enabling systems thinking to accelerate the development of senior systems engineers incose...
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Enabling Systems Thinking to Enabling Systems Thinking to Accelerate the Development of Accelerate the Development of Senior Systems EngineersSenior Systems Engineers
INCOSE PresentationINCOSE PresentationFebruary 2007February 2007Heidi L. DavidzHeidi L. Davidz
February 15, 2007 © Massachusetts Institute of Technology Slide 2 Heidi Davidz, [email protected]
* Introduction * MethodsResults
ImplicationsConclusion
Acknowledgment of Acknowledgment of Research SupportResearch Support
• Doctoral Committee– Professor Deborah Nightingale (chair)– Professor Tom Allen– Dr. Joel Cutcher-Gershenfeld– Dr. Eric Rebentisch – Dr. Donna Rhodes
• Research Sponsored by the Lean Aerospace Initiative (LAI)– Additional Reader: Professor John Carroll
February 15, 2007 © Massachusetts Institute of Technology Slide 3 Heidi Davidz, [email protected]
AgendaAgenda
• IntroductionIntroduction
• Research MethodsResearch Methods
• ResultsResults
• ImplicationsImplications
• ConclusionConclusion
* Introduction * MethodsResults
ImplicationsConclusion
Enabling Systems Thinking to Accelerate the Enabling Systems Thinking to Accelerate the Development of Senior Systems EngineersDevelopment of Senior Systems Engineers
Heidi DavidzHeidi DavidzAdvisor: Professor Deborah NightingaleAdvisor: Professor Deborah Nightingale
Results•Even though systems thinking
definitions diverge, there is consensus on primary mechanisms that enable or obstruct systems thinking development in engineers
•Enabling mechanisms include experiential learning, certain individual characteristics, supportive environment
•Developed a framework and conceptual illustration for systems thinking
Implications• Identified implications for government,
industry, and academia• Highlighted inconsistencies between
policy & effective mechanisms• Need to evolve intervention maturity• Government should set enabling policy• Industry should utilize primary
mechanisms• Academia should continue studying
how systems thinking actually develops
Methods1. Literature Review2. Pilot Interviews3. Field Study with Interviews & Surveys
• 205 Participants, 10 Companies • Expert Panelists, Sr. Systems
Engineers, Sr. Technical Specialists & Jr. Systems Engineers
4. Blue Chip Interviews5. Data Analysis6. Theory Synthesis
Motivation• Increasing interest in systems thinking
• Data needed on systems thinking development
InnatetraitsJob
rotations
Systems work roles
Trainingclasses
What are the mechanisms that develop systems
thinking in engineers?
Universityprograms
Exploratory
Inductive
How do senior systemsengineers develop?
February 15, 2007 © Massachusetts Institute of Technology Slide 5 Heidi Davidz, [email protected]
MotivationMotivation
• Increasing complexity of engineering systems and the Increasing complexity of engineering systems and the corresponding need for systems professionalscorresponding need for systems professionals
• Importance of systems engineering, demonstrated in Importance of systems engineering, demonstrated in policy mandatespolicy mandates
• Importance of systems engineering workforce issues, Importance of systems engineering workforce issues, also shown in policy documentsalso shown in policy documents
• DataData needed on systems thinking development in needed on systems thinking development in order to know which methods are most effective in order to know which methods are most effective in developing systems thinking in engineersdeveloping systems thinking in engineers
* Introduction * MethodsResults
ImplicationsConclusion
Need for DATA on Systems Thinking Development
February 15, 2007 © Massachusetts Institute of Technology Slide 6 Heidi Davidz, [email protected]
Key ResearchKey ResearchQuestionsQuestions
1.1. What are enablers, barriers, and What are enablers, barriers, and precursors to the development of precursors to the development of systems thinking in engineers?systems thinking in engineers?
2.2. How do senior systems engineers How do senior systems engineers develop?develop?
3.3. What are the mechanisms that develop What are the mechanisms that develop systems thinking in engineers?systems thinking in engineers?
