Reflecting on the Systems Thinking Workshop

My previous 6 blog posts and this one form a series on systems thinking. As I mentioned before, I was taking a workshop on the topic, facilitated by David Ing, which is now coming to a close. Looking back, the course really brought in a vast amount of topics I had never thought of before. As I try to synthesize all of what I’ve learned, I’ve come out with a couple directions systems thinking will take me in the context of my own thinking in my own life.

The workshop was only six weeks, but one central concept from it is already taking hold of my opinions and my analysis of the world around me. Simply put, it’s thinking of the world in terms of interconnecting systems and parts and wholes.

As an arts major who never paid too much attention to political or economic systems in depth, I never realized (and surely have yet to realize) the importance of both the bigger and smaller picture in solving issues. This came into mind when a friend shared a video about wind power with me on Facebook. The solution posed by the quirky and youthful narrator was for private businesses to take responsibility for using more sustainable energy sources. (The final message was that a certain phone company with a progressive and youthful image was already doing so, thus revealing the advertising nature of the video). I don’t think I would have been swept up by this video previously, but I found myself a lot better equipped to explain why the narrator’s big idea was not a good one. Companies are a small part of a much larger system. Exceptional companies might make real efforts to change how energy is sourced in North America, but ultimately, change needs to occur in the containing whole. Sweeping energy reform cannot occur at the level of individual businesses. The current state of the systems involved simply does not allow for that. The change that needs to happen would be at the policy level, in the form of regulations. In order for that to happen, there needs to be immense pressure that mitigates the economic pressures that are holding things in the unsustainable status quo.

Perhaps my miniature revelation is somewhat obvious, but it really reflects a change in my thinking. Never before had I realized the importance of spreading awareness. In the wake of the Kony 2012 slacktivism fiasco, I was convinced that awareness was little more than a joke. However, it does have its role to play in causing systemic change. In contrast with Kony 2012, the #MeToo movement is an example of systemic change occurring due to a shift in culture, all due to an informal awareness campaign.

In my second post in this series, I hesitantly proposed that public libraries need systems thinking. Here’s a quotation from that post.

“But isn’t it more important for the librarian to have an understanding of the community he is serving, the broader environment that community operates within, and the relationship the public library has with the community and within the environment?”

I think I was indeed on to something with that thought. Public libraries are in a position where many different systems intersect. What I did not quite account for, is all of the lower-level parts that affect the containing whole of the library. This is where it becomes important for librarians and library managers to truly be engaged with the ongoing machinations of the world around them. It is not enough to bear down and focus on day-to-day programming. Things are constantly changing, and in order to serve their publics, libraries need to have a strong awareness of what is going on and what it means.

Since this is a synthesis post, I do want to follow-up on another thread of thought that I started earlier across a couple posts. CCSAV led me to think epistemologically about conversations. What exactly are they? This sent me on a bit of an academic kick, which I’ve been told is more in the line of systems theory than systems methods. But as I go through my masters, I’m starting to realize the place of theory. I did not read much philosophy in undergrad, but I am now finding that theory can be vital for providing frameworks to serve in understanding the complexities of the world.

I left off one blog post with the question of, where does a conversation begin and end? Just as an update on this, that question was in line with the phenomenological perspective of conversations. In the words of Peter Jones,

“A phenomenological perspective acknowledges that all meaning arises in language, that human activity is not separate from language. This view suggests that design itself is a conversation, products and services are networks of other conversations, and designing acts are performed and recognized by language. Conversation is not a tool for outcomes; rather, language uses us, shaping and constraining our work and experience.”

Gosh. Aren’t you glad to have read that? This kind of thinking is so integral for gaining a comprehensive understanding of how technology interfaces with humans and with society. Now that the workshop is wrapped up, I’m looking forward to reading more about systems, including conversation and systems theory. So stay tuned for updates on that reading––the conversation continues!


Jones, Peter H. (2010). “The Language/Action Model of Conversation: Can conversation perform acts of design?” Retrieved from http://www.dubberly.com/articles/language-action-model.html

Patterns, solutions, and public libraries

Last week’s Systems Thinking class introduced me to a very interesting concept: pattern language. Initially an architectural concept invented by Christopher Alexander, pattern language is about solving problems that arise within a certain context. Here is my attempt at a very basic example: within the context of a Canadian city, buildings need to allow people to enter and leave, but also need to keep the weather out and remain relatively secure against people who are not welcome. This is a pretty standard problem across all cities in the country. The solution, of course, is a door. Thus, the door is a reliable solution wherever that problem within that context is encountered.

