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Organizational Systems

Organizational Systems. Kate Davies, M.A., D.Phil. Organizational and Program Maps. Help us to understand how a system actually works as a whole Reveal the relationships between the parts of the system Allow us to make better decisions about how to change systems

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Organizational Systems

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  1. Organizational Systems Kate Davies, M.A., D.Phil

  2. Organizational and Program Maps • Help us to understand how a system actually works as a whole • Reveal the relationships between the parts of the system • Allow us to make better decisions about how to change systems • When prepared by a group, they create a shared understanding • There is no right or wrong way to map a system

  3. Exercise Map your family system • Identify the members of your family • Connect them to show their relationships with each other • Use heavy lines to show strong relationships and dashed lines to show weak relationships

  4. Mapping Organizations

  5. Organizational Charts Advantages: Help an outsider to navigate an organizational system Show the individual parts comprising an organization Show the reporting relationships Weaknesses: Static and unchanging for years They don’t reveal much about functions or tasks They don’t reveal much about relationships, influence or information flows They encourage a narrow view of job responsibilities They encourage organizational silos

  6. Systems Map: Drug Use in Schools Number of serious users Need for money Rebellion through drugs S S S S S (R1) (R2) Number of student dealers People taking drugs Strictness of school rules S S S Ease at which drugs can be bought S (R3) S Peer pressure to take drugs

  7. Systems Map: HIV/AIDS Transmission Gov’t advocacy in controlling HIV/AIDS Knowledge about HIV/AIDS + + Advocacy of church against condom AIDS infected population + + People using condoms Death _ + _ + _ HIV transmission HIV infected population + + Susceptible population +

  8. Systems Map: Immunization Program Number of campaigns per year + Government action Sufficient time for planning Target to be immunized + + + + Gap + Effect of Immunization Campaigns B1 Resources - + + Demand for immunization Feedback to media queries Effectiveness of health system + Effectiveness of communication - + + Effectiveness of monitoring immactivities + - + Monitoring system for adverse events B2 Health worker workload Level of service + + - Number of health workers Immunization plans - Well documented immunization activities - + Motivation Skill + + + Provision of quality training Allowances Level of safety of health worker

  9. Exercise Draw a map, using the guidelines provided: • Identify a program that you work in • Identify all the factors that affect it • Identify how the factors connect with each other

  10. Feedback Arrows and Loops • Positive, also called reinforcing (foot on the gas) • Negative, also called balancing (foot on the brake)

  11. Reinforcing and Balancing Loops Anxietyat work Stresslevel + - R B Number ofmistakesmade Relaxationexercises + -

  12. Balancing Loop on Drug Dealers Number of DrugDealers inNeighborhood - B Number ofCops inNeighborhood +

  13. Drug Use in Schools Number of serious users Need for money Rebellion through drugs S S S S S (R1) (R2) Number of student dealers People taking drugs Strictness of school rules S S S Ease at which drugs can be bought S (R3) S Peer pressure to take drugs

  14. Immunization Program Number of campaigns per year + Government action Sufficient time for planning Target to be immunized + + + + Gap + Effect of Immunization Campaigns B1 Resources - + + Demand for immunization Feedback to media queries Effectiveness of health system + Effectiveness of communication - + + Effectiveness of monitoring immactivities + - + Monitoring system for adverse events B2 Health worker workload Level of service + + - Number of health workers Immunization plans - Well documented immunization activities - + Motivation Skill + + + Provision of quality training Allowances Level of safety of health worker

  15. Homework • Read: The Language of Systems Thinking: Links and Loops by Michael Goodman et al. • Work on your map • Please come to class tomorrow prepared to show your map and discuss it • Do an internet search for “causal loop diagrams” on your program

  16. Harvest • What have you learned in this session? • What surprised or interested you? • Your comments and reflections • Any unanswered questions?

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