* Introduction * MethodsResults
ImplicationsConclusion
February 15, 2007 © Massachusetts Institute of Technology Slide 7 Heidi Davidz, [email protected]
• Broad literature found on “systems thinking” Broad literature found on “systems thinking” – Lack of a central, ongoing discussionLack of a central, ongoing discussion– Systems thinking literature found in disparate fields and Systems thinking literature found in disparate fields and
journals, from systems dynamics to systems engineering journals, from systems dynamics to systems engineering to general philosophyto general philosophy
• Very limited literature on “systems thinking Very limited literature on “systems thinking development” and mechanisms for developmentdevelopment” and mechanisms for development
• Heavy dependence on heuristics of how systems Heavy dependence on heuristics of how systems thinking developsthinking develops
Introduction
* Methods * Results
ImplicationsConclusion
Literature ReviewLiterature Reviewand Existing Theoryand Existing Theory
Scant Literature on Systems Thinking Development
February 15, 2007 © Massachusetts Institute of Technology Slide 8 Heidi Davidz, [email protected]
ResearchResearchMethodsMethodsLiterature review
Inductive
Exploratory
Pilot Interviews (N=12)
Additional Interviews with “Blue
Chip” Proven Experts (N=2)
(c) Expert Panelists (N=37)
• Completed survey and interview
• Identified subjects for 3 follow-on groups
(d) Follow-On Subjects• Completed interview
• Completed survey
(a) Contacted Company
• 10 companies participated
• Primarily U.S. aerospace companies
(b) Point-of-contactIdentified POC to work with others to identify
Expert Panelists
1. Senior Systems Engineers (N=62)
2. Senior Technical Specialists (N=53)
3. Junior Systems Engineers (N=53)
(Total of 205 interviews and 188 surveys)
Field Study
Data Analysis Using QSR N6, SPSS, MS Excel
Theory Synthesis
February 15, 2007 © Massachusetts Institute of Technology Slide 9 Heidi Davidz, [email protected]
Company Site System Context
The Aerospace Corporation
Systems Engineering in Chantilly, VA & Los Angeles, CA
FFRDC - Global Positioning System (GPS), Air Force Satellite Communications (AFSATCOM) System, etc.1
BMW Systems Architects at BMW Group in Munich, Germany
Commercial - Manufacturer of premium automobiles and motorcycles2
Boeing Boeing Commercial Airplanes, Engineering Liaison group in Renton and Everett, Washington
Contractor - Commercial jetliner manufacturer3
Booz Allen Hamilton
Systems group, multiple locations, referred by a systems partner at headquarters in McLean, VA
Consultant - Strategic management and technology consulting firm to industry and government4
General Dynamics Sites 1 & 2
SE at General Dynamics Advanced Information Systems in Bloomington, MN and in Pittsfield, MA
Contractor - Provider of transformational mission solutions in command, control, communications, computers, intelligence, surveillance and reconnaissance (i.e. Future Combat Systems)5
MITRE Systems Engineering in Bedford, MA & McLean, VA
FFRDC - Global Information Grid, IRS enterprise modernization program, etc.6
Northrop Grumman
Airborne Ground Surveillance & Battle Management Systems, Integrated Systems, Melbourne, FL, SE
Contractor - E-8C Joint Surveillance Targeting Attack Radar System (Joint STARS), Cyber Warfare Integration Network (CWIN), etc.7
Pratt & Whitney
SE in East Hartford, CT Contractor - Design, manufacture, and support of turbine engines8
Sikorsky SE in Stratford, CT Contractor - Design and build advanced helicopters for commercial, industrial and military use9
Participating CompaniesParticipating Companies
February 15, 2007 © Massachusetts Institute of Technology Slide 10 Heidi Davidz, [email protected]
Coding in QSR N6Coding in QSR N6
Q: How to make sense of 205 interviews each with a 4-5 Q: How to make sense of 205 interviews each with a 4-5 page transcript?page transcript?
