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Systemic Design Toolkit - Systems Innovation Barcelona

The Systemic Design Toolkit represents a formalized set of methods and research tools designed by Namahn and developed with collaboration by me (SDA) and Alex Ryan of MaRS. The Toolkit can be discovered at https://www.systemicdesigntoolkit.org/

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Systemic Design Toolkit - Systems Innovation Barcelona

  1. 1. Systemic Design Toolkit A Brief Workshop Peter Jones, Ph.D. from OCAD University,Toronto
  2. 2. for system-level design & change
  3. 3. seenasadesignprocess
  4. 4. Human-centred system design for complexity
  5. 5. integrates systems thinking and human-centred design with the intention of helping designers cope with complex problems. Complex societal problems are owned by people other than designers. So we are always helping committed stakeholders cope with their world. Systemic Design Systems thinking Design thinking Systemic design
  6. 6. • Nonlinear relationships • Multiple levels & perspectives, purpose driven • Dialogue for collective learning • Working with leverage points • Open ended, shaping the conditions for change • Stimulating self-adaptation Systems thinking focuses on the whole Systems thinking R B S P
  7. 7. • People-centric • Hands-on, co-creative,cross-disciplinary • Structured problem the solving process • Evidencing to foster dialogue • Prototyping, testing,iterating to learn and improve Design thinking Focuses on the parts Design thinking
  8. 8. Designed to establish a dialogue for understanding and solving complex issues. • The toolkit is intended to be used in co-creation workshops, with stakeholders. • The tools help participants to ask effective questions, to build a common mental model of the system problem, & to generate innovative interventions. A systemic toolkit Why?
  9. 9. How did we get here? (system) • Framing:who and what is involved? • Listening:what are the most influencing factors? • Understanding:what is causing the behavior? Methodology The ideal future at the core Ideal future and purpose How do we get there? (design) • Exploring:what are the leverage possibilities? • Designing:how can we intervene? • Fostering: how can we care about the transition?
  10. 10. Framing the System Step 1
  11. 11. • Defining the initial boundaries • Understanding the necessity for change • Identifying the actual and future stakeholders • Identifying the emerging initiatives (new ways of doing) Step 1 Framing the system
  12. 12. Boundaries are recognizable by the structure of the (eco-)system • Same purpose • Same geographical location • Shared processes • Interdependencies and lines of influence Be open to a participatory process of unfolding and questioning boundary judgments Framing the system Technique:Boundaries
  13. 13. What is the context of the issue? • Landscape: long term trends • Why is the issue rising? • Regime:current ways of doing • How is the client/society currently dealing with it? • Niches: emerging alternative ways of doing • What are the new, innovative ways of dealing with it? Framing the system Tool:Rich context Inspired by FW Geels – “Processes and patterns in transitions and system innovations”
  14. 14. What is the ideal future we have in mind? • What do we want to achieve? • What are the benefits we want to provide? • What is driving the change? • What are the barriers? • Who is solving this already in a novel way? • What capacities can we build upon? • What is our design challenge at this stage? Framing the system Tool:Ideal(ized) future
  15. 15. Who is acting in the system and thus creating the behaviour? • Who are the main actors in the system? • Power/knowledge? • What is the nature of the interactions? An actor can also be a non-human agent Framing the system Tool:Actors map Inspired by “conflict analyses” from GSDRC and the Nesta discussion paper ‘systems innovation’
  16. 16. Who are the most extreme stakeholders? • Extreme needs and drives • Extreme interactions • Extreme perspectives • Extreme interests … Actors (people, organisations) Other stakeholders (potential actors) Framing the system Tool:stakeholder dimensions validation insights
  17. 17. Listening to the System Step 2
  18. 18. Discovering how interactions lead to system behaviours by seeking viewpoints & experiences of people. • Listen to as many different perspectives as consistent with the variety in the social system. Essentially, Design Research. Identifying assumptions about the system’s parts, relationships & behaviours. Listening to the system Step 2
  19. 19. What do we know about what causes the issue? • Events:what is happening? • Patterns:What has been happening repetitively? • Structures:What influences the patterns? • Mental models: What beliefs keep the structure in place? What don’t we know yet, but would like to find out? Formulate questions: • Hypotheses • Open questions Listening to the system Tool:Research questions
  20. 20. How to communicate the insights to others? • Actants are a systemic version of personas • Focus on the goals and activities within the system, and the emotions involved. Listening to the system Tool:Actants
  21. 21. Understanding goals, actions & relationships discovered by analysing human activity systems • Goal-oriented, mediated activities within a social system • What are competing goals? • What levels of activity can you find? Listening to the system Tool:Actor Network Inspired by the ideas of Bruno Latour and Lev Vygotsky
  22. 22. Understanding the System Step 3
  23. 23. • Analysing and visualising how the factors of the system influence each other • Converging on “where” interventions are needed to activate change in the system (leverage points) Step 3 Understanding the System
  24. 24. • Identify the variables • The elements that change over time and therefore influence the system • Quantitative or qualitative • Neutral Identify the loops • Balancing • Reinforcing Indicate the nature of the connection • Enhancing • Error feedback or Opposite directionality Understanding the System Variables and loops
  25. 25. Identify the core dynamic of the system • Actual dynamic or ideal Map the influencing variables around • From studies and from your interviews • Identify causal loops and draw them around the core • Indicate how they connect with the core Use different lenses and scales • Multiple capitals • Micro, meso, micro • Leverage & influencers Understanding the system Tool:System Maps
