| How to Teach Systems
Discussion-Based Approaches
The study of systems typically needs to be a highly interactive process. The concepts in systems thinking can certainly be conveyed in lectures, multimedia presentations, etc. However, most people will need to discuss it in order to get their arms wrapped around the issues. People need to talk through the process of applying complex systems, otherwise, it will simply be another academic exercise.
You might try starting off the class and ask questions like, "where did you see systems this week?" Get people talking about the concepts to which you've introduced them. Many people find complexity theory so intriguing that they will enjoy the mental exercise associated with applying the concepts.
In their everyday attributions of events, people will typically resort to their old, time-honored reasons. It isn't until that thinking is challenged do they stop to consider new alternatives.
For example, when talking about the chronically low morale in an organization, a learner might say, "well, some people are inherently lazy." They'll hold that view until challenged. You may ask, "how do you know that?" "What are the outward signs of inherent laziness?" "What dynamics in the system might push down morale?"
Focus on Interactions and Patterns
When it comes to systems thinking, the important thing is to think in patterns. The content of an issue can become secondarily important when a pattern becomes clear on an issue. For example, if people in an organization are chronically complaining, first about the coffee machine, then about the air flow, then about the photocopy machines, etc... then the pattern of complaining becomes more important than the content of any one of the complaints. It would do little good to fix the coffee machine, because they'll complain about something else next week. It would do more good to look at the reasons for the chronic complaining--what's in the system that is creating, encouraging, or causing the pattern of chronic complaining.
It might be helpful to begin the discussion with patterns that everyone recognizes. When the leaves turn yellow and red, we know that fall is here. When dark clouds appear overhead, we know a storm is brewing. We're used to seeing patterns in nature, but we often fail to look at patterns in organizations.
This attention to content over process is what we've called "linear thinking." There is lots of reinforcement to think linearly. Politicians extol the virtues of their bill, but fail to tell us the downsides. The six-o'clock news can reduce the most complex issue into a sound bite. The media looks for someone to blame. We constantly hear, "that person is lazy," or "that person is incompetent." This trait thinking, this preoccupation with content, this linear thinking, surrounds us everyday. It's difficult to think differently.
Differentiation
One of the central, if not the central concept, is differentiation. The concept is large and difficult, but critically important. It must always be understood as a two separate but equal functions: integration, the ability to connect with people and develop relationships; and autonomy, the ability to self-define and articulate one's own goals. The chameleon person who whines, "I'll do anything you want me to do," is poorly differentiated (too little autonomy). The arrogant person who says, "shove it, I'll do what I want," is also poorly differentiated (too little integration). The right mix of both is the well differentiated person.
Of course, most people will begin the discussion with the assumption that they are well-differentiated, even when the opposite is true. There is probably little point in arguing that assumption with learners.
When we talk about differentiation, it is easier for people to understand the concept of personal differentiation (e.g., "that person is poorly differentiated"), rather than understand the differentiation of the system. The level of differentiation in the system has a profound impact on the participants in that system, particularly the poorly differentiated individuals in the system. In fact, one way to help assess the differentiation in the system is to watch the most poorly differentiated individuals. They are the canaries in the coal mine in anxious systems.
Murray Bowen is the originator of the concept, and further elaborated by Edwin Friedman. Their writings may be helpful to understand the concept better.
Chapter Summaries
Chapter 1
This chapter introduces the reader to systems in a way that (almost) everyone can understand. Using the backyard lawn as a system, it explains a number of variables. When all the variable work right, the grass thrives. When the variables interact dysfunctionally, the grass can die.
Chapter 2
This reading defines systems and gives some examples. A system is a group of parts that function as a whole. It's important to make the distinction between a "collection of things" and a system. Systems interact for a common purpose (and sometimes, that "common purpose" is actually the mission statement of the organization!).
Chapter 3
Here, a short history of systems thinking is given.
Chapter 4
The idea here is to help the learners understand the answer to the question, "why do we have to learn this stuff?" Several bullet statements identify very common patterns in organizations. A systems thinking perspective gives some insight into these areas. Chapter 8 revisits these patterns and gives some hints of the system dynamics behind the problem.
Chapter 5
This is an introduction to linear thinking--where every effect has a single, identifiable cause. Linear thinking is all around us, and so that type of thinking is constantly reinforced. Reductionism (you can understand something if you break it down and look at the component parts) and mechanization (everything works just like a machine) are principles that feed and reinforce linear thinking.
Chapter 6
The heart of the beginning study of systems lies in these concepts.
Open system: where the system shares information with its environment.
Closed system: where the system is self-contained.
Homeostasis: the push of the system to stay the same.
Anxiety: the feeling of dread or inadequacy, toward a particular issue. A learned response, often learned in our family of origin.
Differentiation: the twin components of having your own goals and defining yourself, but still being able to stay in relationships, even with those who don't agree with you.
Emotional triangles: when two conflicted people draw in a third to stabilize the conflict. This is not mediation. Mediation is meant to help solve the conflict. Triangles are meant to keep the problem from being solved.
Forces of togetherness: the push to think alike, to reduce creativity and the diversity of thought.
Identified patient: the scapegoat.
Chapter 7
Seven principles of systems thinking are identified. They are something of a review of the reading so far.
Chapter 8
Revisiting the common problems identified in chapter 4, some systems insights are given.
