Wicked Issues Taming problems through Rich Picturing and Soft Systems Methodology This document discusses wicked problems and how rich pictures and soft systems methodology (SSM) can be used to address them. It defines wicked problems as having no definite formulation, no stopping rules for solutions, solutions that are not true or false but better or worse, and consequences that are difficult to predict. SSM is presented as a systems thinking approach with seven steps, and rich pictures are described as a way to express problem situations in SSM's second step through diagrams that show relationships and issues. An example rich picture is provided, with questions about what risks and opportunities it reveals. References are given for further reading on wicked problems, SSM

1. Wicked Issues
Taming problems through Rich
Picturing and Soft Systems
Methodology
Rich Pictures work based on work with the Open University and material by Prof. Helen M
Edwards & Dr Lynne Humphries (University of Sunderland) and Jeremy Rose (Manchester
Metropolitan University).
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2. Rumsfeld, 2004
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3. "Every problem interacts with other
problems and is therefore part of a
set of interrelated problems, a
system of problems…. I choose to
call such a system a mess.
Ackhoff 1974
3

4. Expectations of Communities are Complex
Egan, 2004
4

5. Your expected skill set is complex
Egan, 2004
5

6. Some problems are so complex that you
have to be highly intelligent ad well
informed just to be undecided about
them
Lawrence J Peter
Chapter 1 of Dialogue Mapping: Building Shared Understanding
of Wicked Problems, by Jeff Conklin, Ph.D., Wiley,
October 2006.
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7. 7

8. Wicked Problems
1.
2.
3.
4.
There is no definite formulation of a wicked problem.
Wicked problems have no stopping rules.
Solutions to wicked problems are not true-or-false, but better or worse.
There is no immediate and no ultimate test of a solution to a wicked
problem.
5. Every solution to a wicked problem is a "one-shot operation"; because
there is no opportunity to learn by trial-and-error, every attempt counts
significantly.
6. Wicked problems do not have an enumerable (or an exhaustively
describable) set of potential solutions, nor is there a well-described set
of permissible operations that may be incorporated into the plan.
7. Every wicked problem is essentially unique.
8. Every wicked problem can be considered to be a symptom of another
[wicked] problem.
9. The causes of a wicked problem can be explained in numerous ways. The
choice of explanation determines the nature of the problem's resolution.
10.[With wicked problems,] the planner has no right to be wrong.
Ritchie, T (2005)
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9. Wicked Problems 1
1. There is no definite formulation of a wicked problem
"The information needed to understand the problem depends upon one's idea for solving it. This is to say: in order to
describe a wicked problem in sufficient detail, one has to develop an exhaustive inventory for all the conceivable
solutions ahead of time."
2.
Wicked problems have no stopping rules.
In solving a tame problem, "… the problem-solver knows when he has done his job. There are criteria that tell when the
solution or a solution has been found". With wicked problems you never come to a "final", "complete" or "fully
correct" solution - since you have no objective criteria for such. The problem is continually evolving and mutating. You
stop when you run out of resources, when a result is subjectively deemed "good enough" or when we feel "we've
done what we can…“
3. Solutions to wicked problems are not true-or-false, but better or worse.
The criteria for judging the validity of a "solution" to a wicked problem are strongly stakeholder dependent. However, the
judgments of different stakeholders …"are likely to differ widely to accord with their group or personal interests, their
special value-sets, and their ideological predilections." Different stakeholders see different "solutions" as simply
better or worse.
4. There is no immediate and no ultimate test of a solution to a wicked problem
"… any solution, after being implemented, will generate waves of consequences over an extended - virtually an
unbounded - period of time. Moreover, the next day's consequences of the solution may yield utterly undesirable
repercussions which outweigh the intended advantages or the advantages accomplished hitherto.“
5. Every solution to a wicked problem is a "one-shot operation"; because there is no
opportunity to learn by trial-and-error, every attempt counts significantly.
"… every implemented solution is consequential. It leaves "traces" that cannot be undone … And every attempt to reverse
a decision or correct for the undesired consequences poses yet another set of wicked problems … ."
Ritchie, T (2005)
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10. Wicked Problems 2
6.
Wicked problems do not have an enumerable (or an exhaustively describable) set of potential solutions,
nor is there a well-described set of permissible operations that may be incorporated into the place
"There are no criteria which enable one to prove that all the solutions to a wicked problem have been
identified and considered. It may happen that no solution is found, owing to logical inconsistencies in
the 'picture' of the problem.“
7. Every wicked problem is essentially unique.
"There are no classes of wicked problems in the sense that the principles of solution can be developed
to fit all members of that class." …Also, …"Part of the art of dealing with wicked problems is the art
of not knowing too early which type of solution to apply."
8. Every wicked problem can be considered to be a symptom of another [wicked] problem.
Also, many internal aspects of a wicked problem can be considered to be symptoms of other internal
aspects of the same problem. A good deal of mutual and circular causality is involved, and the
problem has many causal levels to consider. Complex judgements are required in order to determine
an appropriate level of abstraction needed to define the problem.
9. The causes of a wicked problem can be explained in numerous ways. The choice of explanation
determines the nature of the problem's resolution.
"There is no rule or procedure to determine the 'correct' explanation or combination of [explanations for
a wicked problem]. The reason is that in dealing with wicked problems there are several more ways
of refuting a hypothesis than there are permissible in the *e.g. physical+ sciences.“
10. [With wicked problems,] the planner has no right to be wrong.
In "hard" science, the researcher is allowed to make hypotheses that are later refuted. Indeed, it is just
such hypothesis generation that is a primary motive force behind scientific development (Ritchey,
1991). Thus one is not penalised for making hypothesis that turn out to be wrong. "In the world of …
wicked problems no such immunity is tolerated. Here the aim is not to find the truth, but to improve
some characteristic of the world where people live. Planners are liable for the consequences of the
actions they generate …"
Ritchie, T (2005)
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11. Tame Problems
Chapter 1 of Dialogue Mapping: Building Shared Understanding
of Wicked Problems, by Jeff Conklin, Ph.D., Wiley,
October 2006.
11

