MANAGING COMPEXITYT306-b

Blocks: 4-5

محمد أبو أخونا و سندريال األخت لجهود ترجمتي و تجميعي من الملخصالكتب و الساليدات ببعض استعنت وكذلك خير يجزاهم الله

الملخص .. مع وقارنوها الحالية للسنة كالندر الكورس راجعوا مالحظةدعائكم صالح من تنسوني لا

Amalriya

dh 2012

BLOCK 4 – Managing sustainable development:Learning with other stakeholders

PART ONE: Introduction

Sustainable development learning with other stakeholders

المستدامة التنمية في النظام في المساهمين بين العالقة على يؤكد وأيضا ،،، التعليم أهمية على يؤكد الثاني المقطعفقرا أكثر يصبحوا بحيث بالفقراء يضر قد والتقدم التطور على الحصول سبيل في المثال سبيل على

النظامي التفكير مايخالف وهو التطور على الحصول سبيل في والبيئة بالطبيعة االضرار وايضاالمستدامة التنمية تعريف

Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs.

،،، والمجتمع بالبيئة االضرار ايضا يشمل القادمة األجيال بمستقبل االضرار غير من الحالية االحتياجات لتلبية التطور هوالخ

Why is sustainable development relevant to T306? The primary interest in sustainable development for the purpose of T306 is that it provides an example of a

domain of activity that many have experienced as complex.SD كالتعقيدات المتعددة الخبرات ذات األنشطة مجاالت بعض على مثال تعطي ألنها مهمة

The term domain is used here in several of its recognized senses as: من هنا المجال مصطلح يستخدم العديد في بها الحواس كما المعترف

1. The area of activity of a person, institution etc; مؤسسة لشخص نشاطال منطقة ذلك أو إلى وما2. A sphere of thought or operations; صعيد على او العمليات أو الفكر المجال3. The situation where something is applicable; فيها يكون التي للتطبيق شيء الحالة قابل

There are 3 particular features of SD that we will focus on:

1. Issues of SD directly or indirectly affect and are affected by everyone. So, it is a domain in which everyone is a stakeholder. .. مصلحة اصحاب الكل يجعل الذي المجال هو اذا الجميع بواسطة وتؤثر تتأثر المستدامة التنمية الكاتب نظر وجهة  من

2. This domain provides opportunities to consider how systems theories and methodologies have been and can be used in practice.

المجال فرصا هذا كيفية يوفر في استخدامها والمنهجيات النظريات نظم للنظر الممارسة ويمكن في .العملية

3. Many practitioners working in this domain have not explicitly used systems approaches but have - with hindsight- recognized the need to think and act more systematically and to adopt learning approaches, usually when crises on protests at decisions and actions have occurred.

للـ ) النظامية المنهجية بصراحة يستخدموا لم المستدامة التنمية ممارسي من بالمقابل( 306العديد لكن تسببها التي االزمات حدوث حين وذلك التعلمي المنهج واتباعهم بالنظام للتفكير حاجتهم تالحظ أن تستطيع

 القرارت

PART TWO: Engaging with sustainable development (SD)

A. Do you think the concepts of systems level and hierarchy could be used in analyzing sustainable development situations? Fully explain using an example to illustrate your answer Final 2010

Or Discuss why the system practitioner needs to understand the concepts of hierarchy orsystems levels. Use an example to discuss this. Final 2009

B. Checkland and Scholes (1999) believe that, “Different observers will attach different importance to different hierarchies with the choice of levels always observer dependent”. With an example of your own, show clearly what that means and how in the context of hierarchy and levels in system practice. Final May 2010

Or Checkland attributes the functions of what to do, how to do it and why to do it, to different system levels where choice of level is observer dependent. Using your own example, fully explain the concepts of ‘hierarchy’, and ‘level’ as stated above and explain their importance in systems practice. Midterm 2011

الهرمي التدرج عن حي تجدون Hierarchiesمثال مرتبة أعلى شي Organizationalفي Personal  وآخرتأثيرات وربما العالم انحاء جميع في وفروعها عالمية منظمات لوجود وذلك ،،، شي أعلى في المنظمة وضعت طبعا

الشخصي للنظام نوصل لمن نصغر ونصغر أيضا لمستوى  عالمية ننزل Communityوبعدينوالمحلي الجغرافي للمستوى ننزل وبعدين العالقات من شبكة عن نتكلم  Geographicalحيث

حولنا المحيط للفضاء كمان Spheresوونزل Being and consciousnessنزلالشخصي المستوى شي وآخر وسلوكها معينة لفئة المعتقدات نجد حيث للثقافة وننزل لالشياء والروح  الحياة

The nations of “hierarchy” and „levels” are important in systems practice, useful in structuring and grouping elements when exploring a system of interest. There are many different hierarchies which individuals find meaningful in the domain of SD. " الهرمي في المستويات" و" "التسلسل مهمة تعتبر

و ممارسة ال النظم، في و مفيدة . عند العناصرتجميع هيكلة النظام مصلحة من هناك استكشاف الهرمية العديداألفراد التي فيها مفيد يجد مجال معنى المستدامة في التنمية .

The interdependence of human and our environment – human and non-human subsystems –means that systems practice is in the domain of sustainable development and cannot concentrate on human factors alone. It is essential that political, economic, social, biological and physical dimensions be seen as parts of one system, so that we recognize the effects of our actions.

Structures Hierarchy

Organizational Single organizational: Individual/ group/team/company Multi-organizational: Sector/bigger sector/cross sector/all

Community Individual/network/bigger networkGeographical Local/regional/national/international/globalSpheres Physiosphere/biosphere /no sphere/the sphereBeing and consciousness Matter /life/mind/soul/spirit Cultural A hierarchy that ranks collective worldviews

PersonalA hierarchy that individuals find natural to them, which may be one or more of the above or something quite different.

بين • المتبادل والبيئة االعتماد البشرية و -البشرية- اإلنسان الغير الفرعية أنظمة ، النظم أن في الممارسة يعنيالمستدامة مجال يمكنها التنمية وال على ، البشرية التركيز أن وحدها. العوامل الضروري في من األبعاد ينظر

واالقتصادية و السياسية كأجزاء واالجتماعية والفيزيائية واحد منالبيولوجية لنا نظام يتسنى حتى على ، اآلثار التعرفعلى أفعالنا المترتبة

Emergent properties: المنبثقة او الناشئة الخصائص

A. The concepts of hierarchies and system levels are central to SD, where individuals’ actions are relevant to a range of levels. Hierarchies are important to consider because systems possess emergent properties that their sub-systems do not.

