systems thinking for librarians n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Systems Thinking for Librarians PowerPoint Presentation
Download Presentation
Systems Thinking for Librarians

Loading in 2 Seconds...

play fullscreen
1 / 71

Systems Thinking for Librarians - PowerPoint PPT Presentation


  • 128 Views
  • Uploaded on

Systems Thinking for Librarians . A State-of-the-Art Continuing Education Seminar: for the Special Libraries Association June 6, 2004, Nashville TN. Systems Thinking for Librarians . Sponsored by the SLA Engineering, Biomedical & Life Sciences Divisions and Aerospace section of SLA-SNG

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Systems Thinking for Librarians' - fauve


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
systems thinking for librarians
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 librarians1
Systems Thinking for Librarians
  • Sponsored by the SLA Engineering, Biomedical & Life Sciences Divisions and Aerospace section of SLA-SNG
  • Moderated by: Cynthia Bennington, SLA/ Eng
  • Support from EBSCO

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

systems thinking for librarians2
Systems Thinking for Librarians
  • Lorri Zipperer, Zipperer Project Management

lorri@zpm1.com

  • Rebecca Corliss, Schiff Hardin, LLP

rcorliss@schiffhardin.com

  • Sara Tompson, Packer Engineering, Inc.

sarat57@msn.com

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

systems thinking for librarians3
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
Systems Thinking Class Objectives
  • Explore core concepts.
  • Identify effects on information center interactions within an organization.
  • Identify affects on librarian’s interactions with all levels of the organization, immediate reports and exterior clients.
  • Construct how acceptance changes an individual’s decision-making.
  • Determine how the tools affect librarian’s strategic planning thought processes.

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

references and tools
References and Tools
  • Senge, Peter M. The Fifth Discipline Fieldbook: Strategies and tools for building a learning organization. 1994.
  • Senge, Peter M. The Fifth Discipline: The art and practice of the learning organization. 1990.
  • Select Bibliography
  • Glossary

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

systems thinking for librarians4
Systems Thinking for Librarians

Logistics

  • Three section program 8am- noon
    • Both lecture and group / team exercises
  • Break 10:00 to 10:30 am
  • Wrap up by noon

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

systems thinking for librarians5
Systems Thinking for Librarians

Will you please …

  • Introduce yourself
  • Share one key reason for attending the class

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

part one
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
What is Systems Thinking?
  • Interconnectedness
    • A set of elements that interact to shape behavior
  • Learning Organization
  • 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
Systems Thinking: Proven Value
  • Complex problems that involve helping many actors see the connectedness of the “big picture” and not just their part of it.
  • Recurring problems or those that have been made worse by past attempts to fix them
  • Issues where action affects (or is affected by) the environmentsurrounding the issue.
  • Problems whose solutions are not obvious

Class Section 1.1

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

systems thinking basic concepts
Systems Thinking: Basic Concepts
  • Everything is connectedto everything else
  • You can never do just one thing
  • Different people in the same structure will produce similar results
  • From “either/or” to “both/and”
  • There is no away to throw things to
  • The easiest way out is the fastest way back in
  • Profound changes can take place in ways we cannot foretell
  • The mapis not the territory
  • 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
Five Phases of Systems Thinking
  • Structure the problem
  • Understand causal loops and feedback
  • Model the dynamic relationships
  • Use scenarios to plan and model affects of actions taken
  • Implement and share learnings with the organization

Class Section 1.1

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

systems thinking for librarians6
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 librarians7
Systems Thinking for Librarians

Facilitates achievement of SLA Competencies

  • Will highlight a few today
  • http://www.sla.org/content/learn/comp2003/index.cfm

Class Section 1.1

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

systems thinking for librarians8
Systems Thinking for Librarians

Professional Competencies:

  • Aligning the information organization with key stakeholders
  • Assesses and communicates the value of the information organization
  • 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
Professional Competencies, con’t
  • Develops and maintains a portfolio of effective and aligned information services.
  • 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
Personal SLA Competencies

The special librarian:

  • Sees the big picture
  • Creates partnerships and alliances
  • 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
Barriers to Systems Thinking
  • Resources (financial and people)
  • Cultural and value-based
  • Leadership
  • Knowledge (ie identification of the problem)
  • Process-oriented
  • Time constraints
  • Strategic operation and planning
  • IT

Class Section 1.2

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

systems thinking for librarians exploring impact
Systems Thinking for Librarians: Exploring Impact

Stories of Engagement

  • Lorri
  • Rebecca
  • Sara

Class Section 1.2

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

are you a systems thinker
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
    • Info Center example
  • The interdependencies means no single “right” answer

Fieldbk, pg 90

Class Section 1.2

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

systems thinking assessment
Systems Thinking Assessment
  • Complete in five minutes
  • Talley each column
  • 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 librarians9

F

N

S

R

O

Systems Thinking for Librarians

Readiness Assessment - Continuum

Goal - Top 2

Class Section 1.2

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

systems thinking for librarians10
Systems Thinking for Librarians

Questions & Recap

  • Basic concepts of systems thinking
  • Why this class?
  • Where are we on the journey to “systemsness”?

