sla systems thinking ce presentation 2004
DESCRIPTION
TRANSCRIPT
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Systems Thinking for Librarians
A State-of-the-Art Continuing Education Seminar: for the Special Libraries Association June 6, 2004, Nashville TN.
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Systems Thinking for Librarians
n Sponsored by the SLA Engineering, Biomedical & Life Sciences Divisions and Aerospace section of SLA-SNG
n Moderated by: Cynthia Bennington, SLA/ Eng
n Support from EBSCO
Zipperer/Corliss/Tompson SLA / June 6th / 2004
n Lorri Zipperer, Zipperer Project Management [email protected]
n Rebecca Corliss, Schiff Hardin, LLP [email protected]
n Sara Tompson, Packer Engineering, Inc. [email protected]
Systems Thinking for Librarians
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Systems Thinking for Librarians
“Our actions create our reality.”"
"
Peter Senge 5th Discipline, 1990
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Systems Thinking Class Objectives n Explore core concepts. n Identify effects on information center interactions within
an organization. n Identify affects on librarian’s interactions with all
levels of the organization, immediate reports and exterior clients.
n Construct how acceptance changes an individual’s decision-making.
n Determine how the tools affect librarian’s strategic planning thought processes.
Zipperer/Corliss/Tompson SLA / June 6th / 2004
References and Tools n Senge, Peter M. The Fifth Discipline Fieldbook:
Strategies and tools for building a learning organization. 1994.
n Senge, Peter M. The Fifth Discipline: The art and practice of the learning organization. 1990.
n Select Bibliography
n Glossary
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Logistics n Three section program 8am- noon
¨ Both lecture and group / team exercises
n Break 10:00 to 10:30 am n Wrap up by noon
Systems Thinking for Librarians
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Will you please … n Introduce yourself n Share one key reason for attending
the class
Systems Thinking for Librarians
Zipperer/Corliss/Tompson SLA / June 6th / 2004
PART ONE
1.1 What is Systems Thinking 1.2 Am I A Systems Thinker? 1.3 Questions & Recap
Zipperer/Corliss/Tompson SLA / June 6th / 2004
What is Systems Thinking? n Interconnectedness
¨ A set of elements that interact to shape behavior n Learning Organization n Key movers
¨ Forrester (1961) ¨ Center for Organizational Learning / MIT (1989) ¨ Argyris (Teaching Smart People How to Learn, 1991) ¨ Senge (5th Discipline 1990)
Class Section 1.1
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Systems Thinking: Proven Value n Complex problems that involve helping many
actors see the connectedness of the “big picture” and not just their part of it.
n Recurring problems or those that have been made worse by past attempts to fix them
n Issues where action affects (or is affected by) the environment surrounding the issue.
n Problems whose solutions are not obvious
Class Section 1.1
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Systems Thinking: Basic Concepts
n Everything is connected to everything else n You can never do just one thing n Different people in the same structure will produce
similar results n From “either/or” to “both/and” n There is no away to throw things to n The easiest way out is the fastest way back in n Profound changes can take place in ways we cannot foretell n The map is not the territory n An answer is a question’s way of asking a new question
Class Section 1.1
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Five Phases of Systems Thinking
1. Structure the problem 2. Understand causal loops and feedback 3. Model the dynamic relationships 4. Use scenarios to plan and model affects of
actions taken 5. Implement and share learnings with the
organization
Class Section 1.1
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Systems Thinking for Librarians How Does Systems Thinking Pertain to the
Library Profession? ¨ Allows information work to be effective and
innovative, not isolated ¨ Situates the Information Center as
proactive not reactive
Class Section 1.1
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Systems Thinking for Librarians
Facilitates achievement of SLA Competencies
n Will highlight a few today n http://www.sla.org/content/learn/comp2003/index.cfm
Class Section 1.1
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Systems Thinking for Librarians
Professional Competencies: n Aligning the information organization with key
stakeholders n Assesses and communicates the value of the
information organization n Builds a dynamic collection of information resources
based on deep understanding of clients
Class Section 1.2
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Professional Competencies, con’t
n Develops and maintains a portfolio of effective and aligned information services.
n Conducts market research to identify concepts for new or enhanced information solutions for these groups.