When the context changes, the pattern is different and will require different solutions. A door is a pretty global example, but I did specify Canadian cities because there may be some contexts where a door is not the ideal solution. The small village of Shani Shingnapur in Maharashtra, India, does not use doors, because it has a different environmental and cultural context. For one, their winter is not harsh enough as to require weather-proof doors. Security remains an issue, but Shani Shingnapur has another contextual factor that interferes with the solution of a door: not having one is an expression of their religious faith that they will be protected. Thus, someone wanting to provide an alternative to doors in this context would need to think of something else. That solution could then be applied to all of the buildings in Shani Shingnapur. And perhaps that solution is already in place, in the form of a social construct and atmosphere of trust–you would have to ask the villagers how it’s going to be sure.

The newer ideas in the world of pattern language are about generativity (Ing 2015). Generative code is centered around unfolding.  Just like evolution in the natural world, any problem has a number of potential solutions, but certain solutions will result in a better state than others. This strikes me a pretty strong way to frame design problems. Take the public library. This is a great example of an institution that must change or die. As the information landscape changes, as society’s perception of libraries changes, and as the role of non-profit organizations in society changes, the public library is forced to redefine itself. In his 2017 article “November 8, 2016: Core Values, Bad Faith, and Democracy,” John Buschman attacks the old conceptualization of libraries as being neutral. Neutrality no longer aligns with the core values of libraries. So, with this need for change in libraries, what is the best potential unfolding for libraries? Of all the changes possible regarding what a library is, which one results in the best library? There are ideas from idealized design mixed into this–what is the best result and how do we get there?

Continuing in that vein, the role of public libraries is changing. I am not sure why, but the world of social work is moving into the world of public libraries (Dali, 2018). That is to say, public librarianship is becoming closer to social work. Perhaps this is because of changing public perception, changing availability social services, or a combination of factors. Taking this into consideration, what are libraries to do next? There are numerous possibilities, and different specific public libraries need to work hard to understand what options are the best, and then select the most effective one for their context and their community. Just as the invention of the door requires an understanding of the context, the next iteration of libraries requires a close examination of what is truly needed, and what libraries should be.

As a sidenote/endnote, I’m somewhat excited about the concept of patterns as a way of framing problems and solutions. In this video of a 2015 presentation by my instructor, David Ing, he mentions banking as an example of a pattern, one that goes back thousands of years. I don’t advertise this much, but my second major in undergrad was Classical Civilization (when people ask, I usually only tell them about the English literature half of my degree). So one more example of a pattern that sprang to mind is the patron-client system. This dynamic, which drove the creation of Rome’s most magnificent buildings, exists to solve a few problems that recur in complex societies. These problems stem from upper-classes requiring the support of large numbers of people, and lower classes requiring upper-class intervention to solve problems for which they don’t have the means to cope. Patronage is a solution to this pattern, and it works in situations with the appropriate contextual similarities. As a result, it has persisted to today.


References

Alexander, Christopher. “Generative Codes.” Living Neighbourhoods. http://www.livingneighborhoods.org/ht-0/generative.htm

Buschman, John. (2017). “November 8, 2016: Core Values, Bad Faith, and Democracy.” The Library Quarterly, 87(3), 277-286.

Dali, Keren. (2018). “Integrating social work perspectives into library and information science education: Blended professionals as change agents.” In Percell, J., Sarin, L. C., Jaeger, P.T., & Bertot, J.C. (Eds.). Re-Envisioning the MLS: Perspectives on the Future of Library and Information Science Education. Advances in Librarianship (83-121), Vol. 44. Howard House, Wagon Lane, Bingley, UK

Fingas, K. and Telem, K. [Class Presentation] (Winter 2018). “Generative Pattern Language.” Information Workshop INF1005H, section 0105. University of Toronto Faculty of Information (iSchool), Toronto. Slides available: http://coevolving.com/utoronto/201801-SystemsThinking-SystemsDesign/artifacts.html

Ing, David. 2015. “Service Systems Thinking: From Environmental Structure to a New Generative Pattern Language.” presented at the PURPLSOC (Pursuit of Pattern Languages for Societal Change), Krems, Austria, July 3. http://coevolving.com/commons/20150703-service-systems-thinking.