Class Section 1.3

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

part two
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
A Typical Morning Conversation …

Class Section 2.1

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

does this sound familiar
Does this Sound Familiar ?
  • Pflom and Meyer, established yet old-fashioned firm
  • New librarian shut out
  • Info gathering inefficient and unreliable
  • Solutions require a new way of thinking ….

Class Section 2.1

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

value of stories
Value of Stories
  • Illustrates a theory
  • Allows listeners to empathize more broadly
  • Resonates with listeners
    • SLA storytelling models

Class Section 2.2

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

value of stories1
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.”

“Making Change Happen: Steve Denning Tells the Story of Storytelling” Information OutlookVol. 5, January 2001

Class Section 2.2

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

identifying the problem
Identifying the Problem
  • Problem Structure Modeling
  • Digging Deeper / The Five Whys

Class Section 2.3

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

problem structure modeling
ProblemStructure Modeling

The problem is:

  • Important
  • Chronic
  • Limited in scope

Class Section 2.3

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

exploring the problem the five whys
Exploring the Problem: The Five Whys
  • Why X 5 to get at:
    • Who, What, When, Where, Why
  • What are you trying to accomplish
  • Determine the root cause
  • Identify possible solutions
  • Limitations of the 5 Whys

FieldBk

pages 108 - 112

Class Section 2.3

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

the five whys
The Five Whys

Objective

Why?

Object

Subject

Why?

Why?

Root

Cause

Place

Time

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
Exercise: Pflom’s Problem

And the problem is….

  • Review the story
  • Identify key processes or issues that resonate as problematic and support the ineffective relationship
  • Post for further discussion to crystallize thoughts

Class Section 2.3

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

pflom problem con t
Pflom Problem: con’t
  • Individually assess the “why’s” that may have contributed to the situation
  • 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
A Picture is Worth a Thousand Words …

As a systems thinking tool, diagrams:

  • Illustrate cause and effect relationships
  • Facilitate communication
  • Create the “a-ha” experience

Class Section 2.4

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

ways of seeing things
Ways of Seeing Things

Diagramming System Behavior

  • Feedback
  • Causal Diagrams
    • Several sample techniques
    • Key terms
    • Illustrating a Story
  • Archetypes
    • Templates of Behavior

Class Section 2.4

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

importance of feedback
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
Computer Diagramming
  • Tool for observing patterns in large, complex situations
  • Epidemiological in nature
  • Software available
  • Beyond the scope of this class

www.imm.ecel.uwa.edu.au/ cmms/project_mngt.htm

Class Section 2.4

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

behavior patterns
Behavior Patterns

2. Limits to Growth

1. Fixes that Fail

3. Shifting the Burden

Time

Class Section 2.4

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

the role of delay
The Role of Delay:
  • Acknowledge delay as a factor in decision making
  • Respect delay as an element to understand success or failure
  • 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
The Role of Delay:Serving ACME
  • Key project
  • High demand
  • 24/7 service
  • Guaranteed 4 hour turn around

Class Section 2.4

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

the role of delay1
The Role of Delay:

ACME requests

Adherence

recorded hours/bills submitted

ACME

leaves!

Time

Class Section 2.4

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

slide44

Visualizing the System: Reinforcing and Balancing Loops

Target or

Goal

+

Reinforcing Loop

Balancing Loop

+

Class Section 2.4

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

visualizing the system steps in a process
Visualizing the System: Steps in a Process
  • Perform the exercise with a group representing multiple disciplines
  • Keep it manageable
  • 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
Steps in a Process, con’t
  • Identify key variables
  • Don’t think of loops as stone tablets
  • Avoid focus on details
  • 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

slide47

Pflom Story: Balancing Loop (-)

+

Cost

Recovery

Key Element or Corrective Action

Delay

Client Activity

Research

Quality

Leverage

Expertise

Client Bills

Limiting constraints

+

Librarian

isolation

Growing Action

+

Class Section 2.4

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

slide48

Pflom Story: Reinforcing Loop (+)

