Presentation for WLC

Presentation for WLC

Apr 19, 2023 1(c) OPMS for WLC

Contains animations – use F5 key to run presentation, else it will be confusing

‘One Page Management System’

(OPMS)Systems tool

to aid in goal-setting and problem solving in complex systems

Apr 19, 2023 (c) OPMS for WLC 2

“If you have built castles in the air,-- Do not despair;For that is where they should be:Now – PUT THE FOUNDATIONS BENEATH THEM!”

-- Henry David Thoreau

The OPMS is EXACTLY about putting the foundations beneath your castles in the air!

(c) GS Chandy OPMS General Presentation 3

To tackle any kind of issue, resolve any kind of problem effectively, these are the things that need to be done:

• Grab hold of all good ideas available about the problem or issue - continuingly

• Record the ideas generated - continuingly • Put the ideas together in the right kind of usable

order – continuingly – create effective action planning

• Modify ideas to reflect the environmental reality - continuingly

• ‘Integrate’ every relevant issue that might come up - continuingly

The ‘One Page Management System’ (OPMS) enables one to do ALL of the above - most effectively indeed!


Processes to accomplish these tasks quite well known in Management Science - but they’re generally not very effective

because of the lack of the requirements sketched next:

•Grab hold of all good ideas available! Record (and clarify) those ideas!

Idea Generation tools

Put the ideas together into an effective Action Plan!

•Interpretive Structural Modeling

•Field Representation MethodProcesses to accomplish this task barely known to Management

Science as it exists today!

Integrate everything to create a true system!

One Page Management System (OPMS)

Processes for effective integration of ideas not known at all to Management Science!

These processes not known to management science are explained in outline at the ‘technical story’

underlying OPMS


• ‘Element’

• Mission

• ‘Trigger Questions’

• Structure – relationship or linkage between elements

• “contributes to”

Some terms we shall use in a very specific way

Claim: THE most important ‘action planning’ word!


Mission:

An important or ambitious goal or aim that may require considerable effort and time to

accomplish: individual/group Missions

Element:

An idea or a set of ideas that we choose to treat as a single unit

Claim: In the conventional approach, we do not give ideas – our own ideas and others’ ideas - adequate respect

Claim: The ideas we obtain from real-life form the basis of ALL our ‘systems’

Some Example Missions:

• “To get myself an excellent and satisfying job on graduation”• “To become a Vice-President in a first-rate company within 5 years”• “To understand my real strengths, and use them effectively to overcome

my weaknesses”• “To learn to use PowerPoint effectively• “To improve my spoken and written English”• “To develop the OPMS software”• “To launch an organization to develop and market OPMS software”• “To become a top-level s/w designer within 1/3/5/7 years”• “To raise the finances I require for my project”• “To understand all topics of my math syllabus and thereby to do very well

in my exams”• “To become a top-level consultant in my field of interest”• “To ensure I never become frustrated about lack of progress”• “To propagate OPMS in India and worldwide”


Individual Missions

What we want to do with these statements: Create a ‘system’ to enable accomplishment of any of

these Missions!

Each Mission is also an ‘element’

Would you like to name some Missions of current interest to you?

Most of these Missions have been successfully accomplished by various individuals – to greater or lesser extent

Some ‘organizational’ Missions:• “To double organizational profits within two years”• “To get over the problem of attrition in our Company”• “To develop an effective communication-information system

for villages”• “To ensure good motivation of lower-level staff in Dept. X”• “To develop the OPMS software”

Some societal Missions:• “Garibi Hatao!”• “To develop an effective educational system for the nation”• “To ensure effective governance of the nation” • “To remove the shame of India having 47% mal-nourished

children in the country – within 5 years”• “To reduce, significantly, the HUGE levels of public

corruption in our nation”Apr 19, 2023 (c) OPMS for WLC 8

Would you like to name some Missions of current interest to your

parent organization?

Would you like to name some societal Missions of current interest

to you?


The ‘SYSTEM TIE-LINE’ provides us a practical means to show how elements in various Dimensions may impact on the Mission and on the THINGS TO DO in our Action Planning’ – e.g. how do the various BARRIERS impact on the activities to be performed to accomplish the Mission?, etc, etc…

All aspects of ANY ‘Mission’ – no matter how large or ambitious, can be captured on a single page, with linkages to all all details!

This is a ‘generic’ model, applicable to

any Mission!

This is a ‘2nd order’ Field Representation: a ‘MODEL OF MODELS’ – it comprises of ALL the elements and ALL the models arising during the course of any Mission into appropriate classes that have been found useful through years of people working on Missions.

This Dimensions contains links to : THINGS TO DO to accomplish the Mission and all the action models constructed using the elements in the THINGS TO DO list. The complete Action Planning for the entire Mission appears here.

