This document discusses wicked problems and methods for analyzing them, including rich pictures and Soft Systems Methodology (SSM). It provides definitions of wicked problems, such as there being no definite formulation or stopping rules. Rich pictures are described as a way to express problem situations in SSM. They are free-form diagrams that can display relationships and issues. The document includes an example rich picture and references for further information.
Part of the Soft systems methodology, Rich Pictures provide a mechanism for learning about complex or ill-defined problems by drawing detailed ("rich") representations of them.
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The talk I gave at the 2015 IxDA Education Summit about using systems thinking and emergence as a lens to integrate systems thinking/emergence, distributed cognition, Christopher Alexander's pattern languages, scenarios, and lean processes.
Part of the Soft systems methodology, Rich Pictures provide a mechanism for learning about complex or ill-defined problems by drawing detailed ("rich") representations of them.
This short introductory webinar explains the basic graphic elements that are normally used in RPs and highlights their value as an action learning process.
Towards a Systemic Design Toolkit: A Practical Workshop - #RSD5 Workshop, Tor...Koen Peters
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Workshop presenters are: Philippe Vandenbroeck, Kristel Van Ael, Clementina Gentile (@clementina_g) and Koen Peters (@2pk_koen)
The talk I gave at the 2015 IxDA Education Summit about using systems thinking and emergence as a lens to integrate systems thinking/emergence, distributed cognition, Christopher Alexander's pattern languages, scenarios, and lean processes.
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Systemic Design Principles & Methods (Royal College of Art)Peter Jones
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An Introduction to Applied Behavioral Science, for Project ManagersStephen Wendel
A talk I gave for the Future of Work group, on how to apply behavioral science to project management and product development. It's based on the 2nd edition of Designing for Behavior Change. See www.behavioraltechnology.co for more info, and the (free) workbook that accompanies it.
A talk I first gave for the Data Science Milan group, on how to combine lessons from behavioral science with data science. It's based on the 2nd edition of Designing for Behavior Change. See www.behavioraltechnology.co for more info, and the (free) workbook that accompanies it.
This presentation gives an introduction about different types of information systems, the information system's development methodologies and required infrastructures.
This topic shows the importance of problem solving, and why do we need a problem solving mind. It also shows how to solve problems through 4 steps, using creative tools & techniques to define the problem, generate alternatives, analyze alternatives and taking action.
http://www,saharconsulting.com
An Educational presentation about Problem solving and decision making using different tools and offering solutions to problem solving, creative thinking and Decision making
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What are the core ideas underlying the systems approach?Sjon van 't Hof
In 10 slides I will explain above concept map which enables an integrated conceptualization of the logical relationships of the core characteristics of wicked problems with the basic requirements and workings of the systems approach. This will provide the necessary scaffolding for a meaningful understanding of the design principles underlying a 10-step version of the systems approach in ‘Wicked Solutions’, as will be discussed later (follow my blog CSL4D). Sjon van ’t Hof, August 2016
PLUS THE DECISION MAKING PROCESS12LikeLikeTweet 4.docxLeilaniPoolsy
PLUS: THE DECISION MAKING PROCESS
12LikeLike
Tweet 4
2
MAY 29, 2009
Document
We selected a six step decision making process that synthesized the decision making models
used in existing training, not just ethics training.
The model is descriptive of how people intuitively make decisions and makes the steps
explicit.
The six steps of this natural, intuitive decision-making process are:
• Step 1:
Define the problem (#1)
• Step 2:
Identify available alternative solutions to the problem (#2)
• Step 3:
Evaluate the identified alternatives (#3)
• Step 4:
Make the decision (#4)
• Step 5:
Implement the decision (#5)
• Step 6:
Evaluate the decision (#6)
Step 1: Define the problem
The most significant step in any decision making process is describing why a decision is called for and identifying the
most desired outcome(s) of the decision making process.
One way of deciding if a problem exists is to couch the problem in terms of what one wanted or expected and the actual
situation. In this way a problem is defined as the difference between expected and/or desired outcomes and actual
outcomes.
This careful attention to definition in terms of outcomes allows one to clearly state the problem. This is a critical
consideration because how one defines a problem determines how one defines causes and where one searches for
solutions.
The limiting aspect of the problem definition step is not widely appreciated. Consider this example.
Your company owns an old, downtown office building. Tenants are complaining that their employees are getting angry
and frustrated because there is always a long delay getting an elevator to the lobby at rush hour.
You are asked for a reaction on how to solve this problem. As with most problem situations there are several ways to
define the situation and several solutions that suggest themselves.
This scenario has been presented to over 200 groups in a training environment. The most common alternatives these
groups offered were:
• Flexible hours- so all the tenants' employees wouldn't be at the elevators at the same time.
• Faster elevators - so each elevator could carry more people in a given time period.
• Bigger elevators - so each elevator could carry more people per trip.
• Elevator banks- so each elevator would only stop on certain floors, increasing efficiency.
• Better elevator controls - so each eltor would be used more efficiently.
