sla systems thinking ce presentation 2004

Zipperer/Corliss/Tompson SLA / June 6th / 2004

Systems Thinking for Librarians

A State-of-the-Art Continuing Education Seminar: for the Special Libraries Association June 6, 2004, Nashville TN.



n Sponsored by the SLA Engineering, Biomedical & Life Sciences Divisions and Aerospace section of SLA-SNG

n Moderated by: Cynthia Bennington, SLA/ Eng

n Support from EBSCO


n  Lorri Zipperer, Zipperer Project Management [email protected]

n  Rebecca Corliss, Schiff Hardin, LLP [email protected]

n  Sara Tompson, Packer Engineering, Inc. [email protected]




“Our actions create our reality.”"

"

Peter Senge 5th Discipline, 1990


Systems Thinking Class Objectives n  Explore core concepts. n  Identify effects on information center interactions within

an organization. n  Identify affects on librarian’s interactions with all

levels of the organization, immediate reports and exterior clients.

n  Construct how acceptance changes an individual’s decision-making.

n  Determine how the tools affect librarian’s strategic planning thought processes.


References and Tools n  Senge, Peter M. The Fifth Discipline Fieldbook:

Strategies and tools for building a learning organization. 1994.

n  Senge, Peter M. The Fifth Discipline: The art and practice of the learning organization. 1990.

n  Select Bibliography

n  Glossary


Logistics n  Three section program 8am- noon

¨ Both lecture and group / team exercises

n  Break 10:00 to 10:30 am n  Wrap up by noon



Will you please … n  Introduce yourself n Share one key reason for attending

the class



PART ONE

1.1 What is Systems Thinking 1.2 Am I A Systems Thinker? 1.3 Questions & Recap


What is Systems Thinking? n  Interconnectedness

¨  A set of elements that interact to shape behavior n  Learning Organization n  Key movers

¨  Forrester (1961) ¨  Center for Organizational Learning / MIT (1989) ¨  Argyris (Teaching Smart People How to Learn, 1991) ¨  Senge (5th Discipline 1990)

Class Section 1.1


Systems Thinking: Proven Value n  Complex problems that involve helping many

actors see the connectedness of the “big picture” and not just their part of it.

n  Recurring problems or those that have been made worse by past attempts to fix them

n  Issues where action affects (or is affected by) the environment surrounding the issue.

n  Problems whose solutions are not obvious

Class Section 1.1


Systems Thinking: Basic Concepts

n  Everything is connected to everything else n  You can never do just one thing n  Different people in the same structure will produce

similar results n  From “either/or” to “both/and” n  There is no away to throw things to n  The easiest way out is the fastest way back in n  Profound changes can take place in ways we cannot foretell n  The map is not the territory n  An answer is a question’s way of asking a new question

Class Section 1.1


Five Phases of Systems Thinking

1.  Structure the problem 2.  Understand causal loops and feedback 3.  Model the dynamic relationships 4.  Use scenarios to plan and model affects of

actions taken 5.  Implement and share learnings with the

organization

Class Section 1.1


Systems Thinking for Librarians How Does Systems Thinking Pertain to the

Library Profession? ¨ Allows information work to be effective and

innovative, not isolated ¨ Situates the Information Center as

proactive not reactive

Class Section 1.1



Facilitates achievement of SLA Competencies

n  Will highlight a few today n  http://www.sla.org/content/learn/comp2003/index.cfm

Class Section 1.1



Professional Competencies: n  Aligning the information organization with key

stakeholders n  Assesses and communicates the value of the

information organization n  Builds a dynamic collection of information resources

based on deep understanding of clients

Class Section 1.2


Professional Competencies, con’t

n  Develops and maintains a portfolio of effective and aligned information services.

n  Conducts market research to identify concepts for new or enhanced information solutions for these groups.

Class Section 1.2


Personal SLA Competencies

The special librarian: n  Sees the big picture n  Creates partnerships and alliances n  Employs a team approach; recognizes

the balance of collaborating, leading and following

Class Section 1.2


Barriers to Systems Thinking n  Resources (financial and people) n  Cultural and value-based n  Leadership n  Knowledge (ie identification of the problem) n  Process-oriented n  Time constraints n  Strategic operation and planning

n  IT

Class Section 1.2


Systems Thinking for Librarians: Exploring Impact

Stories of Engagement n  Lorri n  Rebecca n  Sara

Class Section 1.2


Are You a Systems Thinker? A Systems Thinker Perceives …

¨ The whole whose elements continually affect each other over time and operate toward a common purpose.

¨ The “Big Picture” ¨ The interrelatedness of forces/nothing exists

in a vacuum n  Info Center example

¨ The interdependencies means no single “right” answer

Class Section 1.2

Fieldbk, pg 90


Systems Thinking Assessment n Complete in five minutes n Talley each column n Discuss results

There are no incorrect responses so be honest with yourself

Class Section 1.2



Readiness Assessment - Continuum

Class Section 1.2

F O S R N

Goal - Top 2



Questions & Recap n Basic concepts of systems thinking n Why this class? n Where are we on the journey to “systemsness”?

