January, 2002
From: "Ansaldo, James" <jansaldo@indiana.edu>
To: "'k-12sd'" <k-12sd@sysdyn.mit.edu>
Subject: RE: confirmation
Date: Thu, 13 Dec 2001 12:26:58 -0500
Hello All,
I'm a research associate at the Center on Education and Lifelong Learning at
Indiana University, Bloomington. I am interested in applying system
dynamics insights to our center's work in the area of school change. We do
a lot of work in the area of inclusion, which we have expanded from a focus
on the inclusion of people with special needs toward the concept of creating
inclusive school communities -- an idea that goes well beyond issues of
disability. I'm looking forward to the discussion.
jim
------------------------------------------------------------
Jim Ansaldo
Indiana Institute on Disability and Community
Center on Education and Lifelong Learning
2853 East Tenth Street Building G
Bloomington, Indiana 47408-2601
P: (812) 855-8343
F: (812) 855-9630
jansaldo@indiana.edu
http://www.iidc.indiana.edu
----------------------
Date: Mon, 7 Jan 2002 11:28:37 -0500
To: k-12mas@sysdyn.mit.edu
From: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Happy New Year and List Protocol (SD35
X-Loop: k-12mas
Dear K-12sd List Members,
The note below is a helpful summary of list protocol for us to use in the future along with Bob's (system-dynamics list moderator) suggestion that messages have been scarce in the past few months and you are still on the master email list.
Happy New Year to All!
Nan Lux, Moderator
k-12sd Email Discussion List
Date: Wed, 02 Jan 2002 06:16:06 -0500
From: Bob Eberlein <bob@Vensim.com>
X-Accept-Language: en
To: system-dynamics@world.std.com
Subject: PERIODIC Happy New Year and List Protocol (SD3523)
Sender: system-dynamics-approval@world.std.com
Reply-To: system-dynamics@europe.std.com
Hi Everyone,
Happy new year. The list has gone quiet lately, it does that
from time to time, so I wanted to post something to let you know
you are still subscribed.
Reminders on protocol.
1. The topics need to be related to system dynamics.
2. Strive for brevity.
3. Always be polite.
4. If you want to refer to another's message quote one or
two lines of the message do not include the entire thing.
5. If you want to post an informational query you need to
explain why you are making the query (what project you
are working on).
6. No advertising except that job openings, new product
introductions and conferences may be announced.
7. If I do not think something is appropriate for the list or
a topic has been beaten to death I will not post the message.
If you don't see a message and you think it should be posted
send it again and I will reconsider and post it or let you
know my reasoning.
8. There are lots of bounced addresses and some fail persistently
for a while even though they shouldn't. If this happens the
addresses get dropped. If you think you have been inadvertantly
unsubscribed send me a note and I will check it.
Bob Eberlein
bob@vensim.com
----------------------------
From: "Juan Sanchez (TXM)" <TXMJUSG@am2.ericsson.se>
To: "'k-12sd'" <k-12sd@sysdyn.mit.edu>
Subject: Systems Thinking at Kindergarden schools
Date: Mon, 7 Jan 2002 18:20:07 -0600
Hello,
I am developing a new program for Kindergartens. I would like to include issues about System Thinking in order to make children think in this way. Any material or any tips about System Thinking for children (3-5 years old) is welcome.
Juan Sánchez
mailto: txmjusg@am2.ericsson.se
--------------------------
Date: Tue, 08 Jan 2002 08:49:29 +0100
From: Niall Palfreyman <niall.palfreyman@fh-weihenstephan.de>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Re: Introduction
Jim Ansaldo wrote
We do a lot of work in the area of inclusion, which we have expanded from a focus
on the inclusion of people with special needs toward the concept of creating
inclusive school communities -- an idea that goes well beyond issues of
disability.
I would be very interested in hearing more about the idea of inclusive
school communities Jim. I am Dean of Academic Studies at a university in
Germany, and my main overriding goal at present is to build precisely
such a community here. I'd be particularly interested in hearing about
ways of getting an initiative off the ground - generating interest
amongst staff and the local community for such a cooperation.
Cheers,
Niall Palfreyman.
--------------------
From: "Joseph Sullivan" <knight7@gloucester.k12.ma.us>
To: "MIT" <k-12sd@sysdyn.mit.edu>
Subject: iontroduction
Date: Mon, 7 Jan 2002 17:05:58 -0500
(My) Major interest application of catastrophe theory and Non-linear dynamics to learning systems at the individual, school, and system level.
Dr. Joseph M. Sullivan
Principal
Gloucester High School
32 Leslie O. Johnson Road
Gloucester, MA 01930
--------------------------
Future request from the Moderator: Please "sign" your list messages with at least your first name and last name. Thanks!
-----------------------------
From: DPetrino@aol.com
Date: Tue, 8 Jan 2002 20:29:43 EST
Subject: Re: Reply to Introduction
To: k-12sd@sysdyn.mit.edu
I think President Bush signed into law today the new education budget with
increase the "IDEA" funding percentage -- "IDEA" is the legislative funding
source for inclusion .....
---------------------------------------
Date: Wed, 09 Jan 2002 08:27:19 +0100
From: Niall Palfreyman <niall.palfreyman@fh-weihenstephan.de>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Re: Systems Thinking at Kindergarden schools
Juan Sanchez schrieb:
Any material or any tips about System Thinking for
children (3-5 years old) is welcome.
Hi Juan,
Two thoughts that immediately come to my mind are:
"When a Butterfly Sneezes" by Linda Booth Sweeney.
"Systems Thinking Playbook" also by Linda.
Both excellent.
Cheers,
Niall Palfreyman.
-----------------------------
To: k-12sd@sysdyn.mit.edu
From: "Frank Duffy" <frank.duffy@gallaudet.edu>
Subject: Introduction and greetings
Date: Tue, 08 Jan 2002 17:56:06 -0800 (PST)
Happy new year everyone.
My name is Francis (Frank) Duffy. I am a professor of
administration and supervision at Gallaudet University
in Washington, DC. My speciality is large-scale
organization improvement, especially in school systems.
I have published four books on systemic school
improvement, including one with a lead chapter written
by Meg Wheatley. As you can imagine, I have a keen
interest in learning more about how to create and
sustain whole-system change within school districts.
I'm looking forward to learning....
Best wishes,
Frank
------------------------------
Date: Wed, 9 Jan 2002 18:45:13 -0500
To: k-12sd@sysdyn.mit.edu
From: Alan Ticotsky <ticotsky@rcn.com>
Subject: systems in Kindergarten
Juan Sanchez wrote:
Any material or any tips about System Thinking for
children (3-5 years old) is welcome.
In Carlisle, Massachusetts, USA, we do a few things with
Kindergartners. We play a version of "The Friendship Game," developed
originally at the Catalina Foothills School District in Arizona. Our
methods are described in an article "Graphing the Friendship Game"
available from the CLE website.
We also play a simulation called "The Rainforest Game" which is
unpublished but pretty far along in development. I would be glad to
describe it in detail off the listserv and would welcome feedback from
teachers who try it in their own schools.
Some Carlisle teachers are piloting simple causal loops about
avoiding fighting. We have had good success in grade 5 but I don't know
how it will go with the younger students.
I know that some of my colleagues around the US have worked with
very young students. I am always encouraged when groups of systems
educators meet and trade stories. Perhaps more references can be shared,
and Juan and others can contact those folks doing work with young students.
Alan Ticotsky
-------------------------
From: "Joseph Sullivan" <knight7@gloucester.k12.ma.us>
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
Subject: RE: Systems Thinking at Kindergarden schools
Date: Tue, 8 Jan 2002 16:28:34 -0500
One consideration should be the teacher's systems thinking. Systems
thinking at the kindergarten level may revolve around learning strategies
instruction. Methods for learning, templates for problem solving that
provide frames of reference for thinking about a problem. Graphic organizers are helpful reference points.