 

 

 

More Systems Thoughts!

If you check out the comment section of my most recent post, you’ll notice my course instructor for Systems Thinking left a comment critiquing my attempt to imagine the Ontario Adult Learner Curriculum Framework as going through Russell Ackoff’s Idealized Design process. My attempt blew past a crucial stage of the process, that of Idealization. Within the Idealization stage is a process that Ackoff (2001) titled “Formulating the Mess.” This process is a set of steps to achieve a robust situational analysis that maps out the current system, identifies obstructions to progress, and formulates projections of the organization’s future if nothing were to change (which is not a realistic scenario) (Ackoff 2001, p. 5). Designers planning the OACLF using Ackoff’s model of idealized design would then prepare “a reference scenario” (p. 5). I’ll admit that I am a bit confused on the details of this step and how the reference scenario is formed. But I believe I have the gist of it. Any system that does not change will eventually destroy itself. Thus, in this stage, the designers decide what that destruction would look like. They can then plan would the ideal situation would look like for their organization, using the previous projections and scenarios as contrast.

Stepping back from these details a bit, I think the OALCF has fallen victim to some reactive planning on the part of the ministry. This is no surprise–I think many organizations lean toward this past-focused perspective. Of course, any government system is entwined with slow-changing broader systems above it, and often fairly stubborn smaller systems below it. But by taking up interactive planning, the key to idealized design, the ministry would determine what the very best present situation would look like and take up planning that actively seeks that ideal situation. Currently, the ministry’s top mandated priority is to “create jobs and growth.” In the mandate letter to the ministry, Premier Kathleen Wynne outlines the government’s goals to

  • “Increase Access to High-quality and Affordable College and University Education”
  • “[Build] Ontario’s Highly Skilled Workforce for the Modern Economy”
  • “Create a More Seamless, Integrated Client Focused Employment and Training System to Improve the Experience for Workers and Job Seekers and to Help Ontarians Prepare for the Jobs of the Future”

The first two points describe laudable goals, but leave me wondering what success would look like. The third point does more to describe an ideal scenario, but only accounts for one segment of the plan. So, sure, the government wants to create jobs and growth. But what end-game does this goal reach for? Perpetual growth? This is an issue we see everywhere in economic planning. Currently we want growth. But where is the growth headed? I mean, come on. You can’t just keep growing and growing.

This brings me to the next thing I want to talk about.

Complexity and Sustainability

In class this week we covered two new concepts: Viable Systems Model and resilience in social-ecological systems. Both are fascinating and are changing how I think about the world. One thing that really strikes me as I go through this class is how broadly applicable the mindset is. Back at the beginning of the term, I mentioned this course over breakfast with my roommate, an urban planner. She told me she heard lots about systems thinking in her master’s program, but she was surprised that I was studying it in the context of information. She told me that she was more accustomed to discussing systems thinking in the context of the natural environment and ecological systems.

Doing the readings for this week, I am beginning to see why. Systems thinking is highly applicable to the environmental context. However, the beauty of it is that it is applicable across different landscapes, especially as entirely different systems interact and find themselves to be parts of the same whole.

Studying resilience and VSM this week highlighted the importance of complexity and adaptability in a system. According to Stafford Beer, complexity, synonymous with variety, is the number of possible states of a system. A viable system is complex because it can exist in a wide variety of states without being destroyed.

Take public libraries, for example. As an institution, the public library must adapt and transform in order to survive. And over the past century, it has adapted, transformed, and survived! David Salt (2015) outlines 3 major points of resilience practice: describing the system, assessing the resilience of the system, and managing resilience. I think public libraries face a serious challenge in describing the systems around them, particularly in determining what is important. What aspect of public libraries do we want to persist? What about them do we value that we wish to survive the changing times? Free services, I think, are an easy one. We have to structure public libraries so that their services can remain free despite foreseeable shocks to the system or unforeseeable changes. But then the more difficult question is, which free services? Only when we determine these priorities can we go forward in understanding how the public library can transform.


