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B23 d. 13. nov. 1. SME Netværk og Innovation 2. Systemteori og systemtankegang – oversigt 3. Teleologisk system-tankegang – Kant for planlæggere 4. Information Space og Systemtankegang (Jantsch & Boisot) 5. BOP 6. Kap. 8 i Prahalad & Krishnan 7. Øvelse om e-buss. - PowerPoint PPT Presentation
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B23 d. 13. nov.
1. SME Netværk og Innovation2. Systemteori og systemtankegang –
oversigt3. Teleologisk system-tankegang – Kant for
planlæggere4. Information Space og Systemtankegang
(Jantsch & Boisot)5. BOP6. Kap. 8 i Prahalad & Krishnan7. Øvelse om e-buss
Churchman, C. West: Kant for Planners, Chap. 4 in C. West Churchman: “The Systems Approach and Its Enemies, Basic Books, 1979
Jantsch, Eric: The Basic Design Process – Man’s Cybernetic Existence, in Design for Evolution, Braziller, 1975
Prahalad, C.K. & Hart, S.: The Fortune at the Bottom of the Pyramid, Strategy+Business, Vol. 26, 2002
Schwarz, Eric: Some streams of thought. Int. Inst. for General Systems Studies, May, 2001
Wiener, Norbert: Some Moral and Technical Consequences of Automation, Science, May, 1960
Charles West Churchman
The Systems ApproachDelta Books, 1968
The Design of Inquiring SystemsBasic Books, 1971
The Systems Approach and Its Enemies Basic Books, 1979
Charles West Churchman1. The systems approach begins when first you see
the world through the eyes of another.2. The systems approach goes on the discovering
that every world view is terribly restricted3. There are no experts in the systems approach4. The systems approach is not a bad idea
Norbert Wiener, 1960
The early predictions of Samuel Butler that the machine might take over the control of mankind. If the machines become more and more efficient and operate at a higher and higher psychological level, the catastrophe foreseen by Butler of the dominance of the machine comes nearer and nearer.
Norbert Wiener, 1960
Let it be noted that the development of science is a control and communication - process for the long-term understanding and control of matter. In this process 50 years are as a day in the life of the individual. For this reason, the individual scientist must work as a part of a process whose time scale is so long that he himself can only contemplate a very limited sector of it.
And if we adhere simply to the creed of the scientist, that an incomplete knowledge of the world and of ourselves is better than no knowledge, we can still by no means always justify the naive assumption that the faster we rush ahead to employ the new powers for action which are opened up to us, the better it will be.
We must always exert the full strength of our imagination to examine where the full use of our new modalities may lead us.
Systembegrebet
I design af systemer er der to centrale design problemer:
1. Hvor stort er systemet; dvs. dets grænser og dets omgivelser (miljø). Hvad er det største system, som designeren bør arbejde med
2. Hvilke er de basale komponenter; dvs. de komponenter, som ikke indeholder sub-komponenter: Hvad er det mindste system som designeren bør arbejde med
SystembegrebetEr det
en selvselvetens psykeet edb-systemet beslutningsstøttesystemen virksomhed, en organisationsamfundetet samfundet kundskabende system
………?
”
Kundskabende System
I
ClientPurpose
Measure of Performance
Kundskabende System
II
Decision MakerComponentsEnvironment
Kundskabende System
III
Planner (Designer)Implementation (Communication)
Guarantor
Kundskabende System
IV
Systems Philosopher(s)Enemies of the Systems
ApproachSignificance
Peter Senge’s Fifth Discipline
Systems Thinking - is a conceptual framework - a body of knowledge and tools - developed over the last 50 years, that serves to make clearer the full patterns of the problems, issues, and situations that confront us. Systems thinking also helps us see how to change them effectively.
Personal Mastery - is the discipline of continually clarifying and deepening our personal vision, of focusing our energies, of developing patience, and seeing reality objectively.
Mental Models - are deeply ingrained assumptions, generalizations, or even pictures or images that influence our behavior and understanding of the world.
Building Shared Vision - is that discipline wherein people are bound together around a common identity and sense of destiny whereby they excel and learn.
Team Learning - through dialogue team members suspends assumptions and enters into genuine "thinking together.
Churchman’s Inquirers
The Realist (Locke) relies on "facts" and expert opinion, seeks solutions that meet current needs, is serious about getting concrete results, acts with efficiency and incisive correction, prefers data over theory
The Analyst (Leibniz) seeks the "one best way," operates with models and formulas, is interested in "scientific solutions," is prescriptive, and prefers data to theory and method
The Idealist (Kant) welcomes a broad range of views, seeks ideal solutions, is interested in values, is receptive, and places equal value on data and theory
The Synthesist (Hegel) sees likenesses in things that appear unalike, seeks conflict and synthesis, is interested in change, gets at underlying assumptions, sees the essence of problems, is speculative - asks what if and why not, and regards data to be meaningless without interpretation
The Pragmatist (Singer) proceeds on the basis of an eclectic view, uses a tactical, incremental approach; and, being innovative and adaptive, is best in complex situations.......
