1 / 68

OPMS: New Education Presentation

OPMS: New Education Presentation. Contains animations – use F5 key to view. The One Page Management System ( OPMS ). A practical way to crystallize all ideas relating to a ‘Mission’ onto a single page, with links to all needed details.

zachery-shepherd
Télécharger la présentation

OPMS: New Education Presentation

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. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. OPMS: New Education Presentation Contains animations – use F5 key to view OPMS - General Presentation

  2. The One Page Management System (OPMS) A practical way to crystallize all ideas relating to a ‘Mission’ onto a single page, with links to all needed details Enables development of an effective Action Plan to accomplish the Mission – starting with current ideas available with people involved OPMS - General Presentation

  3. The heart of the matter: In order to accomplish any Mission, we have to ensure the Mission is continuingly kept in mind – but we have to focus on successfully doing the things that may “CONTRIBUTE TO” that Mission OPMS - General Presentation

  4. The OPMS: your entire Mission crystallized onto a single page! Links to every aspect of your Mission! OPMS - General Presentation

  5. Current Mission:“To design effective educational system (for India)” OPMS - General Presentation

  6. All aspects of ANY ‘Mission’ – no matter how large or ambitious, can be captured on a single page, with linkages to all details! Current Mission: “To design effective educational system (for India)” This Dimensions contains: THINGS TO DO to accomplish the Mission AND all the action models constructed using the elements in the THINGS TO DO list All the BARRIERS, etc, that may hinder or prevent accomplishment of Mission AND all the action models constructed using those elements The ‘SYSTEM TIE-LINE’ represents any or all the relationships inherent within the system under consideration (more later) The ‘SYSTEM TIE-LINE’ provides us a practical means to show how elements in various Dimensions may impact on the Mission and on the THINGS TO DO in our Action Planning’ – e.g. how do the various BARRIERS impact on the activities to be performed to accomplish the Mission?, etc, etc… Use of ‘System Tie-Line Use of ‘System Tie-Line This is a ‘2nd order’ ‘MODEL OF MODELS’ – it comprises of ALL the elements and ALL the models arising during the course of any Mission into appropriate classes that have been found useful through years of people working on Missions. Linkages should be developed between elements in the various dimensions of our OPMS in order to clarify our minds about our systems and how to develop effective action in them… shown later Linkage across Dimensions: How to develop appropriate THINGS TO DO that would help us to overcome the BARRIERS, etc - that important issue becomes entirely clear to us! Linkage across Dimensions: How do the BARRIERS, etc, hinder or prevent accomplishment of THINGS TO DO (and the Mission)? OPMS - General Presentation

  7. On development, this general structure can become a detailed Action Plan to overcome Barriers confronted… Hinder specific to overcome Current Mission: “To design effective educational system (for India)” Action Plans to help prepare to avail the OPPORTUNITIES within the ‘window of opportunity’! Action Plans to develop the strengths required (but not currently available) to accomplish Mission We get a series of models like the following, which would help clarify how to accomplish desired objectives: the models are detailed in regard to which BARRIERS hinder which specific THINGS TO DO, and exactly what are the THINGS TO DO to overcome specific BARRIERS! THINGS TO DO Action Plans to overcome weaknesses that may hinder or prevent accomplishment of our Mission! • PERT and Gantt Charts to help view timelines for Activities and Events in System We get a whole series of such models linking up specific elements in the various dimensions of the OPMS to specific elements in other dimensions BARRIERS We are already familiar with PERT and Gantt Charts through ‘Project Planning Software’ Enable us to identify More THINGS TO DO The model means: “BARRIERS hinder specific THINGS TO DO – and we are enabled to identify more THINGS TO DO to overcome those BARRIERS” OPMS - General Presentation

  8. Current Mission (for example): “To enhance value we bring to our clients” Recap: As the linkages between various ‘fundamental dimensions’ are clarified, users find that all needed ‘subsystems’ within the global system (which are seen below Systems Tie Line) also become clear to them! (And OPMS helps develop and define these subsystems) Fundamental Dimensions(above System Tie-Line) ‘Subsystems’(below System Tie-Line) OPMS - General Presentation