Class Section 1.3


PART TWO: 2.1 Setting the Stage 2.2 Why Use Stories? 2.3 Problem Identification & Digging Deeper 2.4 Diagramming System Influences 2.5 Questions & Recap


A Typical Morning Conversation …

Class Section 2.1


Does this Sound Familiar ?

n  Pflom and Meyer, established yet old-fashioned firm

n  New librarian shut out n  Info gathering inefficient and unreliable n  Solutions require a new way of thinking ….

Class Section 2.1


Value of Stories n  Illustrates a theory n Allows listeners to empathize more

broadly n Resonates with listeners

¨ SLA storytelling models

Class Section 2.2


Value of Stories “If you have chosen the right story and you tell that

story in a certain way, then not only do listeners understand the story ... but they also begin to imagine a story in their own life ... They begin to draw on their own experiences, their own knowledge, their own understanding, and they start to imagine possibilities for themselves.”

Class Section 2.2

“Making Change Happen: Steve Denning Tells the Story of Storytelling” Information Outlook

Vol. 5, January 2001


Identifying the Problem

n  Problem Structure Modeling n  Digging Deeper / The Five Whys

Class Section 2.3


Problem Structure Modeling

The problem is: n  Important n  Chronic n  Limited in scope

Class Section 2.3


Exploring the Problem: The Five Whys

n  Why X 5 to get at: ¨  Who, What, When, Where, Why

n  What are you trying to accomplish n  Determine the root cause n  Identify possible solutions n  Limitations of the 5 Whys

Class Section 2.3

FieldBk pages 108 - 112


The Five Whys

Time

Place

Root

Object

Subject

Objective Why?

Why?

Why?

Cause

Why?

Why? www.burton.co.uk/cit/images/cit02.gif

Class Section 2.3


Exercise: Pflom’s Problem

And the problem is…. n  Review the story n  Identify key processes or issues that

resonate as problematic and support the ineffective relationship

n  Post for further discussion to crystallize thoughts

Class Section 2.3


Pflom Problem: con’t

n  Individually assess the “why’s” that may have contributed to the situation

n  Collect them for discussion to “drill down” to the root cause

Class Section 2.3


A Picture is Worth a Thousand Words … As a systems thinking tool,

diagrams: n  Illustrate cause and effect

relationships n  Facilitate communication n  Create the “a-ha”

experience Class Section 2.4


Ways of Seeing Things Diagramming System Behavior n  Feedback n  Causal Diagrams

¨ Several sample techniques ¨ Key terms ¨  Illustrating a Story

n  Archetypes ¨ Templates of Behavior

Class Section 2.4


Importance of Feedback

“The practice of systems thinking starts with understanding a simple concept called feedback that shows how actions can reinforce or counteract each other.” Peter Senge

Class Section 2.4


Computer Diagramming n  Tool for observing patterns in large, complex situations n  Epidemiological in nature n  Software available n  Beyond the scope of this class

Class Section 2.4

www.imm.ecel.uwa.edu.au/ cmms/project_mngt.htm


Behavior Patterns

1. Fixes that Fail 2. Limits to Growth

3. Shifting the Burden

Class Section 2.4

Time


The Role of Delay: n  Acknowledge delay as a factor in

decision making n  Respect delay as an element to

understand success or failure n  Regard delay as a force in determining

value of change

Class Section 2.4


The Role of Delay: Serving ACME

Class Section 2.4

n  Key project n  High

demand n  24/7 service n  Guaranteed

4 hour turn around


The Role of Delay:

Class Section 2.4

Time

recorded hours/bills submitted

ACME requests

Adherence

ACME leaves!


Visualizing the System: Reinforcing and Balancing Loops

Reinforcing Loop Balancing Loop

Gap

Optional Element

Actual performance

Corrective Action

+

Target or

Goal

Class Section 2.4

Gap

Optional Element

Actual performance

Growing Action

+ +

+ +

+


Core Loops: a Few Examples

1. Fixes that Fail

Growth process

Limiting process

3. Shifting the Burden

R

B

Class Section 2.4

2. Limits to Growth

Growth Process = Reinforces behavior

Limiting Process = Balances activity


Visualizing the System: Steps in a Process n  Perform the exercise with a group

representing multiple disciplines n  Keep it manageable n  Start with a central element/service

Adapted from: Kim D. Guidelines for Drawing Causal Loop Diagrams. Pegagus Communications, 1995

Class Section 2.4


Steps in a Process, con’t

n  Identify key variables n  Don’t think of loops as stone tablets n  Avoid focus on details n  Air assumptions

Adapted from: Kim D. Guidelines for Drawing Causal Loop Diagrams. Pegagus Communications, 1995

Class Section 2.4


Pflom Story: Balancing Loop (-)

Growing Action

Limiting constraints

Key Element or Corrective Action

+

+

+ Class Section 2.4

Leverage Expertise

Librarian isolation

Cost Recovery

Client Activity

Client Bills

Research Quality


Pflom Story: Reinforcing Loop (+)

Revenue

Client Bills

• Staff use services more • Info expertise applied more • More team involvement

Client

satisfaction

Info Staff

integration

Staff

satisfaction

• More support for Info projects • More info resources • Business case for info staff improved

Info gathering

+

+

+

+

+

+


Archetypes: Seeing Patterns n  Accidental Adversaries n  Fixes that Fail n  Limits to Growth n  Shifting the Burden n  Tragedy of the Commons

Class Section 2.4


Archetypes: Why Bother?

n  Test mental models n  Provide consistent representations of

hypotheses that contribute to complexity n  Explore hypotheses to illustrate

organizational behavior in a variety of venues.

