Transcript Systems Thinking - Computing at Northumbria

Systems Thinking and SSM
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Properties of systems
“Hard” and “soft” approaches
Introduction to Soft Systems Methodology
Some SSM techniques
First….
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What is a system?
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What is systems thinking?
A systems typology
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Natural systems – living and non-living, from
subatomic to ecosystems and galaxies.
Designed systems
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Physical, e.g. train, chainsaw, dam
Abstract, systems of knowledge or philosophy
Human activity systems – “purposeful wholes”,
e.g. UNN, the gas industry, the City Council.
Social systems – overlap natural and human
activity systems, e.g. family.
(Checkland, 1981)
Socio-Technical Systems
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Systems ideas have been applied to
organisational behaviour in many ways.
For example, the concept of socio-technical
systems sees organisational systems as
having
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Technical subsystem – formal processes, tasks,
machinery, programs, with official goals, etc.
Social subsystem – human concerns & needs;
personal goals, views & interests;
communications, motivation, job satisfaction etc.
Characteristics of Systems
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A boundary
Hierarchy – parts which may themselves be
systems
Emergence
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Systems (and subsystems) have properties which
their contituent parts do not possess
Examples of emergent properties?
Communication – parts can interact
Control processes – to ensure continuity
Control - Feedback
Input
System activities
Output
Control
Control
mechanism
Negative feedback corrects a tendency
Positive feedback enhances a tendency
Feedback
Control - Feedforward
Input
System activities
Control
Feedforward
Control
mechanism
Output
Open & closed systems
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Open systems
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Closed systems
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Interact with their environment through inputs
and outputs that cross the system boundary
Include organisational and living systems
Don’t interact with their environment.
(Or, take in only energy, e.g. the biosphere or
various mechanical gadgets.)
These are best viewed as relative terms.
Two well known phrases
Divide and conquer!
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Reductionism.
Simplification for
analysis
Computer people do
this often!
The whole is greater
than the sum of its
parts.
 Holism
 Dividing into parts
loses connectedness
& emergent
properties.
 Example?
“Hard” and “soft” problems
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Hard problems:
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Structured, clear when a solution is found,
Subject to reasoning, problems about “how”.
Often in engineering, science. Dealing with blown
fuse, designing a bridge, etc.
Soft problems:
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Unstructured, messy, no clear solutions.
Questions about “what” to do.
Often in organisations, social situations, politics –
situations involving people.
Hard and soft systems thinking
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“Hard” systems thinking treats parts of the world
as systems, and investigates/ engineers them.
Systems taken to exist.
“Soft” systems thinking uses a process of
enquiry which is systemic. This uses systems
models to help find out about the real world, so
we may explore the consequences of choosing
to view elements as if they were systems, but
the systems we model are notional, not
representations of the world.
(See Checkland, 1999)
Experience teaches:
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“Hard” problems are susceptible to
“hard” approaches
“Soft” problems need “soft”
approaches.
What is SSM?
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A systemic process of learning
For exploring problem situations in
organisations
For suggesting changes which will be
helpful and achievable
SSM - Basic Overview
Choose & build
Models of “relevant systems” of
purposeful activity, each based
on a world-view
Perceived real-world
problem situation
Action to improve…
Comparison of
models with the
problem situation, to
identify…
(Adapted from Checkland & Scholes, )
SSM Overview - activities
Finding out about the
problem situation,
including cultural/
political aspects
Choosing & building models of
“relevant systems” of purposeful
activity, each based on a worldview
Taking action to
improve ...
Debating the situation using the models
(Comparison)
- Identifying desirable and culturally
feasible changes
- Finding accommodations between
conflicting interests that will enable …
Understanding of
the organisation,
including cultural
and political
analysis
Using SSM
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Not intended as a prescriptive set of
steps.
Start anywhere, finish anywhere, repeat
ad lib.
Adapt as necessary.
Why SSM?
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Practical and flexible approach to
managing change
Holistic approach that takes a wide
range of factors into account, inc. social
and political aspects
Aims to suggest change that is
meaningful and feasible in the
organisational context
Can be highly participative
Why SSM for IS?
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It’s NOT a complete development method.
But has been extended with techniques for IS
Useful for IS-related problem “solving.”