  9. To tackle a problem using OPMS: Convert problem to ‘Mission’ (illustrated later) OPMS will ask you some ‘trigger questions’ about the Mission – respond to those questions with your available ideas – OPMS will create lists of your ideas (illustrated later) Put those ideas together to create an Action Plan (illustrated later) OPMS - General Presentation

  10. Problem:“Organization not sufficiently profitable” Mission:“To double organizational profitability within two years!” Problem:Our Educational Systems not effective enough Mission:“To develop (and implement) effective educational systems - within --- years” OPMS - General Presentation

  11. First, use ‘Idea Generation Tools’, which work by responding to specific ‘trigger questions’ about issue under consideration E.g.: 1st Trigger Question: “What, in your opinion, are the THINGS TO DO to develop effective educational systems - within --- years?” OPMS - General Presentation

  12. We illustrate the process in outline for an ‘individual Mission: “To create effective educational systems for India’s real needs” First, we try and find out something of what we know on the issue by responding with appropriate ‘elements’ to a Trigger Question about the Mission…(the elements as imagined by one specific individual based on his understand and his reading about education – everyone interested should articulate his/her own elements, and all those elements should be added to the Action Plan!) To do the action planning effectively, we create an Interpretive Structural Model with the elements generated OPMS General Presentation

  13. 1st Trigger Question: “What, in your opinion, are the THINGS TO DO ‘To create effective educational systems for India’s real needs?” First, we need to find out the ‘elements’ that we need in our ‘system’. Here’s how to get hold of those! Some more elements: Some responses to this trigger question: • To discover who the real stakeholders are in each different educational section • To give due weight to the ideas of all stakeholders - students, teachers, parents, others... • To ensure that the real stakeholders in education have a real voice • To ensure that all good ideas provided by different groups of people interested in education are properly integrated into our action planning • To create educational systems meeting the real needs of those being educated • To ensure that truly passionate and committed teachers are available for every educational stream • To provide a proper place in society for good teachers • To pay teachers well, give them the kind of rewards they really want • To provide all needed avenues for teachers to develop themselves • To ensure that students at each level have a proper voice in the educational systems catering to their specific needs • To develop effective professional education courses • To put into place, at an initial level, effective practical means for people to discuss and resolve issues • To ensure that teachers at each level have their proper voice in the actual actioning in the educational system • To get stakeholders in education effectively together in various groups, to discuss educational issues and how OPMS could help • To convince people at large that the conventional mode of prose discussion is not effective • To convince people that prose + structural graphics (p+sg) would be most useful to develop effective Action Planning on this issue • To convince people that p+sg is in fact an essential requirement for making real headway on this complex issue ● To create a wide number of examples to get people interested in using OPMS on educational issues ●To implement OPMS intensively and extensively into various educational institutions ●To get good teachers involved in designing effective teaching systems through the OPMS There are various such trigger questions to elicit ideas about different aspects of a Mission, and literally thousands of elements may be generated in due course – but THINGS TO DO to accomplish the Mission should generally come first… (Illustrated here are elements generated by one individual, based on the thinking and reading he had done on the issue – you of course would generate an entirely different set of elements reflecting your own different background, etc). ALL useful elements should be integrated into the Action Planning in order to get real commitment from all interested! OPMS General Presentation

  14. We shall now show a simple two-element Interpretive Structural Model, articulating the implicit linkage between two of the elements in the list: To give due weight to the ideas of all stakeholders (B) The two elements are: “To discover who the real stakeholders are in each different educational section” (A) To discover who the real stakeholders are in each different educational section (A) “To give due weight to the ideas of all stakeholders” (B) On next slide, we add next element on list: “To ensure that the real stakeholders in education have a real voice” (C) Prose transation: “To discover who the real stakeholders are in each different educational section MAY CONTRIBUTE to give due weight to the ideas of all stakeholders”(In conventional circumstances, such relationships are left entirely ambiguous.) We now develop this starter model by adding various ‘elements’ to it… all these are also ‘perceptions’ to be validated. The OPMS then asks the users a couple of questions to elicit their perceptions of how these element may “contribute to” each other In this case, the user felt element ‘A’ “may contribute to” element ‘B’ – so the model shown will reflect that perception……had the perception been the other way around, the model would obviously reflect this perception! Arrows in this and the next such modeling slides stand for: “may (or should) contribute to”. (As one becomes more certain about the model being constructed, one can make the relationship more certain “CONTRIBUTES TO”). OPMS General Presentation