Class Section 2.4


Archetype: Fixes that Fail

The problem symptom

Archetypes Exercise

Unintended consequence Class Section 2.4

+

+

+

+


Archetype: Fixes that Fail

Cost recovery

initiated

Client leaves

Client Bills

Isolation

Quality

Expertise leveraged

The problem symptom

Fixes that Fail

Unintended consequence Class Section 2.4

+

+

+

+


Archetypes: Making Change

n  Visualize, study and implement change projects

n  Identify positive reinforcing loops n  Do’s and Don’ts

¨ Do: run small tests, learn from the experience, explore effectiveness regularly

¨ Don’t: stop at the identification process, see loop as “etched in stone”

Class Section 2.4



Questions & Recap n Problem definition and the five whys n Diagramming methods and dialogue n What to do next?

Class Section 2.5


PART THREE

3.1 Intro and Personal Awareness 3.2 Ladders of Inference 3.3 Discussion and Dialogue 3.4 Wrap Up


Role of Personal Awareness in Systems Thinking n  Mental Models n  Ladders of Inference n  Discussion and Dialogue

Class Section 3.1


Mental Models

n  Are deeply ingrained assumptions n  Are tacit, not explicit n  Can derail systems thinking n  Need tools to expose them

¨ Left hand column ¨ Ladders of inference

Class Section 3.1


Ladders of Inference n  “A common mental pathway of

increasing abstraction, often leading to misguided beliefs" Chris Argyris

n  AKA “Leap(s) of Abstraction”

Do NOT climb up the wrong ladder!

Class Section 3.2 Fieldbk, p. 243


Ladders of Inference, con’t

Ladder rests on: 1) observable data and 2) one’s past experience - both are solid. Rungs move further away from the concrete.

Class Section 3.2


Steps Toward Understanding

1st Rung: Select data to focus on

2nd Rung: Add own meaning to data

3rd Rung: Make assumptions re data - can be more than one

rung

Class Section 3.2


Steps Toward Understanding

Next Rung: Draw conclusions - can be more than one rung

Next Rung: Develop, add to beliefs about world - worldview

Top Rung: Take actions based on beliefs

Class Section 3.2


Climbing the Ladder: an Exercise

n  Start from the bottom of the ladder n  Build up – one assumption is usually based

upon another and the inaccurate belief system grows.

n  Brainstorm the corrective behaviors n  Share “tales from the front” cases.

Class Section 3.2


Recap: Tool for Awareness

n  MUST ¨  filter data, ¨  decide what is important, ¨  develop belief system, and ¨  act upon it.

n  HOWEVER, one can develop inaccurate/harmful, etc. belief systems and views.

n  AWARENESS and PERSONAL MASTERY can keep you from climbing up the wrong ladder!

Class Section 3.2



Discussion and Dialogue n  Constructive interaction with colleagues

promoted continued learning n  Librarians can apply reference interview skills

to other interactions n  Modes of conversation have different

elements and support different goals

Class Section 3.3


Goals of Conversing Styles n  Advocacy

¨ Marketing leverage ¨ Arguing for one point of view

n  Discussion ¨ Team consensus builder ¨ Goal oriented or task-based focus

n  Dialogue ¨ Exploration and determining shared meaning ¨ Discovery and insight ¨ Collective inquiry and mindfulness

Class Section 3.3


Setting the Stage for Dialogue

n  Seek to catalyze insight and discover the process of thought.

n  Encourage participants to develop a shared intention.

n  Create a “safe harbor” environment where participants can say what they feel in a constructive manner.

Class Section 3.3


Setting the Stage for Dialogue

n  Listen not only to participate but with an openness to change.

n  Be aware of your own thinking n  Manage conflict effectively and constructively n  Abandon the notion of the “right” answer

Class Section 3.3

Fieldbk, 375


Dialogue at Pflom

n Step into the librarian’s shoes n Structure an opportunity for dialogue

Class Section 3.3



Recap n  Do you see a way you can apply systems

thinking and tools to your situation right now? ¨ Stories and Scenarios ¨ 5 Whys ¨ Causal Loop Diagrams ¨ Archetypes

Class Section 3.4



Wrap Up n  Refer back to desired goals from morning n  Please fill out evaluation form n  Please leave cards if you are willing to give

us feedback down the road. n  Presentation available at www.zpm1.com n  THANK YOU!

Class Section 3.4


Continue the Conversation

n  Lorri Zipperer ¨ [email protected]

n Rebecca Corliss ¨ [email protected]

n Sara Tompson ¨ [email protected]

Class Section 3.4