Of course, I could be out in left field, because I am viewing the problem from the 9-12 end of the system. What we see is that those students who have some schema (templates) are more successful with ill-defined problems, as well as novel problems. I'd be glad to talk with some people at that end of the business to see if my estimate is accurate.
Dr. Joseph M. Sullivan
Principal
Gloucester High School
32 Leslie O. Johnson Road
Gloucester, MA 01930
--------------------------------
From: "Janice C. Kowalczyk" <kowalcjn@ride.ri.net>
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
Subject: RE: Systems Thinking at Kindergarden schools
Date: Tue, 8 Jan 2002 17:20:49 -0500
Juan, I think the connections that can be best made at that level is to
stories and through these you can also help develop the vocabulary and
thinking...for guidance with this task I recommend the book "When a
Butterfly Sneezes" by Linda Booth Sweeney.
Janice
Janice C. Kowalczyk
mailto:kowalcjn@ride.ri.net
Rutgers University
Assistant Director,
Leadership Program In Discrete Mathematics
http://dimacs.rutgers.edu/lp/institutes/index.html
Office: 401-841-5583
Home: 401-849-7546
9 Beechland Place
Middletown, RI 02842
------------------------------
Date: Fri, 11 Jan 2002 17:33:28 -0500
Subject: Re: Introduction and greetings
From: Kathy Minardi <k.minardi@aidanschool.org>
To: k-12sd <k-12sd@sysdyn.mit.edu>
on 1/11/2002 3:51 PM, k-12sd at k-12sd@sysdyn.mit.edu wrote:
My name is Francis (Frank) Duffy. I am a professor of
administration and supervision at Gallaudet University
in Washington, DC. My speciality is large-scale
organization improvement, especially in school systems.
<snip>
Dear Frank Duffy,
My name is Kathy Minardi. I am the Head of School at
Aidan Montessori School in Washington, D.C. in Woodley Park. I have been in the systems thinking movement for quite a while. I have been working in whole-systems change in small organizations rather than school districts.
Since we are neighbors, perhaps we could meet. What is the title of your
book that includes a chapter from Margaret Wheatley?
Best Wishes,
Kathy
--------------------------
From: "David Mastropaolo" <dmastro1@maine.rr.com>
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
Subject: Re: Introduction and greetings
Date: Mon, 14 Jan 2002 11:45:28 -0500
Hi Frank,
David Mastropaolo, from Falmouth, Maine here.
Our interests appear to be along the same lines. Good luck in your quest.
If at any point you have questions for the field I'd be glad to help. I'm a
6 year school board member with a few opinions on the topic of change
within my whole system. Educationally there is a lot happening at both the
state and local levels here in Falmouth, Maine.
I am interested in introducing system dynamics at the governance level
of our school district. I think its a methodology which is vital to the
orderly
development of such a complex organization. However, System Dynamics
is not a light topic as I'm sure you know. My experience with it so far is
that it is not a discipline that is assimilated easily by a group of elected
officials particularly when they seem determined to defend turf or push an
agenda.
Its an interesting challenge.
David
------------------------------
From: "Joseph Sullivan" <knight7@gloucester.k12.ma.us>
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
Subject: RE: Reply to Introduction
Date: Tue, 15 Jan 2002 15:23:59 -0500
To David Mastropaolo,
Joe Sullivan here. Take a look a Change issue Sept 2001. Article by David Jacobson "A new Agenda for Education Partnerships" This should help frame the problem a little more clearly for those who would find systems dynamic a bit abstract for their taste.
------------------------
From: "Joseph Sullivan" <knight7@gloucester.k12.ma.us>
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
Subject: RE: Reply to Introduction
Date: Tue, 15 Jan 2002 19:01:12 -0500
Frank Duffy,
I Joe Sullivan, Principal of Gloucester High School, in Gloucester
Massachusetts. Have been involved in change in large scale operations
including Prisons School systems, U.S.Army, and rural, suburban and city
schools for a long time. Interested in your thoughts on non-linear dynamic
systems as they relate to learning and failure., as well as the reasons.
-------------------------------
From: Jmwmons@aol.com
Date: Sat, 12 Jan 2002 11:14:58 EST
Subject: Kindergarden suggestions
To: k-12sd@sysdyn.mit.edu
It has been a while since I have posted anything. I have changed jobs and am
currently teaching Elementary Gifted students. I apologize for the length of
this posting, but the topic is, I believe, important to our work.
Juan Sanchez wrote:
Any material or any tips about System Thinking for
children (3-5 years old) is welcome.
Hello Juan,
I have been working on introducing Systems Dynamics to Elementary
students for several years. The work has been with 6 -11 year olds but
perhaps it might help you. I have found that introducing basic SD vocabulary
and concepts to young students and them having them use them on a regular
basis helps their understanding of SD and increases the chance of them
integrating a systems view into their everyday activities and way of
thinking. We introduce the concepts and vocabulary with several activities. I
will briefly describe them below. If you want a more detailed description
please e-mail me and I will be glad to attach a full copy of plans that are
written.
1) "Moving Sand" (actually we are currently use sunflower seeds)
Students pour seeds in and out of a "Stock", measure the accumulation
and graph the results. This introduces the vocabulary of stock, inflow,
increasing, outflow, decreasing, and accumulation. It also connects the
behavior/action of a BOTG to the amount/action of the stock.
2) Story BOTGs
Using a variety of books including Rainbow Fish, we do class BOTGs of a
characters behaviors, usually happiness for Kindergarten students. This
allows for discussion of WHY happiness increases or decreases. Eventually, we
have students do their own graphs but that takes a lot of practice.
3) Vocabulary practice
Teachers and students apply the new vocabulary to other situations when
possible. This is typically done in connection with behavior management
systems with question such as:
What will increase or decrease your STOCK of marbles or sticks? (items
given for good or bad behavior)
What behaviors will increase your learning stock?
4) IN/OUT game - adapted version of the game developed by Carlisle School
District, a Water Foundation project. Alan wrote a message about their work
last week on this list serve. We have students draw a S/F diagram and move
tokens in and out of it while we chart the results as a class. We then graph
the results.
As with any new concept, practice makes perfect. The more you connect and
use the vocabulary and concepts to everyday activities, the more natural the
use of SD will become to both students and teachers.
I also recommend Nancy Robert's work on introducing Causal Loops to
elementary students, Picture Kit, available from the Creative Learning
Exchange. We usually wait until second grade to introduce CLD although we
talk about "feedback" earlier than that. Example, the happier you are the
easier it is to increase your happiness or if you are angry it takes a lot to
decrease your anger. If a student is having a bad day, this makes for a great
discussion of what really caused the problem.
I hope the above helps.
Jan Mons, classroom teacher
e-mail jmwmons@aol.com (new address)
Golden Isles Elementary School
Glynn County School System
Brunswick, Georgia
---------------------------------
Date: Tue, 15 Jan 2002 12:53:59 -0500
To: k-12sd@sysdyn.mit.edu
From: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Systems Thinking at schools in Britain
My apologies if this is a duplicate! the Moderator
Date: Mon, 07 Jan 2002 08:21:29 -0800
From: "RICHARD TURNOCK" <Richard_Turnock@pgn.com>
To: <k-12sd@sysdyn.mit.edu>
Subject: Re: Systems Thinking at schools in Britain
>>> k-12sd <>k-12sd@sysdyn.mit.edu> 01/07/02 08:21AM >>
Question by Niall Palfreyman:
My question to you: Do you have any suggestions for schools in Britain
which are introducing / have introduced Systems Thinking or Learning
Organization ideas, and which have already obtained results which
indicate its usefulness? (Editor: Please reply to the entire list.)
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
You could contact Pinellas County Schools in Florida, Quality Academy and ask them if there is a school in Britain using systems. They have received international attention.
