| Instruction Guide; and study activity suggestions
Introduction
Systems thinking is thinking with a wide-angle lens
Systems thinking is thinking with a wide-angle lens, not a telephoto lens. Systems thinking is seeing the connections between parts, not just the parts themselves. Systems thinking is seeing the patterns and structures underneath events, not just the events themselves. Systems thinking is examining the time and distance between cause and effect. Systems thinking is circular, not linear, thinking. Systems thinking is an excellent problem-solving tool (Brynteson, 2006).
In the Brynteson book, systems methodology was reversed by moving from the specific example to the underlying principle. The stories intent is to better understand and illustrate systems theory. The accompanying activities and suggested group-work should help in further connecting and personalizing students' awareness and ability to use these systems concepts in their work and daily lives.
Group sizes
A variety of learning groups and sizes can be effectively facilitated through these systems stories and exercises. Large groups and full-class sizes are effective for summarizing and content-driven explanations, however, to promote more interaction, audiences over 6 should be broken into smaller work- groups (from pairs up to 5 per group). The conclusions and insights these small-groups arrive at can then be shared back with the larger group in a presentation, then open discussion format.
The emphasis should be placed on maximizing discussion and learning-group interaction. This aim will do several key things; draw out the subject content, promote within-group interactions, and incorporate real life examples into the learning process.
Instructional activities
The use of interactive processes and will deepen and personalize the understanding of these fundamental yet complicated systems issues and topics. There are many ways to modify these activities to accommodate delivery types, group-sizes, and unusual audiences. Here are a few suggestions:
1. Larger groups and audiences. Although interaction amongst the participants is problematic in larger groups, it is still a powerful element that can both capture the learning and utilize the varied experiences within the learning audience.
2. Within a classroom, a mix of small-group, role-plays (with active observation), and variety in activities will put depth and meaning into the concepts being covered by each systems story. For example, breaking into groups (3 to 5 people maximum is recommended) to discuss and report back to the larger audience will facilitate this. Volunteer role-players (in pairs) can act out scenarios sparked by the systems-story being covered. Remember, variety in the approaches and methods will hold interest and draw out experiences through the learning group's interactions.
3. Smaller learning groups. Many times smaller groups and specific work-teams may be a separate learning group. Introducing discussions that are both specific to their common work place (and possible problem areas), and some topics with dramatically different functional underpinnings is important. First, introducing the ‘common ground' into the learning and discussion will encourage the transfer of knowledge to their real work. However, adding differing perspectives will enlarge the sphere of context and understanding of the ‘bigger picture' by covering the concepts from other work-roles and functions.
4. On-line or remote delivery of course content, establish a clear timeframe for initial responses to the story and its theme, as well as clear expectations for asynchronous follow-ups directed back (suggested, within 1 week after initial post) to the others in the learning group.
The System You See Is Bigger Than It Appears
This group of six stories illustrate that systems are complex and unpredictable and, often, have unintended conclusions. When we deal with complex systems, we are typically dealing with much more than meets the eye.
ACTIVITIES, General learning suggestions for first story-group (total of 6)
Large group, facilitate an open sharing of reflections and examples that were triggered by the story for the participants. Introduce various work-place and functional examples that illustrate the connectedness and patterns found within most systems and organizations. Use of current industry examples that are most closely tied to the audience's collective experience is recommended. Incorporate some of the suggested discussion questions one of 2 ways, first, within a discussion ‘open-mike' type format, or secondly, have the participants pair up and discuss these issues.
Class sized groups (10 to 30 participants), Also facilitate reflective participation from the whole group (15 to 20 minutes). Isolate 2 or 3 key elements from this discussion. Choose a method to break into smaller groups of 3, mix of participants as much as possible, and i.e. ‘team up in 3's by finding 2 people in the classroom who are sitting relatively far away from you right now'. Have the triads discuss key elements from the open beginning discussion and several of the discussion questions listed with each story title (allow 15 to 20 minutes). Groups should self-select a spokesperson to summarize their discussion with the larger class.
