Metodología de los Sistemas Suaves

1. systems thinking systems thinking systems thinking systems thinking systems thinking systems thinking Metodología de los Sistemas Suaves

2. Teoría de sistemas • un cuerpo bien-desarrollado de ideas teóricas - con muchas aplicaciones: - análisis de sistemas - Management (gerencia) -ingeniería

3. Pensamiento de sistemas duros enfoques de sistemas (analisis de sistemas en metodos estructurados), ingeniería de sistemas, investigación de operaciones) asumen: • realidad objetiva de sistemas en el mundo • problema bien-definido a ser resuelto • factores tecnicos, lo más importante • Enfoque cientifico en la solución del problema • una correcta solución

4. Pensamiento de sistemas suaves. enfoques de sistemas suaves (Soft Systems Methodology, soft OR) asumen: • problemas organizacionales son ‘confusos’ (Ackoff), pobremente definidos • Los interesados interpretan problemas de modo diferente (realidad no es objetiva) • Son importantes los factores humanos • Enfoque creativo, intuitivo para solución del problema • Los productos son aprendizaje, mejor entendimiento, y no tanto una ‘solución’

5. SSM - la actual visión:- flujo lógico - flujo cultural source: Checkland, SSM in Action

6. 7 action to improve the problem situation situation considered problematic 1 6 changes: systemically desirable, culturally feasible comparison of models and real world 5 problem situation expressed 2 real world systems thinking about real world 3 root definition of relevant systems conceptual models of systems described in root definitions 4 SSM – vsión global (modelo de las siete etapas) source: Checkland: Systems Thinking, Systems Practice

7. Problemas suaves • Inconformidad percibida • pobremente definida ‘mal’ (Ackoff) • complicaciones humanas • Inconveniente para sistemas duros o tecnicas OR

8. coffeetime yet? Visión enriquecida observación • representaciones iconicas – dibujar un cuadro el cual integre los elementos importantes de la situaciónproblema. frontera idea! crossed swords =friction

9. Visión enriquecida - ejemplo

10. derivando sistemas relevantes. • relevant systems are conceptual (in-the-mind) models of parts of the problem that are of interest • they are models which follow systems principles to help structure the analyst’s impression of the problem - not definitive descriptions of systems in the real world • problems can be represented as they are perceived by different stakeholders

11. definiciones raíz • short textual statements which define the important elements of the relevant system being modelled - rather like mission statements they follow the form: a system to do X by (means of) Y in order to Z what the system does - X how it does it - Y why it’s being done - Z

12. ejemplos de definiciones raíz primary task (relating to basic tasks and structures) A university owned and operated system to award degrees and diplomas to suitably qualified candidates (X), by means of suitable assessment (Y), (in conformance with national standards), in order to demonstrate the capabilities of candidates to potential employers (Z). issue based (relating to temporary or qualitative concerns, or concerns of judgment) A university owned and operated system to implement a quality service (X), by devising and operating procedures to delight its customers and control its suppliers (Y), in order to improve its educational products (Z).

13. análisis CATWOE a check to ensure that root definitions contain most of what is important Customers the victims or beneficiaries of T Actors those who do T Transformation input output Weltanschauung the worldview that makes the T meaningful in context Owners those with the power to stop T Environmental elements outside the system which constraints are taken as given, but nevertheless affect its behaviour

14. Ejemplo de CATWOE C candidate students A university staff T candidate students degree holders and diplomates W the belief that awarding degrees and diplomas is a good way of demonstrating the qualities of candidates to potential employers O the University governing body Enational educational and assessment standards

15. modelos de actividad (conceptual) • representation of the minimum set of activities necessary to ‘do’ the root definition • activities modelled by verbs

16. modelos de actividad - símbolos verb + noun phrase activity - ‘do something’ A logical dependency arrow - activity A must come before B, or if activity A is done badly - so will B B boundary example use

17. modelos de actividad - ejemplo A university owned and operated system to award degrees and diplomas to suitably qualified candidates (X), by means of suitable assessment (Y), (in conformance with national standards), in order to demonstrate the capabilities of candidates to potential employers (Z).

18. medidas de desempeño • E1 - efficacy (does the system work, is the transformation effected)? • E2 - efficiency (the relationship between the output achieved and the resources consumed to achieve it) • E3 - effectiveness (is the longer term goal (Z) achieved)

19. medidas de desempeño - example • E1 (efficacy) - are degrees and diplomas awarded? • E2 (efficiency) - how many degrees and diplomas, of what standard, are awarded for the resource consumed? • E3 (effectiveness) - do employers find the degrees and diplomas a useful way of assessing the qualities of potential employees?

20. el modelo conceptual completo • root definition • CATWOE • activity model • measures of performance

21. design education programmes enroll students appreciate national standards allot resources educate students award degrees + diplomas to students reaching acceptable levels design and carry out assessment take control action monitor for E1, E2, E3 el modelo completo - example • E1 (efficacy) - are degrees and diplomas awarded? • E2 (efficiency) - how many degrees and diplomas, of what standard, are awarded for the resource consumed? • E3 (effectiveness) - do employers find the degrees and diplomas a useful way of assessing the qualities of potential employees?

22. Niveles de resolución • cada actividad puede ser modelada a un alto nivel de resolución - en otras palabras una nueva definición raíz es preparada especificamente para esa actividad y construir un modelo conceptual el cual además defina el conjunto de actividades(más detallado) necesarias para integrarla. • En esa forma situaciones complejas con muchas actividades pueden ser modeladas sin pérder el sentido de la forma global del problema.

23. is it done in the real situation? how is it done? comments, recommendations activity 1 2 3 Comparación con el mundo real