Chapter 9
Here is a summary of the book so far.
Chapter 10
The next two chapters are a metaphor... Newtonian physics is to quantum physics as linear thinking is to systems thinking.
Chapter 11
This continues the metaphor. The point is not to understand quantum issues. The point is to understand that systems thinking is as strange to linear thinkers as quantum physics is to Newtonian physicists.
Chapter 12
Linear (cause-effect) thinking and systems thinking are reviewed. Linear thinking will work sometimes, usually with mechanical objects. However, when it comes to complex organizations, linear thinking will only see about 10% of what goes on.
Chapter 13
Too often in organizations, when we solve problems, we end up solving the symptom instead of the fundamental problem. The chapter gives several clues to determine whether you are solving a symptom or a problem.
Chapter 14
This chapter outlines some principles. The central idea is that systems thinking looks at processes and interactions, while linear thinkers look only at the content of the issue.
Chapter 15
Ten attitudes are identified that will typically lead to linear thinking and linear problem-solving.
Chapter 16
This chapter briefly outlines the process to becoming a systems thinker.
Chapter 17
This is a summary of part 2.
Chapter 18
An ant metaphor introduces some of the concepts in complex adaptive systems.
Chapter 19
In a more straightforward way, this chapter introduces the constructs of complex and adaptive in systems.
Chapter 20
This chapter introduces several critical terms and concepts.
Learning: how a system learns and learns from its mistakes.
Fitness: the health of the system.
Complexity and chaos: how nature has patterns.
Nonlinear relationships: how little things can become big things.
Self-organizing capacity: when systems organize without a central authority.
Emergence: when order spontaneously emerges.
Boundaries: the outside wall of the system.
Patterns of interaction: how interactions look over time.
Attractors, fractals, and scaling: what an organization revolves around; scaling is the replication of interactions across the system.
Chapter 21
This chapter explains that organizations are complex adaptive systems (but not necessarily self-organizing).
Chapter 22
This chapter has ten principles we can use to understand complex adaptive systems.
Chapter 23
This is a summary of part 3.
Review and Discussion Questions
Part 1
Review Questions
What is a system?
What is systems thinking?
What is linear thinking?
What is mechanization, and what are the problems with using that as a world view?
What is reductionism, and what are the problems with using that as a world view?
Discussion Questions
Identify someone you have known who is a systems thinker. What makes you think he or she is a systems thinker?
Describe differentiation in your own words.
What effects does differentiation have on the system? Why? (hint: differentiation pushes the system toward better boundaries and a better differentiated system... and frequently, the system pushes back)
Give examples of each of the principles in chapter 7.
Describe a triangle you have been drawn into.
Can triangles ever be a good thing? How? (hint: what does a family therapist do?)
How are triangles different than mediation? (hint: mediation is meant to help the participants solve the problem; triangles are meant to keep the participants from solving the problem)
Give an example of organizational homeostasis.
Part 2
Review Questions
Explain the difference between linear thinking and systems thinking.
What are the drawbacks to thinking in a linear manner? What are the advantages of being a systems thinker?
How can you tell the difference between a symptom of the problem and the problem itself?
How can a person become a systems thinker?
Discussion Questions
Describe a situation where you saw a linear solution to a complex problem. What happened?
In what ways does the metaphor of Newtonian Physics and Einsteinian Physics help to explain the difference between linear and systems thinking?
Recall a time when you saw someone try to solve a symptom of a problem. What happened to the problem? (hint: typically, the problem gets worse and simply finds another symptom)
Give some examples of how systems thinkers might see processes and patterns that a linear thinker might miss.
Where have you heard any of the enemies of systems thinking (chapter 15)? Are there other enemies that you've seen?
Recall the martial arts tips (page 77). In what areas of organizational life would the leader need less force, not more?
Recall the snake handling tips (page 79). Why is it difficult for us to stay in touch with reactive, reptilian people? What benefits will there be in staying in touch with them? What price will we pay for avoiding them?
Review the "process adaptive systems in a nutshell" (page 73). Look at the six questions in the left-hand column. Fill in the details of an organization with which you are familiar. Be as complete as possible. What does this exercise tell you about an organization?
What are the "advantages" of linear thinking? What are the drawbacks of systems thinking?
Part 3
Review Questions
Define adaptive. Why would an organization want to be adaptive?
Define self-organizing. Why would an organization want to be self-organizing?
In what ways are organizations complex and adaptive?
Why is organizational learning important?
What's the difference between chaos, complexity, and randomness?
Discussion Questions
In what ways is an anthill like an organization? In what ways is an anthill not like an organization?
Define scaling, and give an example.
Have you ever been in a poorly differentiated organization (page 103)? What was it like?
Which of the principles in chapter 22 do you most agree with? Which ones do you least agree with?
Explain the principle (page 105) "you can't change a system, you can only annoy it." (hint: we cannot change a system through the force of our own will. Nor can we change it the way we usually think we can change it. We can change a system when we are differentiated within the system)
Are there some organizations that shouldn't be adaptive or self-organizing?
What are some of the organizational anti-learning forces that you have seen?
What are the advantages of framing organizational health in terms of fitness, rather than "growing" or "financially solvent."
Give an example of "finding the patterns in chaos."
Question? Email the Author of Stepping in Wholes
jim@ollhoff.com
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