A: Use “content analysis” to categorize key ideas and A: Use “content analysis” to categorize key ideas and thoughts from the interviewthoughts from the interview– This categorization process is called “coding”This categorization process is called “coding”– The resulting categories are called “nodes”The resulting categories are called “nodes”– The nodes were recorded and organized in a The nodes were recorded and organized in a
qualitative data management tool called QSR N6qualitative data management tool called QSR N61010
– Nodes were organized in hierarchies, with Level 2 Nodes were organized in hierarchies, with Level 2 as a sub-node of Level 1as a sub-node of Level 1
Content Analysis Performed Using QSR N6 Tool
Introduction
* Methods * Results
ImplicationsConclusion
February 15, 2007 © Massachusetts Institute of Technology Slide 11 Heidi Davidz, [email protected]
Introduction
* Methods * Results
ImplicationsConclusion
Content Analysis:Content Analysis:From Raw Data to NodesFrom Raw Data to Nodes
Question Response
Node Hierarchies Organize Conceptual Patterns
Screen Shot
• Coded As:Coded As:– Level 1 Node - “Experience”Level 1 Node - “Experience”– Level 2 Node - “Job/opportunity to see Level 2 Node - “Job/opportunity to see
systems view”systems view”• Individual lines of ~1000 pages of Individual lines of ~1000 pages of transcripts coded in this waytranscripts coded in this way
• Yield of 908 nodesYield of 908 nodes
February 15, 2007 © Massachusetts Institute of Technology Slide 12 Heidi Davidz, [email protected]
Additional Additional Data AnalysisData Analysis
• Interview data exported from QSR N6 to MS Excel Interview data exported from QSR N6 to MS Excel to determine top interview responsesto determine top interview responses
• Interview data exported from QSR N6 to SPSS to Interview data exported from QSR N6 to SPSS to run statistical testsrun statistical tests
• Results reported at both Level 1 and Level 2 of Results reported at both Level 1 and Level 2 of the node hierarchy to address aggregation biasthe node hierarchy to address aggregation bias
• SPSS used to analyze survey dataSPSS used to analyze survey data• Manual content analysis performed on pilot Manual content analysis performed on pilot
interviews and blue chip interviews interviews and blue chip interviews
Utilized Multiple Data Exploration Methods
Introduction
* Methods * Results
ImplicationsConclusion
February 15, 2007 © Massachusetts Institute of Technology Slide 13 Heidi Davidz, [email protected]
Underlying Underlying Research ResultResearch Result
Even though systems thinking definitions
diverge, there is consensus on primary
mechanisms that enable or obstruct systems
thinking development in engineers
IntroductionMethods
* Results * ImplicationsConclusion
February 15, 2007 © Massachusetts Institute of Technology Slide 14 Heidi Davidz, [email protected]
Consensus on Primary Consensus on Primary Enabling MechanismsEnabling Mechanisms
• There is consensus on primary There is consensus on primary mechanisms that enable systems mechanisms that enable systems thinking development in engineersthinking development in engineers
1.1. Experiential learningExperiential learning
2.2. Individual characteristicsIndividual characteristics
3.3. Supportive environmentSupportive environment
Data Show Consensus
IntroductionMethods
* Results * ImplicationsConclusion
February 15, 2007 © Massachusetts Institute of Technology Slide 15 Heidi Davidz, [email protected]
Q: How can people agree on mechanisms that enable Q: How can people agree on mechanisms that enable systems thinking when their definitions of systems systems thinking when their definitions of systems thinking do not agree?thinking do not agree?
A: Though the articulation of the systems thinking A: Though the articulation of the systems thinking definitions diverge, there are common themes:definitions diverge, there are common themes:
(a) Functions and behaviors at the (a) Functions and behaviors at the contextual edgecontextual edge
(b) (b) InteractionsInteractions of elements and how large scale things relate of elements and how large scale things relate
The primary mechanisms cited enable and encourageThe primary mechanisms cited enable and encourage(a) Translation across contextual edges(a) Translation across contextual edges
(b) Consideration of interactions(b) Consideration of interactions
(c) Higher impact learning (c) Higher impact learning
Solving the PuzzleSolving the Puzzle Introduction
Methods
* Results * ImplicationsConclusion
February 15, 2007 © Massachusetts Institute of Technology Slide 16 Heidi Davidz, [email protected]
• Expert Panelists and follow-on subjects Expert Panelists and follow-on subjects were asked:were asked:
– ““How do you define systems thinking?”How do you define systems thinking?”– Considering a given systems thinking definition, what Considering a given systems thinking definition, what
aspects do you agree or disagree with and whyaspects do you agree or disagree with and why
• 205 interviews, 205 unique definitions205 interviews, 205 unique definitions• Data show that when people refer to the Data show that when people refer to the
phrase “systems thinking” they are often phrase “systems thinking” they are often not articulating the same conceptnot articulating the same concept
Divergent Systems Divergent Systems Thinking DefinitionsThinking Definitions
Systems Thinking Definitions Diverge
IntroductionMethods
* Results * ImplicationsConclusion
Interview Question
s
February 15, 2007 © Massachusetts Institute of Technology Slide 17 Heidi Davidz, [email protected]
Example Systems Example Systems Thinking DefinitionsThinking Definitions
• “Big picture”• “Interactions”• “Worrying about everything”• “System thinking is the ability to think about a system or system architecture
holistically, considering the design elements, complexities, the “ilities”, the context that product or system will be used in, etc.”