Fig 1. Applications of the Five Inquiring Systems to the Five Disciplines of the Learning Organization. Adopted from Kienholz (1998)
Senge
Chruchman
Systems Thinking
Personal Mastery
Mental Models Building Shared Vision
Team Learning
Realist (Lockian)
Events Single Loop Processing (arithmetic process) (simple cause and effect)
Focusing our energies Seeing reality objectively
Advocacy Ladder of Inference
Short-range goals Consensus
Analyst (Leibnizian)
Patterns Reinforcing Loop exponential process (needs more data )
Developing patience Seeing reality objectively
Advocacy Reflection Method-oriented to achieve goals Logic and sequence
S<----->A order out of chaos
Idealist (Kantian)
Systems understands relational logic basic to Systems Thinking
Continually clarifying and deepening our personal vision Developing patience
Inquiry Reflection
Visioning High Standards Long-range goals Values
Dialogue (thinking together)
Synthesist (Hegelian)
Mental Models Identifying the Real problem vs. the apparent problem Balancing loops (thesis-antithesis-synthesis)
Focus on underlying assumptions Focus our energies
Inquiry Fundamental purpose is to surface mental models - so we can talk about them and improve them The Left-Hand Column
Purpose or mission Values
Dialogue (suspend assumptions)
Pragmatist (Singer)
A good Systems Thinker sees all four levels at once
Events Patterns Systems Mental Models
Mastery of each inquiring system The Master is the one who can change at will to be situationally responsive
Flex to balance inquiry and advocacy
Goal achievement (tactical approach)
Coordinated patterns of action
Fig. 2. Summary of Inquirers (Adopted from Courtney et. al., 1999)
Locke Leibniz Kant Hegel Singer
Input Elementary observations
None Some empirical
Some empirical
Units and standards
Given Built-in labels (properties)
Built-in axioms
Space-time Framework
Theories
Theories System of measurement
Process Assign labels to Inputs
Communication
Formal Logic
Sentence generator
Construct models from theories
Interprete data
Choose best model
Construct theses, antithesis
Dialectic
Strategy of agreement
Sweeping-in
Sweeping-around
Sweeping-out
Output Taxonomy Fact nets
Tautologies
Contingent truths
Fact Nets Multiple Models
Synthesis New standard
Exoteric knowledge
Simplistic optimism
Progress in ideals
Guarantor Consensus Internal Consistency
Fit between data and model
Objective observer
Replicability
Hegelian over-observer
Fig. 3. Summary of ICT Support of Inquiring Organizations (Adopted from Courtney et. al., 1999)
Locke Leibniz Kant Hegel Singer
Input Goals, decisions, standards, policies, and procedures)
None Knowledge Sources Organizational Memory
Mission Statement
Units, Standards
Given Organizational history Organizational structure and culture
Standards Operating Procedures Rule base
Tacit knowledge Explicit knowledge Working theories
Opposing Views
System of Measures
Process Negotiation Communication Consensus building
Cause and effect analysis Inference Systematic problem solving
Knowledge scanning Association building Recursive learning
Arbitration Sweeping-in variables to overcome inconsistency
Output Equivocality Reduction
Simple error detection and correction Suggested course of action
Integrated, timely knowledge
Conflict resolution Renewal Enlarged perspective New strategic direction
New measures Exoteric knowledge
IT Support
Database GSS Networking
Expert Systems
Internet Knowledge Base Model Base
GSS Dialectron
CASE Expert systems WWW Border Objects
Fig. 4. Properties of Learning Associated with Churchmanian Inquiry (Adopted from Courtney et. al., 1999)
Leibniz Locke Kant Hegel Singer
System Closed Open Open/Closed Open Open
Learning Style Behavioral
Adaptive
Single Loop
Consensual
Generative
Cognitive
Generative
Generative
Double-loop
Generative
Third-loop
Learning Mechanism
Simple error detection and correction
Reduction of equivocality
Knowledge scan
Model matching
Recursiveness
Synthesis by objective mediator
Trial and error
Agreement and partition
Learning Level
Low High Multi-level High Multi-level Spiral among levels
Learning Framework
Procedural Strategic
Architectural
Procedural
Architectural
Architectural Procedural
Strategic
Learning Source
Syntactic Pragmatic Pragmatic
Semantic
Semantic Syntactic
Pragmatic
Learning Orientation
Normative Developmental
Capability
Developmental
Capability
Developmental Developmental
Developmental
Orientation
Apprentice Specialist
Generalist
Specialist
Generalist
Renowned Renowned
Obstacles Competency traps
Incorrect inferences about cause and effect
Failure to reach consensus
Competency traps
Lack of fit between tasks and goals
Learning disconnected from purpose
Complacency
Incorrect standards
Lack of oversight