References

Ackoff, Russell L. 2001. A brief guide to interactive planning and idealized design. May 31. http://www.ida.liu.se/~steho/und/htdd01/AckoffGuidetoIdealizedRedesign.pdf

Bains, Amanpreet and Ritchie Singh. [Presentation] Winter, 2018. “Cluster 3: Idealized Design.” Information Workshop INF1005H, section 0105. University of Toronto Faculty of Information (iSchool), Toronto, Canada, January 24, 2018. http://coevolving.com/utoronto/201801-SystemsThinking-SystemsDesign/artifacts.html

Beer, Stafford.  [Web Video] 1990. The Basis for the Viable System Model.  The Intelligent Organization Conference. Monterrey, Mexico: Javier Livas. Cantu. https://www.youtube.com/watch?v=BaLHocBdG3A

Hurtubise, Jolene and Omar Khattab. [Presentation] Winter, 2018, “Cluster 5: Viable System Model.” Information Workshop INF1005H, section 0105. University of Toronto Faculty of Information (iSchool), Toronto, Canada, January 31, 2018. http://coevolving.com/utoronto/201801-SystemsThinking-SystemsDesign/docs/20180131a_INF1005sec0105_ViableSystemsModel_Hurtubise_Khattab.pdf

Salt, David. 2015. The Essence of Resilience Thinking. Web Video. Rural Leaders. https://vimeo.com/131720376.

Holding the OALCF up beside Idealized Design and Soft Systems Methodology

Happy Monday everyone!

I’m still enjoying this workshop on Systems Thinking. Expect three more posts about it, as there are three weeks left!

This week, we learned about Idealized Design and Soft Systems Methodology. What struck me about these two distinct concepts was how they share a theme of participatory decision making. Both concepts are quite complicated, but here are a few points from each I’d like to share.


Idealized Design

Invented by Russell Ackoff, this type of thinking is about transforming the status quo. Idealized design relies on interactive planning, which is about designing for the future by conceptualizing an idealized version of the present system. An interesting feature of the method is that design decisions must be reached by consensus, and there is a specific procedure for overcoming disagreement (Ackoff 14-15). Once completed, idealized designs are distributed to as many stakeholders as possible for their feedback.

Soft Systems Methodology

Unlike idealized design, SSM is not a method but a user-dependent philosophy to support methods. SSM addresses the complexity and subjectivity of the world, and is geared toward messy problems (or “wicked problems”). As the political sphere demonstrates to us repeatedly, stakeholders interpret problems differently. SSM is about the process of addressing real-world problems, not real-world problems themselves. Rather than seeking a solution, SSM seeks learning and better understanding.


I couldn’t help but try and relate these to both to something that is pretty much always on my mind: adult literacy (and basic skills) education.

Adult literacy organizations here in Toronto tend to rely on funding from Ontario’s Ministry of Advanced Education and Skills Development. The Ministry has certain guidelines for Literacy and Basic Skills (LBS) organizations, as outlined in the Ontario Adult Literacy Curriculum Framework. In order to receive funding, LBS organizations (from colleges to small charities) must follow the OALCF and submit “milestone” tests for each learner every few months. At the same time, the best practice that is touted for tutoring programs is to focus on the learner’s unique needs. This structures and confines adult literacy in a way I find problematic, as it is focused entirely on connecting learners with either employment or formal education. Creating a well-educated and literate public for its own sake is apparently not worth the money. I won’t digress, but isn’t learning how to read to one’s children a worthwhile endeavour on its own? It would be truly interesting to dive into the exact process for designing the OALCF, and perhaps I will one day… but I imagine that as a politically-embedded process, there are many unpredictable and inflexible factors.

