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New Trends in Enterprise Architecture AEA Greenland 1 November 2013 John Gøtze
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What does Gartner say?
WHAT DOES GARTNER SAY?
John Seddon (2008) Systems Thinking in the Public Sector: The Failure of the Reform Regime.... and a Manifesto for a Better Way Triarchy Press
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SYSTEM THINKING IS ABOUT…..
Emergence
Feedback Loops
Creation of Purpose
Managing Complexity
Wholes
Not IT
Not Process
Patrick Hoverstadt
SYSTEM THINKING SCHOOLS
Planning School Systems thinking is a holisVc approach to planning complex systems. Pioneers of this approach include C.W. Churchman and Russ Ackoff.
System Dynamics School
Systems thinking looks at the cause-‐effect and feedback loops that drive complex systems. Pioneers of this approach include Jay Forrester, Donella Meadows.
OrganizaVonal CyberneVcs School
Stafford Beer's Viable Systems Model (VSM) which applies systems thinking to organizaVonal design, focusing on the management of variety to achieve long-‐term viability. Builds on the work of Norbert Wiener and Ross Ashby .
OrganizaVon Learning School
Popularized by Peter Senge, largely based on earlier work by Chris Argyris and Donald Schön, but also drawing on the work of Forrester. Soe System/Sensemaking School
Sees systems as mental constructs rather than physical constructs and systems thinking as an ongoing process of enquiry to improve shared understanding. The Pioneers include Peter Checkland and Brian Wilson. Sir Geoffrey Vickers and Karl Weick are also associated with this type of approach.
Complexity and Chaos School
System thinking explores the emergent properVes of complex systems. Approaches include Dave Snowden's parVcipatory methods based on narraVve principles. Snowden's Cynefin model can be used to assess which systems thinking approach is most applicable to a given situaVon. Also Robert Pirsig's Metaphysics of Quality (MOQ).
Quality and Service Design School
Popularized by John Seddon, largely based on earlier work by Walter Shewart and Edwards Deming. Linked to the StaVsVcal Process Control technique (someVmes known as Six Sigma).
hip://lenscrae.wikispaces.com/systems+thinking
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… PLUS
StructuraVon School -‐ Anthony Giddens Social Systems School -‐ Niklas Luhmann Second-‐order cyberneVcs -‐ Heinz von Foerster, Gregory Bateson, Humberto Maturana
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• Conant-Ashby Theorem: “every good regulator of a system has to have a model of that system” • Faults of Commission & Faults of
Omission
”Only variety destroys variety”
VSM -‐ VIABLE SYSTEM MODEL
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Delivery
Intelligence
Governance
Environment
Operations
Co-ordinationM
onitoring
Patrick Hoverstadt (2008) The Fractal Organization: Creating sustainable organizations with the Viable System Model. Wiley
1. Change agent 2. Communicator 3. Leader 4. Manager 5. Modeler …
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Core enterprise architects: experts in enterprise architecture theory and pracVce.
Implicit enterprise architects: those who support enterprise architecture work.
Applied enterprise architects: those who define enterprise architecture requirements.
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Three categories of boundary objects: Ar<facts, which are the shared tools, documents, models.
Discourse, which is a common language that can be shared across communiVes of pracVce.
Processes, i.e., the shared processes, rouVnes, and procedures that facilitate coordinaVon of and between communiVes of pracVce
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Gøtze, J., 2013, The Changing Role of the Enterprise Architect. Proceedings of the 2013 17th IEEE International Enterprise Distributed Object Computing Conference Workshops (EDOCW 2013), 9-13 September 2013, Vancouver, British Columbia, Canada
DIALECTIC SKILLS
Enterprise architects must have competencies in resolving conflicts, and in creaVng consensus, synthesis and common understanding. Detect what might establish that common ground and the skill of seeking the intent rather than just reading the face value of the words.
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UPDM based on UML?? WTF?
DIALOGIC SKILLS In facing wicked problems [71], enterprise architects must focus more on problem-‐finding than problem-‐solving. In analogy with craesmanship, crae looks at situaVons in a problemfinding manner [72]. When skilled in the crae of cooperaVon [69], and confident in their ability to negoVate complexity, the architects can interact with those who are different, antagonisVc, or even aggressive towards them. Such dialogic skills [69] also include listening well, behaving tacsully, finding points of agreement and managing disagreement, and avoiding frustraVon in a difficult discussion. Dialogics, or the dialogical domain, is “that world of talk that makes an open social space, where discussion can take an unforeseen direcVon” [69]. Dialogic conversaVon, the “subjuncVve mood in speech”, opens a “space of ambiguity” within the conversaVon, for all parVes equally. It also facilitates empathy, which should be disVnguished from sympathy, as curiosity or wonder about an other, as opposed to idenVficaVon [69].
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Architecture IdenVty Experience
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