The cult of performance: what are we doing when we don’t know what we are doing?

Title from:
Burke, R. (2004) ‘The cult of performance: what are we doing when we don’t know what we are doing?’, foresight, vol. 6, no. 1 [Online]. DOI 10.1108/14636680410531534.

"Being aware, when we don’t know what we are doing, of what we are doing assists in bringing people involved to the reality that not knowing what we are doing really is the situation." (Burke, 2004, p. 53).

Systems: false and useless?

Systems thinking: a false and useless systems-organic analogy promoting the ideology of unification and organisation for the benefit of the elite? (Oakes, 2012, noting arguments by Hammond and Lillianfeld).

Oakes, J. A. (2012) Criticism of Systems [Online]. Available at https://oakesj.wordpress.com/2012/09/08/criticism-of-systems/ (Accessed 24 December 2016).

The jargon problem

"We have developed a vocabulary that equips our students with the ability to speak
with authority about subjects they do not understand. Little wonder they do not
become effective spokespersons to potential users."

(From Why Few Organizations Adopt Systems Thinking - Ackoff Center).

"Dance with the system"

"Before you disturb the system in any way, watch how it behaves. Learn its history. Ask people who’ve been around a long time to tell you what has happened....learn to dance with the system" (Meadows in Bowman et al., 2015, p. 17).

Bowman, K., Chettleborough, J., Jeans, H., Whitehead, J., Rowlands, J. (2015) Systems thinking: An introduction for Oxfam programme staff [Online], GB, Oxfam. Available at http://policy-practice.oxfam.org.uk/publications/systems-thinking-an-introduction-for-oxfam-programme-staff-579896 (Accessed 16 December 2016).

Reflection and recursion

"Suggest some differences between reflection as evaluation and reflection as
recursion."

(OU, 2010, SAQ 2.18, p. 97)

...

Tell a story part 2..

"what story or stories you might like to tell yourself and/or others about your systems practice as a
result of your systemic inquiries thus far in the module? ... What have you come to value – or not value?"

(OU, 2010, p. 96)

Purpose: P(Q)<-R

A system to do P (what) by Q (how) because of R (why) (Ison, 2010, p. 162)

Other views are possible?

Ison (2010, p. 114) notes, after referring to a story by Patricia Shaw around an unconventional approach to a tender meeting, that Shaw and colleagues have "rather publicly rejected systems approaches" but Ison argues "what they reject is their own misunderstanding..".

"..I will argue that this assumption of controllability is the
distinguishing feature of what I will call mainstream thinking about
innovation. In my view, mainstream thinking is basically systems
thinking. The purpose of this book is to argue for a very different
understanding of innovation.... Innovation will be presented as the
emergent continuity and transformation of patterns of human interaction."

Fonseca, J. (2004) Complexity and Emergence in Organizations [Sample] [Online]. Available at http://samples.sainsburysebooks.co.uk/9781134577125_sample_510246.pdf (Accessed 25 November 2016).

Social (and anti-social) technologies

Technology as Mediator of Our Being (Cf. Ison, 2010, pp. 107-112).

i) Technology is relational
ii) Understanding becomes embedded in technologies
iii) Our being is a product of these dynamics

For example; language, institutions, management, projects, etc.



We live within the "ball" of technologies (from Ison, 2010, p. 108).

Ison (2010) further refers to the work of Don Ihde.

Morphologics

(Re-purposed from "Gemma and Sonja", in OU, 2010, p. 84)

The other(wise) stakeholder

"Paradoxically a stakeholder can also assert influence by not participating.." (OU, 2010, p. 82, quoting SLIM, 2004).

Systems practitioner as juggler

	Being being ethical isophor embodied person living in language explanations social technology emotions technology as mediator institution tradition(s) of understanding
Engaging choices about situations bringing forth mess complex adaptive system resource dilemma difficulty reification experience neologism wicked problems, wicked situations tame problems systems diagramming		Contextual- ising aware systems practice systematic thinking tradition designing a systemic inquiry systemic thinking tradition exploring purpose metaphor analysis patterns of knowing method, methodology purposeful and purposive behaviour multi-methodology revealing and concealing metaphors
	Managing causal-loop models emergence perspectives on managing self-organisation transformation systems dynamics tradition emotions viable system model systemic awareness getting by, getting on top, creating space for hierarchy heterarchy responsible autonomy researchers ecological intelligence learning

(Ison, 2010, ch. 4)

System or situation, process or entity

A "situation" is where "something is at issue" in a system(s) [?] (Ison, 2010, p. 34).

