Lecture 19 socioorganizational issues and stakeholder requirements Part

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Lecture 19 socio-organizational issues and stakeholder requirements –Part 2

Lecture 19 socio-organizational issues and stakeholder requirements –Part 2

Today’s Topics n Introduction to Soft System Methodology ¨ System ¨ SSM introduction ¨

Today’s Topics n Introduction to Soft System Methodology ¨ System ¨ SSM introduction ¨ SSM activities ¨ CATWOE model ¨ Conceptual modeling n Participatory Design

Soft System Methodology -SSM n Soft systems methodology (SSM) is a systemic approach for

Soft System Methodology -SSM n Soft systems methodology (SSM) is a systemic approach for tackling real-world problematic situations. n Developed primarily by Peter Checkland (UK) as a result of 30 years research work. n Published in 1981.

Systems Thinking and SSM First we will look into n Properties of systems n

Systems Thinking and SSM First we will look into n Properties of systems n What are “Hard” and “soft” approaches? n Introduction to Soft Systems Methodology n Some SSM techniques

First…. n What is a system? n What is systems thinking?

First…. n What is a system? n What is systems thinking?

A systems typology n n Natural systems – living and non-living, from subatomic to

A systems typology n n Natural systems – living and non-living, from subatomic to ecosystems and galaxies. Designed systems ¨ Physical, e. g. train, chainsaw, dam ¨ Abstract, systems of knowledge or philosophy n n Human activity systems – “purposeful wholes”, e. g. the gas industry, the City Council. Social systems – overlap natural and human activity systems, e. g. family. (Checkland, 1981)

Socio-Technical Systems n n Systems ideas have been applied to organizational behaviour in many

Socio-Technical Systems n n Systems ideas have been applied to organizational behaviour in many ways. For example, the concept of socio-technical systems sees organizational systems as having ¨ Technical subsystem – formal processes, tasks, machinery, programs, with official goals, etc. ¨ Social subsystem – human concerns & needs; personal goals, views & interests; communications, motivation, job satisfaction etc.

Characteristics of Systems n n n A boundary Hierarchy – parts which may themselves

Characteristics of Systems n n n A boundary Hierarchy – parts which may themselves be systems Emergence ¨ Systems (and subsystems) have properties which their contituent parts do not possess ¨ Examples of emergent properties? n n Communication – parts can interact Control processes – to ensure continuity

Control - Feedback Input System activities Output Control mechanism Negative feedback corrects a tendency

Control - Feedback Input System activities Output Control mechanism Negative feedback corrects a tendency Positive feedback enhances a tendency Feedback

Control - Feedforward Input System activities Output Control Feedforward Control mechanism Feedforward sampling inputs

Control - Feedforward Input System activities Output Control Feedforward Control mechanism Feedforward sampling inputs and adjusting activities on that basis. E. g. correcting a chemical process based on purity of elements input.

Open & closed systems n Open systems ¨ Interact with their environment through inputs

Open & closed systems n Open systems ¨ Interact with their environment through inputs and outputs that cross the system boundary ¨ Include organizational and living systems n Closed systems ¨ Don’t interact with their environment. ¨ (Or, take in only energy, e. g. the biosphere or various mechanical gadgets. ) n These are best viewed as relative terms.

Two well known phrases Divide and conquer! n n n Reductionism. Simplification for analysis

Two well known phrases Divide and conquer! n n n Reductionism. Simplification for analysis Computer people do this often! The whole is greater than the sum of its parts. n n Holism Dividing into parts loses connectedness & emergent properties.

“Hard” and “soft” problems n Hard problems: ¨ Structured, clear when a solution is

“Hard” and “soft” problems n Hard problems: ¨ Structured, clear when a solution is found, ¨ Subject to reasoning, problems about “how”. ¨ Often in engineering, science. Dealing with blown fuse, designing a bridge, etc. n Soft problems: ¨ Unstructured, messy, no clear solutions. ¨ Questions about “what” to do. ¨ Often in organisations, social situations, politics – situations involving people.