On Line delivery, For clarity and completeness in On-line or remote delivery of course content, establish a clear timeframe for initial responses to the story and its theme, as well as clear expectations for asynchronous follow-ups to others in the learning group. For example, each participant is required to post key questions or comments on a specific systems-story. This should go to all other participants, either through blast-email, or other discussion board system. Follow-up responses are made within 3 days of the initial post deadline. These include clarifying comments or dialog with other students to embellish the concepts and surrounding context of the key principles. The benefit towards learning is for participants to use their readings, other sources, and personal experiences to mold and share a variety of interpretations using the ‘story' as a starting point.
Way Too Old
GROUP DISCUSSION QUESTIONS
1. In your work-place, what connections can be made between several recent key events?
2. Using both positive and negative events (both extremes will work well), what pattern of important concerns appears to emerge? Any surprises here?
3. Also could use a real organizational setting that the participants are familiar with from other readings, experience, or current events. What pattern can be discerned from the collected events or occurrences?
4. Are these events critical incidents that show problematic systems issues, or are they isolated incidents?
* These are useful for both in-class and remote/on line methods.
DISCUSSIONS
Construct small-sized groups of 3 to 5 people to facilitate short but complete discussions of the issues. Select question(s) to be discussed from those provided, plus add in any that would draw on current events or specific learning-group common experiences. This will work well in either the class-room or on-line environment. For on-line, individual chat spaces are needed for smaller groups to discuss independently. Set clear expectations of the questions or events to be discussed. Set timeframes and built-in mechanism to get reports back to the larger audience (if larger class-room sizes).
Within the smaller groups, assess whether the patterns that have been determined are crucial to Organizational/management success, or not.
Returning to the larger audience, are there disagreements across participants, or is general agreement achievable. Discuss fully to elaborate and fully understand the particular issues/events and why they do or do not illustrate critical patterns for Organizational success.
ON LINE DELIVERY
On-line or remote delivery of course content should build from the individual students reading and analyzing of the Way Too Old systems story. Their reactions and thoughtful insights can be gathered and utilized to enhance the entire class-audiences' learning experience in various ways. Some examples are;
Exchange thoughts and discuss the ‘patterns and structures that support the patterns' in on-going events within a chat-room environment. Begin with direct analysis of the story itself, progress to connected events, similar patterns, and finally work-environment examples of these patterns.
Similar exchange of participants' thoughts can be handled through set-deadline initial postings, and asynchronous follow-up responses. The instructor serves as to facilitate the discussion and re-focus as needed.
Smaller sub-groups (recommend 3 per group) may be divided by functions or work-areas and chat-discussion that are then posted back to the larger learning-group as a set of reflections, personal examples, and conclusions.
Quiet Suzy
GROUP DISCUSSION QUESTIONS
1. Using a systems approach, what might be the possible positives and negatives stemming from inequitable use or availability of resources?
2. In your work-place, where have you seen the "tragedy of commons" occur? How has this affected the efficient use of company resources?
3. How might this phenomenon show up in work-settings, family and other systems? Can the consequences be mediated or minimized, and should they be?
4. What would be the key triggers observed that may help discover misplaced resources or attention where you work right now?
DISCUSSIONS
Many times smaller groups and specific work-teams may be a separate learning group. Introducing discussions that are both specific to their common work place (and possible problem areas), and some topics with dramatically different functional underpinnings is important. First, introducing the ‘common ground' into the learning and discussion will encourage the transfer of knowledge to their real work. However, adding differing perspectives will enlarge the sphere of context and understanding of the ‘bigger picture' by covering the concepts from other work-roles and functions.
Construct small-sized groups and facilitate short but complete discussions of the issues emerging form Quiet Suzy. Again, set clear expectations of the questions or events to be discussed with timeframes and built-in mechanism to report back to the larger audience (if larger class-room sizes). Discuss fully why they do or do not illustrate critical patterns for Organizational success.