All the BARRIERS/ etc that may hinder or prevent accomplishment of Mission – AND all the models with BARRIERS, etc.

Links to all the BARRIERS, etc, that may hinder or prevent accomplishment of Mission AND all the action models constructed using those elements

Linkages should be developed between elements in the various dimensions of our OPMS in order to clarify our minds about our systems and how to develop effective action in them!Linkage across Dimensions: How do the BARRIERS, etc, hinder or prevent accomplishment of THINGS TO DO (and the Mission)?

Linkage across Dimensions: How to develop appropriate THINGS TO DO that would help us to overcome the BARRIERS, etc??? That important question becomes entirely clear to us!

Use of ‘System Tie-Line

Use of ‘System Tie-Line

We now illustrate a generic ‘One Page Management System’ (OPMS) – a framework that

can be used to help accomplish any kind of Mission – individual, organizational or societal


THINGS TO DO

BARRIERS

More THINGS TO DO

Hinder specific

to overcome

We get a series of models like the following, which would help clarify how to accomplish desired objectives: the models are detailed in regard to which BARRIERS hinder which specific THINGS TO DO, and exactly what are the THINGS TO DO to overcome specific BARRIERS!

We get a whole series of such models linking up specific elements in the various dimensions of the OPMS to specific elements in other dimensions

The model means: “BARRIERS hinder specific THINGS TO DO – and we are enabled to identify more THINGS TO DO to overcome those BARRIERS”

Enable us to identify

Action Plans to develop the strengths required (but not currently available) to accomplish Mission

Action Plans to prepare to avail the OPPORTUNITIES within the ‘window of opportunity’!

Action Plans to overcome weaknesses that may hinder or prevent accomplishment of our Mission!

On exploring linkages between different ‘fundamental dimensions of the OPMS, we find that we naturally

begin to ‘understand the system better’ – and we are also enabled to develop all needed sub-systems for

our ‘System to accomplish the chosen Mission’. The whole system we create will be highly effective

because we have properly understood the relationships between the factors in the system!


OPMS Process Deliverables• Identification of an agreed Mission – Mission – relating to an individual or relating to an individual or

groupgroup• Lists of ideasLists of ideas covering various aspects of the Mission• Initiation of an agreed Action Planagreed Action Plan to accomplish the Mission • Integration into the Action Plan Integration into the Action Plan of practical means to overcome of practical means to overcome

barriers, difficulties, and threats encountered and also weaknesses barriers, difficulties, and threats encountered and also weaknesses that may hinder accomplishment; also of practical means to avail of that may hinder accomplishment; also of practical means to avail of opportunities that may hinder, etc.opportunities that may hinder, etc.

• ReportsReports to monitor ‘What & Why – Who – When - How MuchWhat & Why – Who – When - How Much’; etc • Design of all needed sub-systems: marketing system, planning sub-systems: marketing system, planning

system, information systems – whatever the subsystems that may system, information systems – whatever the subsystems that may be required for the Mission! be required for the Mission!

• Above all: Above all: significant enhancement of attitudes, behaviour and significant enhancement of attitudes, behaviour and performance of the majority of individuals and groups at each level performance of the majority of individuals and groups at each level – – by way of them seeing practical means to overcome practically all by way of them seeing practical means to overcome practically all frustrations that may be encountered.frustrations that may be encountered.

If yes, you will soon be able to name your own terms in any company that rewards real merit for real value

delivered!

Can you confidently (and justifiably) promise your organization that you are able to contribute these as useful inputs?

Are you able truthfully to include these deliverables in your resume?


“To get myself an excellent and satisfying job on graduation”

“To become a Vice-President in a 1st-rate company within 5 years”

“may contribute”

Prose Translation: “To get myself an excellent and satisfying job on graduation MAY

CONTRIBUTE to become a Vice-President in a sound company within 5 years”

The heart of the matter:Relationships or ‘Linkages’

between elements

Claim 1: It is much easier to read and understand the graphical picture than its prose translations – particularly when there are a large number of elements in the system…

Claim 2: By focusing on the lower level elements of a ‘sufficiently complete’ structure, we may develop an Action

Plan to accomplish the higher level elements


To design effective training programmes for new recruits

to the organization

To ensure that the people we recruit are right for us, our system(s), our

style of functioning

“should contribute”

To get over the problem of attrition in our Company

To double organizational profits within two years

After creating a satisfactory structure (which should include elements relating to all aspects of

the Mission) we may focus on lower levels, forgetting for the moment about the upper levels, with full confidence that we are indeed still giving

them due consideration!