  15. “should contribute” To create educational systems meeting the real needs of those being educated To give due weight to the ideas of all stakeholders (B) Add one more element To ensure that the real stakeholders in education have a real voice” (C) To discover who the real stakeholders are in each different educational section (A) We should EACH time translate these models fully into prose – you’ll soon find reading these models much easier than standard prose! This is a ‘representation’ of the mental model of the specific person who is considering the issue. (The mental model may be ‘right’ or ‘wrong’ – we claim that creating such models is useful to help find out how the mental models that are held by the person reflects his/her own reality. And other people could see the whole thing quite differently). Some underlying issues: There may be considerable disagreement between different people about how various elements are perceived to “contribute” to each other. Effective discussion engendered in the Interactive Management and OPMS processes enable people to arrive at a true consensus. Prose transation: “To discover who the real stakeholders are in each different educational section SHOULD CONTRIBUTE to ensure that the real stakeholders in ed. Should have a real voice, which in turn SHOULD CONTRIBUTE To give due weight to the ideas of all stakeholders” Prose translation: ~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ OPMS General Presentation

  16. “should contribute” We continue exploring the ‘deep logic’ hidden in the ‘structure’ of those elements in the system… • To ensure that all good ideas provided by different groups of people interested in education are properly integrated into our action planning To create educational systems meeting the real needs of those being educated Add yet one more element… • To ensure that all good ideas provided by different groups of people interested in education are properly integrated into our action planning To give due weight to the ideas of all stakeholders (B) To ensure that the real stakeholders in education have a real voice” (C) To give due weight to the ideas of all stakeholders (B) To discover who the real stakeholders are in each different educational section (A) To ensure that the real stakeholders in education have a real voice” (C) Remember it is very important to write up prose translations of all models created till you are entirely familiar with this new language of ‘structural graphics! To discover who the real stakeholders are in each different educational section (A) OPMS General Presentation

  17. If ‘A’ ‘B’, and if ‘B’ ‘C’, then ‘A’ MUST ‘C’ (where ‘A’, ‘B’, ‘C’ are elements and stands for the specific transitive relationship under consideration) Logically, we are able to justify adding elements, in specific, appropriate positions to our starting two-element graphical structure (as we’ve done in the past few slides) because the relationship “CONTRIBUTES TO” is transitive, which means the following: Interpretive Structural Modeling (ISM) is based on a SINGLE transitive relationship running right through the model. Going ‘one level deeper into the process’, it is also possible (I claim) to bring about effective change even in the minds of at least some of those people who do NOT have a basic desire to correct their own mistaken notions! This is a very sizable claim, and would require much more work to be done on it to justify it rigorously. This simple idea has huge impact – in regard to construction of these models as well as to their interpretation. Models constructed using the above rule would be logically consistent AND, further, the construction of even very large models would also be quite efficient because of the transitivity of the single relationship used in each such structure. Mistaken ideas are easily corrected through regular use of this process (assuming, of course, there is a basic desire to correct one’s own mistaken ideas) The process helps the people easily perceive the logical inconsistencies that may be embedded in their thought processes! OPMS General Presentation

  18. Using this algorithm, we’ve used the OPMS software to create a model comprising about 20-odd elements (next slide). Time taken to create this model: about 20 minutes. A diverse group of 8-10 people interested in the issue of creating effective educational systems for India would take about 2-4 hours – sometimes longer -to create a ‘consensus model’. OPMS General Presentation

  19. The model does not fit onto a single screen, so only a part of it is visible here. Next screens, we display the model in sections OPMS General Presentation

  20. “leads to” TOPMOST LEVEL OF MODEL SECOND LEVEL OF MODEL THIRD LEVEL OF MODEL FOURTH (LOWEST) LEVEL OF MODEL Prose translation: “Fourth Level LEADS TO Third Level LEADS TO Second Level LEADS TO Topmost Level” OPMS General Presentation

