Systems Thinking The Orange Metaphor
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The document describes an orientation activity for an EMBA and BSBA program that uses "The Orange Metaphor" to teach systems thinking and process thinking. Participants are split into teams and tasked with listing all the parts of the orange system from growth to consumption. They then reflect on what they learned about systems, processes, themselves, and their teammates through the activity. The goal is to provide an unconventional learning experience compared to typical activities.
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Determine repeating patterns, or models, in systems — according to the behavior of the system over time
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1. Experiential learning involves generating an action theory from one's own experiences and then continually modifying it through a process of action, reflection, and refinement to improve effectiveness.
2. It follows Kurt Lewin's model of a four stage process - taking action based on one's current theory, observing outcomes, reflecting to reformulate the theory, then taking new action based on the revised theory.
3. Learning group skills through experiential learning requires understanding the relevance of the skill, practicing it over and over with feedback, and refining it until the skill becomes automatic.
Pgd0015 group dynamic topic 2
1. Experiential learning involves generating an action theory from one's own experiences and then continually modifying it through a process of action, reflection, and refinement to improve effectiveness.
2. It follows Kurt Lewin's model of a four stage process - taking action based on one's current theory, observing outcomes, reflecting to reformulate the theory, then taking new action based on the revised theory.
3. Learning group skills through experiential learning requires understanding the relevance of the skill, practicing it over and over with a coach, and reflecting on feedback to further develop and automate the skill.
Pgd0015 group dynamic topic 2
1. Experiential learning involves generating an action theory from one's own experiences and then continually modifying it through a process of action, reflection, and refinement to improve effectiveness.
2. It follows Kurt Lewin's model of a four stage process - taking action based on one's current theory, observing outcomes, reflecting to reformulate the theory, then taking new action based on the revised theory.
3. Learning group skills through experiential learning requires understanding the relevance of the skill, practicing it over and over with a coach, and reflecting on feedback to further develop and automate the skill.
PGD0015 group dynamic topic 2
1. Experiential learning involves generating an action theory from one's own experiences and then continually modifying it through a process of action, reflection, and refinement to improve effectiveness.
2. It follows Kurt Lewin's model of a four stage process - taking action based on one's current theory, observing outcomes, reflecting to reformulate the theory, then taking new action based on the revised theory.
3. Learning group skills through experiential learning requires understanding the relevance of the skill, practicing it over and over with a coach, and reflecting on feedback to further develop and automate the skill.
Staff Development Reference Guide
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This document provides instructions for a lesson that teaches students about human body systems through research and presentations. Students are divided into groups and each assigned a system - cardiovascular, skeletal, etc. They research the system's functions, interactions, and importance. Groups then create a PowerPoint and newsletter about their findings to present to the class. The lesson aims to give students a basic understanding of body systems and their roles through collaborative work and use of online resources.
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Teamwork involves a group of individuals coming together to achieve common goals. For a team to be effective, they must pay attention to four key areas: people, product, processes, and practices. The people on the team must have the right skills for the job. The product is the common goal the team aims to achieve. Processes are the systems and tools used by the team. Practices refer to the behaviors each individual and the team as a whole must demonstrate, such as working hard, respecting others, and being proactive. For a team to succeed, all four areas must be properly addressed.
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In large and complex organisations, such as Universities, processes often evolve around our structures rather than being designed with a focus on understanding and meeting the needs of our end users. Loughborough University’s Change Team, established in 2013, works with colleagues across the organisation to review processes that cut across Schools and Professional Services and to improve the experience of our end users. Doing better for our end users often results in staff time savings which enable colleagues to focus their efforts on more value-add activities which better support the University’s strategic aims. In recognition of the success of a project looking at our employment and claims processes for bought-in University teaching, the Change Team and HR Team at Loughborough University received the following awards: • Times Higher Education Leadership and Management Award – Outstanding Strategic Planning Team • Midland HR Award – Most transformational HR/Payroll project Members of the Change Team will share Loughborough’s approach to process review and service improvement. An interactive activity, based on a real case study, will allow you to: walk in the shoes of someone learning how a process works in reality and not how Managers assume it is working; map the existing process effectively; analyse the process to identify failure demand, duplication and hand-offs which lead to long process times and end user dissatisfaction; and how to design out this waste to achieve a better outcome for end users and the organisation alike. Nerd herding ntc11nerd - Howe
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- Heart questions are used to gauge participants' comfort level with a topic and elicit emotional reactions.