) ( الطبقات بهذه متصل الفرد تصرف الن وذلك المستدامة التنمية مركز هي النظام و الهرمية الهرمية. السلسلة تمتلكه ال النظام فروع التي الناشئة الخصائص تمتلك ألنها بها األخذ لكامل مهم ننظر الزم كذا علشان

القرار تتخذ عندما وفروعه طبقاته بكامل  النظامIt is not always possible to predict what properties may emerge at different system levels in different people’s SD systems of interest. But for a system practitioner in this domain, it can be helpful:

من دائما ليس ينشاء الممكن قد ماذا عن ال التنبؤ مختلف خصائصعلى على النظام مستويات مختلف في . المستدامة للتنمية بالنسبة الناس ل اهتمامات بالنسبة مفيدة تكون ان يمكن هذا نظامممارس ولكن في

المجال

o To recognize different system levels to work out how to facilitate interaction and;o To realize that these systems will not simply be a sum of their parts.

مختلف على النظام التعرف و مستويات تسهيل للعمل ؛ التفاعل كيفيةأن ندرك األنظمة أن تكون هذه أجزائها مجرد لن مجموع

Example: the author found a good example on that when UK environmental and development got together as the Education for Sustainability Forum to prepare and follow up educational objectives of the Rio Earth Summit.

Rio Earth Summit where Experts from around the world are coming together at this earth summit to agree a range of smart measures that can reduce poverty while promoting decent jobs, clean energy and a more sustainable and fair use of resources. 

For example: we found it useful to recognize both the whole system (i.e. Education for Sustainable Development) and different sub-systems of interest in drafting advertizing material for workshop. It meant that a broad range of people recognized this material as an invitation to take part in events in which their own system of interest was a part.(SAQ1)

B. The caption refer to Checkland point that the main changes can occur through purposeful activity relate to structure, process and outlook or attitude. Checkland recognizes that different observers will attach different importance to different hierarchies, with the choice of level – system, sub-system and wider system - always depending on what an observer selects as significant. It is also useful to explore different levels to those originally identified so as to check that action is focused at the right level.(SAQ2)

. يقول كذلك المواقف و التوقعات او العملية او بالهيكلة عالقة له نشاط في يحدث ان يمكن الرئيسي التغير ان - او نظام المستوى اختيار مع الهرمية االشكال مختلف في مختلفة مهام يتولون سوف المراقبين ان تشكالند

استكشاف . جدا المفيد من يكون قد مناسب المراقب يراه ما على يعتمد وذالك اوسع نطاق على فرعي نظام . المطلوب و الصحيح المستوى على التركيز و للتاكد وذلك االصل مع ماقرنتها و المستويات جميع

Figure4: Choice of level is observer dependent (Checkland and Scholes, 1999) p#22

Checkland attributes the functions of What to do….. (P)How to do it… (Q)Why do it…….(R) to the different system levels (system, sub-system and wider systems respectively.

Some aspects of sustainable development that many people experience as complex: 1. Events may occur over large scale e.g. the effects of CFCs (chlorofluorocarbons) on the ozone layer.2. Some of the systems of interest in this domain are very big so individuals may lose sight of the effects

of their collective actions.

3. Things are always in a state of change and sustainable development is generally not trying to keep things the same, but to co-evolve systems with their environments.

4. There are many, many people involved and it is often not clear who the main stakeholders are in any attempts at purposeful activity.

5. The consequences of actions may be found a long way in the time and place from their multiple ‘causes’ (e.g. with issues of production and consumption between industrialized and developing countries, or acid rain or pollutants that accumulate in the world’s oceans).

مدى قد أحداث .1 على واسع تحدث المثال نطاق سبيل الكلوروفلوروكربون ) آثار على (CFCsمركباتاألوزون طبقة .على

األنظمة .2 ف بعض المصالح المجال ذات هذا قد كبيرة ي األفراد بعض ان حتى المترتبة عنيغفلون جدا آثار.الجماعية ألفعالهم

من دائما األشياء .3 حالة و في المستدامة التغيير تحاول عموما والتنمية على ال األمور ولكن إبقاء نفسه،في األنظمة شارك وتطور .بيئاتها مع نشوء

الكثير، .4 الناس هناك من و الكثير من المعنيين يكون ما من غالبا الواضح المصلحة هم غير أصحابل أي في الرئيسيين .هادفنشاط محاوالت

متعدده .5 اسباب خالل من وذلك المكان و الزمان في البعيد المدى على توجد ان يمكن المترتبة النتائجالمثال) سبيل واالستهالك قضايا مع على والنامية بين اإلنتاج الصناعية الحمضية أو، البلدان أو األمطار

تتراكم الملوثات العالم في التي (.محيطات

Explain the concept of sustainable development. Why are group values as well as individual values considered to be so important for sustainable development? Final 2006

التالية اإلجابة ثم ومن األول السؤال إجابة إضافة باإلمكان

Sustainable development: Sustainable development can be described as “bringing environmental and development issues

together with the future in mind”. Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs.

المستدامة التنمية وصف التنمية قضايا الإبراز بأنها " ويمكن جوانب و وضع البيئة االعتبار مع في ".المستقبلهي المستدامة تلبي التنمية التي الحاضر التنمية بقدرة احتياجات المساس على دون المقبلة تلبية األجيال

الخاصة احتياجاتهم Sustainable development is also where ecological, economic and social aspects overlap.

It does not focus only on environmental issues, but also the policies that encompass three general policy areas: economic, environmental and social.

هي المستدامة تتداخل أيضا التنمية . اإليكولوجية، هي واالجتماعية االقتصادية فقط الالجوانب تركز البيئية على أيضا القضايا ولكن التي ، السياسات ثالثة في السياسات تشمل االقتصادية العامة: مجاالت

و االجتماعيةوالبيئية . There are many types of sustainability - ecological, economic, financial, social, political, and

institutional, depending on what is being sustained. SD has a historical tradition which has tried to increase the compatibility of ecological, economic and social sustainability, making each of equal importance in decision making..

أنواع وهناك من و - االستدامة العديد واالجتماعية البيئية االقتصادية و والمالية المؤسسية،والسياسيةعلى يتم باالعتماد . ما عليها المستدامة عملية الحفاظ تقاليد التنمية التي لديها زيادة حاولت التاريخية

و االستدامة التوافق واالقتصادية صناعة, اإليكولوجية في مهم مساوي قدر منه لكل جعلت والتي االجتماعيةالقرار.

The main reasons why group values seem to be important to sustainable development is that all individuals operate within social or organizational contexts and group as well as individual values affect peoples’ actions in relation to sustainable development. Groups of values can be thought of as value systems, which will have some sort of outcome that is greater than the sum of its parts. Group values change – albeit slowly according to Steely and Worcester – presumably with sustainable development in mind – but these changes only seem to occur (according to Hebel) when one set of values is confronted with another.