  21. “may contribute” TOPMOST LEVEL OF MODEL OPMS General Presentation

  22. “may contribute” SECOND LEVEL OF MODEL OPMS General Presentation

  23. “may contribute” THIRD LEVEL OF MODEL OPMS General Presentation

  24. “leads to” “may contribute” TOPMOST LEVEL OF MODEL SECOND LEVEL OF MODEL THIRD LEVEL OF MODEL FOURTH (LOWEST) LEVEL OF MODEL FOURTH (LOWEST) LEVEL OF MODEL Prose translation (from below): “To create a wide number of examples to get people interested in using OPMS on educational issues MAY CONTRIBUTE to put into place, at an initial level, effective practical means for people to discuss in resolve issues (in consensus)… …. ….” [IMPORTANT: Such prose translation should be done for all parts of all models!!! Soon, you’ll find you are very easily thinking in terms of these structural graphics]. Complete model constructed using the OPMS prototype software. Write to gs_chandy@yahoo.com to find out how to get hold of the OPMS software! OPMS General Presentation

  25. The model illustrated in the previous slides is a representation of the ‘mental model’ of one person considering the issues involved… To arrive at a realistic understanding of any group issue (such as this one), we shall need to take into effective consideration the views of ALL involved, enable them to develop a proper understanding of each other’s views, and from that understanding to develop a realistic representation of the whole system… Warfield’s ‘Interactive Management’, which is the foundation of OPMS, is designed to ensure effective learning by all involved and the development of ‘consensus wisdom’ on all group issues. OPMS General Presentation

  26. WHY? HOW? The “HOW?”s and the “WHY?”s of every element are built into the model constructed with “contributes to” as its structural relationship! This property holds for EVERY element in the structure – check it out for yourself! We now explain one very important characteristic of any model predicated on the transitive relationship “contributes to” … Read DOWNthe structure to find out the HOW of the focus element! Focus on ANY element in the structure: Read UPthe structure to find out the WHY of the focus element! OPMS General Presentation

  27. Some features of ISM The relationship “contributes to” is probably the single most important of all relationships that can help us arrive at a working understanding from scratch of the systems under consideration Some important transitive relationships in systems: and a whole lot of others… “contributes to” “aggravates” (in case or problems/ difficulties encountered) “precedes” (PERT and Gantt Charts – well known in ‘Project Management Software’) • ANYtransitive relationship may be modeled through ISM (a single relationship per model) – • An ISMbased on on “contributes to” clarifies the “HOWs?” and the “WHYs?” of EACH and EVERY things done or to be done! • ISM enables individuals and groups to explore the relationships between factors in their systems to any depth and degree of detail as required • A simple model of, say 20-25 elements on 1 or two pages would be the equivalent of some 30-40 (or even more) pages if translated in full into standard prose: ISM enables huge compression of long prose passages! • ISM is one of the powerful modeling techniques created by Warfield that help individuals and groups to explore complexity in systems. “is more/less important than” “supports” “enhances” OPMS General Presentation

  28. Any number of ideas can be easily added, if they’re relevant to the Mission on “Education”! OPMS General Presentation

  29. John Warfield’s ‘Interactive Management’ comprises a whole set of methodologies to: • enable problem solvers to generate & clarify ideas along with • two powerful modeling tools to enable them to ‘structure’, ororganise ideas generated. You’ve just seen ISM, one of the modeling tools. We’ve just illustrated ‘Interpretive Structural Modeling’ (ISM) OPMS - General Presentation

  30. Apart from ISM, Warfield has created another powerful modeling tool, ‘Field Representation and Profiling Method’ (FR) designed to help us put elements in a system into appropriate ‘similarity classes’ or ‘categories’ – which then help us explore the relationships (transitive and other) between elements and categories. • The great benefits of Field Representation are seen in a live workshop, where participants create FRs from their own ideas and put them to practical use. Here we illustrate FR by three different models: • A very simple FR to illustrate the basic idea (in some detail); • A real FR created in a live workshop; • A rather complex FR – a ‘model of models’ OPMS - General Presentation

