These archetypes, in systems thinking, are a problem identification mechanism.
For each archetype, you will soon notice its theme, generic patterns of behavior, a generic feedback loop diagram, the typical mental models that underlie the archetype, and soon you will begin to understand the implications of the archetype and the leverage points to resolve the archetypal behaviors. Once you can identify archetypes and understand leverage points, problem solving at the systems level can take hold -- the archetypes can be broken and real solutions developed.
Once we understand the root of the problem, we can propose and implement interventions, which we can then test back against our vision. We use the image of the iceberg to illustrate how systems thinking can bring us to the root of the problem. The tip of the iceberg is the adverse outcome we have observed or experienced. We then look deeper -- has this happened before? Then further down the iceberg we can examine why this has been happening, and dig deeper until we find at the base of the iceberg the systemic causes that have lead to this recurring problem. The next level down will be physical architecture such as reporting relationships, policies and procedures and contracts. But underlying these are the mental models -- why do we have these reporting relationships? What attitude resulted in the creation of this policy? Once we get to the bottom of this iceberg we should be able to answer this simply question -- how do we improve the performance of the system? Along the way, the underlying attitudes and infrastructure have been revealed and we have taken steps to understand how these contribute...
Network gives us two basic advantages: the facility to communicate and the facility to share. A network helps in communication between users in better ways than other media. E-mail, the most well-known form of network communication, offers inexpensive, printable communication with the facility of sending, reply, storage, recovery, and addition. Network supports collaboration with its capacity to share. This is the main charm of popular software called groupware that
Systems Thinking Case Study: Karen Avery Q1. From a systems perspective, what factors do you believe contributed to the marginal results obtained by the various subgroups within the task forces? According to Lunenberg (2010), schools are open systems although the degree to which they interact with the external environment may vary considerably, based upon the open-mindedness of administrators. The initial solutions offered by the task force reflected a closed mentality, in the
What is Systems Thinking? Systems thinking is an ongoing process that involves seeing the big picture, even while acknowledging the importance of details. One of the pillars of servant leadership, systems thinking allows the leader to make decisions that take the entire organization and its values into account. For example, the leader of one department would not make a choice that adversely affected any other department in the organization. A systems
System Feedback Loops Reinforcing Loop Reinforcing Loop reflects the ability of one action to produce an outcome that influences more of the similar action thus resulting into eventual growth or decline (Bellinger, 2004). Reinforcing loop represents one of the foundational structures in relation to systems of thinking. Virtuous Cycle is the ability of reinforcing loop structure to produce desirable result in the process of its application. In the incidence of desired result,
4) II. Peter Senge - the Learning Organization Peter Senge, who describes himself as the "idealistic pragmatist" states that learning organizations are: "...organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together." (1990: p.3) the learning organization in the view of
To the extent the totality of circumstances suggest that possibility, even acceptance of the most nominal gratuities (i.e. A cup of coffee) is ethically inappropriate. Similarly, even where the gratuity involved is of nominal value and there is no potential misunderstanding on the part of the individual proffering an otherwise appropriate gratuity, there is the issue of creating the appearance or inference of an improper relationship from the perspective of
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