Pinellas Co. uses quality concepts based on systems thinking and the Baldrige Quality model. Don't let the name of the program influence you. This is all about systems thinking and applying the scientific method to an organization.
Here is the contact information:
Pinellas Co. Schools
Quality Academy
301 4th St. SW
Largo FL USA 33770
phone: 727-588-6295
FAX: 727-588-6530
web site <http://www.pinellas.k12.fl.us/qa/>www.pinellas.k12.fl.us/qa/
--------------------------------
To: k-12sd@sysdyn.mit.edu
Cc: Jack.Dale@fcps.org
From: "Frank Duffy" <frank.duffy@gallaudet.edu>
Subject: Re: Systems Thinking at schools in Britain
Date: Wed, 16 Jan 2002 11:36:57 -0800 (PST)
On Wed, 16 January 2002, k-12sd wrote
Question by Niall Palfreyman:
"My question to you: Do you have any suggestions for
schools in Britain which are introducing/have
introduced Systems Thinking or Learning Organization
ideas, and which have already obtained results which
indicate its usefulness?(Editor: Please reply to the
entire list.)"
/////////////
Niall and colleagues,
You might try contacting Dr. Jack Dale, superintendent
of Frederick County Public Schools in Maryland, USA.
He is applying systems thinking and organizational
learning ideas quite effectively in his district. His
leadership, in fact, resulted in him being named
Maryland's Superintendent of the Year for 2000.
Dr. Dale's business e-mail address is
Jack.Dale@fcps.org
Best wishes to all,
Frank Duffy
--------------------------
From: "Francis Duffy" <frank.duffy@gallaudet.edu>
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
Subject: RE: Reply to Introduction
Date: Wed, 16 Jan 2002 11:50:44 -0500
Hi Joe,
I know the Gloucester area well. We used to live in Methuen. I worked at Lesley College in Cambridge and had a one-year honorary faculty appointment at Harvard. We used to drive the coastal road often just to relax. Gloucester was one of our favorite places. The other was Plum Island.
Like you, I am interested in nonlinear change dynamics. I'm just starting
to learn about these. I have been working to translate them into practical
advice for redesigning school systems.
A colleague of mine, Stan Herman, who is a well-known figure in the field of
organization development, coined a phrase that I think reflects the
importance of understanding the nature of nonlinear dynamics in
organizations. He said, organizations need to be able to "seize
opportunities at the intersection of anticipatory intentions (planned
change) and unanticipated events (unexpected events)." What this phrase
tells me is that linear change models cannot be relied upon to bring an
organization to its desired future. Along the way toward the future reality
sets in along with its bag ful of surprises--surprises that create a change
path that is rather nonlinear, almost serpentine.
I'm attaching a powerpoint slide that illustrates my thinking about what I
just said. You will see that the figure has four irregular quadrants--
Q1--anticipated change for the near future,
Q2--anticipated change for the distant future
Q3--unanticipated change for the near future and
Q4--unanticipated change for the distant future
Old change models assumed that the path from the present to the future was a
linear, straight shot forward. Set a vision, assess the present situation,
design a plan to move from the present to the future.
But change is rather nonlinear, as represented in the attached figure by the
serpentine line.
If you take a ruler and draw a straight line (which represents linear models
of change) from the "near future" to the "distant future" that line will
intersect the snake-like line (which represents the true nonlinear nature of
change in organizations) from time to time. But when you look at the
straight line cutting through the snake-like line you will see that if
practitioners try to follow a linear change model they will be off the path
and lost more often than not.
This understanding helps me explain why organizations either succeed or fail
at creating systemic improvement. If they succeed, they are skilled at
seizing the opportunities at the intersection that Stan talks about. If they
fail, they do not recognize that this intersection exists and they assume
that change management is linear.
Helping organizations to see this is one of my challenges. I talk about
this idea in two of my four books. The attached figure is found in
"Creating successful school systems: Voices from the university, the field,
and the community," published by Christopher-Gordon Publishers in Norwood,
MA. http://www.christopher-gordon.com/supervision.htm
I also talk about the nonlinear nature of change in my newest book which is
scheduled to be released this March.
http://www.scarecroweducation.com/Catalog/SingleBook.shtml?command=Search&db
=^DB/CATALOG.db&eqSKUdata=0810842041
I hope I haven't gone on too long. And more than that, I hope I've been
clear.
So, what's your take on nonlinear system dynamics as they relate to
improving organizations?
Frank
--------------------
Date: Thu, 17 Jan 2002 12:22:20 +0100
From: Niall Palfreyman <niall.palfreyman@fh-weihenstephan.de>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Re: Systems Thinking at schools in Britain
Richard Turnock schrieb:
You could contact Pinellas County Schools in Florida, Quality Academy
and ask them if there is a school in Britain using systems. They have
received international attention...
Thanks for the tip, Richard. I've just sent off a mail to them and I'll
see how they respond. I had begun to despair that anyone would be able
to give me any information on the list, so I'm very grateful to you!
Best wishes,
Niall.
-------------------------------
From: "Joseph Sullivan" <knight7@gloucester.k12.ma.us>
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
Subject: RE: Reply to Introduction
Date: Thu, 17 Jan 2002 15:10:12 -0500
To Frank Duffy:
This is what I am trying to do. Understanding how the system works has been
helpful. My dissertation was based on catastrophe theory application to
learning over the course of grades. Basic premise was that disciplinary
problems are academically based and therefore are susceptible to academic
intervention. Working on a larger scale intervention here now.
I'm interested in another view, are you interested?
---------------------
From: "Joseph Sullivan" <knight7@gloucester.k12.ma.us>
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
Subject: RE: Reply to Introduction
Date: Thu, 17 Jan 2002 15:15:35 -0500
More to Frank Duffy:
By the way frank, the transitions points in schools systems qualitatively
may equate to transition points in supply change management systems.
Sometimes I think we try to discard the mistakes at the transitions, as do
manufacturers. Inn view of the seizing of opportunities, it seems to me very
much like war fighting, there are strategies and tactics, that operate like
fractals. Learning operates in a similar manner, if my view is not out in
left field.
--------------------
Date: Thu, 17 Jan 2002 18:19:12 -0500
To: k-12sd <k-12sd@sysdyn.mit.edu>
From: Linda Booth Sweeney <linda_booth_sweeney@harvard.edu>
Subject: Re: a question
Hello all,
Does any one know of any research or writing that attempts make the link between understanding of ecosystems and improved reasoning about social systems?
Linda
----------------------
To: k-12sd@sysdyn.mit.edu
From: "Frank Duffy" <frank.duffy@gallaudet.edu>
Subject: Managing nonlinear change to redesign entire school systems
Date: Thu, 17 Jan 2002 13:04:56 -0800 (PST)
Greetings to all,
I'd like to share some more of my observations with the list about creating and sustaining systemic school
improvement. Specifically, I'd like to talk about the little I've learned about managing nonlinear change to
redesign school systems.
The note is a bit longˆ-not too long, I hope :o).
/////////////
Before beginning, I'd like to offer a norm for this
particular thread. If anyone likes what they read in
any of the notes that emerge around this topic and if
that person or persons decides to quote or paraphrase
what he or she reads, that person has an ethical
responsibility to attribute that paraphrase or quote to
the original author. Agreed?
I offer this norm because some of us who write notes
like this one invest a lot of time and energy into
doing the needed homework to participate in a
discussion like this. If we do the grunt work of
finding facts, organizing the information, and then
writing and posting it, we should get some credit for
that work. It‚s the morally correct thing to do.
One way to make a reference to material read in this
thread would be to make it look something like this,
Duffy, F. M. (2002). "Managing nonlinear change to
redesign entire school systems" [On-line listserv
thread at k-12sd@sysdyn.mit.edu
//////////////////
So, here I go :o).