ON LINE DELIVERY
On-line or remote delivery of course content, establish a clear timeframe for initial responses to the story and its theme, as well as clear expectations for asynchronous follow-ups the others in the learning group. For example, each participant is required to post key questions or comments on the Quiet Suzy story to all other participants, either through blast-email, or other discussion board system. Follow-up responses are made within 3 days of the students' initial post deadline. These include clarifying comments or dialog with other students. Instructor involvement to encourage and add to the dialog and interaction of the students is important to keep discussion tracking on the theme of misplaced attention and resources illustrated by Quiet Suzy.
Send Them Away
GROUP DISCUSSION QUESTIONS
1. In your work-place, using the theme of Send them away as a starting point, what connections can be made between several recent key events? Any surprises?
2. Using a negative Organizational event, introduce a conflict of internal versus external systems. Like, individual moral code versus company policy and/or culture. What pattern of important concerns appears to emerge?
3. Explain a real organizational setting that the learner is familiar with from other readings, experience, or current events. What pattern can be discerned from recent events? Any noticeable conflicts or cross-purposes? Potentially, in the future?
4. Are the events from question 3, events that show problematic systems issues, or are they isolated incidents?
DISCUSSIONS
Construct small-sized groups of 3 to 5 people to facilitate short but complete discussions of the issues. Clear expectations of the questions or events to be discussed. Set timeframes and built-in mechanism to get reports back to the larger audience (if larger class-room sizes).
Within the smaller groups, assess whether the patterns that have been determined are crucial to Organizational/management success, or not.
Returning to the larger audience, is there disagreements across participants, or is general agreement achievable. Discuss fully to elaborate and fully understand the particular issues/events and why they do or do not illustrate critical patterns for Organizational success.
ON LINE DELIVERY
On-line or remote delivery of course content, establish a clear timeframe for initial responses to the story and its theme, as well as clear expectations for asynchronous follow-ups the others in the learning group. For example, each participant is required to post key questions or comments on Send them away to all other participants, either through blast-email, or other discussion board system. Follow-up responses are made within 3 days of the initial post deadline. These include clarifying comments or dialog with other students to embellish the concepts and surrounding context of the key principles. Using the ‘story' as a starting point, what can be concluded about various aspects of systems coming into conflict (either directly or indirectly)?
The Knee Is Connected to the Shin Bone
GROUP DISCUSSION QUESTIONS
1. Discuss how systems interact. How can smooth functioning and accomplishments become misaligned? (Like, sales "promises" versus manufacturing realities).
2. Using your current workplace and job-function, what might you do by only thinking of YOUR tasks that might have negative consequences elsewhere in the system?
3. Isolate a current event from the business-section of a newspaper that either demonstrates full-system considerations (or not). What were or could be the possible results?
4. Think as if you are the CEO planning your Organization's future; establish a positive 5 point plan for a full-system approach. Looking ahead 3 years, how might some (or all) of those points become ineffective? Why?
DISCUSSIONS
Break into smaller discussion groups and align learners with similar job-functions or work-organizations as appropriate. Introduce the systems topics for discussions that are both specific to their common work place (and possible problem areas), and some topics with dramatically different functional underpinnings is important.
By using real-life examples, the instruction time will encourage the transfer of knowledge to their real work. However, adding differing perspectives will enlarge the sphere of context and understanding of the ‘bigger picture'.
Use of small-sized groups will facilitate short but complete discussions of the issues emerging from this systems-story. Have groups be prepared to present highlights of their discussions with the larger group.
ON LINE DELIVERY
On-line or remote delivery of course content needs some specific groundwork. Ahead of the by individual, group, and small-group discussions (asynchronous and chat-type) establish a clear timeframe for responses to the story and its theme. Also set clear expectations for asynchronous follow-ups to the others in the learning group. Instructor involvement to encourage and add to the dialog and interaction of the students is important to keep discussion tracking on the systems themes and their implications.