• More elevators - so that overall carrying capacity could be increased.
• Improved elevator maintenance - so each elevator would be more efficient.
• Encourage employees to use the stairs - so fewer people would use the elevators.
PLUS: The Decision Making Process | Ethics Resource Center
If you examine each alternative you will see that several different definitions of the problem must have existed.
• If the solution is "flexible hours" the problem must have been defined as, "Too many people getting off work at a
given ti.
Problem Solving PowerPoint Presentation Content slides include topics such as: teaching problem solving skills, evaluating how you solve problems, understanding the process: how to solve problems, 8 active listening techniques, primary issues for problem solvers, group or individual brainstorming, the problem solving framework, vertical and lateral thinking, adaptors and innovators as problem solvers, collaborative problem solving, leadership and creative work environments, four models of problem solving, SWOT, the 6 C's of decision making, how to's and much more.
There are two Discussion Boards and a Reflection Discussion for a .docxrandymartin91030
There are two Discussion Boards and a Reflection Discussion for a total of three things to complete, must be answered thoroughly. Must be APA format, answer thoroughly, must have at least 1-2 verifiable legitimate sources per discussion post and reflection discussion.250+ words needed per discussion and reflection post answering thoroughly. Due Thursday November 7, 2019. By8 AM EST. 36 hours. Plagiarism Free.
Discussion #1
Describe how you believe a "problem-solving culture" is established in a public safety organization.
Discussion #2
Read:
http://patimes.org/considerations-public-administrators-rainbow/
Blessett states "Whatever your reason is for being drawn to this profession, please consider that the work you do does not just affect you, but informs the interactions, impressions and expectations of public servants overall."
How do we reflect this goal in the day-to-day administration of a public safety organization?
#3
Program Outcome Two Reflection Discussion
Discussion Topic
The Program Outcome Reflections project requires you to reflect on each of the five Public Safety Administration Program Outcomes demonstrating a comprehension of the concept(s), and indicating how the PSAD curriculum provided you the knowledge and skills (process or application of knowledge) to master the outcome.
You will address each outcome individually in a 250-word reflection posted as a discussion topic. You should respond to the postings of at least two fellow students. Reflections on the individual program outcomes will include:
· Your understanding of the concept;
· How you feel the curriculum provided you with the knowledge and skills to meet the outcome;
· What courses and activities in the curriculum addressed the concepts of the outcome.
The outcome for this assignment is:
· Use informed decision making, goal orientation, teamwork, ethical behavior, enhanced technology, and communications to ensure effective leadership in public safety administration.
Class Material
"Problem Solving and Decision Making" http://www.studygs.net/problem/
· "Defining the Problem/Gathering Information" http://www.studygs.net/problem/problemsolvingv1.htm
· "Identifying and Structuring Problems" http://www.skillsyouneed.com/ips/problem-solving2.html
Module 2: Identify Issues or Challenges
Each public safety administrator needs to evaluate his or her environment to determine the major issues. Once identified, each issue must be analyzed, recommendations determined, and solutions implemented and reviewed. Your comprehensive case study capstone project will focus on each area.
Your first paper is an individual project where you will identify an issue or challenge. We have looked at issues facing public safety leaders. The most important point is to identify an issue or problem before it becomes an even bigger problem.
Many problems can be solved on an individual basis. For example, let's say the fire station doors are leaking. Possible solutions include patching the lea.
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Wicked issues taming problems and systems
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). Tim Curtis 2011
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 Tim Curtis 2011
6. Chapter 1 of Dialogue Mapping: Building Shared Understanding of Wicked Problems, by Jeff Conklin, Ph.D., Wiley, October 2006. Some problems are so complex that you have to be highly intelligent ad well informed just to be undecided about them Lawrence J Peter Tim Curtis 2011
8. Wicked Problems 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. 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. 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. Every wicked problem is essentially unique. Every wicked problem can be considered to be a symptom of another [wicked] problem. The causes of a wicked problem can be explained in numerous ways. The choice of explanation determines the nature of the problem's resolution. [With wicked problems,] the planner has no right to be wrong. Tim Curtis 2011
9. Wicked Problems 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." 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…“ 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. 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.“ 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 … ." Tim Curtis 2011
10. Wicked Problems 2 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.“ 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." 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. 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.“ [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 …" Tim Curtis 2011
11. Tame Problems Chapter 1 of Dialogue Mapping: Building Shared Understanding of Wicked Problems, by Jeff Conklin, Ph.D., Wiley, October 2006. Tim Curtis 2011
12. Chapter 1 of Dialogue Mapping: Building Shared Understanding of Wicked Problems, by Jeff Conklin, Ph.D., Wiley, October 2006. Tim Curtis 2011
13. SSM (Soft Systems Methodology) SSM “systems thinking” approach SSM has seven steps In step 2: “problem situation expressed”rich pictures are used. Tim Curtis 2011
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. Tim Curtis 2011
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 Tim Curtis 2011
18. References 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 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. 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. Tim Curtis 2011