The Puzzle
Many contemporary school systems find themselves in
amazingly complex and puzzling environments. They are
increasingly expected to turn direction quickly in
response to changes in their environments, but they
can't change direction because they are bound by the
arthritic bureaucratic designs of their systems or they
don't know how to change direction.
Combine this observation with the fact that systemic
change is sometimes serpentine, sometimes circular, and
sometimes spiral, but never purely linear and
sequential.
The True Nature of Change Management
A colleague of mine, who I mentioned in an earlier note
(Stan Herman), coined a phrase that I shared with you
before that I think really captures the true nature of
change management in contemporary
school systems. He said to me in a private note,
organizations need to learn how "...to seize
opportunities at the intersection of anticipatory
intentions (planned change) and unanticipated events
(reality; i.e., unplanned, unintended events)."
Unanticipated events (reality)by definition are
unpredictable. They occur in nonlinear, chaotic ways.
Their appearance requires extraordinarily speedy
response time (i.e., agility)if school districts are to
survive and thrive.
This nonlinear and chaotic reality seems diametrically
opposed to the traditional school improvement and
strategic planning models built on the foundation of
anticipatory intentions (planned change) that assume
change is mostly linear and sequential.
Current school district improvement methodologies for
managing change seem to rely on tools that anticipate
near and distant future events and assume that the
desirable future envisioned in a strategic planning or
organization improvement process is achieved by moving
sequentially straight ahead (which is not completely
true).
The deficiencies of these linear approaches are
compounded by the fact that they often take an
agonizingly long time to plan for and implement (e.g.,
it is not unusual to hear of school districts taking up
to a year to develop strategic plan or a vision
statement).
By definition, it is impossible to anticipate
unanticipated events. Therefore, organizations need to
develop the capacity to respond to the unanticipated.
In my opinion, none of the current approaches to school
district improvement or strategic planning seem do this
because they all appear to focus exclusively on
anticipating the future, planning for it, and then
implementing the plans by trying to move straight
forward (a la, Kurt Lewin).
This is a serious problem for the field of systemic
school improvement. There seems to be no methodologies
widely available to help school districts
simultaneously plan for the future and respond quickly
to unanticipated events (There are plenty of ideas
about the need to do this, but there doesn't seem to be
a solid method-ˆa set of tools-ˆthat is widely known
and used.)
Further, how can school districts continue using
linear, time-consuming change models when reality
requires all contemporary organizations to act speedily
while moving along a serpentine change-path that, like
a stream, often suddenly dives underground and
resurfaces in an unexpected place? If school districts
try to improve by moving along what they perceive to be
a linear change-path (which is in fact serpentine) they
will suddenly find themselves off the path and lost.
The need for a new change methodology for creating and
sustaining systemic school improvement as reflected in
the above comments is one that I am responding to
through my work.
So, here are my questions to those of you interested in
this thread....
1. Do you think my observations are correct? And, if so,
2. What are the emerging "practical,"
management-oriented, user-friendly methodsˆtools, etc.,
for helping school systems improve along nonlinear
change-paths?
All my best,
Frank
--------------------------
From: DPetrino@aol.com
Date: Fri, 18 Jan 2002 17:41:07 EST
Subject: Re: how the system works
To: k-12sd@sysdyn.mit.edu
Question: At which grade level or age does the educational aspect first
develop into a disciplinary issue? My guess around third grade. School moves
more into content at that grade level.
Dan
-------------------------
Date: Fri, 18 Jan 2002 13:58:05 -0800
From: "Philip S. Abode" <pxabode@fresno.k12.ca.us>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Re: Reply to Introduction
Strategies and tactics, Heh! Schooling managers and workers have traditionally
not viewed viewed their enterprise as something like war! IMHO, they seem to
think that the educational process is basically deterministic, there are no
uncertainties, no risks, no ambiguities to the attainment of educational goals.
If it did not happen, it must be the consumer's fault, they seem to think. The
question is: Between systems dynamics applied to microlearning theory and
strategic thinking applied organizationally, which has the potential to produce
leap in educational value added for the consuming student? That may not even be a
fair question, for I believe that both tools are needed in any enterprise.
However, I do think that under extant educational conditions, in which
environmental and competing (dialectical) forces that are largely ignored by
schooling theory, systems dynamics can only hope to make marginal impact.
Philip Abode
k-12sd wrote:
From: "Joseph Sullivan" <knight7@gloucester.k12.ma.us>
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
Subject: RE: Reply to Introduction
Date: Thu, 17 Jan 2002 15:15:35 -0500
More to Frank Duffy:
By the way frank, the transitions points in schools systems qualitatively
may equate to transition points in supply change management systems.
Sometimes I think we try to discard the mistakes at the transitions, as do
manufacturers. Inn view of the seizing of opportunities, it seems to me very
much like war fighting, there are strategies and tactics, that operate like
fractals. Learning operates in a similar manner, if my view is not out in
left field.
--------------------------
Date: Fri, 18 Jan 2002 13:39:22 -0800
From: "Philip S. Abode" <pxabode@fresno.k12.ca.us>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Re: a question
To my knowledge, one of the best references is Walter Cannon's "Wisdom of the Body." Caveat, Dr Cannon was a physiologist, not an ecologist. You must know that systems thinking emanated from physiology.
Philip Abode
--------------------
From: DPetrino@aol.com
Date: Fri, 18 Jan 2002 17:37:36 EST
Subject: Re: Managing nonlinear change to redesign entire school systems
To: k-12sd@sysdyn.mit.edu
I feel school systems and state governments are more like dinosaurs. It takes
some time for a message to go from the brain to the tip of the tale. The
larger the district the bigger the dinosaur. In Florida we have 6 or more of
the nations 20 largest school districts plus a state government and taxing
process based on 1947 (ish) economy. Quick change might be 3 years at the
school level, 3-5 years at the district level and 6-10 years at the state
level. Part of the problem is educators and legislatures are guardians and
defenders of the status quo. At my own school those teachers who seem to be
most resistant to change are in the academic areas and are the most senior.
Baldrige provides, in my mind, a user friendly easy to use road map. The
problem in education is the perception of perfection, plus every public
school is a catch all of customers (students) with wide variations of
readiness and ability. Seems we all want to do things perfectly to earn the
letter grade "A." In reality there might not be any "A's" just real solid
"C's." Systems thinking and quality concepts should be required as part of an
undergraduate degree in education, it isn't in Florida.
Dan
-------------------------------
Date: Fri, 18 Jan 2002 18:25:42 -0500
Subject: Re: a question
From: Larry Weathers <larry.weathers@verizon.net>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Linda
How about checking out some of Gardener's work on his latest of the multiple intelligences . One may deal with something related to ecological intelligence.
Larry Weathers
NOTE: email address of Larry Weathers may be changed now, but no later than March 1, 2002 to: larry.weathers@verizon.net
--------------------------
From: "Scott Lipton" <slipton@austin.rr.com>
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
Subject: Re: Managing nonlinear change to redesign entire school systems
Date: Fri, 18 Jan 2002 17:42:21 -0600
Frank,
As an Assistant Principal at a large urban high school, I can confirm your
observations regarding the linear problem solving employed by many school
districts. I do not believe, however, that there is a "practical" answer to
this bureaucratic conundrum. There are certainly no specific tools to
mention, other than a healthy appetite for ambiguity and as you put it,
"unanticipated events."
I also must take issue with your analogy of a serpentine system. That
serpentine structure is still linear (albeit with curves). The modern
school system is certainly a self-sustaining system, a web if you will, of a
complexity of both educational and social services. Schools today are far
too complex to be broken down into one methodology that would serve all
schools. One must consider (to paraphrase Joseph Schwab) a particular
school in a particular state, in a particular school district, in a
particular classroom with a particular teacher and particular students, and
so on. There are just far too many variables to subscribe to a single
solution.