  31. Here’s a random list of some diverse Missions: We shall show a Field Representation created from this random list with a view to bring some ‘system order’ into it… • To become a top level software designer • To double organizational turnover within one year • “Garibi hatao!” – (The famous ‘anti-poverty’ slogan of Indira Gandhi’s government – the slogan was excellent, but the initiative as a whole failed rather miserably) • To master my math syllabus and thereby get excellent results in my math exams • To get myself a satisfying and well-paying job • “To create an effective system of governance to meet India’s needs” • To align individuals in the organization to the organization’s goals • To qualify myself for the best job opportunities available • To launch a new product in the US market in 2008 • To set up my own consulting business • To become the global leader in software by 2015 • “To ensure 90% true literacy in India within 10 years” • “To remove our great shame of 40% malnourished children in India – by 2015” Our first example of FR follows… OPMS - General Presentation

  32. The first step of the FR process involves inserting the ‘elements’ into categories/’similarity classes’ First ‘Modeling question’, for creating Field Representations will be shown… We start by inserting the first element into a blank ‘Dimension’, as illustrated below… A: Dimension 1● To become a top-level software designer First element inserted in Dimension 1 …and then we ask ‘modeling questions’, as shown, next … OPMS - General Presentation

  33. In your opinion, is “To double organizational turnover within 1 year”(element ‘2’) similar to (/in the same category as) “to become a top-level software designer”(element ‘1’)[keeping in mind the kind of organizational structures that may be needed to accomplish the specific Mission]? OPMS - General Presentation

  34. NOTE: The phrase “[keeping in mind the kind of org. structures that may be needed to accomplish the specific Mission] is important: we would have got a quite different FR if that phrase had been, for instance, “[keeping in mind the success/failure associated with the various Missions]” OPMS - General Presentation

  35. In your opinion, is “To double organizational turnover within 1 year”(element ‘2’) similar to (/in the same category as) “to become a top-level software designer”(element ‘1’)[keeping in mind the kind of organizational structures that may be needed to accomplish the specific Mission]? Response Is “NO”, so this element goes into a different category as shown, … OPMS - General Presentation

  36. Here’s how the Field Representation looks at this point: A: Dimension 1● To become a top-level software designer A: Dimension 1 B: Dimension 2● to become a top-level ●To double organizational software designer turnover within 1 year Next modeling question: Response: “NO”, so new question asked… In your opinion, is “Garibi Hatao!” (element ‘3’) similar to (/in the same category as) “to become a top-level software designer” (element ‘1’)[keeping in mind the kind of organizational structures that may be needed to accomplish the specific Mission]? Response again: “NO”, so a new dimension is created… Next modeling question: Second element in Dimension 2 In your opinion, is “Garibi Hatao!” (element ‘3’) similar to (/in the same category as) “To double org. turnover within 1 year” (element ‘2’)[keeping in mind the kind of organizational structures that may be needed to accomplish the specific Mission]? A: Dimension 1 B: Dimension 2● to become a top-level●To double org. software designerturnover within 1 year C: Dimension 3 ● Garibi Hatao! If the response to a modeling question is “NO”, the question is asked again w.r.t. an element in the next Dimension, or a new Dimension is created and the element in question is inserted there. If the response is “YES”, then the element is inserted in the same Dimension… OPMS - General Presentation

  37. A: Dimension 1 B: Dimension 2● To become a top-level●To double org. software designerturnover within 1 year C: Dimension 3 ● Garibi Hatao! ● To master my math syllabus and thereby to do very well in my math exams and so on… Next modeling questions: In your opinion, is “To master my math syllabus and thereby to do well in my math exams” (element ‘4’) similar to (/in the same category as) “To become a top-level software designer” (element ‘2’)[keeping in mind the kind of organizational structures that may be needed to accomplish the specific Mission]? … the resulting FR is shown on next slide… Response “YES” – so the new element is inserted into DIM. 1 OPMS - General Presentation

  38. A: Dimension 1 To become a top-level… To master my math syllabus To get myself a satisfying and well-paid job … B: Dimension 2 To double organizational turnover… To get over the ‘attrition problem’ To align individuals in organization… To launch a new product in US market FR: “ System of ‘Types of Missions’ ” System Tie-Line C: Dimension 3 O “Garibi Hatao!” O “To create an effective system of governance for India’s needs” O “To develop an effective educational system for our needs” O “……” Important!The titles of the categories are arrived at only after all elements are appropriately inserted into blank categories (see next…) OPMS - General Presentation