The Columbia Disaster
GROUP DISCUSSION QUESTIONS
1. Discuss the Columbia example, in the aftermath, what did NASA do? What are your expectations for long-term implications of their approach to the problems connected to that disaster?
2. When using a systems approach to investigating a disaster, what steps should be taken? and why?
3. Can finding fault or blaming interfere with continuous improvement in a system or process? Explain and discuss differing points of view.
4. You are the head of NASA, what would you do to handle this disaster short-term steps and long-term?
· Closed or Open
GROUP DISCUSSION QUESTIONS
1. Explain a truly ‘open' system in any Industry any organization you choose. What are the key characteristics?
2. Perhaps less extreme (compared to Branch Davidian, in Waco), but, give other examples of closed systems. How could these change or be changed to avoid the ‘distorted lens' and limited interaction with the outside?
3. How can organizations you are aware of benefit by moving along the closed-open continuum to be more ‘alive and vibrant'?
4. How might this have parallels in your workplace right now? Do you have opportunities to impact this shift to a more open system?
Blame on You!
These stories illustrate the tendency to find a simple answer to a complex problem. Usually, we find something—or someone—to blame so that we no longer have to think about the issue. Emphasis should be on discovery and implementing complex solutions, rather than simply finding a target to blame for the problem.
ACTIVITIES
Large group, facilitate an open sharing of reflections and examples that were triggered by the story for the participants. Introduce various work-place and functional examples that parallel the systems story predicaments. Instructor should make clear connection of reflections and examples that were triggered by the story from experience or current business events familiar to the class participants. Current industry examples that are most closely tied to the audience's collective experience are recommended.
Class sized groups (10 to 30 participants), Divide the group into pairs or triads (4 per group maximum) to facilitate discussion on the possibility of over simplified solutions compounding the complex systems problems within the stories. The participants should be encouraged to explore parallels to the various scenarios within this group of stories. Small groups should then summarize their discussion with the larger class.
An instructor initiated or leaderless discussion about the concepts and complexities that surround systems problems will illustrate many of these blaming versus solution scenarios. In the classroom, this would serve well to summarize and add depth to the learning process.
Bhopal, India
GROUP DISCUSSION QUESTIONS
1. Discuss whether Union Carbide, or Warren Anderson, their president, were the only key reasons behind this tragic chemical disaster. What could have been done differently to prevent this?
2. Are there complex factors that shield or obscure key systems issues when looking closely at big disasters?
3. Think of other disasters (New Orleans, 9/11, tornados, oil-spills, others), how much effort and resources have been used to assess responsibility? Has this helped, hurt, or been neutral in the aftermath?
4. What would your immediate, short-term and longer-term steps be to systematically improve a large disaster situation?
Jousting with a Team Mate
GROUP DISCUSSION QUESTIONS
1. In your work (or readings), do you see examples of oversimplifying systems requirements?
2. As in the Jousting scenario, how can an efficient solution contradict another function's goals?
3. Discuss a present-day work problem. What possible conflicting goals may be contributing to it? More importantly, how can you realign those goals for mutual benefit?
4. From the story, one goal was saving money for the organization through buying in large quantities. Can you name other areas or functions where "savings" might be actually less valuable than expected? (Warehouse full of leg-warmers?)
Fire the Bunch!
GROUP DISCUSSION QUESTIONS
1. When might changing time deadlines (like payments from customers) be cost saving, yet long-term disasters?
2. From Fire the bunch, would more clear communication of payment due dates from Sales to the customers remedy this situation? Why or why not?
3. When your Organization has matched solutions to problems, why have some worked well while others do not?
4. From question #3, pick one solution based on an "incorrect leverage point"; explain how nit could be handled more effectively.