12. Chapter 1 of Dialogue Mapping: Building Shared Understanding
of Wicked Problems, by Jeff Conklin, Ph.D., Wiley,
October 2006.
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13. SSM
(Soft Systems Methodology)
•
•
SSM “systems thinking” approach
SSM has seven steps
•
In step 2: “problem situation expressed”rich pictures are used
1
2
situation
considered
problematic
7 action to
improve the
problem situation
problem
situation
expressed
.
comparison of
models and
real world
5
6
changes:
systemically desirable,
culturally feasible
real world
systems thinking
about real world
3
root definition
of relevant systems
conceptual models
of systems described
in root definitions 4
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14. Rich Pictures
• In reviewing a situation or examining a system
the first task is to
– 'express' the problem situation i.e. to form a rich
picture.
– Rich picture = 'thorough, but non-judgmental
understanding’.
– N.B. Different rich pictures can be draw for the
same system/situation by different stakeholders.
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15. Rich Pictures
•
•
Usually free form diagrams or “cartoons”
– Pictures provide an excellent way of sorting out and prioritising complex
problem areas.
– Pictures display relationships
- the way business functions work together.
They may include elements of
– structure (e.g. the departments of a university)
– process (e.g. studying, examining),
– issues, concerns, or developments (e.g. implementing a quality service).
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17. Rich Picture Example
• Here is an example of a rich picture: what
does it tell you?
• Can you see any risks here?
• Can you see any opportunities?
source: Lewis, P.J. (1992)
Rich Picture building in the SSM,
European Journal of Information Systems
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18. References
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•
•
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•
•
•
•
•
•
•
•
Avison,D. and Fitzgerald,G (1995) IS Development: Methodologies, Techniques and Tools. 2nd Edition,
McGraw-Hill, McGraw-Hill
Checkland, P., and Scholes, J. (1990) Soft Systems Methodology in Action, Wiley
Lewis, P.J.(1992) Rich Picture Building. European Journal of Information Systems, Vol 1, No. 5
Egan (2004) The Egan Review: Skills for sustainable communities ODPM
http://resources.cohesioninstitute.org.uk/Publications/Documents/Document/Default.aspx?recordId=15
7 Accessed 8/1/14
Open University (ud) Systems Thinking and Practice: Diagramming
http://systems.open.ac.uk/materials/t552/index.htm
– “Talked through” explanation (with example of the energy debate).
Patching, D. (1990) Practical Soft Systems Analysis. FT Prentice Hall, London.
Rose, J (ud) Soft Systems Methodology, Department of BIT, the Manchester Metropolitan University.
– Available from http://osiris.sunderland.ac.uk/~cs0hed/cifm04.html
Rittel, H., and M. Webber; "Dilemmas in a General Theory of Planning" pp 155-169, Policy Sciences, Vol.
4, Elsevier Scientific Publishing Company, Inc., Amsterdam, 1973.
Ritchey, T 2005 (revised 2013), Wicked Problems: Modelling Social Messes with Morphological Analysis
Swedish Morphological Society http://www.swemorph.com/wp.html Accessed 8/1/14
Ackoff, Russell, "Systems, Messes, and Interactive Planning" Portions of Chapters I and 2 of Redesigning
the Future. New York/London: Wiley, 1974
Conklin, Jeff; Wicked Problems & Social Complexity, Chapter 1 of Dialogue Mapping: Building Shared
Understanding of Wicked Problems, Wiley, November 2005.
Office of the Deputy Prime Minister (2004) The Egan Review: skills for sustainable communities.
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