  39. A: Individual Missions To become a top-level… To master my math syllabus To get myself a satisfying and well-paid job … B: Organizational Missions To double organizational turnover… To get over the ‘attrition problem’ To align individuals in organization… To launch a new product in US market FR: “ System of ‘Types of Missions’ ” The ‘SYSTEM TIE-LINE’ stands for any of the relationships that may be inherent in the system under consideration On examining the ‘system’ with just the three dimensions that have developed here, we are now able to perceive that a couple more dimensions are required to render this into a truly useful and usable ‘system’… System Tie-Line C: Societal Missions O “Garibi Hatao!” O “To create an effective system of governance for India’s needs” O “To develop an effective educational system for our needs” O “……” OPMS - General Presentation

  40. A: Individual Missions To become a top-level… To master my math syllabus To get myself a satisfying and well-paid job … B: Organizational Missions To double organizational turnover… To get over the ‘attrition problem’ To align individuals in organization… To launch a new product in US market FR: “ System of ‘Types of Missions’ ” Earlier, it was just a random list – now, it is beginning to represent a ‘system’… System Tie-Line C: Societal MissionsO “Garibi Hatao!”O “To create an effective system of governance for India’s needs”O “To develop an effective educational system for our needs” O “……” …i.e., the FR process has enabled us to create a useful representation of a ‘system’ from a mere random list! Two more dimensions needed to create a useful ‘system’ D: Type of organizationE: Resources reqd.Requiredo ~~~~~~~~~~~~O Self-organization o ~~~~~~~~~~~~O Incorporated Company o~~~~~~~~~~~~~ O Government or non-governmental organisation T OPMS - General Presentation

  41. IMPORTANT: The appropriate titles of the Dimensions of this Field Representation came to light only AFTER all elements were inserted into those Dimensions via an appropriate ‘modeling question’! • Individual Missions • Organizational Missions • Societal Missions D: Type of organizationE: Resources reqd.Requiredo ~~~~~~~~~~~~O Self-organization o ~~~~~~~~~~~~O Incorporated Company o~~~~~~~~~~~~~ O Government or non-governmental organisation OPMS - General Presentation

  42. A: Individual Missions • To become a top level software designer • To master my math syllabus and thereby get excellent results in my math exams • To get myself a satisfying and well-paying job • To qualify myself for the best job opportunities that become available • To set up my own consulting business • To become more effective at what I do • To learn to use PowerPoint effectively • … OPMS - General Presentation

  43. B: Organizational Missions • To obtain needed financing for a major project • To align individuals in the organization to the organization’s goals • To double turnover, with adequate profitability, within 2 years • To double organizational turnover within one year • To get over the ‘attrition problem’ • To launch a new product in the US market in 2008 • To become a global leader in software services by 2015 • To obtain needed financing to market globally • … OPMS has been successfully applied to large number of ‘individual Missions’, and also to several organizational Missions’ OPMS - General Presentation

  44. C: Societal Missions • “Garibi hatao!”(Indira Gandhi’s famous slogan, which has alas never been effectively worked on) • “To create an effective system of governance to meet India’s needs” • “To develop an effective educational system for India’s needs” • “To ensure 90% true literacy in India within 10 years” • “To become one of the ‘least corrupt’ nations in the world within 10 years (instead of being one of the ‘more corrupt’ nations)” • “To remove the great shame of 40% Indian children malnourished by 2015 • … “To accomplish any societal Mission would demand we work with government and groups involved in societal issues… Thus far, we’ve not worked much on ‘Societal Missions’ OPMS - General Presentation

  45. Original list of diverse Missions • To become a top level software designer • To double organizational turnover within one year • “Garibi hatao!” • To master my math syllabus and thereby get excellent results in my math exams • To get myself a satisfying and well-paying job • “To create an effective system of governance to meet India’s needs” • To align individuals in the organization to the organization’s goals • To qualify myself for the best job opportunities available • To launch a new product in the US market in 2008 • To set up my own consulting business • To become a global leader in software services by 2015 • “To ensure 90% true literacy in India within 10 years” • To align individuals in the organization to the organization’s goals We claim that a significant enhancement in understanding develops through FR categorization – just review that Field Representation!(Reviewed, next slide) OPMS - General Presentation