I’m tempted to suggest that idealized design would be a good solution to the problems in the OALCF. Instead of building upon the existing framework that’s in place to support adult education in Ontario communities, wouldn’t it be great to re-think it all from the ground up? However, I feel that in reality, there is just too much going on here for this to be achievable. For one, redesigning anything so large is expensive, and would likely involve radical changes to the Ministry itself. Furthermore, there are the concerns of provincial legislators, which may contrast with the opinions of other experts. Not to mention the concerns of LBS service providers and learners themselves–these groups and individuals are very numerous, and weighing their opinion would be time-consuming and expensive. Following the Idealized Design method, designers would first test design alternatives and then try to agree on one based upon the test (Ackoff 2001, 14-15). Performing experiments does not seem like a very feasible option here, and if nothing else it would be expensive. That would bring the designers to this procedure:

1. Each participant is asked to summarize his or her position on the issue very briefly.

2. When all have done so, the manager whose planning group it is, reveals what he/she would do if it were up to him/her.

3. Each participant is once again asked to state his or her position briefly but now with the following understanding: if all the participants other than the responsible manager agree, even if they do not agree with the responsible manager’s previously stated preference, the position on which they agree will be the one incorporated in the design. If they fail to reach agreement,the responsible manager’s position is incorporated into the design.

(Ackoff 2001, 14-15).

I suppose it depends on who exactly the participants in the design group are, and how one defines this “group” in the context of politically embedded planning. But I truly think that consensus would be infeasible, and the group would inevitably come to the last resort: deferring to authority.

It seems to me that SSM would be more applicable than idealized design in this case. Truly, the problem of designing an educational framework is a wicked problem. Agreeing upon what an idealized image of a design would be is too torn apart by conflicting worldviews. Instead, the best way to redesign the OALCF would be by visiting the approach to designing the OALCF. Prescribing how people should learn, and what they should learn, is a messy problem. No one can say what the best solution is, and therefore no best solution exists. At this point in time, SSM describes what I would really like to see in this field, and in the political world in general: a direct and intentional restructuring of how decisions are made, and how best we can learn from and understand each other.


References

Ackoff, Russell L. 2001. A brief guide to interactive planning and idealized design. May 31. http://www.ida.liu.se/~steho/und/htdd01/AckoffGuidetoIdealizedRedesign.pdf.

Checkland, Peter, and John Poulter. 2010. “Soft Systems Methodology.” In Systems Approaches to Managing Change: A Practical Guide. Edited by Martin Reynolds and Sue Holwell. London: Springer London.

Checkland, Peter. 2012. The Origins of SSM. Web Video. Lancaster University Management School. https://www.youtube.com/watch?v=XA2i1n-o9L0.

“The OACLF Overview.” Ontario Ministry of Advanced Education and Skills Development. www.tcu.gov.on.ca/eng/eopg/programs/lbs_oalcf_overview.html.

Is a Conversation a System?

Last weekend I wrote a post about Collaborative Computer-Assisted Argument Visualization, or CCSAV. In the spirit of systems thinking, I am inclined today to explore how that fits into the bigger picture. To do so, I’m going to start off with a bit of a step back.

Collaboritve CSAV, or any kind of CSAV, is a specific form of dialogue mapping. Dialogue mapping is a simple concept with powerful potential. In my time, I’ve attended just a few workshops and meetings where a facilitator artfully mapped out contributions from the group onto a whiteboard or flip chart, drawing up categories and occasionally illustrating links between the two. If you ask me, that is a form of dialogue mapping. CSAV is, of course, another form, and you can read all about it in my first post on this blog. Simon Buckingham Shum laid out the 2010 televised election debate in the UK using a CSAV tool, and it’s a really great example.

But what does this have to do with systems thinking in a broader sense? Well, as is becoming a common refrain in my discussion of systems thinking, I am not 100% sure. However, I am at least able to draw some connections. A 1956 paper by Kenneth Boulding laid out a hierarchy of systems. The first levels of the hierarchy seem to map easily onto things like physics and other natural laws. Then moving up we get a few more levels, like the cell level, and then a few levels later, the human level. The level just above humans is the one that intrigues me most, quite likely because it is the level that I’ve devoted the majority of my studies to: the level of social organizations. Systems thinking evolved in the decades following Boulding’s paper, but reading it did cause me to ask the question: what level would CSAV fit into as a system? And I believe the answer would be the level of social organization. According to Boulding, the “unit” of a social organization systems is not the human, but the “role,” and a role is a part of a person. I think this maps quite neatly onto the concept of a dialogue, or argument.  But what really is the system here? I suppose everything is a system. But is a tool, a technique, really a system? Here’s an idea I’m a lot more comfortable with, and I think has more potential: a conversation is a system.

