BLOCK 02 WEEK 03

T205ASystems Thinking & PracticeTutor: Ms. Haifaa Al-SulaimanE- Mail: h.suliman@arabou.edu.saTel: 01- 2742277 Ext. 211

process of material coverage Please refer back to course calendar 2012/20132

Recommended Supplementary Resources

3Printed Material and ResourcesElectronic ResourcesLecture Notes / Slides are important and should be central to your revisionAssociated material is for background reading and is important for your understanding of the concepts (discussed in the lecture notes) in detailSupporting sections are important: review and questions

Schedule4Weekly teaching Hrs: 1. Monday 10-12 am 2. Tuesday 06-08 pm

TMAs and Exams Cut-off date:

TMA : To be advisedMid-Term Exam: To be advisedFinal Exams: To be advised

TMA are individual assignments, NOT collaborative.

Assessment Structure and grading5TMAMid-TermFinal20%30%50%5

Learning Outcomes

6 Identify the central issues in a complex situation Explore their components Analyse the inter-relationships involved Develop an understanding of the system as a whole Begin to understand the possibilities for intervention.Week 1:Concept File 01: Skim Read Readings 01&02T551 Primer: 01T552 Diagramming: Reading 01

8Concept File 1: Reading 1: Learning and Reflection

1. Learning and reflection2. Effective Course Study3. Reflection and course study4. Systems Thinkers' Habits of Mind91. Learning and reflectionDeveloping an active approach to learning, thinking and doing Reading information and actively engaging with it Improving your effectiveness as learners by paying attention to how you learn Setting your own goals and being capable of learning independently is key for learning in the workplace and in course study102. Effective Course StudyEffective course study requires paying attention to both the concepts that you are learning as well as to the process

Failure to learn has both short-term (goal abandonment) as well as long term (acceptance of failure and negative self image) consequences. 113. Reflection and course studyReflection is both an academic concept and a word in common use; it could be described as the minds conversation with itself. It requires a critical analysis of ideas & experiences

Reflection is essential for the development of understanding and of the ability to make use of complex ideas and concepts. It raises awareness about how we learn and might improve our learning

Regular, deliberate, and systematic use of reflection enables a person to monitor progress, learn from good and bad experiences and plan for better ways of doing things (added value).123. Systems Thinkers' Habits of Mind (1)Systems thinkers recognize that no individual or group ever has all the answers.

They believe that there are many truths depending on past experiences and current perspectives. They value the insights of alternative points of view.

For this reason, they are also good listeners and see dialogue as a valuable means of learning. 133. Systems Thinkers' Habits of Mind (2)Systems thinkers look for the hidden assumptions behind the way things are done in organizations.These assumptions can reveal values shared by the group or may reflect structural or historical constraints. Assumptions can also show areas where hidden feedback loops are operating.

They realize that an investigation of assumptions is often a fruitful place to look when considering areas of leverage for change. 143. Systems Thinkers' Habits of Mind (3)Systems thinkers:are critically reflective, regularly examining the mental models that influence how they understand the world and take action in it. think holistically are metacognitive. (knowing, awareness)They think about how they think. They are willing to disclose their thinking to others in a joint effort for increased understanding. are life-long learners: always driven by new questions, and finding joy in discovery and connections.15Activities, Boxes and SAQConcept File 1: Learning Thinking and DoingRead Box 1.1, page 7 Box 1.2, page 10Activity 1, page 10Read Box 1.3, page 14 Box 1.4, page 1516Concept File 1: Reading 2: What is learning?