ل الرئيسية تبدوا القيممجموعة األسباب ل والتي المستدامة مهمة التنمية جميع هو تحقيق العمل أفراد أناالجتماعية ضمن وكذلك تنظيميةال أو سياقات الفردية ومجموعة، ، على القيم اإلجراءات تؤثر

بالتنمية الشعوب يتعلق اعتبار القيم من مجموعة المستدامة. فيما النظم ويمكن قيم سوف ها والتي ، . اجزائها مجموع من اكبر نيجة لها ورسستر ل وفقا ببطء ولو التغيير - قيم مجموعة يكون يواجه -الفوالذي

التغييرات ولكن هذه إال تبدو تحدث ل) أن عند( وفقا واحدة هيبل القيم مجموعة المفترض - آخر مع من منالمستدامة التنمية االعتبار مع في

Figure 10: Sustainable development: where ecological, economic and social aspects overlap

PART THREE: Discovering and contextualizing your own sustainable development beliefs and values

Discuss the connections between "values", "beliefs" and "Circumstances". Also discuss how this connection is relevant to sustainable development situation; you may enrich your explanation through suitable illustrations. Final 2008

Or the authors explained different definitions to expand our knowledge and understanding of various dimensions of perspective which includes: values, belief, circumstances, prediction, and contextualizing. Define and explain four of these five concepts and explain the connectivity between each one. Midterm 2011

There are a need for systems practitioners to make their perspectives apparent, in order to meet this need, we will drawing out some different dimensions of perspective Values, Beliefs and Circumstances. This technique can be used to consider different perspectives in many domains of practice, not just sustainable development.

Values, beliefs and circumstances:

The term value will be used here to refer to meaning something that an individual or group regards as something good or that gives meaning to life.

A belief is considered here to be an intellectualفكري starting point for a sequence of reasoning. Circumstances are used here to refer to personal factors الشخصية such as ,العوامل experience and

role that affect how a situation is perceived. Contextualizing mean from my skills learning through experience how I'm going to deal with the

situation. How to put approaches into context (contextualizing) for taking action in the “real world”.

The main skills of system practitioner are in order to contextualize system approaches: 1. To learn through experience. 2. To manage the relationship between approach and real world. 3. Adopting approach.

The phrase ‘putting into context’ describes the process of contextualization involved in the choice of approach. An aware practitioner is able to contextualize a diverse array of methods at their disposal creating an opportunity for a greater range of advantageous changes in the real world situation.

The challenge for the system practitioner is to be able to engage in double learning – learning about the domain and learning about the approach to the domain as well as juggling the other balls "BECM".

For example:Consider the following statement:“As a local resident who currently makes purchases in small shops in the town, I think there are environmental, economic and social costs attached to building a new supermarket on an out-of-town site. I am concerned that such a development would reduce the quality of life in the town and put other members of my community out of business.”My interpretations:The local resident with experience of shopping in small shops in the town gives an indication of personal circumstances. The belief statement is still there as before but expanded to give some dimensions of the costs perceived. The values that underpin this statement are hinted at in the last sentence, though still partly hidden and would need to be checked to appreciate the perspective more fully. For instance ‘quality of life’ will mean different things to different people depending on what they regard as good. I would include my love of ‘nature’ here but what I mean by that may still be different from what others would mean by the same phrase.

بختصار The indication of personal circumstances the local resident with experience of shopping in small

shops in the town. The indication of values the ‘quality of life’ will mean different things to different people

depending on what they regard as good. The indication of beliefs starting point for a chain of reasoning (cost).

Connections between values, beliefs and circumstances:

Values, beliefs and circumstances all determine our perspectives that in turn affect the way that we conceptualize the world (our world views).

There are connections between these values, beliefs and circumstances. But as values in particular are often hidden and seen to be more to do with our emotional than intellectual ways of knowing, these connections are not easy to rationalize.

و القيم تحدد ظروف والمعتقدات نظرنا كلها بدوره وجهات الطريقة وهذا على فيها يؤثر نتصور العالم التي النظر ) عالمنا وجهات (في .

المعتقدات • هذه بين عالقات و وهناك األحيان الظروف. والقيم من كثير في القيم ولكن ينظر تكون مختفية أنها على وسائل عالقةإليها من انها من لل عاطفيةاكثر االتصاالت معرفة، الفكرية سهلة هذه ليست عقالنيا .

Beliefs, on the other hand, as intellectual starting point seem to be more subject to reason. The way in which the term values, beliefs and circumstances are used is not standard in all literature.

Appreciating different perspectives, the values, beliefs and circumstances that is an essential skill for a systems practitioner.

أخرى ، المعتقدات ناحية فكرية ، من بداية نقطة لل أكثر و تعتبر سببعرضة .التي • الطريقة القيم إن استخدام والمعتقدات المدى يتم جميع ليست والظروف، في .المؤلفات موحدة

المختلفة النظر لوجهات و القيم، تقديرا النظم الظروف والمعتقدات لممارسي مهمة Values do not just contribute to beliefs but also to judgments, which unlike beliefs, are formed with

reference to certain criteria. The values of an individual are not held in isolation but in social or organizational context and the

values of the individual may differ from the social or organizational norms.

األحكام القيم •. في التي عكس، تساهم معينة تتشكل المعتقدات معايير معفي الفرد قيم • في عزلةليست اجتماعي ولكن و أو سياق عن للفردالقيم تنظيمي تختلف المعايير قد

التنظيمية أو االجتماعية

Exploring values, beliefs and circumstances in relation to a SD situation There are systemic connections between our behaviors and the implications of that behavior when it

is aggregated. There are many stakeholders with an interest in maintaining an interconnected set of activities

(system). Many of these stakeholders will have different interests in the same system.

Issues of stake-holding

A stakeholder differs from a shareholder in that the key factor that identifies a stakeholder is inclusion rather than ownership. A shareholder of a company owns a small part of the company, whereas a stakeholder does not own any shares in the company but is affected or cares about it. Stakeholders may be individuals or groups of people. Most categorizations of stakeholders distinguish between primary, direct or active stake-holding and secondary indirect or passive stake-holding. While stakeholders need to be identified, care is needed in not categorizing and potentially excluding some of them, too soon. Otherwise that may close down an analysis too early in the process when divergence is essential to its richness.

المصلحة أصحاب أحد ان حيث المساهمين و المصلحة اصحاب بين فرق وليس هم هنلك .المالك المشاركينفي من يملك شركة المساهم صغير أن الشركة جزء حين في المصلحة ، يملك أصحاب الشركة ال في جزء ولكن أي

المصلحة بهم. يهتم أو يتأثر يكون أصحاب من قد مجموعات أو المصلحة . الناس أفراد أصحاب ،األساسيين هنالكأو المباشرة والثانوية حصة، القابضة نشط المباشرين أن . القابضة حصة السلبي أو غير حين الشأن في بد أصحاب ال

تحديد إلى من حاجة هناك منهم احتمال واستبعاد تصنيف عدم في الرعاية، قريب ، البعض وقت لذلك، . جدا في خالفامبكر تحليال إغالق أن وقت العملية جدا في هذه ل االختالف عندما في ضروري ثرائه.أمر

Categorization of stakeholders may determine who participates directly and who does not. Issues arise in these processes of categorization when these most affected are not actively involved through arguably they should be. There interests or stocks may not be protected. Stakeholder-analysis techniques are used by a range of agencies and can be used for different purposes. Stakeholder analysis can be used as a means of addressing conflict and trade-offs. Conflicts can be defined as situations of competition and/or disagreement between stakeholders groups and trade-offs as the process of balancing conflicting objectives.

