Systems Thinking Concepts for Problem Solving Nanette Chadwick

Systems Thinking: Concepts for Problem Solving Nanette Chadwick Faculty Sustainability Workshop May 9, 2017 ) 1

SYSTEMS THINKING -- understands systems as dynamic wholes rather than as collections of parts, as webs of interdependent connections that create emerging patterns. -- sees isolated events in the larger context of emergent patterns as they unfold through time. -- sees how the parts within wholes interrelate, and identifies leverage points to lead to desired outcomes. 2

Systems thinking is a discipline for seeing wholes. It is a framework for seeing interrelationships rather than things, for seeing patterns of change rather than static 'snapshots. ' It is a set of general principles -- distilled over the course of the twentieth century, spanning fields as diverse as the physical and social sciences, engineering, and management. . During the last thirty years, these tools have been applied to understand a wide range of corporate, urban, regional, economic, political, ecological, and even psychological systems. And systems thinking is a sensibility -- for the subtle interconnectedness that gives living systems their unique character. Peter Senge 3

"All the important problems we face are systemic problems: the survival of the planet's ecology, world peace, the elimination of hunger and disease, the education of youth, and social justice--just to name a few. Over the past several decades the systemic nature of these complex problems has gradually entered the public's consciousness. Complex problems are systemic, complex problems are counterintuitive, systemic problems are everywhere, systemic problems are messy problems. " Hutchins 4

Sustainability and the Curriculum The [sustainability] crisis cannot be solved by the same kind of education that helped create the problems. David Orr Rather than being isolated in its own academic discipline, education about the environment…must become an integral part of the normal teaching in all disciplines. Tony Cortese 5

� ICEBERG MODEL TOOLS • React to Events – What do we notice? Describe what you observe. • Describe the Patterns and Trends Behavior over Time Graphs • Identify the Systemic Structures causal relationships Causal Loop Diagrams, Leverage Points • Transform our Mental Models Identify mental models 6

STEPS FOR USING TOOLS: [See handout] (1) Observe an event or phenomenon. EXAMPLE: Americans consume a large amount of fast food. 7

(2) Describe patterns and trends BEHAVIOR – be specific – define your scale! Behavior over time Graph (BOTG) -Represent your perception -General trends OR -Data intensive -Detailed TIME – define your scale! – seconds, days, years? 8

Amount of fast food consumed person per year Trends in fast food consumption 1960 Time (years) 2010 9

Average U. S. Food Expenditure Shares: At-Home vs. Away-from-Home. Source: Budget shares based on data from Food Expenditures Data Set, ERS, USDA; at http: //www. ers. usda. gov/data-products/food-expenditures. aspx. 10

TA DA IVE NS D E T IN AILE DET Many examples of BOTGs in article assigned for reading. 11

(3) Identify system structure. What are causes and effects of the trend in higher fast food consumption? CAUSES: EFFECTS: 12

Create causal loop diagrams (CLDs): -- do not have to be circular -- can simply show flow from causes to events, and then to effects -- may be several layers deep (root causes, ultimate effects) 13

Increasing fast food consumption Eat more fast foods Need quick meals Tight schedule, little time to cook Do less cooking, more free time Fill schedule with activities Positive and negative feedback cycles and their effects Where are potential leverage points to alter trends? 14

Unclassified document from the Office of the Joint Chiefs of Staff – 12/2009 y be a s m to ’ D CL mple si Y VER LEX MP O C 15

BOTGs describe WHAT happens in a system (observed patterns) CLDs explain WHY (BEWARE: CLDs are always a simplified representation of reality!) 16

What is the thinking that perpetuates these systemic structures? (4) Transform mental models. -- this step does not always occur --many blocks, pressures -- does not have to happen, for systems thinking to be valuable -- creation of cognitive dissonance is valuable 17

Systems thinking: -- tools can be applied to any event or phenomenon. -- Identifies the underlying causes and ultimate effects of trends -- allows students to make connections among isolated phenomena -- can alter mental models -- empowers perspective, identifies leverage points for change in systems 18

Habits of a Systems Thinker: Handout to discuss and take home. Also available, with many other resources, at: www. watersfoundation. org 19