B23 d. 13. nov.

1. SME Netværk og Innovation2. Systemteori og systemtankegang –

oversigt3. Teleologisk system-tankegang – Kant for

planlæggere4. Information Space og Systemtankegang

(Jantsch & Boisot)5. BOP6. Kap. 8 i Prahalad & Krishnan7. Øvelse om e-buss

Churchman, C. West: Kant for Planners, Chap. 4 in C. West Churchman: “The Systems Approach and Its Enemies, Basic Books, 1979

Jantsch, Eric: The Basic Design Process – Man’s Cybernetic Existence, in Design for Evolution, Braziller, 1975

Prahalad, C.K. & Hart, S.: The Fortune at the Bottom of the Pyramid, Strategy+Business, Vol. 26, 2002

Schwarz, Eric: Some streams of thought. Int. Inst. for General Systems Studies, May, 2001

Wiener, Norbert: Some Moral and Technical Consequences of Automation, Science, May, 1960

Charles West Churchman

The Systems ApproachDelta Books, 1968

The Design of Inquiring SystemsBasic Books, 1971

The Systems Approach and Its Enemies Basic Books, 1979

Charles West Churchman1. The systems approach begins when first you see

the world through the eyes of another.2. The systems approach goes on the discovering

that every world view is terribly restricted3. There are no experts in the systems approach4. The systems approach is not a bad idea

Norbert Wiener, 1960

The early predictions of Samuel Butler that the machine might take over the control of mankind. If the machines become more and more efficient and operate at a higher and higher psychological level, the catastrophe foreseen by Butler of the dominance of the machine comes nearer and nearer.

Norbert Wiener, 1960

Let it be noted that the development of science is a control and communication - process for the long-term understanding and control of matter. In this process 50 years are as a day in the life of the individual. For this reason, the individual scientist must work as a part of a process whose time scale is so long that he himself can only contemplate a very limited sector of it.

And if we adhere simply to the creed of the scientist, that an incomplete knowledge of the world and of ourselves is better than no knowledge, we can still by no means always justify the naive assumption that the faster we rush ahead to employ the new powers for action which are opened up to us, the better it will be.

We must always exert the full strength of our imagination to examine where the full use of our new modalities may lead us.

Systembegrebet

I design af systemer er der to centrale design problemer:

 

1. Hvor stort er systemet; dvs. dets grænser og dets omgivelser (miljø). Hvad er det største system, som designeren bør arbejde med

2. Hvilke er de basale komponenter; dvs. de komponenter, som ikke indeholder sub-komponenter: Hvad er det mindste system som designeren bør arbejde med

SystembegrebetEr det 

en selvselvetens psykeet edb-systemet beslutningsstøttesystemen virksomhed, en organisationsamfundetet samfundet kundskabende system

………?

”

Kundskabende System

I

ClientPurpose

Measure of Performance 

Kundskabende System

II

Decision MakerComponentsEnvironment

 

Kundskabende System

III

Planner (Designer)Implementation (Communication)

Guarantor

Kundskabende System

IV

Systems Philosopher(s)Enemies of the Systems

ApproachSignificance

Peter Senge’s Fifth Discipline

Systems Thinking - is a conceptual framework - a body of knowledge and tools - developed over the last 50 years, that serves to make clearer the full patterns of the problems, issues, and situations that confront us. Systems thinking also helps us see how to change them effectively.

Personal Mastery - is the discipline of continually clarifying and deepening our personal vision, of focusing our energies, of developing patience, and seeing reality objectively.

Mental Models - are deeply ingrained assumptions, generalizations, or even pictures or images that influence our behavior and understanding of the world.

Building Shared Vision - is that discipline wherein people are bound together around a common identity and sense of destiny whereby they excel and learn.

Team Learning - through dialogue team members suspends assumptions and enters into genuine "thinking together.

Churchman’s Inquirers

The Realist (Locke) relies on "facts" and expert opinion, seeks solutions that meet current needs, is serious about getting concrete results, acts with efficiency and incisive correction, prefers data over theory

The Analyst (Leibniz) seeks the "one best way," operates with models and formulas, is interested in "scientific solutions," is prescriptive, and prefers data to theory and method

The Idealist (Kant) welcomes a broad range of views, seeks ideal solutions, is interested in values, is receptive, and places equal value on data and theory

The Synthesist (Hegel) sees likenesses in things that appear unalike, seeks conflict and synthesis, is interested in change, gets at underlying assumptions, sees the essence of problems, is speculative - asks what if and why not, and regards data to be meaningless without interpretation

The Pragmatist (Singer) proceeds on the basis of an eclectic view, uses a tactical, incremental approach; and, being innovative and adaptive, is best in complex situations.......