To bring about effective governance for India within 5

years

“Garibi Hatao!”“should contribute”

Why did it fail? -- despite the huge power and popularity enjoyed

by Indira Gandhi?

Despite many notable achievements, we still do not have a truly effective system of governance for our country – and

we still have plenty of ‘garibi’!

X

X“is essential for”

X


• To bring about effective governance for India within 5 years• To reduce, significantly, the HUGE levels of public corruption in our nation

“Garibi Hatao!”


For interest, we illustrate how various societal Missions are perceived to be linked to each other:

To develop an effective educational system for the

nation

To remove the shame of India having 47% mal-nourished

children in the country – within 5 years

To make individuals conscious that it is their efforts – and their efforts only - that can help reduce the

levels of public corruption in the country

To help develop NGOs in various areas to function effectively

Major Trigger Questions in OPMS:

• “What, in your opinion, are the THINGS TO DO to get myself an excellent and satisfying job on graduation?”

• “What , in your opinion, are the BARRIERS/ DIFFICULTIES / THREATS that may hinder or prevent accomplishment of your Mission?”

• “What, in your opinion, are the STRENGTHS you possess (/need) in order to accomplish your Mission?”

• “What, in your opinion, are the OPPORTUNITIES that may be available in order to accomplish your Mission?”

• “What, in your opinion, are the WEAKNESSES that may hinder or prevent accomplishment of your Mission?”

• “What, in your opinion, are the EVENTS/MILESTONES that may occur during progress towards your Mission?”


All ideas in all dimensions below are integrated via the OPMS to help create an effective Action Plan to accomplish

the Mission…


That was the ‘Elevator Presentation’

If you’d like to learn more about OPMS…

The Mission of interest:

“To get myself an excellent and satisfying job on graduation



“What, in your opinion, are the THINGS TO DO

that could help you get yourself an exciting and satisfying job?”

Some responses listed, next slide

First Trigger Question:

• “To ensure I really know my stuff” (1)• “To prepare well for my interviews” (2)• “To get interviews with top-level organizations” (3)• “To be very clear in my mind as to what I wish to do with my life” (4)• “To prepare a detailed listing of specific aspects of the organizations I am interested to interview for (5)”• “To get excellent recommendations from my guides” (6)• “To research thoroughly into the needs of the organizations I want to interview for” (7)• “To do some ‘mock’ interviews” (8)• “To prepare a realistic evaluation of my strengths and weaknesses for the interview” (9)• “To work to overcome my weaknesses” (10)• “To divulge enough of my weaknesses so as to convince my interviewers” (11)• “To create the best possible impression on my interviewers” (12)

Some responses to the trigger question:We now demonstrate ‘structuring’ - showing perceived

linkages between - these elements so that, in due course, the person could go about creating an Action Plan to accomplish

‘Mission’ of “getting an excellent, satisfying job”

These are some of the ‘elements’ …Apr 19, 2023 20(c) OPMS for WLC

The elements you perceive will undoubtedly be very different from the

ones to be listed here …

Creating an Interpretive Structural Model (ISM)

based on List presented earlier

Initial Modeling questions:

Does“To ensure I really know my

stuff” (1)contribute

“To prepare well for my interviews?” (2)

?

Does “To prepare well for my

interviews?” (2)contribute

“To ensure I really know my stuff” (1)

?


“YES” “NO”

GSC’s perceptions – others would differ

X

X


A ‘structure’

To get myself an excellent and satisfying

job

An Interpretive Structural Model

To ensure I really know my stuff (1)

To prepare well for my interviews (2)

Read bottom-upwards, substituting “should contribute to” whenever

you encounter an arrow

XX

“should contribute

“does not contribute”

X

X

Prose translation: “To ensure that I really know my stuff SHOULD CONTRIBUTE prepare well for my exams, both of which should contribute to get myselof an excellent

and satisfying job”



job


To prepare well for my interviews (2) To get interviews with top-level organizations (3)


Add element: “To get interviews with top level organizations” (3)

Prose translation: “~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~…….”



job


To prepare well for my interviews (2) To get interviews with top-level organizations (3)


Add element: “To prepare listings of specific aspects of those organizations I am interested to inteview for” (5)

To prepare listings of specific aspects of orgs.. I am interested to interview for (5)


If ‘A’ ‘B’,

and if ‘B’ ‘C’,

then ‘A’ MUST ‘C’(where ‘A’, ‘B’, ‘C’ are elements and stands for the specific transitive relationship under consideration)

This simple idea has huge impact – in This simple idea has huge impact – in regard to construction of these models regard to construction of these models as well as to their interpretation.as well as to their interpretation.

Models constructed using the above rule would be logically consistent AND, further, the construction of even very large models would also be quite efficient because of the transitivity of the single relationship used in each such structure.

