and soft –  helps to align stakeholders to purpose •  Process define ‘How change happens’. –  includes natural, hard (physical) and soft (people). Why = How (who, what, where and when) 61 Learning Together
  • 64. Integrating soft and hard People provide an essential dimension of the success of every system and all its processes. 1.  All hard (physical) systems need to be seen as being embedded in soft (people) systems 2.  All systems (hard and soft) are highly interconnected and interdependent processes that have to be managed to success. 3.  Complexity is reduced if we use “New process” 64 Learning Together
  • 65. Integrating models Finally here Integrating models Parts, wholes and layers Connections and loops Processes How change happens Context Belief systems Perceptions Viewpoints Boundary (open or closed) Holon/Hierarchy Emergence Synergy Relationships Communications Feedback / Foresight Learning loops / Life cycles Purpose Requirements Progress/Evidence Opportunity and risk 65 Learning Together
  • 66. Capturing complexity in a real world From research Perceived real world problem situation Action to Improve Soft Systems Methodology (after Checkland, 1990) Learning Together All models are wrong!!! But some can be fit for purpose Models of relevant purposeful activity systems Comparison of models with perceived real world situation Finds Learning points which enable A structured debate about desirable and feasible changes 66
  • 67. Points of view SEE DO GET Our belief system filters what we see (perceive) It’s the way we see things 67 Learning Together
  • 68. After Joseph McNair (Rev. 2004) A view of a belief system stories myths legends heroes/ heroines role models jokes beliefs A Person norms values mores standards of excellence ethical codes attitudes aesthetics behaviour artefacts 68 Learning Together
  • 69. Twin focused approach to integration Past Evidence Hindsight Prediction Statistics Literature reviews Case studies Models Provide Integrated systems design Process Soft People Purpose Hard Products Function Performance Innovate Future Evidence Foresight Vision Values Opportunity and Risk Scenario Models Source after ‘Doing it differently (2000) Blockley and Godfrey www.thomastelford.com/books/bookshop_main.asp?ISBN=0727727486 69 Learning Together
  • 70. Coping with complexity Core Process A meta-framework for integration Learning Together 70
  • 71. Stakeholders in tourism in Grenada 71 Learning Together
  • 72. Using his HALSTAR framework to identify the issues © Halcrow Group all rights reserved Learning Together 72
  • 73. Design Framework for SUSTAINABLE TOURISUM IN GRANADA 73 Learning Together
  • 74. Examples of interdependent loops Loop of issues affecting tourists and operators Limitations to growth Establish an econometric systems dynamics model to quantify the outcomes 74 Learning Together
  • 75. In Conclusion Purpose of this unit Learning outcomes Other stakeholder needs Inside Sustainable Systems Unit Systems boundary Learning outcomes By the end of this unit you should be able to: •  “Demonstrate a thorough understanding of the key challenges inherent in changing complex systems to become more sustainable •  “Select and establish a measurement regime for a specified complex sustainability problem which is new to you •  “Select, develop and apply an appropriate systems architectural framework for the specified complex problem •  “Establish an implementation process that will recognise unintended consequences and provide opportunities for significant improvement in systems performance through synergy •  “Demonstrate creative and innovative thinking in your approach to systems design” 75 Learning Together
  • 76. Recommended Reading •  Blockley, D & Godfrey, P. S. (2000) Doing it Differently : Systems for rethinking construction, London, Thomas Telford. •  Hoverstadt, P. (2008) The Fractal Organisation: Creating sustainable organisations with the Viable System Model, London, Wiley •  Jackson, M. C. (2000) A Systems Approach to Management, New York, Kluwer. •  Senge, . M. (1990) The Fifth Discipline: The Art and Practice of the Learning Organization, London, Random House. •  Sterman, J. D. (2000) Business Dynamics : Systems thinking and modeling for a complex world, Boston, Mass., Irwin McGraw-Hill. •  Wheatley, M. (2006) Leadership and the New Science 3rd ed. San Francisco, Ca., Berrett-Koehler 76 Learning Together