Fig 1. Applications of the Five Inquiring Systems to the Five Disciplines of the Learning Organization. Adopted from Kienholz (1998)

Senge

Chruchman

Systems Thinking

Personal Mastery

Mental Models Building Shared Vision

Team Learning

Realist (Lockian)

Events Single Loop Processing (arithmetic process) (simple cause and effect)

Focusing our energies Seeing reality objectively

Advocacy Ladder of Inference

Short-range goals Consensus

Analyst (Leibnizian)

Patterns Reinforcing Loop exponential process (needs more data )

Developing patience Seeing reality objectively

Advocacy Reflection Method-oriented to achieve goals Logic and sequence

S<----->A order out of chaos

Idealist (Kantian)

Systems understands relational logic basic to Systems Thinking

Continually clarifying and deepening our personal vision Developing patience

Inquiry Reflection

Visioning High Standards Long-range goals Values

Dialogue (thinking together)

Synthesist (Hegelian)

Mental Models Identifying the Real problem vs. the apparent problem Balancing loops (thesis-antithesis-synthesis)

Focus on underlying assumptions Focus our energies

Inquiry Fundamental purpose is to surface mental models - so we can talk about them and improve them The Left-Hand Column

Purpose or mission Values

Dialogue (suspend assumptions)

Pragmatist (Singer)

A good Systems Thinker sees all four levels at once

Events Patterns Systems Mental Models

Mastery of each inquiring system The Master is the one who can change at will to be situationally responsive

Flex to balance inquiry and advocacy

Goal achievement (tactical approach)

Coordinated patterns of action

Fig. 2. Summary of Inquirers (Adopted from Courtney et. al., 1999)

Locke Leibniz Kant Hegel Singer

Input Elementary observations

None Some empirical

Some empirical

Units and standards

Given Built-in labels (properties)

Built-in axioms

Space-time Framework

Theories

Theories System of measurement

Process Assign labels to Inputs

Communication

Formal Logic

Sentence generator

Construct models from theories

Interprete data

Choose best model

Construct theses, antithesis

Dialectic

Strategy of agreement

Sweeping-in

Sweeping-around

Sweeping-out

Output Taxonomy Fact nets

Tautologies

Contingent truths

Fact Nets Multiple Models

Synthesis New standard

Exoteric knowledge

Simplistic optimism

Progress in ideals

Guarantor Consensus Internal Consistency

Fit between data and model

Objective observer

Replicability

Hegelian over-observer

Fig. 3. Summary of ICT Support of Inquiring Organizations (Adopted from Courtney et. al., 1999)

Locke Leibniz Kant Hegel Singer

Input Goals, decisions, standards, policies, and procedures)

None Knowledge Sources Organizational Memory

Mission Statement

Units, Standards

Given Organizational history Organizational structure and culture

Standards Operating Procedures Rule base

Tacit knowledge Explicit knowledge Working theories

Opposing Views

System of Measures

Process Negotiation Communication Consensus building

Cause and effect analysis Inference Systematic problem solving

Knowledge scanning Association building Recursive learning

Arbitration Sweeping-in variables to overcome inconsistency

Output Equivocality Reduction

Simple error detection and correction Suggested course of action

Integrated, timely knowledge

Conflict resolution Renewal Enlarged perspective New strategic direction

New measures Exoteric knowledge

IT Support

Database GSS Networking

Expert Systems

Internet Knowledge Base Model Base

GSS Dialectron

CASE Expert systems WWW Border Objects

Fig. 4. Properties of Learning Associated with Churchmanian Inquiry (Adopted from Courtney et. al., 1999)

Leibniz Locke Kant Hegel Singer

System Closed Open Open/Closed Open Open

Learning Style Behavioral

Adaptive

Single Loop

Consensual

Generative

Cognitive

Generative

Generative

Double-loop

Generative

Third-loop

Learning Mechanism

Simple error detection and correction

Reduction of equivocality

Knowledge scan

Model matching

Recursiveness

Synthesis by objective mediator

Trial and error

Agreement and partition

Learning Level

Low High Multi-level High Multi-level Spiral among levels

Learning Framework

Procedural Strategic

Architectural

Procedural

Architectural

Architectural Procedural

Strategic

Learning Source

Syntactic Pragmatic Pragmatic

Semantic

Semantic Syntactic

Pragmatic

Learning Orientation

Normative Developmental

Capability

Developmental

Capability

Developmental Developmental

Developmental

Orientation

Apprentice Specialist

Generalist

Specialist

Generalist

Renowned Renowned

Obstacles Competency traps

Incorrect inferences about cause and effect

Failure to reach consensus

Competency traps

Lack of fit between tasks and goals

Learning disconnected from purpose

Complacency

Incorrect standards

Lack of oversight