The process helps the people easily perceive the logical inconsistencies that may be embedded in their thought processes!

Mistaken ideas are easily corrected through regular use of this process (assuming, of course, there is a basic desire to correct one’s own mistaken ideas)

Interpretive Structural Modeling (ISM) is based on a SINGLE transitive relationship running right through the model.

Logically, we are able to justify adding elements, in specific, appropriate positions to our starting two-element graphical structure (as we’ve done in the past few slides) because the relationship “CONTRIBUTES TO” is transitive, which means the following:


About the transitive relationship “contributes to”

1. It’s THE most important ‘action verb’ there is!2. ‘A’ “contributes to” ‘B’: means “accomplishing

‘A’ would help to accomplish ‘B’ ”3. “contributes to” is the basis of ALL effective

Action Planning – accomplishing any goal is simply doing effectively all the things that may contribute to that goal!



job


To prepare well for my interviews (2)To get interviews with top-

level organizations (3)


Add element: “To get excellent recommendations from my guides (6)

To prepare listings of specific aspects of orgs.. I

am interested to interview for (5)

To get excellent recommendations from guides (6)



job

• To ensure I really know my stuff (1)• To become very clear in my mind what I want to do in life (4)




Add element: “To become very clear in my mind what I want to do in life (4)






job


To prepare well for my interviews (2)

What we had started out with:


1. HOWs? and WHYs?2. Action Planning 3. Expanding on

specific elements


What comes out of ISM


job







Focus on ANY element in the structure:

HOW?

Read DOWN the structure to find out the HOW of the focus element!

Read UP the structure to find out the WHY? of the focus element!

The HOWs? and the WHYs? of every element are built into

each “contribution” structure !

HOWs? and WHYs?



Action PlanningExpanding on specific elements – ‘gaps’ in structures



job








The model develops further (next slide)


Model is too large to fit onto single screen – we break it up into two parts


Apr 19, 2023(c) OPMS for WLC 34

Upper level


From Element 4

From Element 5


To Element 6 To Element 12

Lower level



Some features of ISM• ANY transitive relationship may be modeled through ISM (a

single relationship per model) –• An ISM based on on “contributes to” clarifies the “HOWs?”

and the “WHYs?” of EACH and EVERY things done or to be done!

• ISM enables individuals and groups to explore the relationships between factors in their systems to any depth and degree of detail as required (These models can be ‘blown up’ as much as required for clear understanding all round

• A simple model of, say 20-25 elements on 1 or two pages would be the equivalent of some 30-40 (or even more) pages if translated in full into standard prose: ISM enables huge compression of long prose passages!

• ISM is one of the powerful modeling techniques created by Warfield that help individuals and groups to explore complexity in systems.

The relationship “contributes to” is probably the single most important of all relationships that can help us arrive at a working understanding from scratch of the systems under consideration

Some important transitive relationships in systems:

“enhances”“supports”“is more/less important than”

“contributes to”“aggravates” (in case or problems/

difficulties encountered) “precedes” (PERT and Gantt Charts – well known in ‘Project Management Software’)

and a whole lot of others…

Relationship “implies” is not yet handled in OPMS


John Warfield’s ‘Interactive Management’ comprises a whole set of methodologies to:

i) enable problem solvers to generate & clarify ideas along with

ii) two powerful modeling tools to enable them to ‘structure’, or organise ideas generated. You’ve just seen ISM, one of the modeling tools.


Apart from ISM, Warfield has created another powerful modeling tool,

‘Field Representation and Profiling Method’ (FR) designed to help us put elements in a system into appropriate

‘similarity classes’ or ‘categories’ – which then help us explore the relationships (transitive and other) between elements and categories.

We illustrate the Field Representation Method with three examples – one example being a general structure of the utmost simplicity; the second one relates to our Mission of “Developing effective educational systems for India’s real needs”, and the third one is a pretty complex Field…


Here’s a list of some diverse Missions • To become a top level software designer• To double organizational turnover within one year• “Garibi hatao!” – (The famous ‘anti-poverty’ slogan of Indira

Gandhi’s government – the slogan was excellent, but the initiative as a whole failed rather miserably)

• To master my math syllabus and thereby get excellent results in my math exams

• To get myself a satisfying and well-paying job• “To create an effective system of governance to meet India’s

needs”• To align individuals in the organization to the organization’s goals• To qualify myself for the best job opportunities available• To launch a new product in the US market in 2008• To set up my own consulting business• To become a global leader in software services by 2015• “To ensure 90% true literacy in India within 10 years”• “To remove our great shame of 40% malnourished children

in India – by 2015”

Our first example of FR follows…We shall now use the Field

Representation process on this random list to bring some ‘system

order’ into it…


The first step of the FR process involves inserting the ‘elements’ into categories/’similarity classes’

A: Dimension 1 ● To become a top-level software designer

We start by inserting the first element into a blank ‘Dimension’, as illustrated below…

…and then we ask ‘modeling questions’, as shown, next …

‘Modeling question’, for creating Field Representations will be shown…

First element inserted in Dimension 1


In your opinion, is

“To double organizational turnover within 1 year” (element ‘2’)

similar to (/in the same category as)

“to become a top-level software designer” (element ‘1’)

[keeping in mind the kind of organizational structures that may be needed to accomplish the specific Mission]

?