  26. 26. Identify the core relationship and define what is exchanged • Quantitative, qualitative • Actual relationship or ideal Map the influencing variables around • Look back at the stories that emerged from your interviews. Identify causal loops and draw them around the core • Indicate how they connect with the core Understanding the System Tool:Actant Systems Map Inspired by John Shibley - Making Maps: A Method for Drawing System Maps
  27. 27. System archetype are recurring patterns of behavior of a system • Loops responsible for generic patterns of behaviour over time, particularly counterintuitive behaviour. Understanding the system Tool:System Archetypes Archetype cards based on the ideas of Peter Senge
  28. 28. What are the most promising places in the system's structure where a small shift in one thing can produce big changes in everything. • Which factors are highly blocking (most arrows in)? • Which factors are highly unlocking (most arrows out)? 30 Understanding the system Technique:Leverage Points Presence of regulations for food management (driver) Adoption of food collecting services (blocker) Demand for composting service (blocker)
  29. 29. Simplified systems map to use in a workshop with stakeholders
  30. 30. • Synthesis of research & system models into visual narrative • Integration of all the elements of the analyses phase Understanding the system Technique:Synthesis Map
  31. 31. Defining the Desired Future Step 4
  32. 32. What is the desired future (long haul)? • Defining & visualising the desired future Defining the desired future Technique:articulating the ideal(ised) future
  33. 33. Ideal future, integration
  34. 34. What do we want to achieve? What would be the ideal future for the system? • What do we want to achieve? • What are the benefits we want to provide? • What is driving the change? • What are the barriers? • Who is solving this already in a novel way? • What capacities can we build upon? • What is our design challenge at this stage? Defining the desired future Future canvas
  35. 35. What is the value we want to create? • Micro: for the individual • Meso: for the organisation and the eco-system • Macro: for the society Lenses • Economical, ecological, phycological, social Defining the desired future Tool:Value Proposition Based on the value framework of Elke den Ouden – Innovation design. Creating value for people, organizations and society
  36. 36. Value propositions, fostering integration by music
  37. 37. How can we make the system resilient? • Agree on the time horizon • From the leverage points, brainstorm about the critical uncertainties • Combine into scenarios Next: find intervention strategies to deal with each scenario. Defining the desired future Tool:Future Scenarios
  38. 38. Exploring the Possibility Space Step 5
  39. 39. Where and how can we intervene in the system? • On which levels do you need to intervene to tackle the challenges? • What interventions are needed? Exploring the possibility space Tool:Intervention Strategy Inspired by D. Meadows – “Leverage Points: places to intervene in a system”
  40. 40. How can we design for the multiple needs and points of view? • Working with paradoxes is about AND thinking instead of OR thinking. • Building blocks for reinforcing loops Exploring the possibility space Tool:Paradoxical ideation
  41. 41. Paradoxical thinking, migration
  42. 42. Designing the Intervention Model Step 6 46
  43. 43. Connect relationships within activities • Draw on previous work • Identify Actors and goals • Define Activities & touchpoints • Design an intervention solution as an interaction model • Determine & indicate feasibility Designing the Intervention Model Activity Model
  44. 44. How can you connect your ideas? • Review your ideas: which of those can reinforce or enable each other? • Transcribe the ideas on sticky notes. • Stick the post-its on the provided props. Use them to connect your ideas. Build your model of interconnected interventions. • Try to build reinforcing loops Designing the Intervention Model Synthesis Map
  45. 45. Activity model, School dropouts
  46. 46. Fostering the Transition Step 7
  47. 47. How can we enfold our intervention model in the existing system? • Creating the right conditions for change to happen. • Experiment • Connect, learn and and grow • Scale by inviting ‘power’ to collaborate Building capability to adapt - seeking its goal. 51 Fostering the Transition Tool:roadmap for transition Inspired by FW Geels – “Processes and patterns in transitions and system innovations” and the ideas of David Bohm
  48. 48. Transition by design, food industry
  49. 49. Exploring how to make the transition • Scaling up the emerging initiatives • Fading out the current regime • Maintaining its strengths • Using its capacities • Defining transitional interventions Fostering the transition Tool:3 Horizons Based on the model of Hodgson and Curry
  50. 50. Understanding when and how change can be introduced in the existing system. • Define the aim: create, maintain, or disrupt • Determine the systems’ current phase of change • Define strategic initiatives to most effectively enable a transition Fostering the transition Panarchy Based on Holling’s Panarchy / Adaptive cycle
  51. 51. Universities (in many parts of the world) are becoming socializing institutions and not centres of engaged learning. They are not providing training with degrees that support emerging future needs. In the US (& elsewhere) people cannot afford to pay increasing university fees. US student debt is over $2 Trillion. Workshop problem question: Can we design pathways to reinvent education? How to support self-directed learners outside of the university system ?
  52. 52. You have up to 3 canvases available to work with in 30 minutes. We’ll look for concepts to emerge from across the groups. Each group will take on parts of the problematique, quickly. • Who are the stakeholders, roles & players? • What are the underlying drivers and needs? • How might we design & intervene? Can we design pathways to reinvent education? How to support self-directed learners outside of the university system ?
  53. 53. Organize into mixed-skill / background tables. Complete 2 of the SDT canvases – Step 1 Actor map & one other step.Take 30 minutes in studio.
  54. 54. Peter Jones, Ph.D. Associate Professor, OCADU Toronto Strategic Innovation Lab Systemic Design courses in: MDes Strategic Foresight & Innovation MDes Design for Health ocadu.ca Co-founder RSD Symposia rsd8.org Systemic Design Association Systemic-design.org Flourishing Enterprise Institute flourishingenterprise.com systemicdesigntoolkit.net

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