We can "choose to see a situation as a system [systemically]" (Ison, 2010, p. 37).

We also choose where we draw borders, what types of systems we see, and criteria for success (Ref. Ison/Morris in Systems and Systemic thinking). It is a trap to assume agreement about 'the system' (Ison, 2010, p. 45).

See 'system' "as a particular way of thinking about a complex set of interactions in particular situations" (Ison, 2010, p. 45).

Similarly, don't confuse a system as entity, and a system as process (Ison, 2010, p. 45); "the process of formulating systems of interest as a form of practice (i.e. inquiry)" (Ison, 2010, p. 52). Systems practice is "epistemological" more than "ontological" (OU, 2010, p. 70).

Ison (2010, p. 47) recommends;

1. Start with the situation not the system.
2. We choose how to characterise situations as different "types of system".
3. Distinguishing a system in a situation is a particular way of knowing the situation.
4. Beware "reifying" this choice.

Management dyslexia

Management dyslexia; the ".. talent for putting together entities that are less than the sum of their parts.. inability to think in systems terms".

(Caulkin, S., 2007, in The Observer, reproduced in Ison, 2010, p. 23).

Systems and Systemic thinking

Ison (2010, p. 19) has "no intention of defining what systems thinking or practice is, or is not. ... definitions are constraining.. ". Rather, we "recognise" systems thinking" systems thinking and practice are a [social dynamic]..". This recognition may follow from a "claim" to be systemic (Ison, 2010, p. 20).

but ..
"Systemic thinking .. refers to the understanding of a phenomenon within the context of a larger whole... to put [things] into a context, to establish the nature of their relationships." (Ison, 2010, p. 22).

and ..

Quoting Morris (in Ison, 2010, p. 39); "Somewhere between the delightful simplicity of reductionist explanations and the possibily unreal requirements of unrestricted holism ... where the ideas of systems and of systems thinking are valuable."

Definition of a system; "A collection of entities that are seen by someone as interacting together to do something (... to cause change)" (Morris, in Ison, 2010, pp. 39-40), therefore including a "subjective" element (Ison, 2010, p. 44). This can manifest as choosing "diffeent types of systems"; conflicting "conceptions of a system of interest" and "criteria for success" (Ison, 2010, p. 44, referencing Morris).

Matrix: "a complex network of nested and intersecting circular relationships"
(Ison, 2010, p. 18) [refer also 'network'].

Other systems concepts (from Ison, 2010, pp. 21-22); boundary, communication, connectivity, difficulty, emergent properties, environment, feedback, hierarchy, measure of performance, mess, monitoring and control, networks, perspective, purpose, resources, system, system of interest, systemic thinking, systematic thinking, tradition, transformation, trap, worldview. Also; cycles, counterintuitive effects and unintended consequences (Ison, 2010, p. 30).

"Someone who pays particular attention to interconnections is said to be systemic" (Ison, 2010, p. 28) although "effective systems practice .. means being both systemic and systematic when appropriate (Ison, 2010, p. 28).

Systems practice is therefore a "relational dynamic", that "arises in social relations" (OU, 2010, p. 70). Refer also system as process vs system as entity.

“If you act with epistemological awareness, then you enhance the practice repertoire you have at your disposal for managing systemic change” (OU, 2010, p. 72).

Ison's systemic practitioner (as juggler) is an "ideal type" (Ison, 2010, pp. 53-54).

A discourse of hope

Purposive change wants a discourse of hope, an horizon vision to draw us
(Ison, 2010, pp. 324-5)

From being to doing

Being systemic is one step in systemic understanding, awareness and communicating. Doing Systems goes further, to "commit" to action in the world; juggling all the Systems balls [being, engaging, contextualising and managing].
(Ison, 2010, p. 317; OU, 2010, p. 166).

Systemic inqury

Figure: Activity model of a systemic inquiry system (from Ison, 2010, p. 248).


Figure: Systemic inquiry (OU, 2010, p. 93)

The emotion of systemic inquiry

"What is the dominant disposition, or emotion, that underpins a systemic inquiry process?"

A. "Respect for uncertainty"

(OU, 2010, p. 164)

Living in language

"Metaphors .. both reveal and conceal but because we live in language it is sometimes difficult to reflect on our metaphors-in-use..."
(Ison, 2010, p. 172).

but also

"Within all dominant discourses there is always resistance"
(Ison, 2010, p. 174, referencing Foucault).