+

Info gathering

  • Staff use services more
  • Info expertise applied more
  • More team involvement

+

Revenue

Info Staff

integration

+

+

Staff

satisfaction

Client Bills

+

Client

satisfaction

  • More support for Info projects
  • More info resources
  • Business case for info staff improved

+

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

archetypes seeing patterns
Archetypes: Seeing Patterns
  • Accidental Adversaries
  • Fixes that Fail
  • Limits to Growth
  • Shifting the Burden
  • Tragedy of the Commons

Class Section 2.4

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

archetypes why bother
Archetypes: Why Bother?
  • Test mental models
  • Provide consistent representations of hypotheses that contribute to complexity
  • Explore hypotheses to illustrate organizational behavior in a variety of venues.

Class Section 2.4

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

slide51

Archetypes Exercise

+

The problem symptom

Archetype: Fixes that Fail

+

Delay

+

+

Unintended consequence

Class Section 2.4

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

slide52

Fixes that Fail

+

Cost recovery

initiated

The problem symptom

Client

leaves

Quality

Archetype: Fixes that Fail

+

Expertise

leveraged

Delay

Client Bills

+

Isolation

+

Unintended consequence

Class Section 2.4

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

archetypes making change
Archetypes: Making Change
  • Visualize, study and implement change projects
  • Identify positive reinforcing loops
  • 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 librarians11
Systems Thinking for Librarians

Questions & Recap

  • Problem definition and the five whys
  • Diagramming methods and dialogue
  • What to do next?

Class Section 2.5

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

part three
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
Role of Personal Awareness in Systems Thinking
  • Mental Models
  • Ladders of Inference
  • Discussion and Dialogue

Class Section 3.1

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

mental models
Mental Models
  • Are deeply ingrained assumptions
  • Are tacit, not explicit
  • Can derail systems thinking
  • 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
Ladders of Inference
  • “A common mental pathway of increasing abstraction, often leading to misguided beliefs" Chris Argyris
  • AKA “Leap(s) of Abstraction”

Do NOT climb up

the wrong ladder!

Fieldbk, p. 243

Class Section 3.2

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

ladders of inference con t
Ladders of Inference, con’t

Ladderrests 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
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 understanding1
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
Climbing the Ladder: an Exercise
  • Start from the bottom of the ladder
  • Build up – one assumption is usually based upon another and the inaccurate belief system grows.
  • Brainstorm the corrective behaviors
  • Share “tales from the front” cases.

Class Section 3.2

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

recap tool for awareness
Recap: Tool for Awareness
  • MUST
    • filter data,
    • decide what is important,
    • develop belief system, and
    • act upon it.
  • HOWEVER, one can develop inaccurate/harmful, etc. belief systems and views.
  • 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 librarians12
Systems Thinking for Librarians

Discussion and Dialogue

  • Constructive interaction with colleagues promoted continued learning
  • Librarians can apply reference interview skills to other interactions
  • 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
Goals of Conversing Styles
  • Advocacy
    • Marketing leverage
    • Arguing for one point of view
  • Discussion
    • Team consensus builder
    • Goal oriented or task-based focus
  • 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
Setting the Stage for Dialogue
  • Seek to catalyze insight and discover the process of thought.
  • Encourage participants to develop a shared intention.
  • 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 dialogue1
Setting the Stage for Dialogue
  • Listen not only to participate but with an openness to change.
  • Be aware of your own thinking
  • Manage conflict effectively and constructively
  • Abandon the notion of the “right” answer

Fieldbk, 375

Class Section 3.3

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

dialogue at pflom
Dialogue at Pflom
  • Step into the librarian’s shoes
  • Structure an opportunity for dialogue

Class Section 3.3

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

systems thinking for librarians13
Systems Thinking for Librarians

Recap

  • 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 librarians14
Systems Thinking for Librarians

Wrap Up

  • Refer back to desired goals from morning
  • Please fill out evaluation form
  • Please leave cards if you are willing to give us feedback down the road.
  • Presentation available at www.zpm1.com
  • THANK YOU!

Class Section 3.4

Zipperer/Corliss/Tompson

SLA / June 6th / 2004

continue the conversation
Continue the Conversation
  • Lorri Zipperer
    • lorri@zpm1.com
  • Rebecca Corliss
    • rcorliss@schiffhardin.com
  • Sara Tompson
    • sarat57@msn.com

Class Section 3.4

Zipperer/Corliss/Tompson

SLA / June 6th / 2004