• “You have to think extremely broadly. You can’t focus on a specific aspect. Think from the application of what a product is. Think from what the customer wants explicitly. Be able to think in all the areas that are related to that device. It’s broad and deep thinking. If you can’t do both, then you shouldn’t do systems stuff. You must be organized. Think without boundaries at the start. If you think that your job is the requirements, then you are a clerk, not a systems engineer.”
• “Connecting lots of dissimilar disciplines and weighing trade offs between them…”
IntroductionMethods
* Results * ImplicationsConclusion
More Definitions
February 15, 2007 © Massachusetts Institute of Technology Slide 18 Heidi Davidz, [email protected]
Reconciling Systems Reconciling Systems Thinking DefinitionsThinking Definitions
• Synthesis of the definitions from the field study and the definitions Synthesis of the definitions from the field study and the definitions in the literature yielded an original framework of systems thinkingin the literature yielded an original framework of systems thinking
• Five foundational elements:Five foundational elements:1.1. COMPONENTIAL - What types of things are consideredCOMPONENTIAL - What types of things are considered
2.2. RELATIONAL - Interconnections, interactions, and interdependencies RELATIONAL - Interconnections, interactions, and interdependencies both within the system of interest and between the system of interest both within the system of interest and between the system of interest and other systemsand other systems
3.3. CONTEXTUAL – The nested and embedded nature of systemsCONTEXTUAL – The nested and embedded nature of systems
4.4. DYNAMIC – Links system in time to future and past, includes feedback, DYNAMIC – Links system in time to future and past, includes feedback, uncertainty, risk, and the “ilities”uncertainty, risk, and the “ilities”
5.5. MODAL – Aids to understand and comprehend systemMODAL – Aids to understand and comprehend system
• Systems thinking is utilizing modal elements to consider the Systems thinking is utilizing modal elements to consider the componential, relational, contextual, and dynamic elements of the componential, relational, contextual, and dynamic elements of the system of interest. system of interest.
IntroductionMethods
* Results * ImplicationsConclusion
February 15, 2007 © Massachusetts Institute of Technology Slide 19 Heidi Davidz, [email protected]
IntroductionMethods
* Results * ImplicationsConclusion
Conceptual IllustrationConceptual Illustrationof Systems Thinkingof Systems Thinking
© 2005 Andreas Davidz, Elizabeth Davidz, Heidi Davidz. All rights reserved. Used with permission.
Tools &Methods
Types ofThinking
Models &Simulations
Processes &Frameworks
February 15, 2007 © Massachusetts Institute of Technology Slide 20 Heidi Davidz, [email protected]
Coding ResultsCoding Results
““Systems Thinking Mindset”Systems Thinking Mindset”• This MUST be decomposed, since understandings can be This MUST be decomposed, since understandings can be
contradictorycontradictory• Before designing an intervention, know what you are trying to Before designing an intervention, know what you are trying to
produceproduce
System-of-Systems SE Traits System-of-Systems SE Traits Not detail focusedNot detail focused
Thinks out-of-the-boxThinks out-of-the-boxCreativeCreative
Abstract thinkingAbstract thinking
Process-Centered SE TraitsProcess-Centered SE TraitsDetail orientedDetail oriented
StructuredStructuredMethodicalMethodicalAnalyticalAnalytical
Define the Goal then Design the Intervention
IntroductionMethods
* Results * ImplicationsConclusion
February 15, 2007 © Massachusetts Institute of Technology Slide 21 Heidi Davidz, [email protected]
Difficulties with Difficulties with Determining Strength of Determining Strength of Systems ThinkingSystems Thinking
Systems Thinking Definitions Diverge
IntroductionMethods
* Results * ImplicationsConclusion
Divergent Definitions
• Divergent systems thinking definitions are Divergent systems thinking definitions are problematic since strength of systems problematic since strength of systems thinking is determined by observation and thinking is determined by observation and subjective measure subjective measure
• In addition, many of the respondents do not In addition, many of the respondents do not know how strength of systems thinking is know how strength of systems thinking is determined in their organizationdetermined in their organization
February 15, 2007 © Massachusetts Institute of Technology Slide 22 Heidi Davidz, [email protected]
IntroductionMethods
* Results * ImplicationsConclusion
How does your company determine if an How does your company determine if an employee displays strong systems thinking?employee displays strong systems thinking?
