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What are systems and how does this apply to school leadership

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A presentation about systems thinking and its application to school leadership. With thanks to Patrick Godfrey and David Blockley from the Systems Centre at Bristol.

A presentation about systems thinking and its application to school leadership. With thanks to Patrick Godfrey and David Blockley from the Systems Centre at Bristol.

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  • 1. Introduction to Systems Thinking for School Leaders What are systems? Ruth Deakin Crick With thanks to Patrick Godfrey and David Blockley and the Systems Centre Chile January 2014 Learning together
  • 2. 2 Learning Together
  • 3. What are Systems? Exploration of - what a system is - what systems thinking is In the context of the need for social sustainability and resilience - why systems thinking is needed 3 Learning Together
  • 4. What are systems “A system is a set of parts which, when combined, have qualities that are not present in any of the parts themselves. Those qualities are the emergent properties of the system. Source: ‘Creating systems that work’ Royal Academy of Engineering 2007 4 Learning Together
  • 5. Introducing systems thinking Systems Thinking is a way of thinking used to address complex and uncertain real world problems. It recognises that the world is a set of highly interconnected technical and social entities which are hierarchically organised producing emergent behaviour. INCOSE UK Z7 Guide http://www.incoseonline.org.uk/Documents/ zGuides/Z7_Systems_Thinking_WEB.pdf Learning Together 5
  • 6. What is a system? Input Output Essentially it is any two or more elements that are interconnected for a purpose. Difference between Output and Input = Change Emergence: A systems is said to have ‘Synergy’ when the whole is more than the sum of its parts. We design systems to get a synergistic outcome. Learning Together 6
  • 7. A complex system Output or Outcome Input Many to many connections Influencing or sending messages 7 Learning Together
  • 8. A real world system 8 Learning Together
  • 9. Synergy whole >∑ 9 Learning Together
  • 10. Your Systems •  Technically –  Brain –  Skeleton –  Nervous –  Skin –  Blood circulation –  Sensory –  Emotional –  Cognitive Complicated! •  How does that relate to –  your environment –  your feelings –  You! Complex! 10 Learning Together Learning Together
  • 11. What are systems “Engineers are increasingly concerned with complex systems, in which the parts interact with each other and with the outside world in many ways – the relationships between the parts determine how the system behaves. Intuition rarely predicts the behaviour of novel complex systems.” Source: ‘Creating systems that work’ Royal Academy of Engineering 2007 11 Learning Together
  • 12. Consortium on Chicago School Research (CSSR) Bryk et al 2010 "schools are complex organisations consisting of multiple interacting sub-systems. Each subsystem involves a mix of human and social factors that shape the activities that occur and the meaning that individuals attribute to these events. These social interactions are bounded by various rules, roles and prevailing practices that, in combination with technical resources, constitute schools as formal organisations. In a simple sense, almost everything interacts with everything else". Source: Organising Schools for Improvement: lessons from Chicago, Chicago University Press, 2009:45. 12 Learning Together
  • 13. 6 Principles 1.  Debate, define, revise and pursue the purpose 2.  Think holistically 3.  Follow a systematic procedure 4.  Be creative 5.  Take account of the people 6.  Manage the project and the relationships. Source: ‘Creating systems that work’ Royal Academy of Engineering 2007 13 Learning Together
  • 14. A Systems Thinker’s Goal is to fulfil Purpose •  Purpose is the result, outcome or effect that is intended from the system. Purpose is the answer to the question: Why are we doing this? It is the driver of intended change and defines unintended consequences. •  A requirement is an unambiguous statement of a capability that the system must deliver. A requirement is expressed in operational terms (what the system will do) rather than solutions (how the system will do it). 14 Learning Together
  • 15. 1st Emperor of China Qin Shihuang (259 - 210BC) A great systems thinker Purpose Unification of China •  Constantly assailed by warring neighbours Qin decided to unify China within its natural boundaries. •  He did it in 10 years! 15 Learning Together