Bad Barbara
GROUP DISCUSSION QUESTIONS
1. Think of a recent example of a ‘scapegoat' who was blamed for more than what they are responsible for. Discuss the situation.
2. How would you ‘soften the edges' or advise a colleague you respect if they were being perceived as a ‘Bad Barbara'?
3. How can directness and drive be seen as negative aspects of a worker? Share any personal workplace examples and explain the context.
4. Have an open discussion surrounding the use of a whole systems approach. How can this approach capture all (or most) of the complexities plaguing an organization with problems?
Kicking Sand
GROUP DISCUSSION QUESTIONS
1. How might competitive elements within a top-management conflict create more than just a Kicking Sand situation?
2. From a negative result point of view, choose a current (or historic) event. Are there single point failures or larger, more complex systemic problems?
3. With what you know from your experience and readings, explain from the bullet-point list in Kicking Sand which organizational issues could be bigger concerns than the CEO-CFO conflict? Why? And how would you rectify them?
4. Many times the blame goes to individuals that are only part of the problems (if that) in a particular organization. Do you know of examples of this? What were, or could be, the long-range results?
Fixes that Flopped
When we work in systems, our actions and interventions often have unintended effects. These stories illustrate that poorly planned solutions can lead to more difficult problems. Unexpected side-effects may emerge from short-sighted or misdirected systems plans. There are instances where the proposed solutions may create ‘new' issues that far outsize the original problem.
ACTIVITIES
Large group, although interaction amongst the participants is problematic in larger groups, it is still a powerful element that can both capture the learning and utilize the varied experiences within the learning audience. The use of pairing and discussion (maybe in 3's) within the large group would be a starting step. Step two, have the audience give brief overviews of their discussions. Capture these (limit the amount to first 5 or 6 if dealing with larger audiences) either on a white-board or projected slide. Finally, have the "room" decide which of the captured elements are most salient and use those as start-point for further learning and (if possible) establish follow-up contact surrounding these examples post-class
Class sized groups (10 to 30 participants), Also facilitate reflective participation from the whole group (15 to 20 minutes). Isolate 2 or 3 key elements from this discussion. Choose a method to break into smaller groups of 3, mix of participants as much as possible, and i.e. ‘team up in 3's by finding 2 people in the classroom who are sitting relatively far away from you right now'. Have the triads discuss key elements from the open beginning discussion and several of the discussion questions listed below (allow 15 to 20 minutes). Groups should self-select a spokesperson to summarize their discussion back to the larger class, when reconvened.
Smokestacks
GROUP DISCUSSION QUESTIONS
1. How can isolating one issue, like soot levels from the Ohio smokestacks, effect other components of a larger eco-system? Discuss some similar stories from organizational systems.
2. From the Smokestacks story, what was meant by ‘moral high ground becomes low if the wide angle of systems are not considered'? Give examples of your own.
3. Within your workplace, when have positive intentions met with negative results? Why did this occur?
4. Through small group discussion, take several current "hot" organizational issues and determine where and how good intentions might negatively affect solutions. Be sure to think objectively about the complexity and interaction of the systems involved.
Dead Cows Not Walking
GROUP DISCUSSION QUESTIONS
1. Discuss examples of possible over reaction to a large crisis. Using real examples, can an overzealous solution be the cause of more harm than the original concern? Why or why not?
2. What might be possible ramifications of the ‘quick fix' to the complex mad-cow scare? Looking back, how effective and necessary were the USDA's policy changes? (Destroying ALL crippled cattle).
3. In your work place or one you are familiar with, can you see people using loopholes and workarounds to skirt around some rules and regulations?
4. In small groups, isolate several industries you are familiar with from collective work-experience, readings, etc. Within those industry examples develop some systems issues that are parallel to the unintended consequences illustrated by the Dead cows not walking story.
The Ethics of Birth Control
GROUP DISCUSSION QUESTIONS
1. As a systems based solution, what was the rationale for the One child/One family policy change in China. Did it work as intended? Why or why not?