Used in
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Feasibility
Requirements capture
IS Planning
The aim is to have systems which are seen as
relevant, fit the organisation, and are used.
Example SSM IS projects
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Recording the activities of community
health workers
Decision support in a marketing
company
Providing mission briefings for fighter
pilots
Managing assignment submission for
distance learners
SSM Overview - activities
Finding out about the
problem situation,
including cultural/
political aspects
Choosing & building models of
“relevant systems” of purposeful
activity, each based on a worldview
Taking action to
improve ...
Debating the situation using the models
(Comparison)
- Identify desirable and culturally
feasible changes
- Find accommodations between
conflicting interests that will enable …
Understanding of
the organisation,
including cultural
and political
analysis
Entering the problem situation
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“A situation in which there are
perceived to be problems”
Don’t concentrate on “the” problem
We may enter the problem situation as
external consultants, or work on our
own problem situations.
What to put in a rich picture
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Structure, e.g.
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departmental or organisation boundaries,
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geographical considerations,
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people and institutions.
Process - activities, information or material flows.
Climate - the relationship between structure and
process, and any associated problems.
‘Soft facts’ - concerns, conflicts, views.
Environment - external interested bodies, factors
affecting the organisation.
Commonly used symbols
External observers /
interested parties
People
Flows
A boundary
£
How can I….?
Concerns,
views
Conflict
SSM Overview - activities
Finding out about the
problem situation,
including cultural/
political aspects
Choosing & building models of
“relevant systems” of purposeful
activity, each based on a worldview
Taking action to
improve ...
Debating the situation using the models
(Comparison)
- Identify desirable and culturally
feasible changes
- Find accommodations between
conflicting interests that will enable …
Understanding of
the organisation,
including cultural
and political
analysis
Thinking about the problem
situation
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What important tasks are taking place?
What issues have you identified?
Name “relevant systems” (of human
activity)
Relevant systems
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Relevant to exploring, debating and
changing the problem situation
Relevant from some “world view” -
Weltanschauung
More than one - choose a variety of views,
ideas
Phrase as “A system to ….”
Identify the W that makes them meaningful
and the main transformation.
Relevant systems (2)
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Primary task systems deal with the
main task of the organisation, from
some viewpoint.
Issue-based systems deal with issues,
problems etc.
Not always a clear-cut distinction, but
aim to include both!
SSM Overview - activities
Finding out about the
problem situation,
including cultural/
political aspects
Choosing & building models of
“relevant systems” of purposeful
activity, each based on a worldview
Taking action to
improve ...
Debating the situation using the models
(Comparison)
- Identify desirable and culturally
feasible changes
- Find accommodations between
conflicting interests that will enable …
Understanding of
the organisation,
including cultural
and political
analysis
Root definition (1)
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Short definition of a relevant system
Defines who would be involved,
purpose, viewpoint from which it’s
defined,
“A system to….”
Remember: NOT a description of what
happens in the real world.
We usually work with several definitions
Root definition (2)
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“Who is doing what for whom, to whom
are they answerable, what assumptions are
being made, and in what environment.”
(Checkland)
However, we use the CATWOE
terminology
CATWOE
Input
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Customers
Actors
Transformation
Weltanschauung
Owner
Environment
T
Output
beneficiaries/victims
those who do T
input  output
world view, makes T meaningful
responsible (who could stop T?)
“givens”, constraints
Building RD & using CATWOE
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Either:
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Write a root definition,
Validate it using CATWOE as a checklist
Define any missing elements
Rewrite RD to include them
Or:
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Define CATWOE
Write a RD that includes all of them.
Some leading practitioners criticise this approach.
Root Definition Example
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A Department of Computing owned system
by which academic staff define a unit
syllabus in accordance with university
standards for unit definition such that the
unit will make the expected contribution to
the route, provide clear learning objectives
for students and be deliverable in practice
within the constraints on staff time and
other resources within the department.
CATWOE for unit planning
example
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C
A
T
Students
Academic staff
Route’s requirement for unit  requirement met
by unit syllabus meeting criteria stated (i.e.
objectives, deliverable in practice)
W Importance of clear definition of units to route
planning and student learning; units should have
a defined place within the route.