  • 16. Defined the Boundaries •  The sea, Himalayas, Great Wall. •  By Emperor Qin’s order, in nine years, they connected all the existing bits and pieces, restored and extended them. •  Hence the shape of the Great Wall was formed. •  It was roughly 5,000 km long and ran from west to east, separating China from Mongolia. 16 Learning Together
  • 17. Developing synergy Whole > ∑ Parts Strategy: make friends with distant states whilst making war with the neighbours! •  He established prefectures and counties, ruled directly by the emperor. •  Based on the original rules of the Qin State, the emperor adopted some regulations of other rival states to form a workable law of the Qin Dynasty. •  In economy, he claimed that both the agriculture and commerce were very important. People should have them developed together. 17 Learning Together
  • 18. Common language now Mandarin 18 Learning Together
  • 19. Systematic method Customised mass production 19 Learning Together
  • 20. Standardised manufacture, and technology enhanced life cycles 20 Learning Together
  • 21. Standardisation of weights and measures Imperial edict of Qin reads: “In Year 26, the Emperor has defeated all dukes and annexed the whole land. The whole land under the sky is at peace and the first Emperor has been entitled. The Prime Minister is sent to check the weights and measures and this measure is authorised.” Integrating Soft (people) and hard (physical) Learning Together Imperial Edict on: Copper plate 99 X 62 X 2 mm Probably attached to a wooden measure 21
  • 22. Much more to be learned 22 Learning Together
  • 23. Three key ideas for systems thinking Layers Loops Processes 23 Learning Together
  • 24. Layers …… Community Learning Leaders Learning Teachers Learning Students Learning
  • 25. Loops…. Leaders   Learning   Employee Learning Teacher   Learning   CommunityL eadership learning Systems Thinking & Processes Community Learning Student              Parent learning learning  
  • 26. Processes…. Leaders   Learning   Developing a shared, rich and multifaceted language and values for learning across the whole community Leading for Effective Teaching Leading, modelling and planning for complexity Evaluating wider outcomes and using data holistically for improvement Harnessing collective intelligence
  • 27. Teacher   Learning   Designing teacher authentic enquiry aimed at student deep learning and engagement Research Informed practice Teaching for Effective Learning Collaborative learning across schools Using technology to enhance collaborative learning Professional learning (accredited and non accredited) as a pathway to impact for research
  • 28. Taking responsibility for my own learning processes and performance Student   learning   Understanding myself as a learner Knowing how to construct new knowledge through authentic enquiry Authentic assessment and performance Service learning and citizenship as an outcome of authentic enquiry Using EnquiryBlogger to enhance my learning
  • 29. 29 Learning Together
  • 30. Framework for Systems Thinking Integrating models Starting here Parts, wholes and layers Connections and loops Processes How change happens Context Belief systems Perceptions Viewpoints Boundary (open or closed) Holon/Hierarchy Emergence Synergy Relationships Communications Feedback / Foresight Learning loops / Life cycles Purpose Requirements Progress/Evidence Opportunity and risk 30 Learning Together
  • 31. Boundaries outside - inside Meta = µετά = "after", "beyond" Outcomes or outputs Outside = Meta-system Inside Systems boundary 31 Learning Together
  • 32. Holon - anything both a part and a whole A bigger holon Another holon Another holon Another holon Holon Another holon Another holon Another holon Another holon Another holon Layers of holons 32 Learning Together
  • 33. Inside outside layers - nested models •  Systems within systems •  Each provides the context for the ones inside •  Particularly helpful when describing human behaviour The first Russian nesting doll! - Matryoshka 1890 33 Learning Together
  • 34. Boundaries on Bio-fuel? •  Why - the purpose of the System? •  How? Supplying Energy Supplying Renewable bio-fuels Supplying Non - Renewable using heat pumps wind hydro tidal solar coal oil & gas nuclear tar sands 34 Learning Together
  • 35. Boundaries on Bio-fuel? We need to understand relationships between components – system architectures Supplying Energy Supplying Food food miles renewable bio-fuels fertilisers non-renewable It helps to have a framework orientated to purpose Learning Together 35
  • 36. Where do we start? Our meta system Our World
  • 37. Dimensions of Sustainability Triple bottom line PESTE 37 Learning Together
  • 38. Comparing Policy level Frameworks 38 Learning Together
  • 39. Dimensions of Educational Sustainability PPESTE political Sustaining and improving student learning and achievement economic 39 Learning Together