1. Different conceptions of learning2. Memorizing, Understanding and Doing

Activities, Boxes and SAQActivity 1, page 17 Activity 2, page 19Read Box 2.1, page 18 Box 2.2, page 24172. What is learning? (1)We will explore what is learning in actuality, and whether how we choose to learn is always appropriate for what we are trying to learn

2.1Different conceptions of learning:What is learning?How we define it?What it involves? 182. What is learning? (2)There is diversity in what and how people learn. This diversity depends on what is being learned as well as by whom and in what circumstances. Recognizing this gives us a wider overview, or a better understanding of the variety of approaches that exist.When assessing the diverse requirements of different kinds of learning we can evaluate the effectiveness of our own strategiesDiversity depends on what is being learned, by whom, and in what circumstancesT205 involves both the study of factual, explanatory texts and of interaction between students.192. What is learning? (3)People have different ideas about learning which are usually related to two dimensions:The process (through which it happens)Course studyReal world experienceOn the job experience with feedbackSelf-instruction via books or other materialsThe outcome (to which it leads)Changes to what you knowChanges to what you can doChanges to how you value ideas and experiences202. What is learning? (4)When we realize the diversity in learning we can make better choices of the learning activities that best support the outcomes we aim for.The process of learning involves circumstances and experience.Research of students perceptions of what learning is yielded the following answers:A quantitative increase of knowledge (outcome)Memorizing (process)The acquisition of facts and procedures for later use (outcome)The abstraction of meaning (process)An interpretative process for understanding reality (process)Changing as a person212.2 Memorizing, understanding and doing (MUD) (Downs, 1993, 1995)Given the diversity in learning goals and in the processes used to achieve those goals, theorists of learning categorize the diversity of both outcome and process in three different ways of learning: memorizing, understanding, and doing222.2 MUD (2)MemorizingThis kind of learning which involves rote (from memory without thinking) learning typically involves repetition, silently or aloud, association with visual or auditory cues, and strategies such as mnemonics (system to develop the memory) and rhyming. It is sometimes required to remember symbols, formulas, or calculations. It could not be used to understand complex ideas and experiences. In academic study remembering should result from understanding the concept rather than from memorization.232.2 MUD (3)UnderstandingThis kind of learning requires a willingness by the learner to work with ideas and concepts in order to explore whether they have been really mastered. Appropriate methods require the learner to work actively with new information and ideas. It can be accomplished by encouraging learners to apply, to elaborate, or to evaluate what they have been given.

This kind of learning fosters independent thought and self-checking, and construction of links and relationships between the different areas of knowledge and thinking.242.2 MUD (4)DoingLearning how to act or perform in particular ways is essential for the development of all kinds of intellectual and physical skills. In many situations learning requires practicing a given skill or task.

To become proficient at a skill or performance we must, in addition to memorizing and understanding, develop an experience in practicing the given skill with effective feedback in order to improve our performance and strengthen our abilities. Practice and developmental feedback are crucial for the acquisition and the improvement of both communication and learning skills.252.2 MUD (5)Learning to play the piano or any other musical instrument is a classical example of the importance of practice and experience for skill acquisition and mastery.

In studying systems thinking it would be useful to regard (MUD) as a working tool for developing practice rather than looking at each approach separately.Learning is an interactive process between people and their social and physical environment which results in changes to peoples knowledge attitudes and practices.26T551: Linear ProgrammingT551. Systems thinking and practice: a PrimerWhat is systems thinking and practice?1.1. Why learn about systems?1.2. What is a system?

Ways of thinking2.1. Logical thinking2.2. Causal thinking2.3. Reductionist thinking2.4. Holistic thinking2.5. Multiple partial views2.6. Perspectives2.7. Worldview versus perspectives2.8. Summary271. What is systems thinking and practice? (1)Systems thinking provides tools for understanding, sharing, and managing complex problems and their links, making it easier to improve through systemic intervention. It provides a mindset for understanding how things work. It is a perspective for going beyond events, to look for patterns of behavior, to seek underlying systemic interrelationships which are responsible for the patterns of behavior and the events. It embodies a worldview. This worldview implies that the foundation for understanding lies in interpreting interrelationships within systems.

These interrelationships are responsible for the manner in which systems operate, and they result in the patterns of behavior and events we perceive. 281. What is systems thinking and practice? (2)Systems thinking and practice helps with:Finding the real source of problemsTroubleshooting complex problems

The interaction of theory and practice as a learning cycle is best illustrated by this diagram adapted from Kolb (1984).29Figure 1, page 6. A diagram adapted from Kolb 1984 to show the interaction of theory and practice as a learning cycleUnderstanding the theoretical statementsabout systems thinkingDeciding on the concepts and techniques appropriate for the taskApplying those concepts and techniques in particular cases Reflecting on the value and applicability of these concepts and techniques301.1. Why learn about systems? Learning about systems could not be accomplished by reading simple definition rather it involves combining both theory and experience.