Difficulty
Observation & Subjective Measure
Level
Determination of Strength Determination of Strength of Systems Thinkingof Systems Thinking
February 15, 2007 © Massachusetts Institute of Technology Slide 23 Heidi Davidz, [email protected]
Subjective Determination of Subjective Determination of Strength of Systems ThinkingStrength of Systems Thinking
IntroductionMethods
* Results * ImplicationsConclusion
How does your company determine if an How does your company determine if an employee displays strong systems thinking?employee displays strong systems thinking?
Do not know
Observation& Subjective Measures
February 15, 2007 © Massachusetts Institute of Technology Slide 24 Heidi Davidz, [email protected]
Consensus on Consensus on EnablersEnablers
IntroductionMethods
* Results * ImplicationsConclusion
Consensus on primary mechanisms that enable or obstruct systems thinking
development in engineers
1. Experiential learning2. Individual characteristics3. Supportive environment
Even though systems thinking definitions
diverge, there is consensus on primary
mechanisms that enable or obstruct systems
thinking development in engineers
February 15, 2007 © Massachusetts Institute of Technology Slide 25 Heidi Davidz, [email protected]
IntroductionMethods
* Results * ImplicationsConclusion
Experiential Learning Experiential Learning Develops Systems ThinkingDevelops Systems Thinking
Remarkable Consensus for Data Solicitation Format
Q: What were key steps in your life that developed your systems thinking abilities?Q: What were key steps in your life that developed your systems thinking abilities?
February 15, 2007 © Massachusetts Institute of Technology Slide 26 Heidi Davidz, [email protected]
Top Ranked Categories Are All Experiential Learning
Experiential Learning – Inside and Outside WorkExperiential Learning – Inside and Outside Work
February 15, 2007 © Massachusetts Institute of Technology Slide 27 Heidi Davidz, [email protected]
IntroductionMethods
* Results * ImplicationsConclusion
Experiential Learning Experiential Learning Develops Systems ThinkingDevelops Systems Thinking
Q: In your experience, what enablers or barriers have you seen to the Q: In your experience, what enablers or barriers have you seen to the development of systems thinking in engineers?development of systems thinking in engineers?
Top Node Category for “Enablers” is Experiential Learning
February 15, 2007 © Massachusetts Institute of Technology Slide 28 Heidi Davidz, [email protected]
IntroductionMethods
* Results * ImplicationsConclusion
Experiential Learning Experiential Learning Develops Systems ThinkingDevelops Systems Thinking
3 of 4 Top Node Categories Are Experiential Learning
February 15, 2007 © Massachusetts Institute of Technology Slide 29 Heidi Davidz, [email protected]
• Blue chip interviewees also support experiential learningBlue chip interviewees also support experiential learning““When I was involved in the mid-60s, programs went from concept to operation in 3-5 years. When I was involved in the mid-60s, programs went from concept to operation in 3-5 years. In a period of 15 years of experience, an engineer would work on 3-5 programs. They would In a period of 15 years of experience, an engineer would work on 3-5 programs. They would work up progressively to larger and larger responsibilities. work up progressively to larger and larger responsibilities. There was a whittling down There was a whittling down process so that we could pick the systems engineer. There would be 3-5 programs with 4-5 process so that we could pick the systems engineer. There would be 3-5 programs with 4-5 segments each, so we could pick the systems engineers for the new programs from this pool.segments each, so we could pick the systems engineers for the new programs from this pool. We would have 3 to 5 to 8 people to pick from, and we could pick the best. We would have 3 to 5 to 8 people to pick from, and we could pick the best.