هو تصنيف المصلحة يشارك تحديد أصحاب و من مباشرة .الذي بصورة ذلك يفعل في تنشأ ال القضايا تضررا التصنيف عمليات األكثر االنشطه مشاركة عدم ينبغي عند كما المناقشات أو مصالح هنالك . في

محمية تكون ال قد المصلحة تحليل تقنياتهنالك. أسهم قبل أصحاب من الوكاالت وتستخدم من ،مجموعة استخدامها .ويمكن مختلفة استخدام ألغراض المصلحة تحليل ويمكن ل أصحاب النزاعاتمعالجة كوسيلة

تعريف المقايضات. و انها الصراع ويمكن بين أو/ المنافسة حاالت على المصالح جماعات الخالف أصحاب بين عملية والمقايضات و التوازن المتعارضة تحقيق األهداف .

Drawing a systems map is one way of representing how you are thinking of stakeholders in a situation. In recognizing a diversity of stakeholders in a SD situation and as a precursor to identifying or involving stakeholders in purposeful action, there is also a need to recognize the diversity of stakeholders‟ beliefs about SD.

واحدة النظم خريطة رسم طريقة . تفكر كيف لتمثيل هي المصلحة أصحاب على في مجموعة التعرفمن المصلحة متنوعة وضع أصحاب ك في و المستدامة لتحديد التنمية المصلحة أوتمهيدا أصحاب إشراك

و عمل في أيضا هناك هادف، بتنوع إلى حاجة المصلحة" المعتقدات االعتراف التنمية حول أصحاب.المستدامة

Some different beliefs about SD

1. Belief 1. Sustainable development is such a vague concept. Its vagueness gives opportunities for people with many different agenda to interpret it to suit their own interests. It seems meaningless in practice.

المستدامة المفهوم التنمية هذه مثل لل يعطي غموضها. غامض في من الفرص يعانون الذين أشخاص أعمال والمختلفة ال جدول مع عديدة يتناسب بشكل . لتفسيرها الخاصة يبدو مصالحهم ما له على معنى ال

العملية الناحية .منانها يشوفها البعض المصانع عدد زيادة مثال بسبب احيانا واضحة غير المستدامة التنمية ان هنا قلنا

التلوث تزيد النها االنسانية عديمة انها يشوف االخر البعض و حضارة There are two beliefs wrapped up in this statement:

1. First: Sustainable development is vague and as such is open to different interpretations2. Second that it's meaningless in practice. There are few who dispute that sustainable

development is a vague concept. That sustainable development is meaningless in practice is a statement that some would agree with and other disagrees. Issues of sustaining what and for who are central to this line of reasoning.

People focusing on sustainable development have different agenda that sometimes conflict. But others found that they do share agenda, for example in: bring environmental issues and development together challenging stereotypes Acknowledge shared concern and working out what to do about them.

There are many examples of individual and group actions taken with consideration to sustainable development.

2. Belief 2. There's so much we don't know, and are uncertain about anyway in this world, what difference does it make to subscribe to sustainable development? Ignorance and uncertainty are often gives reasons for not taking an action, and often combined

with an attitude that nothing that individual will do will really make a difference in the long run. Many examples of who have intended their action to be supportive for protection the environment

and sustainable development but have turn to be the opposite. There is scientific uncertainty as to whether or not a course of action would be harmful to people

and environment.التنمية وصف علينا صعب كذا علشان وشكوك مخاوف هنالك و العالم عن الكثير نعلم ال نحن ان يقول االولى النقطة في

المستدامة:فرد انا انه الشخص تفكير يكون ودائما القرارت اتخاذ يتجاهل انه يحاول بحيث انطباع الفرد تعطي المخاوف و الشكوك دائما

البعيد المدى على شي اغير استطيع ما لحالي ) المبيدات استخدام مثال يعني العكس انها بعد فيما يتضح بس المستدامة التنمية و البيئة حماية تدعم كثيره امثلة فيه يقول

.( البعيد المدى على للبيئة مضره بس الحشرات قتل علشان الحشرية. البيئة و بالبشرية تضر ممكن مخاوف و شكوك فيها يوجد لكن تتخذ قد مسارات هنالك ايضان

3. Belief 3. Human ingenuity and technology is the key to successful development An alternative view for successful development is one that emphasis the role of technology and

human ingenuity rather than sustainability, all the problems that have emerged have been resolved by technology.

. بظهور حلها تم قد المشاكل جميع وان االستدامة من بدال التطور نجاح اساس هي التكنولوجيا و االنسان براعة ان يقول من هنالكالتكنولوجيا

4. Belief 4. The issues are too big. Local level action is much more important all this global stuff. It's not my problem, nothing I do will make a difference. Governments and international agencies will sort it out There are several points and all had to do with the levels of decision making and action where

people feel they are not interested, motivated or empowered to participate. There are different levels where decision making and action can occur: international/ national/

regional/ district / sub-district/ locality/ community/ group/ household/ individual.

البعض يرى لذا العالمي المستوى على اهمية االكثر هي المحلية المشاكل غالبا و كبيرة مشاكل يوجد انه يقول الرابعة النقطة فيلحل تتدخل ان يجب التي هي العلمية الوكاالت و الحكومة ان و شي تغير يستطيع لن وانه فيها دخل اي له ليس هذه المشكله ان

. المشاكل هذهللمشاركة التمكين و التحفيز مناحية او ذلك في الرغبة لدية يكون ال قد البعض القرار اتخذا و بصناعة عالقة لها كثيره نقاط هنالك

الوطني .. مستوى على المنطقة مستوى على مثل فيها تحدث ان يمكن القرار لصناعة و لعمل مختلفة اماكن و مستوايات هنالكالقرية .. ... .. الفرد المجتمع المحلي

5. Belief 5. Sustainable development’s inherent ethical position is anthropocentric. Humans can’t control everything. I can defend a different ethical position There is tendency among people who focus on global issues, to polarise between human and non-

human dimension, often with little recognition that the two ends of the spectrum are interdependent.

They recognise that the range of values and attitudes we hold about non-human natural world can be seen falling into human-centred (anthropocentric) and life-centered (biocentric) groupings.