  • 40. Forum for the Future Five Capitals 40 Learning Together
  • 41. Halstar at Project level •  Policy framework –  5 capitals •  Project framework –  350 Issues –  5-6000 criteria Key to visualisation of scores Learning Together © Halcrow Group Ltd (2008) all rights reserved 41
  • 42. Illustrating Project Issues Example of Project Issues Scoring Wheel © Halcrow Group Ltd (2008) all rights reserved Learning Together Key to visualisation of scores 42
  • 43. Agent Based Modelling? Project Top Down Bottom Up Thinking in layers Policy Systems dynamics? Occupancy Performance 43 Learning Together
  • 44. Systems Orientation Chart Soft, people Engagement in learning simple small short term many tactical tame closed Leadership decisioning examinations timetables Accounts complex large long term unique strategic wicked & messy open Health and safety Hard, physical After Oxenham D. (2008) Learning Together 44
  • 45. Group Work : fill in the chart for your school system 45 Learning Together
  • 46. Loops Integrating models Parts, wholes and layers Now here Connections and loops Processes How change happens Context Belief systems Perceptions Viewpoints Boundary (open or closed) Holon/Hierarchy Emergence Synergy Relationships Communications Feedback / Foresight Learning loops / Life cycles Purpose Requirements Progress/Evidence Opportunity and risk 46 Learning Together
  • 47. Connections and loops •  The relationships between the holons and their ability to communicate determines the emergent behaviours and the possibility of unintended consequences. •  It is generally useful to think in terms of feedback and feed-forward loops to create learning and foresight and so to manage the processes involved. •  Systems Dynamics is one way of simulating processes 47 Learning Together
  • 48. Connections and loops Action and reaction Doing Process B Doing Process A Influence or message Doing Process A Feedback Loop Doing Process B 48 Learning Together
  • 49. Feedback loops Setting desired water level: (the success target) Acting by turning the tap Thinking about the gap Flowing water Perceiving the water level Blockley and Godfrey ‘Doing it Differently’ 2000 Jay W. Forrester MIT 1996 49 Learning Together
  • 50. Systems Dynamics •  Systems Archetypes •  Negative and Positive Feedback •  Key References: –  Senge, P. M. (1990) The Fifth Discipline: The Art and Practice of the Learning Organization, London, Random House. 50 Learning Together
  • 51. Example – Fixes That Fail •  http://futuresavvy.net/category/systems-dynamics/ 51 Learning Together
  • 52. Example – Shifting the Burden •  http://lindaboothsweeney.net/blog/?cat=17 52 Learning Together
  • 53. Feedback Loops http://www.marketskeptics.com/2008/10/positivenegative-feedback-loops.html 53 Learning Together
  • 54. Learning Circle Activity •  As a group, refer back to your Rich Picture from the Soft Systems exercise and note the key systems archetypes you see •  Individually, draw at least one simple systems archetype from the Rich Picture •  Add ‘+’ for any positive (reinforcing) feedback and ‘-’ for any negative (diminishing) feedback •  Share your thoughts with your group Learning Together 54
  • 55. Problem solving loop Define problem Evaluate feedback Take action Make a decision Set up theoretical model Deduce results Interpret meaning 55 Learning Together
  • 56. PLAN Choosing Observing & Describing Generating Questions Uncovering Stories Mapping DO Designing improvement protocol Implementing improvement protocol ACT Revise, Refine, Collaborate. Present and Redevelop STUDY Measure change Analyse Results
  • 57. Relationship with Educational Leadership •  Systems Thinking is an essential capability for Educators which is shared with many disciplines e.g. Engineering •  Design Educational Engineering and Development is an approach to school self evaluation which uses systems thinking to integrate school effectiveness with school improvement 57 Learning Together
  • 58. Relationship with engineering Systems Thinking Disciplines eg Engineering Specialists eg Materials Testing 58 Learning Together
  • 59. The relationship between components influences performance Outcomes or outputs Inside Part Part Part •  Wholes and parts •  Synergy Whole >∑ of the parts •  Leading to emergent behaviours and unintended consequence Systems boundary Part Part Part From the debate identify examples of emergent behaviours and unintended consequences 59 Learning Together
  • 60. Loops Integrating models Parts, wholes and layers Connections and loops Now here Processes How change happens Context Belief systems Perceptions Viewpoints Boundary (open or closed) Holon/Hierarchy Emergence Synergy Relationships Communications Feedback / Foresight Learning loops / Life cycles Purpose Requirements Progress/Evidence Opportunity and risk 60 Learning Together