We never had a problem with training, since this was provided by on-the-job training and We never had a problem with training, since this was provided by on-the-job training and experience.experience. We never thought about setting up training until the 2001 timeframe when we We never thought about setting up training until the 2001 timeframe when we thought about how to fix the problems in space acquisition…thought about how to fix the problems in space acquisition…
The training was all on-the-job. We would have young guys work on a section of the program, The training was all on-the-job. We would have young guys work on a section of the program, then they would move up to be in charge of a particular element, then they would work there then they would move up to be in charge of a particular element, then they would work there for 4-5 years, then they would move to a subsystem level, then they would move up to be for 4-5 years, then they would move to a subsystem level, then they would move up to be responsible for a segment of the programresponsible for a segment of the program. Each time, we could pick from 5-8 engineers to . Each time, we could pick from 5-8 engineers to move up to the position at that higher level.”move up to the position at that higher level.”
IntroductionMethods
* Results * ImplicationsConclusion
Experiential Learning Experiential Learning Develops Systems ThinkingDevelops Systems Thinking
February 15, 2007 © Massachusetts Institute of Technology Slide 30 Heidi Davidz, [email protected]
Consensus on Consensus on EnablersEnablers
IntroductionMethods
* Results * ImplicationsConclusion
Consensus on primary mechanisms that enable or obstruct systems thinking
development in engineers
1. Experiential learning2. Individual characteristics3. Supportive environment
Even though systems thinking definitions
diverge, there is consensus on primary
mechanisms that enable or obstruct systems
thinking development in engineers
February 15, 2007 © Massachusetts Institute of Technology Slide 31 Heidi Davidz, [email protected]
IntroductionMethods
* Results * ImplicationsConclusion
Q: Are there certain individual characteristics or innate traits that seem to Q: Are there certain individual characteristics or innate traits that seem to predict the development of systems thinking? If so, what are they?predict the development of systems thinking? If so, what are they?
Individual Characteristics Individual Characteristics Enable Systems ThinkingEnable Systems Thinking
Personality is Top Node Category for Individual Characteristics
February 15, 2007 © Massachusetts Institute of Technology Slide 32 Heidi Davidz, [email protected]
IntroductionMethods
* Results * ImplicationsConclusion
Individual CharacteristicsIndividual CharacteristicsEnable Systems ThinkingEnable Systems Thinking
February 15, 2007 © Massachusetts Institute of Technology Slide 33 Heidi Davidz, [email protected]
IntroductionMethods
* Results * ImplicationsConclusion
Note: Junior Systems Note: Junior Systems Engineers add “Anxiety”Engineers add “Anxiety”
High in:High in:• Openness to Openness to
IdeasIdeas• CompetenceCompetence
Low In:Low In:• Self-Self-
ConsciousnesConsciousnesss
• Tender-Tender-MindednessMindedness
Different SampleDifferent Sample
Explanation of “Openness to Ideas”
Background on NEO PI-R™
Results of NEO PI-R™ Results of NEO PI-R™ Personality TestPersonality Test1212 from from One CompanyOne Company
February 15, 2007 © Massachusetts Institute of Technology Slide 34 Heidi Davidz, [email protected]
IntroductionMethods
* Results * ImplicationsConclusion
• Results correlate to findings by the Interdisciplinary Studies Project at Project Zero, Harvard Graduate School of Education led by Howard Gardner and Veronica Boix-Mansilla13,14
• “At the individual intellectual level, the paper characterizes exemplary interdisciplinary workers as embodying a disposition toward curiosity, risk-taking, open mindedness and humility.”
• “Curiosity in multiple areas of knowledge was a mobilizing force for the interdisciplinary workers in our study. Curiosity emerged implicitly in their accounts of professional growth as well as explicitly as a driving force of interdisciplinary work.”
• “Open-mindedness is the second trait repeatedly attributed to interdisciplinary workers and collaborators.”