Class Section 1.2
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Personal SLA Competencies
The special librarian: n Sees the big picture n Creates partnerships and alliances n Employs a team approach; recognizes
the balance of collaborating, leading and following
Class Section 1.2
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Barriers to Systems Thinking n Resources (financial and people) n Cultural and value-based n Leadership n Knowledge (ie identification of the problem) n Process-oriented n Time constraints n Strategic operation and planning
n IT
Class Section 1.2
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Systems Thinking for Librarians: Exploring Impact
Stories of Engagement n Lorri n Rebecca n Sara
Class Section 1.2
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Are You a Systems Thinker? A Systems Thinker Perceives …
¨ The whole whose elements continually affect each other over time and operate toward a common purpose.
¨ The “Big Picture” ¨ The interrelatedness of forces/nothing exists
in a vacuum n Info Center example
¨ The interdependencies means no single “right” answer
Class Section 1.2
Fieldbk, pg 90
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Systems Thinking Assessment n Complete in five minutes n Talley each column n Discuss results
There are no incorrect responses so be honest with yourself
Class Section 1.2
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Systems Thinking for Librarians
Readiness Assessment - Continuum
Class Section 1.2
F O S R N
Goal - Top 2
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Systems Thinking for Librarians
Questions & Recap n Basic concepts of systems thinking n Why this class? n Where are we on the journey to “systemsness”?
Class Section 1.3
Zipperer/Corliss/Tompson SLA / June 6th / 2004
PART TWO: 2.1 Setting the Stage 2.2 Why Use Stories? 2.3 Problem Identification & Digging Deeper 2.4 Diagramming System Influences 2.5 Questions & Recap
Zipperer/Corliss/Tompson SLA / June 6th / 2004
A Typical Morning Conversation …
Class Section 2.1
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Does this Sound Familiar ?
n Pflom and Meyer, established yet old-fashioned firm
n New librarian shut out n Info gathering inefficient and unreliable n Solutions require a new way of thinking ….
Class Section 2.1
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Value of Stories n Illustrates a theory n Allows listeners to empathize more
broadly n Resonates with listeners
¨ SLA storytelling models
Class Section 2.2
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Value of Stories “If you have chosen the right story and you tell that
story in a certain way, then not only do listeners understand the story ... but they also begin to imagine a story in their own life ... They begin to draw on their own experiences, their own knowledge, their own understanding, and they start to imagine possibilities for themselves.”
Class Section 2.2
“Making Change Happen: Steve Denning Tells the Story of Storytelling” Information Outlook
Vol. 5, January 2001
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Identifying the Problem
n Problem Structure Modeling n Digging Deeper / The Five Whys
Class Section 2.3
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Problem Structure Modeling
The problem is: n Important n Chronic n Limited in scope
Class Section 2.3
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Exploring the Problem: The Five Whys
n Why X 5 to get at: ¨ Who, What, When, Where, Why
n What are you trying to accomplish n Determine the root cause n Identify possible solutions n Limitations of the 5 Whys
Class Section 2.3
FieldBk pages 108 - 112
Zipperer/Corliss/Tompson SLA / June 6th / 2004
The Five Whys
Time
Place
Root
Object
Subject
Objective Why?
Why?
Why?
Cause
Why?