  • 61. New Process - How change happens •  A holistic view of process –  people and physical processes –  consistency helps integrate hard and soft –  helps to align stakeholders to purpose •  Process define ‘How change happens’. –  includes natural, hard (physical) and soft (people). Why = How (who, what, where and when) 61 Learning Together
  • 62. 62 Learning Together
  • 63. 63 Learning Together
  • 64. Integrating soft and hard People provide an essential dimension of the success of every system and all its processes. 1.  All hard (physical) systems need to be seen as being embedded in soft (people) systems 2.  All systems (hard and soft) are highly interconnected and interdependent processes that have to be managed to success. 3.  Complexity is reduced if we use “New process” 64 Learning Together
  • 65. Integrating models Finally here Integrating models Parts, wholes and layers Connections and loops Processes How change happens Context Belief systems Perceptions Viewpoints Boundary (open or closed) Holon/Hierarchy Emergence Synergy Relationships Communications Feedback / Foresight Learning loops / Life cycles Purpose Requirements Progress/Evidence Opportunity and risk 65 Learning Together
  • 66. Capturing complexity in a real world From research Perceived real world problem situation Action to Improve Soft Systems Methodology (after Checkland, 1990) Learning Together All models are wrong!!! But some can be fit for purpose Models of relevant purposeful activity systems Comparison of models with perceived real world situation Finds Learning points which enable A structured debate about desirable and feasible changes 66
  • 67. Points of view SEE DO GET Our belief system filters what we see (perceive) It’s the way we see things 67 Learning Together
  • 68. After Joseph McNair (Rev. 2004) A view of a belief system stories myths legends heroes/ heroines role models jokes beliefs A Person norms values mores standards of excellence ethical codes attitudes aesthetics behaviour artefacts 68 Learning Together
  • 69. Twin focused approach to integration Past Evidence Hindsight Prediction Statistics Literature reviews Case studies Models Provide Integrated systems design Process Soft People Purpose Hard Products Function Performance Innovate Future Evidence Foresight Vision Values Opportunity and Risk Scenario Models Source after ‘Doing it differently (2000) Blockley and Godfrey www.thomastelford.com/books/bookshop_main.asp?ISBN=0727727486 69 Learning Together
  • 70. Coping with complexity Core Process A meta-framework for integration Learning Together 70
  • 71. Stakeholders in tourism in Grenada 71 Learning Together
  • 72. Using his HALSTAR framework to identify the issues © Halcrow Group all rights reserved Learning Together 72
  • 73. Design Framework for SUSTAINABLE TOURISUM IN GRANADA 73 Learning Together
  • 74. Examples of interdependent loops Loop of issues affecting tourists and operators Limitations to growth Establish an econometric systems dynamics model to quantify the outcomes 74 Learning Together
  • 75. In Conclusion Purpose of this unit Learning outcomes Other stakeholder needs Inside Sustainable Systems Unit Systems boundary Learning outcomes By the end of this unit you should be able to: •  “Demonstrate a thorough understanding of the key challenges inherent in changing complex systems to become more sustainable •  “Select and establish a measurement regime for a specified complex sustainability problem which is new to you •  “Select, develop and apply an appropriate systems architectural framework for the specified complex problem •  “Establish an implementation process that will recognise unintended consequences and provide opportunities for significant improvement in systems performance through synergy •  “Demonstrate creative and innovative thinking in your approach to systems design” 75 Learning Together
  • 76. Recommended Reading •  Blockley, D & Godfrey, P. S. (2000) Doing it Differently : Systems for rethinking construction, London, Thomas Telford. •  Hoverstadt, P. (2008) The Fractal Organisation: Creating sustainable organisations with the Viable System Model, London, Wiley •  Jackson, M. C. (2000) A Systems Approach to Management, New York, Kluwer. •  Senge, . M. (1990) The Fifth Discipline: The Art and Practice of the Learning Organization, London, Random House. •  Sterman, J. D. (2000) Business Dynamics : Systems thinking and modeling for a complex world, Boston, Mass., Irwin McGraw-Hill. •  Wheatley, M. (2006) Leadership and the New Science 3rd ed. San Francisco, Ca., Berrett-Koehler 76 Learning Together