المستدامة موقف البشرية هي المتأصلةاألخالقية و التنمية البشر . المركزية يستطيع شيء ال كل على أستطيع . السيطرة العن مختلف الدفاع األخالقية موقف

على الناس بين ميل هناك• يركزون و الذين العالمية، اإلنساني بيناستقطاب القضايا البشرية البعد األحيان ، وغير من كثير فيأن اعتراف مع لو... مترابطة النهايات يذكر مثل بشريه والغير البشرية الناحية من االحداث اطراف بين عالقة فيه يقصودن يعني

. باالنسان و بالبيئة تضر راح السامة الغازات كثرتأن • يدركوا أن رؤية عليهم من ويمكن والمواقف مجموعة بحوزتنا القيم البشرية التي الطبيعي غير في العالم محورها الوقوع

( اإلنسان ) والحياة ، البشرية محورها المركزية .التجمعات( biocentric) التي

Values and SDو القيم عن سؤال جاء لو اعادة SDهنا كله تقريبا تحت اللي الكالم و القيم عن هنا درسناه شي كل نكتب

فوق للي Why and in what ways are values important to a systems practitioner in the domain of SD?

Values often remain at least partly hidden. Because values seem to be more to do with our emotional rather than our intellectual way of knowing and as such are not easy to rationalize. But just because they are not easy to rationalize does not mean that they have to remain hidden.

Alan Holland argues that values do not just contribute to beliefs but also to judgments, which unlike beliefs, are formed with reference to certain criteria. He goes on to say a judgment is something for which we must be prepared to take responsibility and which we must stand ready to defend and therefore a means by which we create our own identities. Holland adds that values are most appropriately construed as “objects of judgment” and hence that the discussion of values belongs properly within rather than outside the arena of rational debate.

The values of an individual are not held in isolation but in social or organizational context and the values of the individual may differ from the social or organizational norms.

A systems practitioner will nearly always be operating within a social and/or organizational context. In the domain of SD, where there are many multiple stakeholder situations, a systems practitioner is also likely to need to rationalize and defend the values on which their judgments are made and to work out what and whose values are relevant in a situation. There are 2 reasons for this previous view; the first concerns action and the second ethics

Ethical meaning here what ought to be rather than what is. SD is an ethical concept and particular values and beliefs underpin it.

The key elements for responsible Global citizenship: Values and attitudes: Sense of identity and self-esteem Empathy Commitment to social justice and equity Value and respect for diversity Concern for the environment and commitment to SD Belief that people can make a difference

For a system practitioner, discovering your own values in the domain of SD, can give insights into what is important in a situation and what is shared and not shared with other individuals and groups. Values can be attributed to groups as well as individuals.

Problems seem to occur because human values are conceptual and often hidden or disguised by social norms. They are difficult to determine because they are established very early in life and can be unclear even to individuals themselves. Value systems have been shown to have emergent properties that are world-views. It is suggested that these world-views about organizational life may be more important in the change process than separating our specific values.

Geoffrey Vickers focused on values and judgment in developing the concept of the “appreciative systems”. Cherishing is when objects (non-human) are valued for their sentimental value, something about

the relationship with the object that is valued rather than the object.

Phenomenology is a philosophical method of investigation that acknowledges the interrelationship of subjects and objects.

Focusing on the relationship rather than subject or object is one indicator of systems thinking.

SAG 4 & 5 االجوبه مع بالكتاب هذا السؤالين راجعوا

Congruence between your SD values and your behavior Whether needing to think and act systemically as an individual or to facilitate others, I have found it

useful to recognize what is driving my behavior and the degree of congruence between my values and behavior to guide my actions. Change generally is an important factor to recognize when considering congruence between values and behavior. For the systems practitioner who is trying not only to contextualize their own actions but also possibly to facilitate the systemic thinking and actions of others it seems to be particularly important. For the systems practitioner in the domain of sustainable development I find the idea of congruence particularly useful. It allows me to recognize the degree of congruence between my personal values and behavior.

The role of a systems practitioner in a sustainable development situation will vary depending on mode of systems practice adopted. Whether needing to think and act systemically as an individual or to facilitate others I have found it useful to recognize what is driving my behavior and the degree of congruence between my values and behavior to guide my actions.

In working this out I felt I needed to be clear in my own mind about why I was taking the actions I am when I hold some commitment to what I think of as sustainable development. I find I need to be able to answer questions such as: How is this event evaluated? Do you practice what you teach? Why did you judge it necessary to host this event rather than an e-mail conference? What is your own perspective on your systems of interest? In part, being able to answer these questions is for my own peace of mind and to carry out my role effectively. It is also so I can account to others for my value judgments.

Discovering one's own values is not necessarily an easy or comfortable task. Difficulties in discovering my values is classified as follows: My circumstances, in this case my social setting, which was the whole setting as I saw it at the

time rather than just a part of a larger system Changes over time, Change generally is an important factor to recognize when considering

congruence between values and behavior.

PART 4: Systems Practice for “MANAGING” SD

IntroductionIn any situation involving sustainable development there are many people and organizations involved, each with their own different perspective. There will not be any widespread agreement about the nature of the problem, its timescale or what any solution or resolution would look like.

2. Vignette 2: Limit to growthUltimately there would be constraints imposed on the growth of human population and industrial development because these were taking place on a finite (limited) planet.

These constraints would first “bite” was not predictable with any certainty, but that did not mean that the limits did not exist.This concept of limits to growth challenges the belief in economic growth, which has been advocated by western governments as the main vehicle for solving many problems.

The authors of the book “limits to growth” have made a recent study to establish whether a sustainable future is possible, and if so what level of material consumption; their conclusions are:

Without significant reductions in material and energy flows, there will be in the coming decades an uncontrolled decline in per capita food output, energy use and industrial production

To avoid this decline, two changes are necessary,a. Comprehensive revision of policies and practices.

b. Rapid, drastic increase in the efficiency with which materials and energy are used.

Systems dynamics is a modeling procedure, which computes changes in stocks and flows of specified variables over time.

The use of models of complex “systems” to predict behavior is consistent with the MS method.enquire- to ask, inquire- to make an investigation

xQ-Explain the concept of 'commons' as used by Hardin. Give two examples with reasons, one for which you consider should be treated as a 'commons' in Hardin's sense of a limited shared resource and one for which you consider 'not'. Final 2009

3. Vignette 3: Tragedy of the commonsHardin published a book called “The Tragedy of the Commons”; in this book he statesthat like any area of grazing land the commons will have a limited carrying capacity that is theability to provide food for animals on a sustainable basis.