Although I feel this is a crucial discussion to have, I do not believe it
can be dealt with in the traditional management-style technique that schools
(and business' which much modern school management is modeled after)
typically employ. Rather, we must seek out a new approach, one more
acceptable to the sustainability of a living system such as our modern
schools. I hope we can continue this dialogue.
Scott Lipton
Assistant Principal
Crockett High School, Austin, Texas
-----------------------
Date: Fri, 18 Jan 2002 14:46:31 -0800
From: "Philip S. Abode" <pxabode@fresno.k12.ca.us>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Re: Managing nonlinear change to redesign entire school systems
Frank, you are so right! But, there is need to unpack some of the concepts and
processes you described. Forgive me if I am not towing along the norm you set.
Here are some observations.
Strategic Planning
------------------
First, this is a category reserved for school districts. It is rare to hear of
strategic planning at the school level. That said, what is wrong with strategic
planning in school districts?
My response, they are using obsolete planning concepts and tools. And I think you
pretty much laid that bare. The concepts and tools employed imposed on them the
dictatorship of linearity. Mintzberg cried out loud in the "Rise and Fall of
Strategic Planning" and the profit-seeking enterprises heeded him. Unfortunately,
as businesses abandoned these ancient "rituals" called strategic planning, school
districts took them on. One can only guess why, to convince the public they are
doing something about change. The value of "strategic" is not so much in planning
but in thinking. Schooling executives are no strategic thinkers, in the
organizational sense of the term.
Loose Coupling or Political Economy
-------------------------------------
When analysts (sociologists, economists, physiologists, philosophers) look at the
educational system in this great country, they tend to have few positive things
to say about it. Some (Weickians) came up with loose coupling theory and claimed
education is paradigmatic of the idea. For those within the system, this is
apparently so. Rather, a more appropriate theory for grasping the extensive
internal fragmentation, disconnect and atomistic tendencies within the schooling
production system must be sought in political economy. It would seem that United
States gets the kind of education it deserves, with its numerous contradictions
which appears constructed to protect the status quo while funneling tax dollars
for sustaining the life styles of a huge class of unproductive sub-elite.
Creating the Schooling Future
------------------------------
Sometime late in the past decade, Economist magazine reported a competition among
strategic thinkers that bored down to two front runners Michael Porter and Gary
Hamel. The former fielding his strategic positioning theory while the latter
propounded "competing for the future" theory. Well, Hamel won howbeit by a slight
margin. Why this I bring this up?
You said in reference to district improvement or strategic planning that "they
all appear to focus exclusively on anticipating the future, planning for it, and
then implementing the plans by trying to move straight forward..." That is part
of the problem. I guess my point is that it is not about anticipating the future
as it used to be under the planning school (see Mintzberg's Strategic Safari,
1998), it is more about creating the future you want. In the final analysis,
Porter's theory is basically the same, define the position you want to occupy and
move, having considered all potential risks and uncertainties, however, we cannot
know for certain. Our best tool is the "business" model we come up with, and it
could fail us.
It should be clear that superintendents like CEOs have a major role to play in
repositioning or creating a new schooling future. They should understand that to
make a leap in educational value, they must not only seek to alter internal
relationships, but also external ones. From a physiological perspective, change
is how you metabolize values. Alex Miller (Strategic Management, 1998) advanced
the law of conservation of values when he said in the long run, the value you
create is what you capture. And I add, relationships are the vehicles for
metabolism of values. They must be continually created, exploited, and destroyed.
Philip Abode
-------------------
Date: Sat, 19 Jan 2002 11:09:27 -0800
Subject: Intorduction, creating virtual community for alternative district
From: Ronald Wolsky <ronsky@worldnet.att.net>
To: <k-12sd@sysdyn.mit.edu>
I am a New York City alternative school teacher. I have been working with
disadvantaged minority juvenile justice, incarcerated, gang youth and
special education youth for over twelve years. I have been using System
Dynamics on and off for about 5 years.
I put together a virtual community called Wall Street for Kids. This
community will teach young people, teachers and parents how to learn to
become successful investors. A large part of this community is the use of
modeling and system dynamic thinking.
Its my hope that the district office will see how using model and system
thinking can increase student abilities and will motivate these
disadvantaged minority juvenile justice youth to learn math and history on
the level of regents exam standards. I am also hoping to show that modeling
and system thinking can be especially effective in the alternative school
environment.
I have made a presentation of the modeling system to a teacher trainer at
the districts office. I demonstrated a stock market and economic model
downloaded from the Creative Learning Exchange.
I would like to put together a proposal for the district so that our teacher
trainers can receive training on modeling and system dynamic thinking. Can
anyone please tell me if they can recommend the best resources for this kind
of training and ways to get the district office more interested.
I was invited to make a presentation for the Districts Parent Teacher
Council. I am hoping parental involvement will increase the interest by the
district office in system thinking. I will probably use the available online
tutorials for the presentation.
Ron Wolsky
Ron Wolsky's AltEd Grant Projects Community Manager
http://teachers.altschools.org/rwolsky
rwolsky@nycteachers.net
--------------------------
Date: Mon, 21 Jan 2002 12:02:42 +0100
From: Niall Palfreyman <niall.palfreyman@fh-weihenstephan.de>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Re: a question
Linda wrote:
Does any one know of any research or writing that attempts make the
link between understanding of ecosystems and improved reasoning about
social systems?
Hello Linda,
I don't know if it's relevant to your question, but the following series
of articles has appeared recently in the online journal Beagle:
http://news.bmn.com/hmsbeagle/111/notes/adapt
http://news.bmn.com/hmsbeagle/113/notes/adapt
http://news.bmn.com/hmsbeagle/115/notes/adapt
http://news.bmn.com/hmsbeagle/118/notes/adapt
These articles treat the issue of team behaviour with an adaptive slant
(Beagle is a journal with a strong evolutionary emphasis).
Cheers,
Niall Palfreyman.
-------------------
To: k-12mas@sysdyn.mit.edu
From: "Frank Duffy" <frank.duffy@gallaudet.edu>
Subject: Transition points in systems
Date: Fri, 18 Jan 2002 17:49:48 -0800 (PST)
Joe Sullivan posted a note recently where he observed,
"By the way frank, the transitions points in schools
systems qualitatively may equate to transition points
in supply change management systems.Sometimes I think
we try to discard the mistakes at the transitions, as
do manufacturers."
Yes, I agree with your observation Joe. Let me talk
more about my views on this.
Point 1: A child's education is the cumulative effect
of what happens to him or her over 13 or more grades of
schooling (in the USA). His or her learning proceeds
from pre-kindergarten through 12th grade here in the
States. This preK-12 progression represents a
sequential work process with transition points along
the way.
Point 2: Many Amerian school districts are organized in
three levels: elementary, middle, and secondary or,
using grades, pre-Kindergarten through 5th grade
(elementary), 6th grade - 8th grade (middle) and 9th
grade through 12th grade (secondary).
There are transition points between each grade as
children graduate from one grade-level and move to the
next highest. There are also transition points between
each of the three levels; e.g., between the elementary
and middle level.
Point 3: A basic principle of traditional
sociotechnical systems design (see writings of Eric
Trist, Fred Emery, and William Pasmore) suggest that
mistakes made during the early steps of a work process
flow downstream and have an effect on work done later
in the work process, or, upstream errors flow
downstream.
Point 4: Upstream errors in the educational process
flow downstream too. Here's a real life validation of
this principle. A high school principal was in a
training session with me when I was talking about this
principle. He said, "Frank, I understand exactly what
you mean. In our district the middle school curriculum
is being 'dumbed-down' and those kids are coming to us
unprepared for our more rigorous program. And there's
nothing we can do about it." Upstream errors flow
downstream.