2. Discuss the various implications of China's population control policy in the 1960's. What long-term effects may this have caused for China today? What effects besides the male % majority?
3. Look globally outside of China, for example, the USA adoption spike of Chinese female babies. What unexpected global outcomes are or will be occurring?
4. Viewing large cultural or political changes in your country or state, what unforeseen results may come from a family-system policy or action like this?
Fixes That Fail
GROUP DISCUSSION QUESTIONS
1. From the Fixes story examples, and using hindsight, how could each of the 3 situations have been handled in a more positive way? What outcomes would you expect by revision of these fixes and why?
2. Again using the 3 story examples, isolate and discuss what you believe the original root-causes are of these problems. How might they be misread? Handled in other ways?
3. Have an open discussion of some difficult at-work situations that may parallel these. List possible or failed solutions that address at least the surface of the problem. Why didn't (or wouldn't) these solutions work?
4. Three central themes are found in Fixes that fail, 1. handling disruptive behavior, 2. impossible jobs or tasks, and 3. not following through on delegated responsibilities. How do these parallel examples in organization al systems? Discuss effective remedies.
Management Priorities
GROUP DISCUSSION QUESTIONS
1. How would you construct a compensation system that improves the high turnover in sales-people illustrated in the Management priorities story? Explain your expected results and why?
2. Discuss the dis-incentives for district sales-managers to help new sales people succeed. How could that be remedied in this Organization's system?
3. Various elements within compensation systems can miss the mark as positive incentives to accomplish key Organizational goals. Do you have examples of this at your workplace to share and discuss? Also discuss positive examples.
4. Within work settings, turnover can be more complex than just solving retention problems. What combination of costs and organizational problems might high turnover create?
Pushback, Blowback, and Unintended Consequences
These stories illustrate that when you push the system, the system pushes back. Systems often resist our intervention (pushback), create situations that are the opposite of what was intended (blowback), or create a myriad of new problems (unintended consequences)..
ACTIVITIES
Large group, with pushback, blowback and other consequences as the focus, make a big list of issues through various group discussions (mixed functions, group sizes, and learner experiences). Isolate the most important and/or prevalent problems and match to their root-causes. Conclude by prioritizing and gathering possible remedies from a whole-systems approach.
Start with audience divisions into pairs or triads to facilitate open discussion. Move into consolidating groups, ideas and examples. Use the full audience to coalesce the various commonalities into the ‘major or most important' unexpected consequences that may occur. Leave the audience with a start on how to address these key consequences both prior to systems changes and after the fact.
Class sized groups (10 to 30 participants), Again through smaller groups, isolate key issues drawn from unexpected consequences and real-life examples. When organizational systems oversimplify and/or seek a spot for the blame, rather than using a systems approach and problem-solving insights, the result can be creation or amplification of these 3 forms of adverse consequences; Pushback, Blowback, and Consequences. Although clearly these are unintended, taking a more complete view of the whole picture to mediate these issues is more in line with handling the interconnected nature of complex systems. Center all group discussions on the remedies and pre-planning needed to minimize these adverse consequences.
Plumbing, Anyone?
GROUP DISCUSSION QUESTIONS
1. The intention of the Peace Corps water improvements centered on a time savings for the village. How would concentrating on a better understanding of the cultural underpinnings have changed the steps? What could have been done to ensure different and more effective final outcomes?
2. Discuss similar issues in a work-organization, where the system-solutions misfired because of a "collision between 2 systems" or confusion of company-culture and priorities.
3. As illustrated by the Plumbing, anyone story, there are social system roots to many cultural clashes in then world. How about sharing examples of other global cultural collisions?
4. As suggested within the story, examine a collision of technology with an established social system or convention. Remote work-office vs. traditional business? Styles of communication; online vs. personal interaction? Others?