Hard and soft systems thinking n n n “Hard” systems thinking treats parts of

Hard and soft systems thinking n n n “Hard” systems thinking treats parts of the world as systems, and investigates/ engineers them. Systems taken to exist. “Soft” systems thinking uses a process of enquiry which is systemic. This uses systems models to help find out about the real world, so we may explore the consequences of choosing to view elements as if they were systems, but the systems we model are notional, not representations of the world. (See Checkland, 1999)

Experience teaches: n “Hard” problems are susceptible to “hard” approaches n “Soft” problems need

Experience teaches: n “Hard” problems are susceptible to “hard” approaches n “Soft” problems need “soft” approaches.

What is SSM? A systemic process of learning n For exploring problem situations in

What is SSM? A systemic process of learning n For exploring problem situations in organisations n For suggesting changes which will be helpful and achievable n

SSM - Basic Overview Choose & build Models of “relevant systems” of purposeful activity,

SSM - Basic Overview Choose & build Models of “relevant systems” of purposeful activity, each based on a world-view Perceived real-world problem situation Action to improve… Comparison of models with the problem situation, to identify… (Adapted from Checkland & Scholes, )

SSM Overview - activities Finding out about the problem situation, including cultural/ political aspects

SSM Overview - activities Finding out about the problem situation, including cultural/ political aspects Choosing & building models of “relevant systems” of purposeful activity, each based on a worldview Taking action to improve. . . Debating the situation using the models (Comparison) - Identifying desirable and culturally feasible changes - Finding accommodations between conflicting interests that will enable … Understanding of the organisation, including cultural and political analysis

Using SSM Not intended as a prescriptive set of steps. n Start anywhere, finish

Using SSM Not intended as a prescriptive set of steps. n Start anywhere, finish anywhere, repeat ad lib (spoken or performed without previous preparation). n Adapt as necessary. n

Why SSM? Practical and flexible approach to managing change n Holistic approach that takes

Why SSM? Practical and flexible approach to managing change n Holistic approach that takes a wide range of factors into account, inc. social and political aspects n Aims to suggest change that is meaningful and feasible in the organisational context n Can be highly participative n

Why SSM for IS? n n It’s NOT a complete development method. But has

Why SSM for IS? n n It’s NOT a complete development method. But has been extended with techniques for IS Useful for IS-related problem “solving. ” Used in ¨ Feasibility ¨ Requirements capture ¨ IS Planning n The aim is to have systems which are seen as relevant, fit the organisation, and are used.

Example SSM IS projects Recording the activities of community health workers n Decision support

Example SSM IS projects Recording the activities of community health workers n Decision support in a marketing company n Providing mission briefings for fighter pilots n Managing assignment submission for distance learners n

SSM Overview - activities Finding out about the problem situation, including cultural/ political aspects

SSM Overview - activities Finding out about the problem situation, including cultural/ political aspects Choosing & building models of “relevant systems” of purposeful activity, each based on a worldview Taking action to improve. . . Debating the situation using the models (Comparison) - Identify desirable and culturally feasible changes - Find accommodations between conflicting interests that will enable … Understanding of the organisation, including cultural and political analysis

Entering the problem situation “A situation in which there are perceived to be problems”

Entering the problem situation “A situation in which there are perceived to be problems” n Don’t concentrate on “the” problem n We may enter the problem situation as external consultants, or work on our own problem situations. n

What to put in a rich picture n Structure, e. g. ¨ departmental or

What to put in a rich picture n Structure, e. g. ¨ departmental or organisation boundaries, ¨ geographical considerations, ¨ people and institutions. n n Process - activities, information or material flows. Climate - the relationship between structure and process, and any associated problems. ‘Soft facts’ - concerns, conflicts, views. Environment - external interested bodies, factors affecting the organisation.

Commonly used symbols External observers / interested parties People Flows A boundary £ How

Commonly used symbols External observers / interested parties People Flows A boundary £ How can I…. ? Concerns, views Conflict

SSM Overview - activities Finding out about the problem situation, including cultural/ political aspects

SSM Overview - activities Finding out about the problem situation, including cultural/ political aspects Choosing & building models of “relevant systems” of purposeful activity, each based on a worldview Taking action to improve. . . Debating the situation using the models (Comparison) - Identify desirable and culturally feasible changes - Find accommodations between conflicting interests that will enable … Understanding of the organisation, including cultural and political analysis

Thinking about the problem situation What important tasks are taking place? n What issues

Thinking about the problem situation What important tasks are taking place? n What issues have you identified? n Name “relevant systems” (of human activity) n

Relevant systems Relevant to exploring, debating and changing the problem situation n Relevant from

Relevant systems Relevant to exploring, debating and changing the problem situation n Relevant from some “world view” – Weltanschauung (a comprehensive conception or n apprehension of the world especially from a specific standpoint) More than one - choose a variety of views, ideas n Phrase as “A system to …. ” n ¨ Identify the W that makes them meaningful and the main transformation.