Another example. When I was a high school teacher I
used to sit in the teacher's lounge and listen to the
common complaint, "If only those middle school teachers
would have done a better job teaching our kids our jobs
would be a lot easier." Again, the upstream errors
flowing downstream. I used to imagine the middle school
teachers sitting in their lounges expressing the same
complaint about the elementary teachers ;o)=)
Well, I've gone on long enough. Joe, you are right.
There are transition points at the boundaries between
grades and between levels of schooling. Principles of
boundary management need to be established and used to
catch and eliminate or at least lessen early mistakes
in the pre-Kindergarten through 12th grade teaching
learning process because, like in other work settings,
upstream errors flow downstream.
My best to all of you.
Frank
P.S.: Joe, it's late right now and I see that you have
posted a second note with a question for me. I will
reply tomorrow after my morning Starbuck's coffee :o).
-----------------------------
To: k-12mas@sysdyn.mit.edu
From: "Frank Duffy" <frank.duffy@gallaudet.edu>
Subject: Re: how the system works
Date: Fri, 18 Jan 2002 19:20:39 -0800 (PST)
Joe Sullivan stated,
"To Frank Duffy. . .Understanding how the system works
has been helpful. My dissertation was based on
catastrophe theory application to learning over the
course of grades. Basic premise was that disciplinary
problems are academically based and therefore are
susceptible to academic intervention. Working on a
larger scale intervention here now. I‚m interested in
another view, are you interested?"
Hi again, Joe, and all,
Joe, your note about the "causes" of disciplinary
problems in schools reminded me of one of the important
lessons I have learned from my study of how systems
work--the lesson is about the notion of relationship
between causes and effects.
Starbuck (1996, in „Unlearning Ineffective or Obsolete
Technologies,‰ International Journal of Technology
Management, 11: 725-737) suggests that a structured way
to analyze so-called problems we experience in
organizations is to use some sort of cause and effect
model that illustrates relationships between actions
and consequences.
This analysis can be visually illustrated using
double-headed arrows that force us to see that all
cause and effect relationships carry influence in both
directions; that is, if you see that X causes Y, then
you need to look for ways that Y feeds back to
influence X.
If you were to draw this relationship on paper, you
would use a double-headed arrow with an arrowhead
pointing toward X and one toward Y.
This bi-directional thinking, by the way, is
extraordinarily important for thinking about how to
improve a school system because systems-theory tells us
there are many of these double-headed relationship
arrows in organizations.
Identifying and then examining these two-way, or
multi-way relationships can lead to some breakthrough
thinking about how to change personal and
organizational mental models (Senge talks a lot about
mental models in his work) and behavior as people see
the connections the arrows suggest.
Another related point that Starbuck makes is that the
converse of every proposition is equally valid. He
tells us that dialectic reasoning suggests
two-directional causation; that is, if X affects Y,
then Y affects X.
This bi-directional relationship (as discussed above)
then insists that both the original proposition (X
affects Y) and its converse (Y affects X) are equally
valid.
Philosopher Georg Hegel advocated this form of logical
reasoning. He called the original proposition the
thesis, its converse the antithesis, and their union,
the synthesis.
Dialectic reasoning can be applied to almost all
situations and it helps people break free of the
assumptions that underlie their personal and
organizational mental models.
Certainly, this kind of analysis presents another view
of how to understand how a school system works.
My professional focus has been on developing a
methodology to create and sustain systemic school
improvement that incorporates the principles I just
described.
The kind of thinking and cause and effect analysis
described above can be done by using specially designed
three-day events that bring educators together to do
this kind of thinking about their work and then to
create innovative ways to improve their
1) work processes,
2) internal social „architecture‰ (i.e., organizational
culture, policies, procedures, communication, working
relationships, and so on), and
3) relationships with the school system‚s external
environment.
This improvement triad, by the way, is a central
principle of sociotechnical systems design (e.g., see
the writings of Trist, Emery, or Pasmore).
Bye,
Frank
----------------------
Date: Sat, 19 Jan 2002 11:03:27 -0300
From: Pablo Guzmán Andrade <snorambu@entelchile.net>
Subject: Re: Managing nonlinear change to redesign entire school systems
To: k-12sd <k-12sd@sysdyn.mit.edu>, k-12mas@sysdyn.mit.edu
Greetings to all:
Frank, first I completely agree with your ethical norm.
Second, although I agree in principle with your comment regarding the
difficulties that arises from the fact that unanticipated events are a
reality with which we need to learn to cope, I believe that this added
complexity forces us to learn to be able to identify early warning signs
which can tell us about how the future is unfolding. I am not convinced that
unanticipated events are by definition are unpredictable. Unanticipated and
unpredictable are a bit different concepts.
Regarding methodologies for this, there is an emerging methodology called
"Scenario Planning" which was first used in the context of the oil industry
back in 1970, with quite a success. Shell Group was able to anticipate to
oil prices and therefore develop completely different strategies than it's
competitors, via early warning sings. (see "Scenarios: Uncharted Waters
Ahead" by Pierre Wack, HBR 1984, also "Planning as Learning" by Arie de
Geus, HBR 1988).
Then back in 1992 it was applied, again with quite a success at a country
level in South Africa. Since then, this methodology has slowly gain adepts
and is under continuous development (see www.gbn.org).
I do not know of any experience of applying this methodologies to school,
but for what I know about it, there appears not to be any different than
from applying it to business.
Hope this comments will help solve "The Puzzle".
Regards,
Pablo Guzmán A.
Director
Business Consulting Network S.A.
-------------------------
Date: Tue, 22 Jan 2002 18:19:47 -0800 (PST)
Sender: frank.duffy@gallaudet.edu
Subject: Managing nonlinear change to redesign entire school systems
To: k-12sd@sysdyn.mit.edu
Hello again everyone,
This time I am replying to a note from Dan Petrino. In
his note, Dan comments on the time needed to create
change in Florida school systems. He says,
"The larger the district the bigger the dinosaur. In
Florida we have 6 or more of the nations 20 largest
school districts plus a state government and taxing
process based on 1947 (ish) economy. Quick change might
be 3 years at the school level, 3-5 years at the
district level and 6-10 years at the state level."
Dan, your observations about the time needed to change
are right-on. William Pasmore in his book on
sociotechnical systems design, says, on average,
changing an organization takes 18 to 36 months. John
Kotter suggests that change takes 5 - 7 years to make
significant improvements in organizations. So, your
observation is certainly validated in the literature.
Then, Dan said,
"Part of the problem is educators and legislatures are
guardians and defenders of the status quo. At my own
school those teachers who seem to be most resistant to
change are in the academic areas and are the most
senior. Baldrige provides, in my mind, a user friendly
easy to use road map. The problem in education is the
perception of perfection..."
Again, Dan, I find your comments to be on the mark. I
think *part* (I emphasized the word part)of the reason
for maintaining the status quo is that educators are
often shell-shocked by all the piecemeal changes that
are launched and then abandoned.
Michael Fullan tells us that there is no way that any
of these piecemeal changes can endure, nor can they
create systemic school improvement. So, in the face of
all these piecemeal changes people, naturally, want to
stay putˆthey don't want to change things yet one more
time.
The Baldrige Criteria do provide a nifty road map for
districts to follow. One weakness that I see in the
Baldrige approach, and I may be mistaken about this, is
that they tell educators the "what" improvements should
be made, but they don't give much guidance about "how"
to make those changes. The "how" part is what I have
been working on in my teaching and writing since 1984.
Best wishes to all,
Frank
--------------------------
Date: Fri, 18 Jan 2002 16:10:06 -0500
To: k-12sd <k-12sd@sysdyn.mit.edu>
From: Bob Gorman <bgorman@kncell.org>
Subject: Re: Reply to Introduction
Bob Gorman Nashua, NH here.