Culture, education and training influence our views of the world and thus affect our approach to handling different situations or specific tasks.

Systems thinking is helpful in resolving complex situations involving people and things because it allows us to focus on the interconnections between the parts of the whole rather than on each part separately. To be effective thinkers first we need to remember that there are always different approaches to solving a given problem, and second we need to recognize the different viewpoints of the people involved.311.2. What is a system? A system is an arrangement (pattern, design) of parts which interact with each other within the systems boundaries (form, structure, organization) to function as a whole.

The nature (purpose, operation) of the whole is always different from, and more than the sum of its unassembled collection of parts.

For example, a tractor is a vehicular system comprised of many mechanical, electrical, electronic (non-living) subsystems for propulsion, steering, lighting, seating, etc. The boundaries of each sub-system connect with one or more of the others. Successful interfacing (connection) of sub-systems is called systems integration.A farm also is an integrated system of both living (the farmer, crops, animals, weeds), and non-living (the tractor, barn, house, machinery) subsystems.32T552: DiagrammingAims of this book:

What is a diagram?Why do people use diagrams?Why do systems thinkers use diagrams?How to draw diagrams?33Aims of this book This book aims to :show how diagrams can be used to:Support thinking about complex situationsDevelop/represent systems of interest within a complex situationProvide general advice on the drawing and uses of diagrams in systems34Aims of this book (2)It Introduces main types of diagrams used in systems thinking & practice

To explainPurpose they serve Conventions they use 35Aims of this book (3)Learning outcomes:After reading this book you should be able to: Appreciate diagrams as a powerful aid to systemsDistinguish between systems diagrams and diagrams helpful in systems workAcquire the skills necessary to draw & read a wide range of diagramsSelect diagrams suited for particular situations 36Diagramming1. What is a diagram?1.1. Diagrams are all around us1.2. Diagrams as models1.3. Features of diagrams371. What is a diagram?Diagrams

Are used as a way of simplifying the features or essentials of a situation

To communicate a clear message1.1. Diagrams are all around us:

We have internal models based on our experiences. They shape our ideas and thoughts and evolve with new experiences and information.

And external models which result due to sharing our own ideas and understanding others ideas. In this many people are involved at the same time.

A diagram is a model of something you know exists

We all use different styles of diagrams.391.2. Diagrams as modelsDiagrams come in many forms and uses, however, for systems thinking:Its useful to think of them as models

Representation of reality ex: a city Map Representation of structures that dont readily exist (a plan of a house not yetbuilt)meaning401.3. Features of Diagrams (1)Distinction 1: 3 types of representations:1. Analogue: similar to the objects they portray. Ex: Photographs of real objectsFully labeled drawings of inner workings of machines or organisms2. Schematic: plans/diagrams representing the essence of real world objects or phenomena, but do not look similar to them. Maps and plans are prime examples3. Conceptual: Attempt to describe the inter-relationships between ideas or processes that arent readily observed.Generally used to represent non-visual features where the emphasis is on emotional or abstract relationships411.3. Features of Diagrams (2)Distinction 2: relates to which building blocks (words, lines, symbols, pictures, numbers) that we use to represent things dominates the diagram:Pictorial: pictures & symbols dominateNon pictorial: words & lines dominateMathematical: dominated by numbers421.3. Features of Diagrams (3)Structure & process:Diagrams are normally intended to describe either structure or process another way of viewing this:Structureprocess Static relationshipsSituations over a period of time 431.3. Features of Diagrams (4)Some examples:StructureProcess Spray diagram Systems map Influence diagram Rich picture Multiple cause diagram Input-Output Conceptual model Causal loop Activity sequence Control model Decision trees Rich picture44Reminder Its important to re-emphasize that whenever we take in, think and express new ideas, we describe and represent the reality we perceive (in words, lines, pictures, symbols or numbers) by making simplifications for some purpose.

By making simplification: We select the essential features of a situation to communicate a clear message