- Head questions encourage participants to discuss observations, conceptual learning, and surprises from an activity.
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Draft exercise to evaluate the interactions and health of various relationships to enable you to proactively enhance them.
Looking for any and all feedback
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This document provides an overview of the structure and content of a sample lesson from an instructor-led training course on building teams with chemistry. The lesson is on understanding teams and includes topics like defining what a team is, how people feel about being on teams, why teams fall apart, and examples of successful teams. A variety of teaching methods are used throughout the lesson, including discussions, activities, case studies, and questions to keep participants engaged. The goal is to help participants understand the basics of teams before focusing on how to build chemistry within a team.
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This document introduces a four pillar model of Applied Practice. The four pillars are: Adult Learning Theory, Experiential Learning Theory, Transformational Learning Theory, and Workplace Learning Theory. These pillars provide theoretical foundations for work experience learning programs. The model aims to narrow the gap between theory and practice in higher education by more fully integrating academic study and practical work experiences through reflection. The document discusses each pillar in depth and their relationships to establish Applied Practice as a defensible means for building 21st century skills.
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Systems Thinking The Orange Metaphor
- 1. EMBA and BSBA Spring 2017 Orientation Introductory Activity Professor Jay Martin Hays
- 2. Part I As a group at your table, pick a team name. You will keep this name during the subsequent activity which is a competition amongst tables / teams. Your team name should say something about you as a group of individuals… who you are, what you care about, what you want to achieve as individuals and a team. Share your team name with facilitator / larger group.
- 3. Part II Introduction to The Orange Metaphor and indulge in fruit and juice. As a team, list out all the parts of the orange system. Hint: where do oranges come from and what is required? How do oranges make it to your table? Then what???? Team with most items wins. Minimum items expected = 10
- 4. Jay Hays The Orange Metaphor
- 5. The Orange Metaphor A Journey to the Heart of Systems and Process Thinking
- 6. Systems Thinking is thinking about things as whole systems—all of the parts comprising and involved in a problem, situation, or organisation and their interactions and influences upon one another, including its environment. A process is any set of steps to reach an outcome. Every outcome is the result of one or more process. Process Thinking involves identifying and under- standing elements of a process and how one element or step leads to another.
- 8. List all the aspects or elements you can think of that are part of the “orange experience”— what does it take to get from the very beginning to the very end of the orange cycle? Team with the greatest number of elements—parts of the orange process and system—wins.
- 9. The orange that we peel and eat or squeeze and drink represents what appears to be the culmination of a vast system. But, it doesn’t stop there. Processes a part of that complex and enormous system continue…
- 10. Reflections What have you learnt through The Orange Metaphor activity? What do you think the important points are? What did you observe about yourself and teammates during the activity? What might be different about today’s “lesson” than you might expect from a typical learning activity? What is the biggest or most-important “take away” for you from today’s activity (about systems, process, or whatever)?
Editor's Notes
- Instructions/Additional Information Just show slide. Ask participants to identify a few systems. Ask them what is meant by interrelated/interdependent, and what the implications are.
- Instructions/Additional Information Just show slide. Ask participants to identify a few systems. Ask them what is meant by interrelated/interdependent, and what the implications are.
- Instructions/Additional Information Just show slide. Ask participants to identify a few systems. Ask them what is meant by interrelated/interdependent, and what the implications are.
- Instructions/Additional Information Just show slide. Ask participants to identify a few systems. Ask them what is meant by interrelated/interdependent, and what the implications are.
- Instructions/Additional Information Just show slide. Ask participants to identify a few systems. Ask them what is meant by interrelated/interdependent, and what the implications are.
- Instructions/Additional Information Just show slide. Ask participants to identify a few systems. Ask them what is meant by interrelated/interdependent, and what the implications are.
- Instructions/Additional Information Just show slide. Ask participants to identify a few systems. Ask them what is meant by interrelated/interdependent, and what the implications are.