I am interested in introducing system dynamics at the governance level
of our school district. I think its a methodology which is vital to the
orderly
development of such a complex organization. However, System Dynamics
is not a light topic as I'm sure you know. My experience with it so far is
that it is not a discipline that is assimilated easily by a group of elected
officials particularly when they seem determined to defend turf or push an
agenda.
Its an interesting challenge.
David
2 books I have found very effective for understanding & changing systems are:
"Seeing systems" & "Leading Systems" both by Barry Oshry.
The 1st gives you valuable insights into the way human power systems work, and the 2nd, how to effectively change them.
His website is:
http://www.powerandsystems.com/
Bob
Knowledge
is NOT enough!Knowledge
+ Confidence enables Action.Vision
+ Action = Leadership!Bob
Gormanhttp://www.kncell.org
-------------------
Date: Tue, 22 Jan 2002 19:24:50 -0800
From: Steve Barnes <steveb@pcez.com>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Re: how the system works
During my pre service training practicum in a Kindergarten class with
a seasoned
instructor, I noted that approximately 50% of the educator's time was spent
trying to keep the "cats" herded and individual initiative subordinated to
docility. I think a roomful of 25-35 children is a very inefficient
arrangement
for learning to take place. For the last 20 years, studies consistently
indicate that the curiosity of children in schools is dramatically
diminished by
about the fourth grade. Do others see a link here?
------------------------------------------------------------------------
From: Patzito1@aol.com
Date: Wed, 23 Jan 2002 07:56:12 EST
Subject: Personal systems
To: k-12sd@sysdyn.mit.edu
Hello to all--Some thoughts:
In order to change the educational system, I believe we have to engage
teachers in exploring and discovering their own personal systems. To that
end, we use a systems model developed by researcher Barbara McFall called
PRSM (Personal Resources Systems Management.) Rather than approaching
teachers with content for students, we give teachers the tools for improving
their own quality of living (the purpose of the PRSM model.) We have been
using McFall's model in Pennsylvania for the past 3 yrs. and have seen
significant changes in teacher's thinking and approaches to learning. Once
teachers see the impact on their own quality of living, the transition to the
classroom is a natural.
Currently in PA we have been working with family and consumer sciences
teachers who traditionally have taught personal development, but the model
has application across the curriculum. We have also been working to create
an on-line course but had our funding pulled as the state dept. of educ. only
wants to focus on data-driven assessments. We would love to be able to
complete our work and get the model out there. Any leads or ideas would be
most welcome.
Enjoying this discussion,
Pat Zito
Education Consultant
--------------------------------
From: "Joseph Sullivan" <knight7@gloucester.k12.ma.us>
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
Subject: RE: A Reply to Introduction
Date: Wed, 23 Jan 2002 08:00:17 -0500
First, we are not managers and workers. Making cookies. We are teachers and
leaders guiding the development of individual children. Anyone with children
that thinks there is a perfect way to raise children doesn't have any.
Strategies and tactics are life skills we all use to get through the day,
months and years. Our failure to teach wounds and kills aspirations just as
surely. It is not peculiar to the military. It is simply problem solving to
reach goals that are continuously moving. Is life like a fractal? Is
learning like a fractal, recomputed based on every changing recalculation
-------------------------
From: Patzito1@aol.com
Date: Wed, 23 Jan 2002 11:22:20 EST
Subject: Personal system add
To: k-12sd@sysdyn.mit.edu (k-12sd)
Addendum from Barbara McFall re: Personal systems
I would paraphrase and extend your point to say...
1.) In order to change the educational system, I believe we have to engage
[LEARNERS] in their own personal systems.
2.) Rather than approaching [LEARNERS] with content, we give [LEARNERS] the
tools for improving their own quality of living through the learning tool
Personal Resource Systems Management - PRSM.
Personal relevance/interest/motivation is the foundation and well-spring of
learning behaviors, yet for all the discussion about learner-centered
lifelong learning, hooking to prior knowledge, and family and community
connection in current educational literature there is little provision for
such practice in the daily schedule.
Most classroom teachers are mandated to cover content in accordance with
rigorous standards. At secondary levels, a teacher may engage more than 100
students daily. How can we possibly expect these teachers to add another
layer, or two, or three and follow each child individually, know the family,
and make the appropriate community connections. It is impossible to meet all
of these expectations in the time allowed.
Barbara McFall--barbmcfall@aol.com
---------------------------------
Date: Fri, 25 Jan 2002 14:02:41 -0500
Subject: Feb. 1 deadline for Presenters at June ST/DM conference
From: Lees Stuntz <stuntzln@clexchange.org>
To: k 12sd <k-12sd@sysdyn.mit.edu>
Reminder:
Abstracts are due February 1, 2002 via e-mail for submission to present at
at the 2002 Systems Thinking and Dynamic Conference for K-12 Education
June 29 - July 1, 2002 at the New England Center in Durham, New Hampshire.
(http://clexchange.org/conference/cle_2002conference.htm)
The theme of next summer's conference will be "Meeting Challenges through
Systems Thinking and Dynamic Modeling," emphasizing the learning gained from
the last 12 years of work in K-12 systems education as well as the
challenges we have encountered and those that remain ahead. The conference
will include the following topics:
® Successive improvement - how have we done it, what are the markers of our
failures and triumphs?
® Case studies approach - where has SD made a difference both in education
and in the world?
® Many people enter systems education through various doors. How do we
create paths from those doors? What paths have worked or have not worked?
® System Dynamics as a vehicle for collaboration and questioning.
® Tools for understanding.
® The future of SD/learner-centered learning in K-12. How can we contribute
toward it?
Please consider presenting a session at next summer's conference if you have
something to say on any of the above themes or if you:
® Have an effective piece of curriculum to present.
® Have a story about your progress as a systems educator.
® Have an administrative application of systems tools and techniques.
® Have a progress report on a plan to get systems education implemented in
your classroom, school or school district (or all three).
® Have examples of learning achieved by students through systems education.
® Have students who are willing to share insights into their learning
through the use of systems.
® Have created a sequence of curriculum that seems to work for your grade
level in teaching systems concepts.
® Have insights into assessing systems learning.
® Have tools for assessment.
® Have an overview of how systems education fits into a curriculum for a
certain grade level and/or discipline.
® Have used systems techniques to create learner-centered learning.
® Have used systems techniques to create interdisciplinary cooperation and
curriculum.
® Have an effective way of introducing systems to neophytes.
® Have a good training session for more advanced participants.
Sessions will be approximately one and a half hours in length. Appropriate
long sessions (2 1/2 hours) will be considered for the workshop session,
especially for training at any level or games such as Fish Banks.
Process for submitting presentations for sessions:
® Feb. 1, 2002-Submit an abstract via e-mail that includes the context and
history of the session topic and the experience level of expected
participants. (E-mail to Lees Stuntz <stuntzln@clexchange.org>
® Mar. 1, 2002-All authors will be notified of the status of their
submission via e-mail.
® June 1, 2002 -A final outline/ presentation or paper due via e-mail for
incorporation into the conference CD.
Lees N. Stuntz
Creative Learning Exchange Phone- 978-287-0070
1 Keefe Road Fax- 978-287-0080
Acton, MA 01720 e-mail- stuntzln@clexchange.org
http://clexchange.org
-------------------------
From: "Joseph Sullivan" <knight7@gloucester.k12.ma.us>
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
Subject: RE: Managing nonlinear change to redesign entire school systems
Date: Wed, 23 Jan 2002 09:08:46 -0500
LARGE SCHOOL SYSTEM, LIKE DINOS CANNOT ADJUST TO SHORT CYCLE CHANGES,
BECAUSE OF ALL THE OTHER CHANGES THAT NEED TO ACCOMPANY LARGE SCALE CHANGE.
