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AEA Greenland Presentation 1 Nov 2013
AEA Greenland Presentation 1 Nov 2013
AEA Greenland Presentation 1 Nov 2013
AEA Greenland Presentation 1 Nov 2013
AEA Greenland Presentation 1 Nov 2013
AEA Greenland Presentation 1 Nov 2013
AEA Greenland Presentation 1 Nov 2013
AEA Greenland Presentation 1 Nov 2013
AEA Greenland Presentation 1 Nov 2013
AEA Greenland Presentation 1 Nov 2013
AEA Greenland Presentation 1 Nov 2013
AEA Greenland Presentation 1 Nov 2013
AEA Greenland Presentation 1 Nov 2013
AEA Greenland Presentation 1 Nov 2013
AEA Greenland Presentation 1 Nov 2013
AEA Greenland Presentation 1 Nov 2013
AEA Greenland Presentation 1 Nov 2013
AEA Greenland Presentation 1 Nov 2013
AEA Greenland Presentation 1 Nov 2013
AEA Greenland Presentation 1 Nov 2013
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AEA Greenland Presentation 1 Nov 2013

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  • 1. New  Trends  in     Enterprise  Architecture     AEA  Greenland   1  November  2013     John  Gøtze  
  • 2. 04/11/13   ·∙  2  
  • 3. 04/11/13   ·∙  3  
  • 4. What  does  Gartner  say?  
  • 5. WHAT  DOES  GARTNER  SAY?  
  • 6. John Seddon (2008) Systems Thinking in the Public Sector: The Failure of the Reform Regime.... and a Manifesto for a Better Way Triarchy Press
  • 7. SYSTEM  THINKING  IS  ABOUT…..   Wholes Not IT Managing Complexity Feedback Loops Not Process Emergence   Creation of Purpose Patrick Hoverstadt 9  
  • 8. SYSTEM  THINKING  SCHOOLS   Planning  School   Systems  thinking  is  a  holisVc  approach  to  planning  complex  systems.  Pioneers  of  this  approach  include  C.W.  Churchman  and  Russ  Ackoff.     System  Dynamics  School   Systems  thinking  looks  at  the  cause-­‐effect  and  feedback  loops  that  drive  complex  systems.  Pioneers  of  this  approach  include  Jay  Forrester,   Donella  Meadows.     OrganizaVonal  CyberneVcs  School   Stafford  Beer's  Viable  Systems  Model  (VSM)  which  applies  systems  thinking  to  organizaVonal  design,  focusing  on  the  management  of   variety  to  achieve  long-­‐term  viability.  Builds  on  the  work  of  Norbert  Wiener  and  Ross  Ashby  .     OrganizaVon  Learning  School   Popularized  by  Peter  Senge,  largely  based  on  earlier  work  by  Chris  Argyris  and  Donald  Schön,  but  also  drawing  on  the  work  of  Forrester.     Soe  System/Sensemaking  School   Sees  systems  as  mental  constructs  rather  than  physical  constructs  and  systems  thinking  as  an  ongoing  process  of  enquiry  to  improve  shared   understanding.  The  Pioneers  include  Peter  Checkland  and  Brian  Wilson.  Sir  Geoffrey  Vickers  and  Karl  Weick  are  also  associated  with   this  type  of  approach.     Complexity  and  Chaos  School   System  thinking  explores  the  emergent  properVes  of  complex  systems.  Approaches  include  Dave  Snowden's  parVcipatory  methods  based   on  narraVve  principles.  Snowden's  Cynefin  model  can  be  used  to  assess  which  systems  thinking  approach  is  most  applicable  to  a  given   situaVon.  Also  Robert  Pirsig's  Metaphysics  of  Quality  (MOQ).     Quality  and  Service  Design  School         Popularized  by  John  Seddon,  largely  based  on  earlier  work  by  Walter  Shewart  and  Edwards  Deming.  Linked  to  the  StaVsVcal  Process  Control   technique  (someVmes  known  as  Six  Sigma).                      hip://lenscrae.wikispaces.com/systems+thinking   10  