O Department
E University standards for unit definition, time and
resource constraints
Another RD example
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A system to provide regular checkups,
advice and treatment to diabetic adults
in the Southdown & Downsville area by
means of outpatient appointments at
Southdown General Hospital in order to
empower them to control their
diabetes.
CATWOE for clinic RD
C
A
T
W
O
E
CATWOE from clinic RD
C - diabetic adults in the Southdown & Downsville area
A-?
T - patients with current level of support --> patients
with the necessary support, advice and treatment to
enable them to manage their diabetes
W - O/P care can provide support that will enable people
to control their diabetes.
Patients as responsible managers of their own
treatment, not passive recipients
O-?
E - SGH, O/P clinic, Southdown & Downsville area
Revised CATWOE for clinic RD
C - diabetic adults in the Southdown & Downsville area
A - medical, nursing & admin staff of the clinic.
T - patients with current level of support --> patients
with the necessary support, advice and treatment to
enable them to manage their diabetes
W - O/P care can provide support that will enable
people to control their diabetes. Patients as
responsible actors in their own treatment, not
passive recipients
O - SGH management
E - SGH, O/P clinic, Southdown & Downsville area, HA
budget and staffing constraints.
Revised clinic RD
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An SGH-management-owned system, staffed
by medical, nursing and clerical staff of the
hospital and operating within the Health
Authority’s constraints on budget and
staffing, to provide regular checkups, advice
and treatment to diabetic adults in the
Southdown & Downsville area by means of
outpatient clinic visits at Southdown General
Hospital, in order to ensure that all are
empowered to control their diabetes.
SSM Overview - activities
Finding out about the
problem situation,
including cultural/
political aspects
Choosing & building models of
“relevant systems” of purposeful
activity, each based on a worldview
Taking action to
improve ...
Debating the situation using the models
(Comparison)
- Identify desirable and culturally
feasible changes
- Find accommodations between
conflicting interests that will enable …
Understanding of
the organisation,
including cultural
and political
analysis
Conceptual modelling
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Identify minimum necessary set of activities
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Define topics & time allocation
Document unit to university standards
Appreciate university standards for unit definition
Appreciate unit’s expected contribution to route
Define learning objectives
Decide method of delivery
Appreciate time & resource constraints
Conceptual model
4
Appreciate university
standards for unit
definition
3
Appreciate time
& resource
constraints
5
Decide method
of delivery
2
Document unit
to university
standards
1
Appreciate unit’s
expected contribution
to route
6
Define
learning
objectives
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Define topics
& time allocation
8
Define
assessment
criteria
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Monitor
1-7
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Take control
action
The 3 (or 5) E’s
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Efficacy: does the means work, does it
actually achieve the transformation?
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Efficiency: does it use the minimum
necessary resources?
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Effectiveness: is the transformation
meeting the longer term aim?
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Also Ethicality and Elegance.
SSM Overview
Finding out about the
problem situation,
including cultural/
political aspects
Choosing & building models of
“relevant systems” of purposeful
activity, each based on a worldview
Taking action to
improve ...
Debating the situation using the models
(Comparison)
- Identify desirable and culturally
feasible changes
- Find accommodations between
conflicting interests that will enable …
Understanding of
the organisation,
including cultural
and political
analysis
What else?
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Your workbook tells you about:
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Comparing models with the real world/rich
picture
Debating desirable and feasible changes
Cultural analysis (Analysis 1-3)
Don’t neglect these: they may not have
characteristic techniques, but they’re
vital
To Do.
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Workbook. Sections 1-5 to be completed
before week 5’s seminar;
The rest, including the seminar
preparation in section 7, by week 6’s
seminar.
Reading:
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Another SSM overview (see workbook)
Systems ideas from Bennett et al
(2002/2005) §1.3
References / More SSM books
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Bennett, S., McRobb, S. & Farmer R. (2005), Systems
Analysis and Design using UML, 3rd edn., McGraw-Hill.
(An earlier edition will do for this.)
Checkland, P. (1999), Soft Systems Methodology: A 30year Retrospective, Chichester: Wiley.
P. Checkland & J. Scholes (1991), Soft Systems
Methodology in Action. Wiley.
Wilson, B. (1990), Systems: Concepts, Methodologies
and Applications.
Patching, D. (1990), Practical Soft Systems Analysis.
Pitman. (Try this only if you don’t get on with the
others.)