شرح هنا ولكن 70 و 69 صفحة 4 بلوك في مشروح المستدامة التنمية منظور من المشتركة األشياء او( العموم ) مبدأ طبعا:للفائدة له سريع

مثال واعطانا األبقار لمربي كمرعى تستخدم األرض من محددة مساحة مثال يعني المرعي مثال ذكر" هاردن "األخ حق المثال في( لبن او لحوم كانت سواء ) وحدة 30 هو بقرة كل حق والناتج ترعى بقرة واحد لكل شخص 15 يوجد المساحة هذه في انه .يوميا

بسيطة بنسبة قل طبعا فيه اللي والحشيش المرعي ولكن زودها وفعال دخله يزود أساس على ثانية بقرة يشتري قرر منهم واحد اصبحت بقرتين معه صار اللي للراعي بالنسبة. وحدة 28 الى وحدة 30 من بقرة كل انتاجية انخفضت وبالتالي الثانية لألبقار

انتاجية ينخفض راح طبيعي ؟؟ ثانية بقرة له وجاب مثله عمل واحد كل لو يصير وش طيب. وحدة 56( 28 * 2 ) اليومية انتاجيته النهائية األنتاجية ولكن هالحالة في بقرتين معاه واحد كل يصير وبالتالي ، صح 28 ثم 30 من نزوال فقط وحدة 12 الى بقرة كل

زود واحد كل لما بينما وحدة 30 انتاجيته كانت وحدة بقرة معاه راعي كل كان لما أنه بمعنى - فقط وحدة 24 ( 12 * 2 ) بتكون .بقرة لكل أقل أنتاجيتهم اصبح بقرة 30 وصارو بقرة المساحة نفس على البقر ماكثر وكل وثابت معروف نمو معدل له الحشيش ان بمعنى محدودة المستدامة تنميته المرعى ألن

المشتركة المصادر أو الكومونز محدودية مبدأ هو وهذا ) أقل اللبن او اللحم من انتاجيتها وبالتالي أقل بقرة كل مرعى بيصيرFigure 18 in page 69 illustrates the concept of carrying capacity and the decline in yield as none animals are introduced onto the land

Pursuing self interest results in the best outcome. Harden said when a resource is limited market economics would not produce sustainable outcomes. He suggests that governments should intervene in markets to manage the limited resources so as to produce sustainable outcomes.

“Limit to Growth” and “Tragedy of the Commons” provided a powerful counter argument to the accepted wisdom, namely that economic growth through the operation of competitive free markets would provide solutions to all the problems of development, poverty, food supply and so on.In most communities, there are some types of local control put in place in order to make sure that resources will not be exhausted by over use.

Example for ‘common’ : المحدودية على مثال

The oil and gas reservoirs in the North Sea: these are commons which it is widely accepted will be exploited and depleted within a finite time period. Another example is The River Thames because it provides a source of fresh water to a large population.

والغاز خزانات وسيتم : النفط الشمال بحر بشكل هذه استغالل في استخدمت اذا تنفذ سوف زمنية فترة غضون وفي المحدودية هو واسع . آخر التايمز ومثال يوفر نهر العذبة مصدرا ألنه السكان إلى للمياه من كبير عدد .

Example for ‘not common ’: الالمحدودية على مثالThe Atlantic Ocean: it is not commons because it is well connected with other water resources. Fish stocks within the Atlantic Ocean could be regarded as a commons, but not the ocean itself. Another example is nuclear power station.

األطلسي محدود: المحيط ال جيدة ألنيعتبر األخرى مع عالقة المائية اعتبار . الموارد السمكية ويمكن المحيط في الثروة في ليس محدودية األطلسي ولكن نفسه ، المحيط هو آخر. في ذلك على للطاقة مثال النووية محطة .

Q-Drawing on your own experience and your knowledge about the evolution of using systemsideas in the domain of sustainable development, suggest some answers to the question 'who learns what?' for systems practice based on each of the ethical choices: Final 2010

I. Deciding for other stakeholdersII. Deciding with other stakeholders

III. Enabling stakeholders to decideيالميدتيرم جانا هذا السؤال

Managing systems practice in contexts of SDAn aware systems practitioner has 3 choices in how they manage their engagement with stakeholders when pursuing any form of purposeful activity, the choices are to:

و 3هنالك إدارة كيفية على المصلحة اختيارات اصحاب النشاط أي اتباع عند مشاركتة أشكال من شكلهي ، الهادف إلى والخيارات

1. decide for stakeholders ( لهم ( القرار اتخاذ المصلحة الصحاب التقرير2. decide with for other stakeholders المصلحة اصاب مع لتقرير3. enable stakeholders to decide القرار اتخاذ في المصلحة اصحاب تمكين

1- Deciding for: When the systems practitioner takes control of the situation and uses their expertise to tell, or recommend to stakeholders what they should do.

قرار الصحاب : اتخاذ التوصيات اعطاء او القول فيستطيع خبرتة فبححكم فهو االنظمة ممارس هو المسيطر هنا لهم به القيام ينبغي وما المصلحة

In this situation the systems practitioner would have the most potential for learning about issue and about their own practice. The disadvantage of “deciding for” is that however much we might try to put ourselves in the shoes of another, or acknowledge other perspectives, it is never the same as having these stakeholders participate

الحالة . هذه على لديه األنظمة ممارس فإن في و حول أكثر التعلم القدرة بهم الممارسةحول القضية . الخاصةالنقطة هذه مساوء لهم " " من قرار ( إتخاذ اي ) االخرين حذاء في اقدامنا وضع نظام كممارسين الكثير حاولنا مهما أن هوالنظر بوجهات نظر ) االعتراف وجهات هنا يقصد المشاركين المصلحة اصحاب يملكه ما نملك ان نستطيع لن األخرى،

المشاركين(

“Deciding for” is often needed in case such as: التالية الحاالت في يصلح القرار اتخاذ

a. where stakeholders are not human بشر ليسوا المصلحه اصحاب كانوا اذاb. where stakeholders cannot be involved with decision making because of: ال المصلحة اصحاب كان اذا

مايلي بسبب يستطيعون No capacity, where capacity might be determined by time constraints as well as bio physical

restraints. الوقت لدهم ليس كمثال لهم طاقة ال No desire to be involved القرار اتخاذ في لهم رغبة ال Not yet been identified هويتها تحديد يتم لم

2- Deciding with: When the systems practitioner acts as a facilitator for other stakeholders in the situation and participates in decision making with other stakeholders.

ا هنا الحالة بمثابة نظم ممارس يعتبر عملية ل ميسر في يشاركهم و اآلخرين المصلحة القرارات أصحاب اتخاذThey systems practitioner could facilitate and involve other stakeholders in using the systems approach but he/she may do so in a way that protects their specialist knowledge and skills. In this case the outcome may be owned jointly by the participants but the process to achieve the outcome would not. In the longer term this scenario would be less sustainable because learning about the process has been limited to the 'expert' rather than residing in what Wenger describes as a 'community of practice'. Alternatively a systems practitioner as facilitator may go out of their way to 'give away' the particular systems approach they are using to those involved so that the participants may use it themselves in some future situation.