  • 9. …  PLUS   StructuraVon  School  -­‐  Anthony  Giddens   Social  Systems  School  -­‐  Niklas  Luhmann   Second-­‐order  cyberneVcs  -­‐  Heinz  von  Foerster,  Gregory   Bateson,  Humberto  Maturana   …   11  
  • 10. ”Only variety destroys variety” •  Conant-Ashby Theorem: “every good regulator of a system has to have a model of that system” •  Faults of Commission & Faults of Omission 12  
  • 11. VSM  -­‐  VIABLE  SYSTEM  MODEL   Governance Intelligence Delivery Monitoring Co-ordination Environment Operations Patrick Hoverstadt (2008) The Fractal Organization: Creating sustainable 04/11/13   13   organizations with the Viable System Model. Wiley
  • 12. 1.   Change  agent   2.   Communicator   3.  Leader   4.  Manager   5.  Modeler   …   04/11/13   14  
  • 13. Core  enterprise  architects:  experts  in   enterprise  architecture  theory  and   pracVce.     Implicit  enterprise  architects:  those   who  support  enterprise   architecture  work.     Applied  enterprise  architects:  those   who  define  enterprise  architecture   requirements.   04/11/13   15  
  • 14. Three  categories  of  boundary  objects:       Ar<facts,  which  are  the  shared  tools,  documents,   models.     Discourse,  which  is  a  common  language  that  can  be   shared  across  communiVes  of  pracVce.       Processes,  i.e.,  the  shared  processes,  rouVnes,  and   procedures  that  facilitate  coordinaVon  of  and   between  communiVes  of  pracVce   Gøtze, J., 2013, The Changing Role of the Enterprise Architect. Proceedings of the 2013 17th IEEE International Enterprise Distributed Object Computing Conference Workshops 04/11/13   16   (EDOCW 2013), 9-13 September 2013, Vancouver, British Columbia, Canada
  • 15. DIALECTIC  SKILLS    Enterprise  architects  must  have  competencies  in   resolving  conflicts,  and  in  creaVng  consensus,   synthesis  and  common  understanding.  Detect  what   might  establish  that  common  ground  and  the  skill  of   seeking  the  intent  rather  than  just  reading  the  face   value  of  the  words.   UPDM based on UML?? WTF? 04/11/13   17  
  • 16. DIALOGIC  SKILLS    In  facing  wicked  problems  [71],  enterprise  architects  must  focus  more  on   problem-­‐finding  than  problem-­‐solving.  In  analogy  with  craesmanship,  crae   looks  at  situaVons  in  a  problemfinding  manner  [72].  When  skilled  in  the   crae  of  cooperaVon  [69],  and  confident  in  their  ability  to  negoVate   complexity,  the  architects  can  interact  with  those  who  are  different,   antagonisVc,  or  even  aggressive  towards  them.  Such  dialogic  skills  [69]   also  include  listening  well,  behaving  tacsully,  finding  points  of  agreement   and  managing  disagreement,  and  avoiding  frustraVon  in  a  difficult   discussion.  Dialogics,  or  the  dialogical  domain,  is  “that  world  of  talk  that   makes  an  open  social  space,  where  discussion  can  take  an  unforeseen   direcVon”  [69].  Dialogic  conversaVon,  the  “subjuncVve  mood  in  speech”,   opens  a  “space  of  ambiguity”  within  the  conversaVon,  for  all  parVes   equally.  It  also  facilitates  empathy,  which  should  be  disVnguished  from   sympathy,  as  curiosity  or  wonder  about  an  other,  as  opposed  to   idenVficaVon  [69].   04/11/13   18  
  • 17. Architecture     IdenVty     Experience   04/11/13   19  
  • 18. 04/11/13   20  

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