Outside Study Also Emphasizes Curiosity and Open-Mindedness
Link to Interdisciplinary Link to Interdisciplinary Studies ProjectStudies Project
February 15, 2007 © Massachusetts Institute of Technology Slide 35 Heidi Davidz, [email protected]
Consensus on Consensus on EnablersEnablers
IntroductionMethods
* Results * ImplicationsConclusion
Consensus on primary mechanisms that enable or obstruct systems thinking
development in engineers
1. Experiential learning2. Individual characteristics3. Supportive environment
Even though systems thinking definitions
diverge, there is consensus on primary
mechanisms that enable or obstruct systems
thinking development in engineers
February 15, 2007 © Massachusetts Institute of Technology Slide 36 Heidi Davidz, [email protected]
IntroductionMethods
* Results * ImplicationsConclusion
3 of 5 Top Barriers Are Environmental
Q: In your experience, what enablers or barriers have you seen to the Q: In your experience, what enablers or barriers have you seen to the development of systems thinking in engineers?development of systems thinking in engineers?
Environment Affects Environment Affects Systems ThinkingSystems Thinking
February 15, 2007 © Massachusetts Institute of Technology Slide 37 Heidi Davidz, [email protected]
IntroductionMethods
* Results * ImplicationsConclusion
Environment Affects Environment Affects
Systems ThinkingSystems Thinking
Organizations Shape These Node Categories
February 15, 2007 © Massachusetts Institute of Technology Slide 38 Heidi Davidz, [email protected]
IntroductionMethods
* Results * ImplicationsConclusion
Differences Are Not Significant Most of the Time
Statistical TestsStatistical Tests
• Multiple statistical tests run to compare differences between groups– Comparison of all classifications– Comparison of Senior Systems Engineers to:
The Expert Panelists The control group of Senior Technical Specialists The control group of Junior Systems Engineers
– Comparison of all companies– Comparison of two opposing companies
• Results show that the differences between groups are not significant most of the time
• The Senior Systems Engineers do not differ from the other classifications for the majority of the top-ranked node categories
February 15, 2007 © Massachusetts Institute of Technology Slide 39 Heidi Davidz, [email protected]
Need for Systems Need for Systems OpportunitiesOpportunities
IntroductionMethodsResults
*Implications*Conclusion
New United States Military Aircraft Programs by Decade and Career Lengths of a Typical Engineer (From Murman, Walton et al. 2003, citing Hernandez)15
Declining Opportunities for Experiential Learning
February 15, 2007 © Massachusetts Institute of Technology Slide 40 Heidi Davidz, [email protected]
IntroductionMethodsResults
*Implications*Conclusion
Inappropriate Emphasis Inappropriate Emphasis on Trainingon Training1616
Emphasis is on Training Not Experiential Learning
February 15, 2007 © Massachusetts Institute of Technology Slide 41 Heidi Davidz, [email protected]
IntroductionMethodsResults
*Implications*Conclusion
Intervention MaturityIntervention Maturity
February 15, 2007 © Massachusetts Institute of Technology Slide 42 Heidi Davidz, [email protected]
IntroductionMethodsResults
*Implications*Conclusion
Systems Thinking Interventions Should Be Based on Knowledge and Include Feedback Mechanisms
Intervention MaturityIntervention Maturity
February 15, 2007 © Massachusetts Institute of Technology Slide 43 Heidi Davidz, [email protected]
ImplicationsImplicationsfor Governmentfor Government
IntroductionMethodsResults
*Implications*Conclusion
• Applications of Research for GovernmentApplications of Research for Government1.1. INCENTIVESINCENTIVES - Provide incentives to promote strong systems - Provide incentives to promote strong systems
thinkingthinking
2.2. POLICYPOLICY - Adjust policies to emphasize experiential learning for - Adjust policies to emphasize experiential learning for systems thinking developmentsystems thinking development
3.3. ACQUISITION STRATEGYACQUISITION STRATEGY - Change acquisition strategy to - Change acquisition strategy to provide more programs and opportunities for engineers to provide more programs and opportunities for engineers to develop systems thinkingdevelop systems thinking
4.4. RESEARCHRESEARCH - Promote research on the mechanisms for effective - Promote research on the mechanisms for effective systems thinking developmentsystems thinking development
5.5. SYSTEMS PROGRAMSSYSTEMS PROGRAMS - Encourage systems programs that - Encourage systems programs that teach systems skills and systems thinkingteach systems skills and systems thinking