Bob's Hip
GROUP DISCUSSION QUESTIONS
1. How would you attempt to foresee the long-term consequences of an action or set of actions within your life? (As in Bob's 20+ year delayed consequences).
2. Similar to the Bob's Hip premise, what parallel stories can you discuss from within your workplace or personal experiences?
3. Of the known risks, what can you personally change to avoid serious consequences later? (For example, stop smoking, eat differently and exercise, drink more water).
4. On a work-system level, answer question 3. What can be done to minimize or mediate some big long-term negative consequences that are over the horizon? Try not to only focus on the immediate risks and needs for action within the system.
Would You Like Fries with That?
GROUP DISCUSSION QUESTIONS
1. Besides gall-bladder surgeries, what other consequences have surfaced or will come up surrounding the malt-burger-fries change to fast food in America? Are there possible ripple effects in the global context?
2. Within a work-system, what cumulative effect might be foreseen from current business practices and company mores? Discuss both positive and negative examples.
3. As learning groups, take both sides of a true or false debate on the following statements. 1. All progress equals improvement, and then, 2. What is good for now must create mistakes or disasters later.
4. If you were totally in charge, what would you change where you work currently to avoid difficult consequences later? Why? What is standing in the way of implementing this suggested change?
Grilled Salmon Steaks
GROUP DISCUSSION QUESTIONS
1. Like the $3.99 per pound salmon in the story, what interconnecting factors might modify how a key company resource might be valued?
2. Thinking of the retail environment, what potential long-range and global problems may be created or increased due to staying competitive on goods, services, and prices?
3. What, if anything, should be done to solve a systems problem when the price is cheap, but, the total cost in the bigger-picture is too costly? Like the misuse of labor and people to create that inexpensive shirt from within the Grilled Salmon story.
4. Discuss relative costs within small groups (3 or 4 people). Focus on organizational systems and resource use being mindful of the possibility of long-term or hidden costs.
Mobile Meth Labs
GROUP DISCUSSION QUESTIONS
1. Discuss situations where the root-cause or problem may be a ‘moving target'. How might systems strategies exacerbate or shift problems while offering no real remedy? Think of political, business, and cultural systems that might be in play.
2. As the story stated Meth is addictive and turns users crazy. List some possible systems solutions that do attack the entire problem. Would these suggested solutions help minimize the problem? Statewide? USA? Globally??
3. What was meant by the following statement in the story; problems never go away, just move but do not disappear? Can you give examples from your own life, work, and experience where this is true? Are there any positive solutions that contradict this premise?
4. As a learner, does wrestling with problems that may not have an ultimate solution affect you in a positive way? Give some problem examples, explore possible solutions or partial remedies, and discuss feasibility (or not) thoroughly.
Tuvalu, Honey
GROUP DISCUSSION QUESTIONS
1. What components of the world, that you see as important, have little or no relevance to a Pacific Islander in Tuvalu?
2. From the Tuvalu story's beginning, compare your life with the story's typical day of an American citizen. How are they different? How are they the same? Now, make the same comparisons with a Tuvaluan life example.
3. If you were Tuvaluan and instantly transplanted into a big city in the USA, what immediate issues and paradigm shifts would be most important to understand?
4. On the global-warming issue, as this island country slowly disappears through everyone else's actions, what can be done? Be realistic, think both short and long-term and use a world-wide systems approach.
Compensating Feedback
GROUP DISCUSSION QUESTIONS
1. Discuss any current or recently handled big changes in your workplace, and isolate points of resistance that were encountered. How could the costs vs. benefits of these changes been more clearly communicated? Would that have made a big difference in how the system reacted?
2. From question 1, did you personally feel resistance to the change(s) and why? If there are even bigger changes coming to you and your organization tomorrow, how would you expect to react?
3. Not unlike the law of inertia, pushing for system change can meet difficulties and resistance. Can you briefly explain examples from your own life, work, and experience that are similar to the ones in the Compensating Feedback story?