Why? www.burton.co.uk/cit/images/cit02.gif
Class Section 2.3
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Exercise: Pflom’s Problem
And the problem is…. n Review the story n Identify key processes or issues that
resonate as problematic and support the ineffective relationship
n Post for further discussion to crystallize thoughts
Class Section 2.3
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Pflom Problem: con’t
n Individually assess the “why’s” that may have contributed to the situation
n Collect them for discussion to “drill down” to the root cause
Class Section 2.3
Zipperer/Corliss/Tompson SLA / June 6th / 2004
A Picture is Worth a Thousand Words … As a systems thinking tool,
diagrams: n Illustrate cause and effect
relationships n Facilitate communication n Create the “a-ha”
experience Class Section 2.4
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Ways of Seeing Things Diagramming System Behavior n Feedback n Causal Diagrams
¨ Several sample techniques ¨ Key terms ¨ Illustrating a Story
n Archetypes ¨ Templates of Behavior
Class Section 2.4
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Importance of Feedback
“The practice of systems thinking starts with understanding a simple concept called feedback that shows how actions can reinforce or counteract each other.” Peter Senge
Class Section 2.4
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Computer Diagramming n Tool for observing patterns in large, complex situations n Epidemiological in nature n Software available n Beyond the scope of this class
Class Section 2.4
www.imm.ecel.uwa.edu.au/ cmms/project_mngt.htm
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Behavior Patterns
1. Fixes that Fail 2. Limits to Growth
3. Shifting the Burden
Class Section 2.4
Time
Zipperer/Corliss/Tompson SLA / June 6th / 2004
The Role of Delay: n Acknowledge delay as a factor in
decision making n Respect delay as an element to
understand success or failure n Regard delay as a force in determining
value of change
Class Section 2.4
Zipperer/Corliss/Tompson SLA / June 6th / 2004
The Role of Delay: Serving ACME
Class Section 2.4
n Key project n High
demand n 24/7 service n Guaranteed
4 hour turn around
Zipperer/Corliss/Tompson SLA / June 6th / 2004
The Role of Delay:
Class Section 2.4
Time
recorded hours/bills submitted
ACME requests
Adherence
ACME leaves!
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Visualizing the System: Reinforcing and Balancing Loops
Reinforcing Loop Balancing Loop
Gap
Optional Element
Actual performance
Corrective Action
+
Target or
Goal
Class Section 2.4
Gap
Optional Element
Actual performance
Growing Action
+ +
+ +
+
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Core Loops: a Few Examples
1. Fixes that Fail
Growth process
Limiting process
3. Shifting the Burden
R
B
Class Section 2.4
2. Limits to Growth
Growth Process = Reinforces behavior
Limiting Process = Balances activity
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Visualizing the System: Steps in a Process n Perform the exercise with a group
representing multiple disciplines n Keep it manageable n Start with a central element/service
Adapted from: Kim D. Guidelines for Drawing Causal Loop Diagrams. Pegagus Communications, 1995
Class Section 2.4
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Steps in a Process, con’t
n Identify key variables n Don’t think of loops as stone tablets n Avoid focus on details n Air assumptions
Adapted from: Kim D. Guidelines for Drawing Causal Loop Diagrams. Pegagus Communications, 1995
Class Section 2.4
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Pflom Story: Balancing Loop (-)
Growing Action
Limiting constraints
Key Element or Corrective Action
+
+
+ Class Section 2.4
Leverage Expertise
Librarian isolation
Cost Recovery
Client Activity
Client Bills
Research Quality
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Pflom Story: Reinforcing Loop (+)
Revenue
Client Bills
• Staff use services more • Info expertise applied more • More team involvement
Client
satisfaction
Info Staff
integration
Staff
satisfaction
• More support for Info projects • More info resources • Business case for info staff improved
Info gathering
+
+
+
+
+
+
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Archetypes: Seeing Patterns n Accidental Adversaries n Fixes that Fail n Limits to Growth n Shifting the Burden n Tragedy of the Commons
Class Section 2.4
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Archetypes: Why Bother?
n Test mental models n Provide consistent representations of
hypotheses that contribute to complexity n Explore hypotheses to illustrate
organizational behavior in a variety of venues.
Class Section 2.4
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Archetype: Fixes that Fail
The problem symptom
Archetypes Exercise
Unintended consequence Class Section 2.4
+
+
+
+
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Archetype: Fixes that Fail
Cost recovery
initiated
Client leaves
Client Bills
Isolation
Quality
Expertise leveraged
The problem symptom
Fixes that Fail
Unintended consequence Class Section 2.4
+
+
+
+
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Archetypes: Making Change
n Visualize, study and implement change projects
n Identify positive reinforcing loops n Do’s and Don’ts
¨ Do: run small tests, learn from the experience, explore effectiveness regularly
¨ Don’t: stop at the identification process, see loop as “etched in stone”
Class Section 2.4
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Systems Thinking for Librarians
Questions & Recap n Problem definition and the five whys n Diagramming methods and dialogue n What to do next?