Now, don’t worry, I’m not going to dive into Boulding’s 1956 paper for the rest of this post. I’m here to synthesize! And I’m well aware that decades-old works should not be taken by themselves. So, thinking more about how a conversation is a system leads me once again to the question of, what is a system? As Dori and Sillito (2017) point out, there are many definitions that come out of different communities. As I wrote in my previous post, it seems that gaining a broad understanding of systems is more important than finding the correct definition for the word “system.”

That brings me to a an important concept I learned this week: Object-Process Methodology (OPM), a model-based methodology for visualizing systems. A leading expert on OPM is Dov Dori, whose hour-long webinar explaining OPM is freely available on youtube. According to Dori, OPM is one of six foremost methodologies for model-based systems engineering. I highly recommend the video, as it is a pretty clear overview of OPM, which is designed to be intuitive.

My major takeaway is this:

  • Objects are things
  • Processes are things that transform objects
  • It’s helpful to diagram a system in an Object Process Diagram (OPD)
  • It would be useful if we adopted a single language universally– Object Process Language (OPL)

There are of course some more key terms and concepts, which Dori explains in a paper that supplements the webinar quite well.

So, back to conversations as systems. I’m immensely curious about what a well-made OPD of a conversation would look like. I wonder if it would be too complex a system to even try to map out. But here are some ideas I came up with based on the thought, just a brainstorm:

Objects

  • Idea
  • Feeling
  • Speaker

States

  • Tacit
  • Explicit
  • Knows
  • Does not know

Processess

  • Expression
  • Reception
  • Analysis
  • Synthesis

A problem I’m already encountering is, where do we draw the line between conversation and thinking? The two are so interdependent. This leads me to a much broader question: when diagramming systems, how does one decide where to draw the boundaries of that system? I’m looking forward to gaining a broader understanding that might serve to flesh out these ambiguities.

Next week’s workshop: Idealized Design and Soft Systems Methodology.


References / Further Reading

Boulding, Kenneth (1954). “General Systems Theory.” Management Science, 2, 3 (Apr. 1956) pp.197-208. https://www.panarchy.org/boulding/systems.1956.html

Buckingham Shum, Simon. 2010. “Real-Time Mapping Election TV Debates.” Simon.BuckinghamShum.net. April 15, 2010. http://simon.buckinghamshum.net/2010/04/real-time-mapping-election-tv-debates/.

Dori, Dov. 2006. “Modeling Knowledge with Object-Process Methodology.” In Encyclopedia of Knowledge Management, 683–93. Hershey, PA: Idea Group. http://esml.iem.technion.ac.il/wp-content/uploads/2011/08/Object-Process-Methodology.pdf

Dori, Dov. 2014. OPM as the ISO Conceptual Modeling Language Standard. Web Video. MIT. https://www.youtube.com/watch?v=X8io71hTg8A.

Dori, Dov, and Hillary Sillitto. 2017. “What Is a System? An Ontological Framework.” Systems Engineering 20 (3):207–19. Abstract and paywalled article available at: https://doi.org/10.1002/sys.21383.

Iandoli, Luca, Ivana Quinto, Anna De Liddo, and Simon Buckingham Shum. 2016. “On Online Collaboration and Construction of Shared Knowledge: Assessing Mediation Capability in Computer Supported Argument Visualization Tools.” Journal of the Association for Information Science and Technology 67 (5):1052–1067.

Systems Thinking – Let’s Think Systems!

I’ve been reflecting a lot on systems thinking in general since my last post. As I mentioned before, one of my courses this term is a workshop on systems thinking.

A unique challenge in blogging about systems thinking is that the very definition of systems thinking is itself somewhat elusive. My instinct as a writer is to provide a definition of it for the reader before going forward. However, the more I read and try to understand systems thinking, the more it comes to light that reducing systems thinking to a concise definition serves to limit one’s actual understanding. Systems thinking will not be relegated to one phrase, but rather, a series of interwoven concepts. So far, as I read about systems thinking, I am finding that the more I read, the broader my personal definition of systems thinking becomes. In the coming weeks, I am going to continue writing about systems thinking as I unravel just what it is throughout the duration of this workshop which runs until February 19th.