  46. There are a couple more useful operations relating to ordering the dimensions and elements within them, shown later A: Individual Missions To become a top-level…S To master my math syllabus To get myself a satisfying and well-paid job … B: Organizational Missions To double organizational turnover… To get over the ‘attrition problem’ To align individuals in organization… To launch a new product in US market FR: “ Systems required to handle different kinds of Missions” Effective use of the ‘System Tie-Line’ will bring out the full power of this ‘system representation’ System Tie-Line ‘System Tie-line’ represents any or all the relationships inherent in the ‘system’ we wish to create or improve C: Societal MissionsO “Garibi Hatao!”O “To create an effective system of governance for India’s needs”O “To develop an effective educational system for our needs” O “……” D: Type of organization E: Resources reqd.RequiredO Self- organization o ----------------------O Incorporated Company o ---------------------- O Government or non-governmental organisation T OPMS - General Presentation

  47. So, let’s recapWHYwe do this ‘categorization’ • The mind is able to get a better ‘overview’ picture of the whole by looking at a few categories rather than looking at a large number of disparate elements • We can better understand the relationships between the factors in the system when we look at those categories rather than at the disparate elements in the list (some relationships illustrated later) • By creating such a Field Representation of ‘Missions’, we are enabled to understand the ‘structures’ of the kind of systems needed to accomplish each type of Mission. When the System Tie-Line is put to use, we get a pretty comprehensive picture of the relationships within the entire system considered. • The human mind has learnt over millennia to categorize factors in a system in ways that are useful to enable understanding of the systems confronted. The Field Representation process just utilizes this existing, well-developed human skill and thereby provides us a practical means to create ‘graphical pictures’ of systems that encompass all dimensions of the system under consideration. • Conjecture: The FR process can lead to a simpler - more effective, more understandable - way of creating ‘ontology maps’ than the conventional means • Most importantly, such representations, effectively used, are models that satisfy this fundamental law of systems:“Ashby’s Law of Requisite Variety”(explained, next slide) OPMS - General Presentation

  48. Ashby’s Law of Requisite Variety: (‘Simple Simon’ version) “The dimensions of a proposed solution to any problem should match the dimensions of the problem itself” A great many of our individual, organizational and societal systems are designed without the designers having kept this fundamental law in mind – which explains why so many of our systems do not perform optimally or even may fail catastrophically Take a look at the news of ANY day (including today), and you will see scores (even hundreds!) of examples to validate the claim just made – and to demonstrate the desperate need of society to have accessible practical means to ensure that our systems are designed to satisfy Ashby’s Law! Formal (non-mathematical) definition:“The variety in the control system must be equal to or larger than the variety of the perturbations in order to achieve control" OPMS - General Presentation

  49. We illustrate Field Representation (FR) method once again – now with a structure created from the elements in a list of elements created for a Mission “To develop an effective educational system for India’s needs” (The Field appears on two slides as it does not fit into one screen) OPMS - General Presentation

  50. Page 1 SYSTEM TIE LINE TIELINE SYSTEM TIE LINE Field Representation: “System to develop and put into place effective Educational Systems for India at every level in every field A : STAKEHOLDERS IN EDUCATION ● To discover who the real stakeholders are in each different educational section(1) ● To get stakeholders in education effectively together in various groups, to discuss educational issues and how OPMS could help(14)B : GIVE STAKEHOLDERS THEIR PROPER VOICE! ● To ensure that real stakeholders in education have a real voice(2) ● To give due weight to the ideas of all stakeholders - students, teachers, parents, others...(3) ● To ensure that all good ideas provided by different groups of people interested in education are properly integrated into our action planning(4) ● To ensure that students at each level have a proper voice in the educational systems catering to their specific needs(10) ● To ensure that teachers at each level have their proper voice in the actual actioning in the educational system(13)C : EFFECTIVE EDUCATIONAL SYSTEMS ● To create educational systems meeting the real needs of those being educated and of society(5) ● To develop effective professional education courses(11) ● To initiate specific educational institutions into using OPMS for their specific interests of various kinds(19) ● To implement OPMS intensively and extensively into various educational institutions(20) ● To get good teachers involved in designing effective teaching systems through the OPMS(21) OPMS - General Presentation

More Related