Language is a "social technology" (OU, 2010, p. 165).

".. systems practice creates the possibilities for the emergence of authenticity"
(Ison, 2010, p. 312).

"the knowledge of the other is my gift.."

"the knowledge of the other is my gift .. which arises in interpersonal relations"
(Ison, 2010, p. 174, quoting Maturana, 1988).

Maturana, H. R. (1988) 'Reality: The search for objectivity or the quest for a compelling argument', The Irish journal of psychology, vol. 9, no.1, pp. 25-82.

"Outstanding" leadership

OU (2010, pp. 76-7) refers to the Work Foundation Report (Tamkin et al., 2010) to list key characteristics of "outstanding" leadership [own emphasis].

I would identify the foundational characteristics from these as;

i) thinking systemically (and long-term)
ii) people (and relationship) focused

Reference:
Tamkin, P., Pearson, G., Hirsh, W. and Constable, S. (2010) Exceeding Expectation: The Principles of Outstanding Leadership, London, The Work Foundation.

Meta-narratives

Our action is framed; within the meta-narratives of our time, that feed the assumptions we make.
(OU, 2010, pp. 64-)

OU (2010, pp. 67-8) discusses "worldview commonalities and clashes". For example, one's "theory of change" may include the big questions;

1 What is the nature of human beings?
2 What are the nature and sources of power?
3 What are the nature and sources of truth and authority?
4 What is your analysis of the causes of social problems?
5 What is the role of individuals and institutions in social change?
6 What is your vision of the way it can or should be?
7 What do you consider as mechanisms of change?
(from OU, 2010, p. 68).

I would add 'How do you view technology/technologies, and one's relationship with this?', as significant especially in our 'modern times'. See also Social (and anti-social) technologies.

In 'Being ethical', Ison (2010, pp. 103-4) quotes Foerster's "epistemological choice"; to see oneself as "citizen of an independent universe", or "participant in a conspiracy".

Resource dilemmas

Resource dilemmas feature; interdependencies, complexity, uncertainty and multiple stakeholders and perspectives.

(Ison, 2010, pp. 231-2).

'Tell a story' ..

...

cf. OU (2010, Part 2)

Systems' shadow

Mary Sibande (artist) says "change is a violent process" (see https://www.apollo-magazine.com/mary-sibandes-alter-ego-tells-the-story-of-post-apartheid-south-africa/).

Conversely,  Ison (2010, p. 13) states; "systems practice and thinking is dangerous", but "dangerous because it may change who you are and how you act."

OU (2010, p. 51), discussing systemic inquiry, quotes Jung; "the way that leads through darkness and obscurity".


References

Ison, R. (2010) Systems Practice: How to Act in a Climate-Change World, Springer, London.

Open University (OU) (2010) TU812 Managing systemic change: inquiry, action and interaction. Study guide [Online], UK, Charlesworth.

Acknowledgements: F Brooks.

Learning contract

Learning contract template

My TU812 learning contract

Being systemic is a wicked problem

Being systemic is a wicked problem (aka Rittel and Webber, 1973), in theory and practice;

"
it is often hard to escape the trap of thinking that can be described as Newtonian, mechanistic, linear, mono-causal, systematic etc. It is necessary to practice so as to break out of this trap. ... [to] .. trigger a shift in thinking from the systematic to the systemic so that you can hold both in creative tension. ... Firstly, it’s not the tools that you use that necessarily lead you to systems thinking but how you use them... "
(OU, 2010, p. 44).

Similarly, Ison (2010, pp. 4-); ".. it is not easy to think and act differently. How we think and act is patterned into the very fabric of our existence..."

Further, the lack of acceptance of the "wicked problem" concept (vs "tame" problems) is itself a wicked problem; we/they are "stuck" (Ison, 2010, p. 123).

Even further, Ison (2010, p. 125) however argues "the use of the word  'problem' is problematic"; a potential "trap of reification" (p. 127)- our "concept forming apparatus" (p. 129) [a social technology].

A "mess" can be seen as a "system of problems" (Ison, 2010, p. 126, quoting Ackoff).

Ison, R. (2010) Systems Practice: How to Act in a Climate-Change World, Springer, London.

Open University (OU) (2010) TU812 Managing systemic change: inquiry, action and interaction. Study guide [Online], UK, Charlesworth.