Class Section 2.5
Zipperer/Corliss/Tompson SLA / June 6th / 2004
PART THREE
3.1 Intro and Personal Awareness 3.2 Ladders of Inference 3.3 Discussion and Dialogue 3.4 Wrap Up
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Role of Personal Awareness in Systems Thinking n Mental Models n Ladders of Inference n Discussion and Dialogue
Class Section 3.1
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Mental Models
n Are deeply ingrained assumptions n Are tacit, not explicit n Can derail systems thinking n Need tools to expose them
¨ Left hand column ¨ Ladders of inference
Class Section 3.1
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Ladders of Inference n “A common mental pathway of
increasing abstraction, often leading to misguided beliefs" Chris Argyris
n AKA “Leap(s) of Abstraction”
Do NOT climb up the wrong ladder!
Class Section 3.2 Fieldbk, p. 243
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Ladders of Inference, con’t
Ladder rests on: 1) observable data and 2) one’s past experience - both are solid. Rungs move further away from the concrete.
Class Section 3.2
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Steps Toward Understanding
1st Rung: Select data to focus on
2nd Rung: Add own meaning to data
3rd Rung: Make assumptions re data - can be more than one
rung
Class Section 3.2
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Steps Toward Understanding
Next Rung: Draw conclusions - can be more than one rung
Next Rung: Develop, add to beliefs about world - worldview
Top Rung: Take actions based on beliefs
Class Section 3.2
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Climbing the Ladder: an Exercise
n Start from the bottom of the ladder n Build up – one assumption is usually based
upon another and the inaccurate belief system grows.
n Brainstorm the corrective behaviors n Share “tales from the front” cases.
Class Section 3.2
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Recap: Tool for Awareness
n MUST ¨ filter data, ¨ decide what is important, ¨ develop belief system, and ¨ act upon it.
n HOWEVER, one can develop inaccurate/harmful, etc. belief systems and views.
n AWARENESS and PERSONAL MASTERY can keep you from climbing up the wrong ladder!
Class Section 3.2
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Systems Thinking for Librarians
Discussion and Dialogue n Constructive interaction with colleagues
promoted continued learning n Librarians can apply reference interview skills
to other interactions n Modes of conversation have different
elements and support different goals
Class Section 3.3
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Goals of Conversing Styles n Advocacy
¨ Marketing leverage ¨ Arguing for one point of view
n Discussion ¨ Team consensus builder ¨ Goal oriented or task-based focus
n Dialogue ¨ Exploration and determining shared meaning ¨ Discovery and insight ¨ Collective inquiry and mindfulness
Class Section 3.3
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Setting the Stage for Dialogue
n Seek to catalyze insight and discover the process of thought.
n Encourage participants to develop a shared intention.
n Create a “safe harbor” environment where participants can say what they feel in a constructive manner.
Class Section 3.3
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Setting the Stage for Dialogue
n Listen not only to participate but with an openness to change.
n Be aware of your own thinking n Manage conflict effectively and constructively n Abandon the notion of the “right” answer
Class Section 3.3
Fieldbk, 375
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Dialogue at Pflom
n Step into the librarian’s shoes n Structure an opportunity for dialogue
Class Section 3.3
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Systems Thinking for Librarians
Recap n Do you see a way you can apply systems
thinking and tools to your situation right now? ¨ Stories and Scenarios ¨ 5 Whys ¨ Causal Loop Diagrams ¨ Archetypes
Class Section 3.4
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Systems Thinking for Librarians
Wrap Up n Refer back to desired goals from morning n Please fill out evaluation form n Please leave cards if you are willing to give
us feedback down the road. n Presentation available at www.zpm1.com n THANK YOU!
Class Section 3.4
Zipperer/Corliss/Tompson SLA / June 6th / 2004
Continue the Conversation
n Lorri Zipperer ¨ [email protected]
n Rebecca Corliss ¨ [email protected]
n Sara Tompson ¨ [email protected]
Class Section 3.4