SSM1 05-6bbd

Systems Thinking and SSM

Properties of systems “Hard” and “soft” approaches Introduction to Soft Systems Methodology Some SSM techniques

First…. What is a system?

What is systems thinking?

A systems typology Natural systems – living and non-living, from subatomic to ecosystems and galaxies.

Designed systems 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

Systems ideas have been applied to organisational behaviour in many ways.

For example, the concept of socio-technical systems sees organisational systems as having 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 A boundary Hierarchy – parts which may themselves be systems

Emergence 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

System activities

Controlmechanism

Input Output

ControlFeedback

Negative feedback corrects a tendencyPositive feedback enhances a tendency

Control - Feedforward

System activities

Controlmechanism

Input Output

Control

Feedforward

Open & closed systems Open systems

Interact with their environment through inputs and outputs that cross the system boundary

Include organisational and living systems Closed 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

Reductionism. Simplification for analysis

Computer people do this often!

Holism Dividing into parts loses connectedness & emergent properties.

Example?

Divide and conquer! The whole is greater than the sum of its parts.

“Hard” and “soft” problems Hard problems:

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: Unstructured, messy, no clear solutions. Questions about “what” to do. Often in organisations, social situations, politics – situations involving people.

Hard and soft systems thinking

“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: “Hard” problems are susceptible to “hard” approaches

“Soft” problems need “soft” approaches.

What is SSM? A systemic process of learning

For exploring problem situations in organisations

For suggesting changes which will be helpful and achievable

SSM - Basic Overview

-Perceived real-world

problem situation

Models of “relevant systems” of purposeful activity, each based

on a world-view

Action to improve…

(Adapted from Checkland & Scholes, )

Choose & build

Comparison of models with the problem

situation, to identify…

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 world-view

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 Not intended as a prescriptive set of steps.

Start anywhere, finish anywhere, repeat ad lib.

Adapt as necessary.

Why SSM? 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? It’s NOT a complete development method. But has been extended with techniques for IS

Useful for IS-related problem “solving.” Used in

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 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


-


political aspects



on a world-view


Debating the situation using the models (Comparison)-Identify desirable and culturally feasible changes-Find accommodations between conflicting interests that will enable …




Entering the problem situation “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

Structure, e.g. departmental or organisation boundaries, geographical considerations, 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

ConflictConcerns,views

PeopleExternal observers / interested parties

A boundaryHow can I….?£

Flows


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political aspects



on a world-view






Thinking about the problem situation What important tasks are taking place?

What issues have you identified?

Name “relevant systems” (of human activity)

Relevant systems 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) 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!


-


political aspects



on a world-view






Root definition (1) 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) “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

Customers beneficiaries/victims Actors those who do T Transformation input output Weltanschauung world view, makes T meaningful

Owner responsible (who could stop T?) Environment “givens”, constraints

TInput Output

Building RD & using CATWOE

Either: Write a root definition, Validate it using CATWOE as a checklist Define any missing elements Rewrite RD to include them

Or: Define CATWOE Write a RD that includes all of them. Some leading practitioners criticise this approach.

Root Definition Example

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

C Students A Academic staff T 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 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 RDC

A

T

W

O

E

CATWOE from clinic RDC - diabetic adults in the Southdown & Downsville

areaA - ? 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 managementE - SGH, O/P clinic, Southdown & Downsville

area, HA budget and staffing constraints.

Revised clinic RD 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.


-


political aspects



on a world-view






Conceptual modelling Identify minimum necessary set of activities 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

2Document unitto university

standards

1Appreciate unit’s expected

contribution to route

7Define topics

& time allocation

5Decide method of delivery

6Define learnin

g objectives

3Appreciate time& resource constraints

4Appreciate universitystandards for unit definition 8

Define assessmentcriteria

9Monitor

1-710

Take control action

The 3 (or 5) E’s Efficacy: does the means work, does it actually achieve the transformation?

Efficiency: does it use the minimum necessary resources?

Effectiveness: is the transformation meeting the longer term aim?

Also Ethicality and Elegance.

SSM Overview

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political aspects



on a world-view






What else? Your workbook tells you about:

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. 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: Another SSM overview (see workbook) Systems ideas from Bennett et al (2002/2005) §1.3

References / More SSM books

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 30-year 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.)

SSM1 05-6bbd

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