Response Is “NO”, so this element goes into a different category as shown, next slide…


Here’s how the Field Representation looks at this point:

A: Dimension 1 B: Dimension 2 ● to become a top-level ● To double organizational software designer turnover within 1 year

In your opinion, is

“Garibi Hatao!” (element ‘3’)


“to become a top-level software designer” (element ‘1’) [keeping in mind the kind of organizational structures that may be

needed to accomplish the specific Mission]

?

In your opinion, is

“Garibi Hatao!” (element ‘3’)


“To double org. turnover within 1 year?” (element ‘2’) [keeping in mind the kind of organizational structures that may be

needed to accomplish the specific Mission]

?

Next modeling question:Response again: “NO”, so a new dimension is created…

A: Dimension 1 B: Dimension 2 ● to become a top-level ● To double org.

software designer turnover within 1 year

C: Dimension 3 ● Garibi Hatao!

and so on…

A: Dimension 1 ● To become a top-level software designer

Next modeling question:

If the response to a modeling question is “NO”, the question is asked again w.r.t. another element, or a new Dimension is created and the question-element is inserted there. If the response is “YES”, then the question-element is inserted in the same Dimension…

Second element in Dimension 2

Response: “NO”, so new question asked…


FR: “ System of ‘Types of Missions’ ”

A: Dimension 1• To become a top-level…• To master my math syllabus• To get myself a satisfying and

well-paid job• …

B: Dimension 2• To double organizational turnover…• To get over the ‘attrition problem’• To align individuals in organization…• To launch a new product in US market

C: Dimension 3O “Garibi Hatao!”

O “To create an effective system of governance for India’s needs”

O “To develop an effective educational system for our needs”

O “……”

Important!The titles of the categories are arrived at only after all elements are appropriately inserted into blank categories (see next…)

System Tie-Line



A: Individual Missions• To become a top-level…• To master my math syllabus• To get myself a satisfying and


B: Organizational Missions• To double organizational turnover…• To get over the ‘attrition problem’• To align individuals in organization…• To launch a new product in US market

C: Societal MissionsO “Garibi Hatao!”



O “……”

System Tie-Line


• Individual Missions• Organizational Missions• Societal Missions

IMPORTANT: The appropriate titles of the Dimensions of this Field Representation came to light only AFTER all elements

were inserted into those Dimensions via an appropriate ‘modeling question’!


A: Individual Missions• To become a top level software designer• To master my math syllabus and thereby get excellent results

in my math exams• To get myself a satisfying and well-paying job• To qualify myself for the best job opportunities that become

available• To set up my own consulting business• To become more effective at what I do• To learn to use PowerPoint effectively• …


B: Organizational Missions• To obtain needed financing for a major project• To align individuals in the organization to the organization’s

goals• To double organizational turnover within one year• To get over the ‘attrition problem’• To launch a new product in the US market in 2008• To become a global leader in software services by 2015• To obtain needed financing to market globally• …


C: Societal Missions• “Garibi hatao!” (Indira Gandhi’s famous slogan, which has alas never

been effectively worked on)

• “To create an effective system of governance to meet India’s needs”

• “To develop an effective educational system for India’s needs”• “To ensure 90% true literacy in India within 10 years”• “To become one of the ‘least corrupt’ nations in the world

within 10 years (instead of being one of the ‘more corrupt’ nations)”

• “To remove the great shame of 40% Indian children malnourished by 2015

• …






C: Societal MissionsO “Garibi Hatao!”



O “……”

System Tie-Line

The ‘SYSTEM TIE-LINE’ stands for any of the relationships that may be inherent in the system under consideration

On examining the ‘system’ with just the three dimensions that have developed here, we are now able to perceive that a couple more dimensions are required to render this into a truly useful and usable ‘system’…


FR: “ System of ‘Types of Missions’ ”A: Individual Missions• To become a top-level…• To master my math syllabus• To get myself a satisfying and



C: Societal MissionsO “Garibi Hatao!”O “To create an effective system of governance for India’s needs”O “To develop an effective educational system for our needs” O “……”

System Tie-Line

D: Type of organization E: Resources reqd. Required o ~~~~~~~~~~~~

O Self-organization o ~~~~~~~~~~~~ O Incorporated Company o ~~~~~~~~~~~~~

O Government or non-governmental organisation

The FR process has helped us to create a

‘representation’ of a useful ‘system’ from a mere

random list!