Set Policy Environment to Enable Systems Thinking Development
February 15, 2007 © Massachusetts Institute of Technology Slide 44 Heidi Davidz, [email protected]
Implications Implications for Industryfor Industry
IntroductionMethodsResults
*Implications*Conclusion
• Applications of Research for IndustryApplications of Research for Industry1.1. INTERVENTION STRUCTUREINTERVENTION STRUCTURE - Structure systems thinking - Structure systems thinking
interventions to emphasize experiential learninginterventions to emphasize experiential learning
2.2. FILTER AND FOSTERFILTER AND FOSTER - Filter and foster identified individual - Filter and foster identified individual characteristics in systems organizationscharacteristics in systems organizations
3.3. SUPPORTIVE ENVIRONMENTSUPPORTIVE ENVIRONMENT - Provide an environment - Provide an environment supportive to the development of systems thinkingsupportive to the development of systems thinking
4.4. COMMUNICATE ASSESSMENTCOMMUNICATE ASSESSMENT - Clearly communicate how - Clearly communicate how strength of systems thinking is assessedstrength of systems thinking is assessed
5.5. SYSTEMS PROGRAMSSYSTEMS PROGRAMS - Offer systems programs to teach - Offer systems programs to teach systems skills and systems thinkingsystems skills and systems thinking
Utilize the Primary Mechanisms That Enable Systems Thinking
February 15, 2007 © Massachusetts Institute of Technology Slide 45 Heidi Davidz, [email protected]
ImplicationsImplicationsfor Academiafor Academia
IntroductionMethodsResults
*Implications*Conclusion
• Applications of Research for AcademiaApplications of Research for Academia1.1. SYSTEMS PROGRAMSSYSTEMS PROGRAMS - Offer systems programs to teach - Offer systems programs to teach
systems skills and systems thinkingsystems skills and systems thinking
2.2. FEEDBACKFEEDBACK - Use feedback mechanisms to continually improve - Use feedback mechanisms to continually improve systems programs and systems coursessystems programs and systems courses
3.3. EMPHASIZE EXPERIENCEEMPHASIZE EXPERIENCE - Structure programs and courses to - Structure programs and courses to emphasize experiential learningemphasize experiential learning
4.4. COURSE STRUCTURECOURSE STRUCTURE - Structure courses and programs to - Structure courses and programs to promote systems thinking by emphasizing context and knowledge promote systems thinking by emphasizing context and knowledge integrationintegration
5.5. RESEARCHRESEARCH - Continue research on the mechanisms for effective - Continue research on the mechanisms for effective systems thinking developmentsystems thinking development
Continue Studying How Systems Thinking Actually Develops
February 15, 2007 © Massachusetts Institute of Technology Slide 46 Heidi Davidz, [email protected]
SummarySummaryIntroduction
MethodsResults
Implications
* Conclusion *
• Exploratory and inductive study• Field study with auxiliary interviews• Result: Even though systems thinking definitions diverge, there
is consensus on primary mechanisms that enable or obstruct systems thinking development in engineers
• Divergent systems thinking definitions reconciled with a systems thinking framework, illustration and definition
• Highlights importance of experiential learning• Development is enabled by individual characteristics such as openness to
ideas, curiosity, questioning, strong communication and interpersonal skills• A supporting environment also enables development
• Implications for government, industry, and academia given
Rigorous Exploration of an Extensive Data Set to DiscoverEffective Mechanisms to Develop Systems Thinking in Engineers
February 15, 2007 © Massachusetts Institute of Technology Slide 47 Heidi Davidz, [email protected]
Enabling Rigor Enabling Rigor in SE Researchin SE Research
IntroductionMethodsResults
Implications
* Conclusion *
• Many engineers are not familiar with Many engineers are not familiar with research methods applicable to studying research methods applicable to studying systems problemssystems problems
• Ideas for enhancing academic rigor in Ideas for enhancing academic rigor in systems engineering researchsystems engineering research
1.1. SE Research Methods Tutorials SE Research Methods Tutorials 2.2. SE Research Methods Task Force SE Research Methods Task Force 3.3. SE Research Crits SE Research Crits
Ideas for Enabling SE Research Rigor
February 15, 2007 © Massachusetts Institute of Technology Slide 48 Heidi Davidz, [email protected]
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ReferencesReferences
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