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

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

Control

Feedback

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


-



view



- Identify desirable and culturally feasible changes

-Find accommodations between conflicting interests that will enable …



analysis

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

Conflict

Concerns,views

PeopleExternal observers / interested parties

A boundary

How can I….?£

Flows


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view







analysis

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!


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view







analysis

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.


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view







analysis

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

learning objectives

3Appreciate time& resource constraints

4Appreciate universitystandards for unit definition

8Define

assessmentcriteria

9Monitor

1-7

10 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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view







analysis

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.)

Documents

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