The two dimensions needed to create a useful ‘system’


• To become a top level software designer• To double organizational turnover within one year• “Garibi hatao!” – (The famous ‘anti-poverty’ slogan of Indira

Gandhi’s government – the slogan was excellent, but the initiative as a whole failed rather miserably)

• To master my math syllabus and thereby get excellent results in my math exams

• To get myself a satisfying and well-paying job• “To create an effective system of governance to meet India’s

needs”• To align individuals in the organization to the organization’s goals• To qualify myself for the best job opportunities available• To launch a new product in the US market in 2008• To set up my own consulting business• To become a global leader in software services by 2015• “To ensure 90% true literacy in India within 10 years”• “To remove our great shame of 40% malnourished children

in India – by 2015”

Original list of diverse Missions

We claim that a significant enhancement in understanding develops through FR categorization – just review that Field Representation! (Reviewed, next slide)


FR: “ Systems required to handle different kinds of Missions”




C: Societal MissionsO “Garibi Hatao!”O “To create an effective system of governance for India’s needs”O “To develop an effective educational system for our needs” O “……”

System Tie-Line

TD: Type of organization E: Resources reqd. Required O Self- organization o ---------------------- O Incorporated Company o ----------------------

O Government or non-governmental organisation

Effective use of the ‘System Tie-Line’ will

bring out the full benefits of this ‘system

representation’

‘System Tie-line’ represents any or all the relationships inherent in the ‘system’ we wish to

create or improve


So, let’s recap WHY we do this ‘categorization’

• The mind is able to get a better ‘overview’ picture of the whole by looking at a few categories rather than looking at a large number of disparate elements

• We can better understand the relationships between the factors in the system when we look at those categories rather than at the disparate elements in the list (some relationships illustrated later)

• By creating such a Field Representation of ‘Missions’, we are enabled to understand the ‘structures’ of the kind of systems needed to accomplish each type of Mission. When the System Tie-Line is put to use, we get a pretty comprehensive picture of the relationships within the entire system considered.

• The human mind has learnt over millennia to categorize factors in a system in ways that are useful to enable understanding of the systems confronted. The Field Representation process just utilizes this existing, well-developed human skill and thereby provides us a practical means to create ‘graphical pictures’ of systems that encompass all dimensions of the system under consideration.

• Most importantly, such representations, when effectively done, are models that satisfy this fundamental law of systems:“Ashby’s Law of Requisite Variety” (explained, next slides)


Ashby’s Law of Requisite Variety:

(‘Simple Simon’ version)

“The dimensions of a proposed solution to any problem should match the dimensions of the problem itself”

A great many of our individual, organizational and societal systems are designed without the designers having kept this fundamental law in mind – which explains why so many of our systems do not perform optimally or even may fail catastrophically

Take a look at the news of ANY day (including today), and you will see scores (even hundreds!) of examples to validate the claim just made – and to demonstrate the desperate need of society to have

accessible practical means to ensure that our systems are designed to satisfy Ashby’s Law!


We illustrate Field Representation (FR) method once again – now with a structure

created from the elements in a list of elements created for a Mission “To develop an effective educational system for India’s

needs”

(The Field appears on two slides as it does not fit into one screen)


Field Representation: “System to develop and put into place effective Educational Systems for India at every level in every field

SYSTEM

TIELINE

A : STAKEHOLDERS IN EDUCATION● To discover who the real stakeholders are in each different educational section(1) ● To get stakeholders in education effectively together in various groups, to discuss educational issues and how OPMS could help(14)B : GIVE STAKEHOLDERS THEIR PROPER VOICE!● To ensure that real stakeholders in education have a real voice(2)● To give due weight to the ideas of all stakeholders - students, teachers, parents, others...(3) ● To ensure that all good ideas provided by different groups of people interested in education are properly integrated into our action planning(4) ● To ensure that students at each level have a proper voice in the educational systems catering to their specific needs(10) ● To ensure that teachers at each level have their proper voice in the actual

actioning in the educational system(13) C : EFFECTIVE EDUCATIONAL SYSTEMS● To create educational systems meeting the real needs of those being educated and of society(5)● To develop effective professional education courses(11) ● To initiate specific educational institutions into using OPMS for their specific interests of various kinds(19) ● To implement OPMS intensively and extensively into various educational institutions(20) ● To get good teachers involved in designing effective teaching systems through the OPMS(21)