4. What are clear occurrences illustrate compensating feedback? As systems based resistance to change, what can be done to manage or mediate this phenomenon? Give examples.
High-Level Interventions
In systems, the consequence often comes from an unanticipated intervention. These stories illustrate our initial reaction is not always the most effective. Often, our most powerful interventions are counter-intuitive.
ACTIVITIES
Large group, Facilitate a thoughtful discussion of how time, interconnected solutions (sometimes unanticipated), and distance can complicate systems problems. After breaking into smaller groups, discuss wide range and scope of alternative solutions that have been (or might be) effective. A recommendation is to use like-job functions as a tool to make these groups, this will add to the depth and ‘real-life' examples of these discussions. Conclude with a whole learning group discussion to generate multiple perspectives, and develop more understanding of the complications involved.
Class sized groups (10 to 30 participants), as with the larger class-sizes, splitting down to 2 to 4 person groups will aid in generating learner interactions. Care must be taken not to oversimplify a systems situation; this is an excellent theme to use in promoting these smaller group discussions. Many times the key source of problems may remain untouched by a hasty or ill-advised set of solutions. Encourage the search and study of companies and systems that are examples of change with the long-term in mind. After regaining the whole classroom of learners, share common themes and examples of unexpected interventions and results.
Hush Puppies
GROUP DISCUSSION QUESTIONS
1. Positive and negative leverage points can come from many sources. In discussions, answer this question, what are possible unexpected results from a big-picture systems change? Give examples if available.
2. The unexpected resurgence of hush puppies as a retail-market ‘cool product' had several sources driving it. What other organizations or passé systems have come back into fashion recently? What specific elements contributed to that re-emergence?
3. As interjected from the Hush Puppies story, what small changes have created or contributed to a Gladwell-like tipping point and started a much larger change or result?
Sleep in the Outhouse
GROUP DISCUSSION QUESTIONS
1. Be realistic and critique the dorm-dad's approach in the story. As a systems solution, what would work and what would not? Most important, discuss why these actions may be effective or not.
2. Seek out alternative solutions to the dilemma in the story. If you were the dorm-parent at Widgiwagon with what you know now, isolate three steps or strategies to regain some positive over the 4th and 5th grade group.
3. From question 2, what would your expected results be? What possible repercussions or unexpected issues might arise from using your plan with the camper-group? Be creative here, the campers certainly would be.
Put It all Together
GROUP DISCUSSION QUESTIONS
1. Give examples of a whole system approach to managing a positive change. What comes out of a complete discussion of these examples?
2. If you were responsible for the Organizational Development (OD) intervention discussed in the Put it all together story, what would you do that was similar? What would you do that was a different action or approach? Why??
3. From personal life or work experience, when have you seen or been involved with solutions plans without all the key components involved? Did this process work? Explain why or why not.
Carrying Capacity
GROUP DISCUSSION QUESTIONS
1. In Northern Africa, the population outstripped the carrying capacity of the land; give other examples of rapid growth that created disastrous results.
2. If you were running a small business, what parallel issues might occur if the demand for your product/service tripled instantly? This should be a positive growth, what systems steps could be used to manage this surge for a positive result?
3. What other biological or social systems have important limits to their capacities? How about companies or specific industry systems you are familiar with?
Conclusion
Many times systems solutions include dealing with unintended consequences, working around unseen factors and issues, and delving into a complicated set of problems (when you thought there was only one!!) Systems plans that include built in flexibility and timely reactions to issues as they arise are needed to combat the complexity and hidden problems.
While using this set of systems-stories to facilitate systems learning, mix and match these instructional suggestions to cover the key themes most relevant to your learning audience. Enjoy this learning process along with your class groups, their interaction with you and each other may be the most powerful learning experience within this study of the complexity of systems. Real-world examples and open discussions never fail to bring the subjects to life and make the educational journey memorable.
Craig Witthaus
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