8. John Seddon (2008) Systems Thinking in the Public Sector:
The Failure of the Reform Regime.... and a Manifesto for a Better Way
Triarchy Press
9. SYSTEM
THINKING
IS
ABOUT…..
Wholes
Not IT
Managing Complexity
Feedback Loops
Not Process
Emergence
Creation of Purpose
Patrick Hoverstadt
9
10. SYSTEM
THINKING
SCHOOLS
Planning
School
Systems
thinking
is
a
holisVc
approach
to
planning
complex
systems.
Pioneers
of
this
approach
include
C.W.
Churchman
and
Russ
Ackoff.
System
Dynamics
School
Systems
thinking
looks
at
the
cause-‐effect
and
feedback
loops
that
drive
complex
systems.
Pioneers
of
this
approach
include
Jay
Forrester,
Donella
Meadows.
OrganizaVonal
CyberneVcs
School
Stafford
Beer's
Viable
Systems
Model
(VSM)
which
applies
systems
thinking
to
organizaVonal
design,
focusing
on
the
management
of
variety
to
achieve
long-‐term
viability.
Builds
on
the
work
of
Norbert
Wiener
and
Ross
Ashby
.
OrganizaVon
Learning
School
Popularized
by
Peter
Senge,
largely
based
on
earlier
work
by
Chris
Argyris
and
Donald
Schön,
but
also
drawing
on
the
work
of
Forrester.
Soe
System/Sensemaking
School
Sees
systems
as
mental
constructs
rather
than
physical
constructs
and
systems
thinking
as
an
ongoing
process
of
enquiry
to
improve
shared
understanding.
The
Pioneers
include
Peter
Checkland
and
Brian
Wilson.
Sir
Geoffrey
Vickers
and
Karl
Weick
are
also
associated
with
this
type
of
approach.
Complexity
and
Chaos
School
System
thinking
explores
the
emergent
properVes
of
complex
systems.
Approaches
include
Dave
Snowden's
parVcipatory
methods
based
on
narraVve
principles.
Snowden's
Cynefin
model
can
be
used
to
assess
which
systems
thinking
approach
is
most
applicable
to
a
given
situaVon.
Also
Robert
Pirsig's
Metaphysics
of
Quality
(MOQ).
Quality
and
Service
Design
School
Popularized
by
John
Seddon,
largely
based
on
earlier
work
by
Walter
Shewart
and
Edwards
Deming.
Linked
to
the
StaVsVcal
Process
Control
technique
(someVmes
known
as
Six
Sigma).
hip://lenscrae.wikispaces.com/systems+thinking
10
11. …
PLUS
StructuraVon
School
-‐
Anthony
Giddens
Social
Systems
School
-‐
Niklas
Luhmann
Second-‐order
cyberneVcs
-‐
Heinz
von
Foerster,
Gregory
Bateson,
Humberto
Maturana
…
11
12. ”Only variety
destroys variety”
• Conant-Ashby Theorem:
“every good regulator of a
system has to have a model of
that system”
• Faults of Commission & Faults of
Omission
12
13. VSM
-‐
VIABLE
SYSTEM
MODEL
Governance
Intelligence
Delivery
Monitoring
Co-ordination
Environment
Operations
Patrick Hoverstadt (2008) The Fractal Organization: Creating sustainable
04/11/13
13
organizations with the Viable System Model. Wiley
15. Core
enterprise
architects:
experts
in
enterprise
architecture
theory
and
pracVce.
Implicit
enterprise
architects:
those
who
support
enterprise
architecture
work.
Applied
enterprise
architects:
those
who
define
enterprise
architecture
requirements.
04/11/13
15
16. Three
categories
of
boundary
objects:
Ar<facts,
which
are
the
shared
tools,
documents,
models.
Discourse,
which
is
a
common
language
that
can
be
shared
across
communiVes
of
pracVce.
Processes,
i.e.,
the
shared
processes,
rouVnes,
and
procedures
that
facilitate
coordinaVon
of
and
between
communiVes
of
pracVce
Gøtze, J., 2013, The Changing Role of the Enterprise Architect. Proceedings of the 2013
17th IEEE International Enterprise Distributed Object Computing Conference Workshops
04/11/13
16
(EDOCW 2013), 9-13 September 2013, Vancouver, British Columbia, Canada
17. DIALECTIC
SKILLS
Enterprise
architects
must
have
competencies
in
resolving
conflicts,
and
in
creaVng
consensus,
synthesis
and
common
understanding.
Detect
what
might
establish
that
common
ground
and
the
skill
of
seeking
the
intent
rather
than
just
reading
the
face
value
of
the
words.
UPDM based on UML?? WTF?
04/11/13
17
18. DIALOGIC
SKILLS
In
facing
wicked
problems
[71],
enterprise
architects
must
focus
more
on
problem-‐finding
than
problem-‐solving.
In
analogy
with
craesmanship,
crae
looks
at
situaVons
in
a
problemfinding
manner
[72].
When
skilled
in
the
crae
of
cooperaVon
[69],
and
confident
in
their
ability
to
negoVate
complexity,
the
architects
can
interact
with
those
who
are
different,
antagonisVc,
or
even
aggressive
towards
them.
Such
dialogic
skills
[69]
also
include
listening
well,
behaving
tacsully,
finding
points
of
agreement
and
managing
disagreement,
and
avoiding
frustraVon
in
a
difficult
discussion.
Dialogics,
or
the
dialogical
domain,
is
“that
world
of
talk
that
makes
an
open
social
space,
where
discussion
can
take
an
unforeseen
direcVon”
[69].
Dialogic
conversaVon,
the
“subjuncVve
mood
in
speech”,
opens
a
“space
of
ambiguity”
within
the
conversaVon,
for
all
parVes
equally.
It
also
facilitates
empathy,
which
should
be
disVnguished
from
sympathy,
as
curiosity
or
wonder
about
an
other,
as
opposed
to
idenVficaVon
[69].
04/11/13
18