D : DEVELOPING PASSIONATE, COMMITTED TEACHERS● To ensure that truly passionate and committed teachers are available for

every educational stream(6) E : PLACE OF TEACHERS IN SOCIETY● To provide a proper place in society for good teachers(7) ● To pay teachers well, give them the kind of rewards they really want(8)

● To provide all needed avenues for teachers to develop themselves(9) F : PRACTICAL MEANS FOR PEOPLE TO DISCUSS AND RESOLVE ISSUES● To put into place, at an initial level, effective practical means for people to discuss and resolve issues(12) ● To convince people at large that the conventional mode of prose discussion is not effective(15) ● To convince people that prose + structural graphics (p+sg) would be most useful to develop effective Action Planning on this issue(16) ● To convince people that p+sg is in fact an essential requirement for making

real headway on this complex issue(17) G : CREATE OPMS EXAMPLE PORTFOLIO (for educational issues)● To create a wide number of examples to get people interested in using OPMS on

educational issues(18)

SYSTEM

TIELINE

Field Representation: “System to develop and put into place effective Educational Systems for India at every level in every field (contd.)



SYSTEM

TIELINE


‘actioning’ in the educational system(13) C : EFFECTIVE EDUCATIONAL SYSTEMS● To create educational systems meeting the real needs of those being educated and of society(5)● To develop effective professional education courses(11) ● To initiate specific educational institutions into using OPMS for their specific interests of various kinds(19) ● To implement OPMS intensively and extensively into various educational institutions(20) ● To get good teachers involved in designing effective teaching systems through the OPMS(21)

Let’s now look at a few things that we can do with this Field Representation

We can create ‘relational sketches’ showing how one factor in a system may affect others (in the same or other dimensions)…

Now watch the linkages developing in the Field Representation below!

To ensure that teachers AND students at each level have a proper voice in the educational systems SHOULD HELP to give due weight to the ideas of all stakeholders…

To ensure that teachers and students at each level have a proper voice in the educational systems SHOULD HELP to give due weight to the ideas of all stakeholders WHICH IN TURN SHOULD ENSURE all good ideas provided by different groups are properly integrated into our action planning…

A huge number of such relationships can be traced through the Field. (The elements are also related across different dimensions). The more such real relationships are traced through the system, the better the user will come to understand the Field AND the system(s) that it represents!

To ensure that teachers and students at each level have a proper voice in the educational systems SHOULD HELP to give due weight to the ideas of all stakeholders WHICH IN TURN SHOULD ENSURE all good ideas provided by different groups are properly integrated into our action planning WHICH IN TURN SHOULD HELP to create educational systems that meet the real needs of those being educated…


D : DEVELOPING PASSIONATE, COMMITTED TEACHERS● To ensure that truly passionate and committed teachers are available for

every educational stream(6) E : PLACE OF TEACHERS IN SOCIETY● To provide a proper place in society for good teachers(7) ● To pay teachers well, give them the kind of rewards they really want(8)

● To provide all needed avenues for teachers to develop themselves(9) F : PRACTICAL MEANS FOR PEOPLE TO DISCUSS AND RESOLVE ISSUES● To put into place, at an initial level, effective practical means for people to discuss and resolve issues(12) ● To convince people at large that the conventional mode of prose discussion is not effective(15) ● To convince people that prose + structural graphics (p+sg) would be most useful to develop effective Action Planning on this issue(16) ● To convince people that p+sg is in fact an essential requirement for making

real headway on this complex issue(17) G : CREATE OPMS EXAMPLE PORTFOLIO (for educational issues)● To create a wide number of examples to get people interested in using OPMS on

educational issues(18)

SYSTEM

TIELINE

Field Representation: “System to develop and put into place effective Educational Systems for India at every level in every field (contd.)

There are plenty of relationships to be traced here, too, on next part of the Field Representation! (Not done in his illustration)


A : STAKEHOLDERS IN EDUCATION

B : GIVE STAKEHOLDERS THEIR PROPER VOICE!

C : EFFECTIVE EDUCATIONAL SYSTEMS

D : DEVELOPING PASSIONATE, COMMITTED TEACHERS

E : PLACE OF TEACHERS IN SOCIETY

F : PRACTICAL MEANS FOR PEOPLE TO DISCUSS AND RESOLVE ISSUES

G : CREATE OPMS EXAMPLE PORTFOLIO (for educational issues)

Here’s something else we can do with the FR: We can create an ISM with the TITLES of the Dimensions

in the Field Representation. (We look once more at the titles…)

Next slide, we illustrate the ISM created with the titles of these dimensions (using a transitive relationship that’s a bit more complex than straight ‘contribution’)

Titles of Field Dimensions:


CREATE OPMS EXAMPLE PORTFOLIO (for educational issues)

● Proper PLACE OF TEACHERS IN SOCIETY● DEVELOPING PASSIONATE, COMMITTED TEACHERS

PRACTICAL MEANS FOR PEOPLE TO DISCUSS AND RESOLVE ISSUES

GIVE ALL STAKEHOLDERS THEIR PROPER VOICE!