In the introductory lecture of the workshop (an audio recording is available here, and slides here!), our instructor David Ing ran us through some of the basic tenets. One element of systems thinking he touched on was the importance of thinking in terms of parts and wholes. As systems thinking is a lateral–or perhaps “diagonal”– field of thought, the relationships between different things becomes important. In some ways, we employ systems thinking in our everday life. Whenever we attempt to understand a problem and find that there is a broader, underlying source of the problem, we are engaging in systems thinking. When we uncover this underlying (dare I say, “systemic!”) problem, we come to understand the important relationship between the part and the whole.

Apparently, there are 3 kinds of relationships to be aware of: part-part, part-whole, and whole-whole. I’ll be honest with you folks, I am still trying to wrap my head around the precise meaning and significance of these relationships. Particularly: if parts and wholes are a way of understanding the universe, what is the difference between a whole-whole relationship and a part-part relationship? Is a whole not just a part within a larger system? I suppose the role of an object as a part or a whole depends on its relationship to the system that is being discussed. But ultimately, this is something I am looking forward to gaining a better understanding of as this workshop progresses! So stay tuned, as I will continue to post about systems thinking, and my dear readers may follow me on this journey as it progresses.

But before we give up on parts and wholes for now, I do want to share some thoughts I had on how this framework pertains to something else I’ve been thinking about recently: organizational behaviour. When I was doing some research on different modes of organization behaviour last semester, I came across an entire book about the failed American endeavour that was the National Institute of Education (NIE). The book, titled Organizing an Anarchy, describes the processes and systems that ultimately failed to see the NIE through as an organization. Established by Nixon in 1972, the NIE was soon called an “anarchy” because it had both unclear goals and unclear procedures. Without going into too much detail, one of the NIE’s problems was its constant restructuring, which resulted in the fluid participation of decision-makers. Could systems thinking have saved the NIE? Well, no one can be sure. But if the structure of the NIE had been carefully considered in regards to how it operates as a whole and how it fits into larger wholes as a part, I think it may have fared better.

This leads me to another term from last week’s lecture: the idea that, in systems thinking, synthesis precedes analysis. As someone who focused on “close reading” for the better part of my undergrad, I am finding it a bit hard to latch on to this philosophy. Until recently, analysis was the core of my academic training. But now, as I try to become a systems thinker, I am faced with the challenge of stepping back and understanding how different parts work together as a collective whole.

A closing thought for you. As you may know, public libraries are a strong interest of mine. Public libraries are (at least for now) filled with all sorts of books, and librarians are tasked with connecting patrons/customers/users with the books most suitable for them. For the librarian to have in-depth knowledge of the type of books she* is recommending is of course an asset. But isn’t it more important for the librarian to have an understanding of the community he is serving, the broader environment that community operates within, and the relationship the public library has with the community and within the environment?

Since I am still learning what systems thinking is, here is a humble hypothesis: public libraries need systems thinkers. I’m sure this statement will become more complicated as the course continues. More posts about systems thinking to come!


*she, he, they, or whatever the case may be.

References

Ing, David. [Lecture] (Winter 2018). “Systems Thinking, Systems Design — Course Introduction”, Information Workshop INF1005H, section 0105. University of Toronto Faculty of Information (iSchool), Toronto, Canada, January 10, 2018.

Sproull, L., S. Weiner, D. Wolf. (1978). Organizing an Anarchy: Belief, Bureaucracy, and Politics in the National Institute of Education. Chicago: Chicago University Press.

Communicating through a medium: the new environment of online collaboration

Here it is, the first post! I’ve just started my second semester at the iSchool, and I figure why not kick things up a notch and start up a blog to jot down some ideas as the semester goes along.

Folks, it’s a good line up of classes for me this term. I’m too excited not to list them, as I feel pretty pumped about each one.
Monday: Reader’s Advisory (likely the last time this course will be offered! Make of that what you will.)
Tuesday: Critical Infrastructures (e.g., a card catalogue is an information infrastructure. Think of all the systems and infrastructures that we use in organizing information.)
Wednesday: Systems Thinking Workshop
Thursday: Communities and Values (heavy emphasis on libraries and their “publics”)

I’ll be sure to keep you abreast of the “library school” experience as the semester continues. Today, I am going to hone in on a particular reading from the Systems Thinking workshop that resonated with me. If you are an info pro–or an info student like me–you should give it a look (full citation is at the bottom of the page). If not, just hang on and I’ll give you a Plain English summary up ahead.