Rittel, H. W. J. and Webber, M. M. (1973). 'Dilemmas in a General Theory of Planning', Policy Sciences, vol. 4, no. 2, pp.: 155–169 [Online]. DOI: 10.1007/bf01405730.

Wordcloud

A wordcloud of the TU812 Glossary (made with wordle.net)

PFMS

Practitioner x Framework x Method x Situation

(Study Guide, Part 1)

Some key introductory points

* Systems thinking is 'systemic'; relational thinking considering relationships amongst system elements, a larger concept than only 'systematic'; linear, procedural thinking.
* Western thinking is often "trapped" in overly systematic bias (OU, 2010, p. 44).
* It is [near] impossible to prevent or control change; but it may be managed (OU, 2010, p. 12).
* The change process is an iterative interaction between systemically desirable and culturally feasible (OU, 2010, p. 15-).
* Systemic inquiry is a "practice" and a "disposition", ideally accepting uncertainty and facilitating team work and social learning (OU, 2010, p. 29).
* The observer is part of a systemic inquiry (OU, 2010, p. 28).
* "Methodology .. means the logos, or logic of method" (OU, 2010, p. 39).
* A reflexive, or second order, perspective is  when something is applied to itself e.g. learning about learning (OU, 2010, p. 40).
* Reflection is the usual thinking about what we're doing. Reflexion is [?] second-order reflecting on that reflection. See "Reflection and reflexivity explained".
* Reflexion therefore considers the observer as part of the situation (OU, 2010, p. 40).
* Practice is a "relational dynamic" including a practitioner (P) applying a theory framework (F) and methods (M) in a situation (S) (OU, 2010, p. 37).
* The TU812 focus is on practitioner change (OU, 2010, p. 43); "change .. starts home" (Ison, 2010, p. 4).
* Social technologies; relationships mediated by technologies (cf. Ison, 2010, p. 7).
* "Adaptation as co-evolution": the ongoing coupling of system and environment, or rather "processes of mutually interaction" of  (cf. Ison, 2010, pp. 11-13).

Ison, R. (2010) Systems Practice: How to Act in a Climate-Change World, Springer, London.

Open University (OU) (2010) TU812 Managing systemic change: inquiry, action and interaction. Study guide [Online], UK, Charlesworth.

"Reflection and reflexivity explained"

From TU812 Study Guide, p. 40 (OU, 2010).

"When did you last step out of your day-to-day activities, even momentarily, and think about what you are doing? ... All of these can be opportunities or catalysts for reflection on what we do. ... But reflection can move to another level – we can pause to think about ‘what it is we do when we do what we do’. This apparently awkward phrase is not redundant, it is circular. .. a process of stepping outside the framework in which normal reflection occurs.

At its simplest reflexivity can be understood as a higher order form of reflection.... Reflexivity starts to operate when in one’s daily practices you move beyond reflection and interpretation (first-order processes) to reflection on reflection or interpretation of interpretation (second-order processes). Reflexivity concerns both what and why.

A key aspect to reflexivity is seeing yourself as always part of, as well as responsible for the framing of, situations and acting with awareness that this is always the case."

Reference

Open University (OU) (2010) TU812 Managing systemic change: inquiry, action and interaction. Study guide [Online], UK, Charlesworth.

Systems traditions

• Early cybernetics
• General systems theory
• System dynamics
• Soft and critical systems
• Later cybernetics (second-order cybernetics, soft cybernetics)
• Complexity theory
• Learning systems
• Systemic inquiry
• Systemic action research
• Systemic intervention
• CAS (complex adaptive systems)
• Cynefin framework (cf. Ison, 2010, p. 132)

Cf.
Ramage and Shipp (2009) Systems Thinkers
Ison (2010) Systems Practice: How to Act in a Climate Change World
Blackmore (ed.) (2010) Social Learning Systems and Communities of Practice

Nature of change

1. Conditions for change (self-organisation)
2. Goals

(Paraphrasing http://www.new-paradigm.co.uk/nature_of_change.htm).

TU812 Blog / Learning Journal

"...
Journaling helps you to go back over and review the thoughts you had at
certain points in the module and see whether these have changed as a result of
further study and why. You will find this to be particularly rewarding for the
end-of-module assessment (EMA), where you will be required to use as many
of the insights from the module as you think relevant to that task.
Your journal can take any form you want but a blog is expected to be a key
part of it..."

(OU TU812 > Module Guide).