EFFECTIVE EDUCATIONAL SYSTEMS

ISM created from ‘Dimensions of Education Field Representation’

“should help provide stimulus for”

The explanatory and clarificatory power of the FR is huge – but one has to use it regularly to understand its value to help us understand our systems…

We can also create ISMs using the elements within each of the Dimensions of the Field Representation – this

enables us to explore within each Dimension or aspect of the system(s) under consideration

(Illustrated, next slide)


To ensure that real stakeholders in education have a real voice in the system

● To ensure that teachers at each level have their proper voice in the actual ‘actioning’ in the educational system

● To ensure that students at each level have a proper voice in the educational systems catering to their specific needs

● To enable all stakeholders (parents, management, others) have their proper voice

To ensure that all good ideas provided by different groups of people interested in education are properly integrated into our action planning

To give due weight to the ideas of all stakeholders…


ISM from elements in Dimension:

“Give Stakeholders Their Proper Voice!”

● To ensure that real stakeholders in education have a real voice(2)● To give due weight to the ideas of all stakeholders - students, teachers, parents, others...(3) ● To ensure that all good ideas provided by different groups of people interested in education are properly integrated into our action planning(4) ● To ensure that students at each level have a proper voice in the educational systems catering to their specific needs(10) ● To ensure that teachers at each level have their proper voice in the actual actioning in the educational system(13)



SYSTEM

TIELINE


actioning in the educational system(13) C : EFFECTIVE EDUCATIONAL SYSTEMS● To create educational systems meeting the real needs of those being educated and of society(5)● To develop effective professional education courses(11) ● To initiate specific educational institutions into using OPMS for their specific interests of various kinds(19) ● To implement OPMS intensively and extensively into various educational institutions(20) ● To get good teachers involved in designing effective teaching systems through the OPMS(21)

Keep doing such exercises with your FRs, and you will surely come to understand your system very well indeed!


We show the ‘One Page Management System’ (OPMS) once again..

The OPMS powerfully ‘enables’ people to accomplish the Missions of current interest to them, by enabling them to see their systems with utmost clarity, in a highly ‘actionable’

way...



It’s called the One Page Management System because:• All the information related to the ‘Mission’ is crystallized onto a single page –

and any part of it can be accessed because of the linkages in the model• From this one page, linkages would develop to show you how:• THINGS TO DO would contribute to each other and to the Mission;• BARRIERS/DIFFICULTIES and THREATS might hinder or prevent accomplishment of

THINGS TO DO – and you can find out other THINGS TO DO to overcome those BARRIERS, etc.

• What STRENGTHS are required to accomplish the Mission (and how to acquire them);

• What OPPORTUNITIES are available to accomplish the Mission – and how to prepare to avail of them;

• How existing WEAKNESSES might hinder or prevent accomplishment, and how to overcome those WEAKNESSES;

And a whole lot else!

It really is an It really is an ‘Operating System for the Human Mind’!‘Operating System for the Human Mind’!

This huge claim can be justified in detail in a live workshop session

The whole process of developing an OPMS is highly iterative, and ensures that mistaken/weak ideas are continuingly weeded out and so that the Action Plans developed represent the best thinking on the Mission that’s available!


Various Projected Applications/Spinoffs

• SWOT Super-Analyzer• Tool to enable individual measure his/her capabilities for specific jobs• Tool to enable organization measure an individual’s capabilities for specific jobs• OPMS for Agile S/w Development Process• OPMS for Project & Planning Management• OPMS for language learning (A tool for English learning – not OPMS - now available on mobile)• OPMS for study of any specific discipline • Integration of OPMS with accounting software• Integration of OPMS with Project Management software • Many other possibilities for useful spinoffs

For more information about OPMS, contact:Sampath Menon, General Manager, Resource Development Center, Hyderabad: 500082Tel.: +91-9642484928 [email protected]


About OPMS Learning Programs:• 1-Day Workshops (Maximum: 6 participants)• 2-Day Workshops (Max.: 12 participants)• 1-Day Overview Sessions (not a workshop) – up to thirty participants• Facilitator Training (for consultants) - 5 Days + 3 months project work + 5 days• 3-Month Certified course in System Design (using OPMS) - 8 hours per week over 12 weeks

mailto:[email protected]

Thank you!


Documents

Presentation for WLC