1. Students will independently create a causal loop diagram on a topic of interest using note cards, sticky notes, or presentation software. They will then present their diagram to peers. 2. During the presentation, the student will identify the role of each variable, explain the relationships between variables, and share any questions. Peer coaches will ask questions to understand the dynamics and identify other possible variables or relationships. 3. Peer coaches will provide feedback to the presenter using critical questions about the introduction, map structure, variable clarity, relationship logic, and completeness of the causal loop diagram.

1. Presenter:__________________ Roll No.:______ PeerCoach: __________________ Roll No.:______
Causal Loop Diagram Development and Coaching Workshop
1. Each student independently creates his or her draft Causal Loop Diagram around
an issue or topic of interest. This may be done using the note cards or sticky notes
approach, or PowerPoint or other suitable application.
Students may work with a partner to develop the CLD, but all students must have
their own, unique CLD.
2. Student presents his or her Causal Loop Diagram to one or more peers, identifying
the role of each variable in the system and explaining each relationship between and
amongst other variables.
Student should have already been to the library or done other academic search to
explore and justify the inclusion of variables and characterization of
relationships depicted.
Presenter is encouraged to share any questions and uncertainties regarding the
Causal Loop Diagram and its features with peer coaches and explain where help
is desired.
3. Peer coaches interrogate the variables and relationships until they believe they
confidently understand the dynamics the presenter intends to convey.
At the same time, the peer coaches identify other possible variables and
relationships that might improve the completeness of the CLD.
Using the following critical questions and guides will permit the peer coaches
to be most helpful (and, since they are more or less required by the assignment,
neither peer coaches nor presenters need to feel shy about giving or receiving
the constructive feedback).
3a. Introduction, Context, and Purpose.
1) Is the Causal Loop Diagram sufficiently introduced and contextualised? Does it
appear that the external environment and context are understood and taken into
account? Notes
2) Are there any reasons, rationale, or explanation why the issue or topic is relevant
and important? What is the need for such an analysis? What purpose or whom
will be served by better understanding or resolution? Notes

2. Presenter:__________________ Roll No.:______ PeerCoach: __________________ Roll No.:______
3b. The Map (Causal Loop, Influence, or Relationship Diagram).
1) Is each variable labelled clearly and its role and function clear? Is it framed as a
variable? Notes
2) Is it clear what and how each and every variable contributes to and acts within the
system? Notes
3) Does every variable have an entry and exit point? If not, presenter must explain
where and how the variable arises or is influenced. Notes
4). Is the logic flow from one variable to another complete and sufficiently clear? If
not, what might need to be added or rearranged? Notes
5) Where a variable could reasonably be influenced by multiple other variables, are
these linkages shown? What additional connections would acknowledge and clarify
subtle relationships? Notes

3. Presenter:__________________ Roll No.:______ PeerCoach: __________________ Roll No.:______
6) Are the directions of lines of influenced clearly indicated, and obvious reciprocal
relationships annotated? Notes
7) Are the positive and negative influences noted and do they make sense (does an
increase in one correspond to an increase or a decrease in the following)? Notes
8) Are variables and their relationships justified with references to theory, accepted
principles, evidence, and / or supporting data? If not, what can be brought in to give
the CLD more credibility? Notes
9) Has the presenter shown Critical Thinking in construction of his or her CLD,
attempting, for example, to acknowledge assumptions, minimise biases, strive for
objectivity, and pursue logic and rigour in analysis? If not, what might be done to
achieve greater criticality? Notes
10) On the whole, does the relating of the system dynamics tell a complete and
reasonable story? Does it make sense? Does the diagram seem complete enough to
convey the dynamics logically comprising the topic or issue system? And, does it
convey the story intended (or fail to do so; or tell another story)? Notes
2016.Developed by Prof Jay Hays, Institute of Management Technology Dubai, Dubai UAE.