أن و يمكن تسهيل يعمل األنظمة المصلحة ممارس أصحاب استخدام إشراك بطريقة ولكن النظم في معرفتهم تحمي يعملالحالة والمهارات. المتخصصة هذه مملوكة قد في النتائج قبل تكون من مشترك النتائج) بشكل متقاسمين يعني المشاركين

. فقط( النتيجة تحقيق في نفسها بالعملية مشتركين غير الطويل ولكن المدى هذا على يكون فإن قد ألن أقل السيناريو استدامةالعملية على قد تعلم من" " يقتصر بدال في ) ( خبير كما بس معينة فتره يقيمون الذين هنا يقصد يقيمون ك يصف فينجر ما الذين

منها. الممارسات" منالمجتمع " يستفيدو حتى للمشاركين االنظمة بعض وترك يخرج ان فيمكن لهم كميسر االنظمة ممارسمستقبال النفسهم

3-Creating an enabling process for deciding: When the systems practitioner explain to stakeholders what they see as the strengths and weaknesses of a particular method in a given context so that the stakeholders could choose for themselves.

القرار عملية خلق اتخاذ المصلحة شرحي أنظمة ممارس: تمكن يعتبرونه ألصحاب و ما القوة الضعفنقاطمعينة ب معين طريقة سياق المصلحة بحيث في بانفسهم أصحاب يختاروا أن .يمكن

In this situation, there is the potential for the systems practitioner and stakeholders to become co learners or co-inquirers.

الحالة، في احتمال هذه ل األنظمةممارس ل هناك المصلحة متعلمين وأصحاب أو المشتركين يصبحوا مستفسرين مشتركين .

Vignette 5: Learning from Brent Spar? Clearly an improved understanding of the different perceptions that the people have, and of the

different values they place on natural and human resources is a vital requirement for professionals contributing to environmental decision making.

Part 5: Designing ‘learning systems’ for purposeful action in the domain of SD

Creative use of SS- method for “managing” SD in multiple stakeholder situations Moving form “deciding for “to one of the other power relationships means that there is a need to

focus on the C ball. (Contextualizing). When engaging with stakeholders who have multiple experiences and skills-<the aware practitioner are--<faced with the need to be clear about their role, and the process issues for involving stakeholders. So managing the C ball is more sophisticated than just choosing one or more methods. The very skilled practitioner relies on the thinking that underpins the various methods that are available.

Design: The word “designing” was used in the title of this part because designing is a special form of contextualizing. Design is a particular form of purposeful human activity. A successful design is one that enables someone to transfer thought into action or into another design. This type of design is called systematic design, because there is a clear objective to be optimized. Systemic design: is a design which creates the possibility of emergence and which is carried out awareness of the thinking used to guide the design. The most important emergent property in this part is “Learning which triggers purposeful action”.

List the five principles on which the European Community environment policy is based.The five principles are:1. The adoption of global, proactive approach aimed at the different actors and activities which affect

natural resources or pollute the environmentالطبيعة الموارد على تؤثر التي االنشطة و الفاعلة الجهات الى مختلف الى يهدف عالمي نهج اعتماد

2. The will to change current trends and practices which harm the environment for current and future generations;

المستقبلة و الحاليه لالجيال بالبيئة تضر التى الممارسات و الحاليه االتجهات التغير في الرغبة3. Encouraging changes in social behavior by engaging all the actors concerned (public authorities,

citizens, consumers, enterprises, etc.);السلطات ( مثل المعنية الفاعلة الجهات جميع اشرك خالل من االجتماعي السلوك في التغيرات تشجيع

( الشركات... العلية4. Establishing the concept of shared responsibility;

المشتركة المسئولية مفهوم بدءUsing new environmental instrument

الجديدة البيئة االدوات استخدامQ-List the five features for each of "first Order" processes and "Second Order" process while engaging with process design for emergent outcomes. Final 2008Or Describe and explain any three main features of 'Second order processes' whileengaging with process design. Final 2009Or While engaging in designing a process which allows for emergent outcomes, discuss thecomplete meaning of 'First order' and 'Second order' processes Final 2010

كمان بالفاينل اعتقد و بالميدترم جانا هذا

1. Engaging with process design for emergent outcomes

• How do I design a process that enables stakeholders to make decision?• How do I design a process which allows for emergent outcomes?

, من يمكن وايضا القرار اتخاذ في واالنخراط بالمشاركه المساهمين يمكن بحيث التصميم عمل كيفية بمعنىالواقع ارض على وابرازها المطلوبه واالهداف النتائج على .الحصول

– This can be done by creating enthusiasms , ممله بطريقه وليس للمشاركه المساهمين ويحمس مشجعه بطريقه يكون ان يمكن هذا كل

First order processSecond order process

1. Assume data describes a system as if it was an objective set of operations functioning independently of its historical and social creation.

ان من كمجموعة النظام فتص البيانات يفترض اهدافعن تعمل العمليات مستقل وعالمها تاريخها بشكل

االجتماعي

1. Utilize data that takes as its starting point first order data such as description of physical events with reference to personal experience of working with data.

البيانات انطالقة استخدام الدرجة بيانات كنقطة منالى المادية األحداث وصف مثل األولى االشارة معشخصية مع تجربة العمل البيانات. في

2. Changes happened in term of identifiable objects with well defined properties.

خصائص مع اهدافها تحديد يمكن بطريقة يحدث التغيرجيدا محددة

2. To achieve change it is necessary to step out the usual frame of reference and take a meta- perspective i.e. this perspective avoid being subjective or objective.

التغيير من لتحقيق بد المعتاد اإلطار من الخروج ال المنظور واتخاذ المنظور مثال تعريف ذاتية تجنبي هذا

موضوعية أو .

3. A first order understanding gained by accepting that there are general rules that apply to the situations in terms of those objects and properties.

قبول طريق عن تكتسب الفهم من االولى الدرجةحيث من حاالت على تطبق عامة قوانين هنالك ان

الخصائص و .الالهداف

3. Second order is built on the understanding that human beings determine the world that they experience.

الفهم من الثانية أن بنيت الدرجة أساس على منتجربتهم ا حديدي البشر عن لعالم

4. Learning and action are based on the belief in a single reality – a real world, which can be approached objectively.

يستند والعمل اعتقاد التعلم في على وهو - واحد واقعالحقيقي يمكن العالم والذي يعالج ، .بموضوعية أن

4. Second order characterized by experience of 'awareness' of being the agent in generating key distinctions: what is the system of interest? What are the problem/ opportunity?

الثانية عامل لكونهاالوعي" " بتجربة تميزت الدرجة توليد نظام ما الرئيسية: الفروق في ما الفائدة؟ هو الفرصة / هي ؟المشكلة

5. A practitioner is minimally aware of how the context or the participants act would shape any experience.

األدنى ركيد الممارس ان الحد فعل أو سياقال كيفية منيعمل المشاركين الخبرة تشكلراح

5. Problems and improvement are generated in the conversation that take place between stakeholders and not outside such engagement

و تتولد من المشاكل تجري المحادثةتطورات بين التيو المصلحة العمل خارجليس أصحاب هذا

6. The first order process characterized by concerned intervention, clear goals, naming the problem and identifying the rational solution.