Relevant systems (2) Primary task systems deal with the main task of the organisation,

Relevant systems (2) Primary task systems deal with the main task of the organisation, from some viewpoint. n Issue-based systems deal with issues, problems etc. n Not always a clear-cut distinction, but aim to include both! n

SSM Overview - activities Finding out about the problem situation, including cultural/ political aspects

SSM Overview - activities Finding out about the problem situation, including cultural/ political aspects Choosing & building models of “relevant systems” of purposeful activity, each based on a worldview Taking action to improve. . . Debating the situation using the models (Comparison) - Identify desirable and culturally feasible changes - Find accommodations between conflicting interests that will enable … Understanding of the organisation, including cultural and political analysis

Root definition (1) Short definition of a relevant system n Defines who would be

Root definition (1) Short definition of a relevant system n Defines who would be involved, purpose, viewpoint from which it’s defined, n “A system to…. ” n ¨ Remember: NOT a description of what happens in the real world. n We usually work with several definitions

Root definition (2) “Who is doing what for whom, to whom are they answerable,

Root definition (2) “Who is doing what for whom, to whom are they answerable, what assumptions are being made, and in what environment. ” (Checkland) n However, we use the CATWOE terminology n

CATWOE Input n n n T Output Customers beneficiaries/victims Actors those who do T

CATWOE Input n n n T Output Customers beneficiaries/victims Actors those who do T Transformation input output Weltanschauung world view, makes T meaningful Owner responsible (who could stop T? ) Environment “givens”, constraints

Building RD & using CATWOE n Either: ¨ Write a root definition, ¨ Validate

Building RD & using CATWOE n Either: ¨ Write a root definition, ¨ Validate it using CATWOE as a checklist ¨ Define any missing elements ¨ Rewrite RD to include them n Or: ¨ Define CATWOE ¨ Write a RD that includes all of them. ¨ Some leading practitioners criticise this approach.

Root Definition Example A Department of Computing owned system by which academic staff define

Root Definition Example A Department of Computing owned system by which academic staff define a unit syllabus in accordance with university standards for unit definition such that the unit will make the expected contribution to the route, provide clearning objectives for students and be deliverable in practice within the constraints on staff time and other resources within the department.

CATWOE for unit planning example n n n C A T Students Academic staff

CATWOE for unit planning example n n n C A T Students Academic staff Route’s requirement for unit requirement met by unit syllabus meeting criteria stated (i. e. objectives, deliverable in practice) W Importance of clear definition of units to route planning and student learning; units should have a defined place within the route. O Department E University standards for unit definition, time and resource constraints

Another RD example n A system to provide regular checkups, advice and treatment to

Another RD example n A system to provide regular checkups, advice and treatment to diabetic adults in the Southdown & Downsville area by means of outpatient appointments at Southdown General Hospital in order to empower them to control their diabetes.

CATWOE for clinic RD C A T W O E

CATWOE for clinic RD C A T W O E

CATWOE from clinic RD C - diabetic adults in the Southdown & Downsville area

CATWOE from clinic RD C - diabetic adults in the Southdown & Downsville area A-? T - patients with current level of support --> patients with the necessary support, advice and treatment to enable them to manage their diabetes W - O/P care can provide support that will enable people to control their diabetes. Patients as responsible managers of their own treatment, not passive recipients O-? E - SGH, O/P clinic, Southdown & Downsville area

Revised CATWOE for clinic RD C - diabetic adults in the Southdown & Downsville

Revised CATWOE for clinic RD C - diabetic adults in the Southdown & Downsville area A - medical, nursing & admin staff of the clinic. T - patients with current level of support --> patients with the necessary support, advice and treatment to enable them to manage their diabetes W - O/P care can provide support that will enable people to control their diabetes. Patients as responsible actors in their own treatment, not passive recipients O - SGH management E - SGH, O/P clinic, Southdown & Downsville area, HA budget and staffing constraints.