The article has a dog of a title:

“On online collaboration and construction of shared knowledge: Assessing mediation capability in computer supported argument visualization tools.”

This article turned my gears a little bit, as it got me thinking about how much work lies ahead for those in the information management field. So let’s dive into it, starting with just what exactly that lengthy title means.

online collaboration and construction of shared knowledge. You’ve seen online collaboration. Forums, wikis, WhatsApp–these are all platforms for online collaboration. Online collaboration tools can take many forms, but they are all online and people use them to collaborate. “Knowledge construction” is a term that you can take at face value, but know that people have done a lot of thinking about this concept (check out Choo 2006 page 8 as a starting point).

Assessing mediation capability in computer supported argument visualization tools. Let’s start with “mediation capability.” Whenever we communicate (and collaborate!) online, that communication is mediated by the tools we’re using. But how good of a job do the tools do of mediating this conversation? Do they make conversations awkward? Does time get wasted? Are conflicting opinions difficult to work out? The tools used can have an immense impact on these things. Iandoli et al. focus in on that latter issue–arguments. More specifically, the study they performed is all about online tools for visualizing arguments.

They found that collaborative computer supported argument visualization (CCSAV) tools pose some problems when it comes to getting things done. Compared to forums, CCSAV tools scored lower in:

  • mutual understanding,
  • perception of quality of the collaborative process,
  • and perceived ease of use.

The context and frameworks that Iandoli et al. provide around their study are as interesting as the study itself. They describe some collaboration tools as participation-focused. Conversational tools like forums and wikis emphasize participation. CCSAV is more occupied with creating something. This is called “reification” (whenever I see this word, I just swap in “thingification” and it serves me well). Iandoli et al. point out that any online tool, be it participation-focused or reification-focused, lacks many nonverbal cues that assist in effective collaboration (especially when it comes to disputes). However, according to their small study, it seems that conversational participation-based tools might have more going for them in this respect.

This is what got me thinking about information management in a broader sense. We’ve known for a while that nonverbal communication is a large part of how we collaborate. But as online tools and large amounts of information become increasingly important, designers and information managers have a lot of work to do in facilitating the use of all the information we share online. As pessimistic as this sounds, it is easy to be so blinded by the potential uses of ICT that we ignore the immense set of new challenges posed by this new information environment.

In social media, we have seen for a long time how mediated interaction seems to change what communication means to us. For example, a lack of face-to-face consequences can pave the way for harassment or unseemly behaviour that would normally not be accepted. When people engage in such things, they are not merely expanding extant behaviour into the online world, but showcasing the effect that online platforms can have on how humans interact. Empathy is less available. The immediate effects of certain acts are obscured by the medium, often invisible. So what does this mean in the world of organizational communication? In terms of solving debates? Even when the actors have the common ground of wanting to be productive or serve certain organizational needs, the difference in social landscape is highly impactful. As we utilize the power of new technologies to collaborate in ways we could not before, it is imperative that we realize just how new this environment is.

This is truly where UX designers and IM folks have their work cut out for them, in my opinion. There is a lot of room for radical new ideas, yes. But the bulk of the work ahead lies in seeking to understand the human side of the equation. A system can be perfectly reasonable and logical, but humans are an unpredictable element. That’s why it is so fascinating to read studies like the one by Iandoli et al. These are studies that are actually paying close attention to how online tools change how we think and collaborate.

References

Choo, C.W. (2006). The Knowing Organization: How Organizations Use Information to Construct Meaning, Create Knowledge, and Make Decisions. New York: Oxford University Press.

Iandoli, Luca, Ivana Quinto, Anna De Liddo, and Simon Buckingham Shum. 2016. “On Online Collaboration and Construction of Shared Knowledge: Assessing Mediation Capability in Computer Supported Argument Visualization Tools.” Journal of the Association for Information Science and Technology 67 (5):1052–1067.