األولى الدرجة المعنية، ب تتميز العملية أهداف الجهاتوتسمية واضحة و ، .عقالني حلتحديد المشكلة

SAQ 12:The 4 stages involved in designing a process for emergent outcomes are:

Stage 1: Bringing the system of interest into existence (i.e. naming the system of interest). Stage 2: Evaluating the effectiveness of the system of interest as a vehicle to elicit useful

understanding (and acceptance) of the social and cultural context. Stage 3: Generation of a joint decision-making process (a problem-determined system of

interest) involving all key stakeholders Stage 4: Evaluating the effectiveness of the decisions made (i.e. how has the action taken been

judged by stakeholders?).

(Please refer to pages 92-93)

Q-Compare and contrast between the two models of SSM they represent by drawing on your own learning about SS-method or methodology. Outline what the main changes appear to be between the 1980s and the 1990s versions. Suggest any implications of the changes for the systems practitioner?

Or Describe the features and changes between Mode One and Mode Two in the Soft System Methodology? Do you think these changes are designed or emergent development and why? Then, draw the model of the SSM process as articulated by Checkland & Scholes to explain the logic-based stream of analysis and the cultural stream of analysis. Midterm 2011

الميدترم .. او الفاينل هو اتذكر ما بس جانا السؤال هذا

2. Developments in practice with SS-method The creative use of SSM offers strategies to break out of traps associated with uncritical use of

systematic thinking and action which has characterized some attempts to manage sustainable development.

There are two versions of SSM on in the 1980 and one in 1990Figure 21 (p. 96) & Figure 22 (p. 97)

Figure 22: The process of SSM (from Checkland and Scholes, 1990:29)

SAQ 13 Comparison between the two models of SSM: Differences: في اعتقد جانا السؤال هذا كمان

بعد الفاينل و الميدترم

SSM (1980)SSM (1990)

Starting with SSM and use it to structure what is done.

Starting from what is to be done and making sense of it by mapping it on to SSM .

Method driven يحركها يحركها Situation-driven االسلوب الوضعIntervention تدخلInteraction تفاعلSometimes used only as a linear sequenceAlways iterativeSSM as an external recipeSSM as an internalized model

There is a distinction between the real world and the conceptual world. This division is use to distinguish between the everyday world of the problem situation and the systems thinking about it

There is no clear division occurring in a sequence of steps, this absence of division means that one is always iterating between the real world situation and the conceptual world of systems thinking.

SAQ 13 تابع

Comparison in details1. The development of a rich picture is explicit in the early model but implicit in the later mode. This

may be disadvantage, but it can also be advantage as it allows the systems practitioner to think of other methods techniques or tools which may play a similar role to rich picture such as SWOT, or other diagrams.

2. The later model has two streams of analysis: the cultural analysis which includes analysis of the intervention, the social system and the

political system The logic-based stream of analysis is much the same as depicted in the earlier version except

presented in a linear format In later use the two streams of analysis have been fused to define four specific activities

(a) finding out about a problem situation, including culturally, politically(b) formulating some relevant purposeful activity models(c) debating the situation, using the models, seeking from the debate both changes to improve the

situation and the accommodation between conflicting interests which will enable action to improve the situation.

(d) taking action in situation to bring about improvement3. The two headed arrows between the cultural and logic streams of analysis show that there is constant

iteration between these two streams and that both continue throughout the life of a project. The early model tended to suggest that a rich picture was done at the start and later version suggests that use of rich pictures or metaphors etc is an ongoing activity as long as it aids learning in the situation.

4. 1990 version draws attention to the fact that the problem/opportunity "real world" situation has a history.

Similarities: The central place of constructing relevant system (based on CATWAE, transformation), and

activity modeling, the process being used to gain insights, to learn about the real situation, not model it as it is.

الجديدة و القديمه الثنتين في موجوده سيستم الريلفنت ان Model 1and Model 2 are not two categories, they define a spectrum, and they are ideal types. The

Model 2 arose naturally as two things came together: The technology of SSM became internalized, it became tacit knowledge and his experience of the use of SSM convinced us that there was a need to pay attention to

the process being enacted as much as the content which the process was addressing Model 2 was thus an emergent development arising experientially not a designed development

SAQ 15

The 1990 version of SSM is described in terms of a logic-based stream and a cultural stream. Are both of these present in the 1980 version? And what is the change? The logic-based stream and a cultural stream are not present in the 1980 version, but the inclusion

of rich picture in the original and retained in the later, is an important component of the stream of cultural inquiry. The change means that more attention is now placed on the cultural and political aspects of the engagement of the practitioner with experience complexity.

Both the cultural and logic-based streams of inquiry are on-going through the cycle of inquiry and inform each other.

The 1990 version is much closer to the metaphor of the systems practitioner as juggler

SAQ 17 What are the three E's? What claims are made about their inclusion in SSM? What are the

other two E's that can be added and how might they add to the use of SSM? An ES sets out the ethical aspirations – the values – that someone aspires to in their work ES emerges from reflection on the values that are important to the individual as they tackle a task

within their multi-membership of several communities of practice The 3 E's where every model builder ought to decide what the criteria would be for these

E1: EFFICACY: (dose the mean work?). Are the criteria to be met recognizable as appropriate for a strategy to manage SD

E2: EFFICIENCY: (Amount of output divided by amount of resources used?). Can this to be done without losing commitment with stakeholder?

E3: EFFECTIVENESS: (is the transformation meeting the longer term aim?)

Dose the process lead to agreement on implementation of participative and inclusive approach to managing SD? The three Es are criteria to judge whether a particular transformation can be judged as successful or unsuccessful. They can also be applied to any activity model that is built because the transformation is at the core of any model. The other two Es are ethicality and elegance. Exploration of the ethicality of particular activity models would seem to be highly relevant in any attempts to manage sustainable development purposefully

SAQ 19 Features of SSM:

SSM is a learning system because it involves an organized process of inquiry based on systems ideas.

It is a process to orchestrate a particular form of the experiential learning cycle. SSM-practicing consultant's role is to design and manage a learning system appropriate to the

needs of the client and the problem situation and suggest improvements will occur.Figure 24

SAQ 20 Weaknesses of SSM 1980

Slavish adherence to the seven step model by practitioner's lacking confidence to contextualize it to a particular situation.

Cultural aspects of the problem/opportunity situation tended to be overlooked Sometimes fail to get to the root of a problem.Figure 23 الكتاب في

SAQ 21 الكتاب من االجابه مع هذا السؤال راجعوا

LUMAS modelDiscuss the various stages in brief of the LUMAS model through suitable examples. Final 2006.

Learning, for a User by a Methodology-informed Approach to a problem Situation, It a sense making device and a process of enacting aware system practice. LUMAS is a model that can be used by other system approach not just with SSM. The LUMAS model itself seems general sable as a design for thinking across many different complex social change situations. Vignette 6 (p. 106 to 115), it is an example of how a systems practitioner used SSM, as he interpreted it, to design an inquiry process in a multiple stakeholders situation concerned with sustainable development.