Revised clinic RD n An SGH-management-owned system, staffed by medical, nursing and clerical staff

Revised clinic RD n An SGH-management-owned system, staffed by medical, nursing and clerical staff of the hospital and operating within the Health Authority’s constraints on budget and staffing, to provide regular checkups, advice and treatment to diabetic adults in the Southdown & Downsville area by means of outpatient clinic visits at Southdown General Hospital, in order to ensure that all are empowered to control their diabetes.

SSM Overview - activities Finding out about the problem situation, including cultural/ political aspects

SSM Overview - activities Finding out about the problem situation, including cultural/ political aspects Choosing & building models of “relevant systems” of purposeful activity, each based on a worldview Taking action to improve. . . Debating the situation using the models (Comparison) - Identify desirable and culturally feasible changes - Find accommodations between conflicting interests that will enable … Understanding of the organisation, including cultural and political analysis

Conceptual modelling n Identify minimum necessary set of activities ¨ Define topics & time

Conceptual modelling n Identify minimum necessary set of activities ¨ Define topics & time allocation ¨ Document unit to university standards ¨ Appreciate university standards for unit definition ¨ Appreciate unit’s expected contribution to route ¨ Define learning objectives ¨ Decide method of delivery ¨ Appreciate time & resource constraints

Conceptual model 4 Appreciate university standards for unit definition 3 Appreciate time & resource

Conceptual model 4 Appreciate university standards for unit definition 3 Appreciate time & resource constraints 5 Decide method of delivery 2 Document unit to university standards 1 Appreciate unit’s expected contribution to route 6 Define learning objectives 7 Define topics & time allocation 8 Define assessment criteria 9 Monitor 1 -7 10 Take control action

The 3 (or 5) E’s n Efficacy: does the means work, does it actually

The 3 (or 5) E’s n Efficacy: does the means work, does it actually achieve the transformation? n Efficiency: does it use the minimum necessary resources? n Effectiveness: is the transformation meeting the longer term aim? n Also Ethicality and Elegance.

SSM Overview Finding out about the problem situation, including cultural/ political aspects Choosing &

SSM Overview Finding out about the problem situation, including cultural/ political aspects Choosing & building models of “relevant systems” of purposeful activity, each based on a worldview Taking action to improve. . . Debating the situation using the models (Comparison) - Identify desirable and culturally feasible changes - Find accommodations between conflicting interests that will enable … Understanding of the organisation, including cultural and political analysis

Participatory Design Users are actively involved in development n Should be used if you

Participatory Design Users are actively involved in development n Should be used if you want to draw on existing artifacts n Not suited for radical design changes n Developers’ world Users’ world

Participatory Design (Cont. ) n Data collection ¨ Observations, interviews, collaborative design and cooperative

Participatory Design (Cont. ) n Data collection ¨ Observations, interviews, collaborative design and cooperative prototyping guided by a well-defined research question n Data analysis ¨ Analyze artifacts at breakdowns ¨ Analyze videos, interviews and prototypes collected from sessions with the users n Outcome ¨ Working with the users, the product is evolved from the existing artifact

Participatory Design (Cont. ) n Examples of paper based prototyping techniques for participatory design

Participatory Design (Cont. ) n Examples of paper based prototyping techniques for participatory design ¨ Pictive (Plastic Interface for Collaborative Technology Initiative through Video Exploration ) Some design components are prepared by the developers n Pen, pencil, sticky notes, paper etc. are used by the users n Video recording devices are used to record what happens n

PICTIVE

PICTIVE

Participatory Design (Cont. ) ¨ Card (collaborative analysis of requirements and design n n

Participatory Design (Cont. ) ¨ Card (collaborative analysis of requirements and design n n ) The same principle as Pictive but with screen dumps The cards are used to explore workflow options with the user

Summary Soft systems methodology takes a broader view of human and organizational issues. n

Summary Soft systems methodology takes a broader view of human and organizational issues. n Participatory Methodology ¨Keeps users’ expectations in check ¨Users’ thinking can be constrained to what they are used to ¨Whenever users are available and willing to take part in the design n