Schools and classes and departments are really 2 tier systems. Academic
technical systems and management logistics systems that hold them together
and coordinate at the boundaries of each. Loosely coupled systems is a good
term. Leadership to changes these systems is difficult to find and hold onto
--------------------------
Date: Wed, 23 Jan 2002 09:40:24 +0100
From: Niall Palfreyman <niall.palfreyman@fh-weihenstephan.de>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Redesigning entire school systems
Dan Petrino schrieb:
Baldrige provides, in my mind, a user friendly easy to use road map.
I've looked in Amazon under "Baldrige" and found:
"Letitia Baldrige's Complete Guide to the New Manners for the 90's"
I assume this ISN'T the reference you intended, Dan! ;-)
What would interest me enormously is which reference you did mean, since
redesigning an entire (college) school system is exactly what I'm
currently working towards, and your reference sounds interesting.
Incidentally, any tips anyone has would be useful to me. I'm seeking to
transform Weihenstephan university into a learning community embedded in
its local community, and I'm open to any suggestions. Relevant LO books,
means of proceeding - anything.
Best wishes,
Niall Palfreyman.
---------------------
Date: Tue, 22 Jan 2002 14:18:28 -0800
From: "RICHARD TURNOCK" <Richard_Turnock@pgn.com>
To: <k-12sd@sysdyn.mit.edu>
Subject: Organizations as Systems
Clarification: In the Baldrige framwork,. like it's used by Pinellas
Co. school district in Florida, the student is NOT the customer.
Whoever pays to support the schools is the customer. For a private
school, it's whoever pays the tuition (parents). For public schools
in Oregon, it's the legislature who allocates the money from the
taxpayers.
Traditional schools can be described as a system with feedback loops.
The prior comparison of schools to dinosaurs works if you think of
all the feedback loops inside the body of the organization. However,
traditional schools have too few feedback loops with too long of time
constants.
The key concept of the Quality movement is the same as systems
thinking using feedback loops. Continuous process improvement adds
feedback loops with short time constants. High Performance
organizations, compared to traditional organizations, have more
feedback loops that respond faster. Schools need to develop more
feedback loops at every level and reduce the response time to the
feedback.
Richard Turnock
Educational Services
Portland General Electric
---------------------------
From: "John Gunkler" <jgunkler@sprintmail.com>
To: "'k-12sd'" <k-12sd@sysdyn.mit.edu>
Subject: Organizational SD applications
Date: Wed, 23 Jan 2002 12:19:21 -0600
Philip Abode wrote:
"I do think that under extant educational conditions, in which
environmental and competing (dialectical) forces that are largely
ignored by schooling theory, systems dynamics can only hope to make
marginal impact."
You may be right -- but there are some unstated assumptions that may be
questioned first. For example, it looks to me as if you are assuming
that "impact" can only come from some kind of widespread adoption of SD
insights. Is that right? And your doubt arises from a doubt that
"extant educational conditions" will permit such widespread adoption.
I also doubt that widespread adoption of SD will readily be achieved in
schools. And I've certainly run into the "deterministic" belief system
you describe painfully well. But my experience in helping organizations
change tells me that widespread organizational change doesn't require a
majority of the members to create it -- a small (sometimes even tiny),
inspired, motivated group can create organization-wide change. I've
spent much of my professional life making real the saying, "It doesn't
take a majority to create a revolution."
So perhaps the "strategy" for employing SD insights in schools needs to
be one of finding the tiny, inspired, motivated group who will make the
effort to understand SD implications and work toward implementing them.
Perhaps the strategy should be one of revolutionary change -- not
participative majority democratic change. Perhaps an individual
person's strategy should be one of becoming one of the few "sighted"
people in a community of the blind -- and using that sight for the
benefit of all.
Just a thought.
John W. Gunkler
jgunkler@sprintmail.com
---------------------
From: "Francis Duffy" <frank.duffy@gallaudet.edu>
To: "k-12sd" <k-12sd@sysdyn.mit.edu>, <k-12mas@sysdyn.mit.edu>
Subject: RE: Managing nonlinear change to redesign entire school systems
Date: Fri, 25 Jan 2002 11:00:45 -0500
Hello again,
This time I am replying to anote from Scott Lipton.
So, Scott, how are things in Austin, Texas. I love that city. I have
colleagues at the University of Texas and I've visited the city often.
Scott, you said,
"I can confirm your observations regarding the linear problem solving
employed by many school districts. I do not believe, however, that there is
a 'practical' answer to this bureaucratic conundrum. There are certainly no
specific tools to mention, other than a healthy appetite for ambiguity and
as you put it, 'unanticipated events.'"
My work is focusing on developing a "practical" answer to the bureaucratic
conundrum that you see. And, I agree, it is a conundrum. In fact, I really
like that word conundrum because what we are talking about--changing the
paradigm for improving school districts--is more of a puzzle to be solved
than a problem to be solved.
There are practical principles and tools to help us address the issue you
raise. One of the principles is that districts need to redesign their
systems by using tools that engage their faculty, staff, and stakeholders in
the redesign process. Three very powerful and proven tools for doing this
are Harrison Owen's Open Space Technology (for engaging external
stakeholders) and Fred and Merrelyn Emery's Search Conference and
Participative Design Workshops (for engaging faculty and staff). Combined,
these tools have more than 40 years of successful use to their credit.
Another principle that addresses the issue you raise is that the arthritic
organization design of school districts (i.e., bureaucracy) needs to be
redesigned to create a network of teams and communities of practice. Then,
these teams and communities are given the authority and resources to make
decisions about what they do and how they do it. Of course, the decisions
are guided by ground rules to make sure that the decisions are aligned with
a district's grand vision and strategic direction.
A third principle is that the central office of a school district needs to
be redesigned as a central service center where the staff in that center see
themselves as being in the service of the most important people in a
district--the teachers and their students.
There are school districts throughout the U.S. that are using some of these
tools and principles. For example, the Frederick County Public Schools in
Maryland has redesigned its central office as a service center and the
Marysville School District in the state of Washington uses Search
Conferencing.
Scott, you then said,
"I also must take issue with your analogy of a serpentine system. That
serpentine structure is still linear (albeit with curves)."
The system is not serpentine. The change process needed to improve school
systems is.
Next, you observed that
"The modern school system is certainly a self-sustaining system, a web if
you will, of a
complexity of both educational and social services. Schools today are far
too complex to be broken down into one methodology that would serve all
schools."
You are absolutely right about this. Your comments reinforce a point I make
often. There are many different ways to achieve organizational goals and
objectives and this kind of variability should be encouraged. In the
methodology I created to redesign school systems this variability is
encouraged and supported through teams and communities of practice.
The need for variability notwithstanding, whatever a teacher, a principal, a
school, does MUST be aligned with the grand vision and strategic direction
of the district. District's cannot afford to have people each trying to do
his, her or their OWN THING.
The above comments remind me of the classic organization development
principle of equifinality. That principle says that given a goal, there are
many different ways to achieve that goal. However, it is tempting for people
to think that this definition means "anything goes and everything I do is
acceptable." This is not true. Sometimes people engage in activities that
do not and will not help achieve broader goals. Sometimes people in
organizations think that they have the right to do their own thing without
regard for broader goals. So, my point is that there has to be guidelines
and ground rules for what is acceptable and what is unacceptable behavior.
Finally, you said,
"Although I feel this is a crucial discussion to have, I do not believe it
can be dealt with in the traditional management-style technique that schools
(and business' which much modern school management is modeled
after)typically employ. Rather, we must seek out a new approach, one more
acceptable to the sustainability of a living system such as our modern
schools. I hope we can continue this dialogue."
I agree. And this quest is what guides my work and which lies at the
foundation of the methodology I have created to redesign school systems.
All my best,
Frank
----------------------------
From: EVScott7@aol.com
Date: Sat, 19 Jan 2002 02:35:35 EST
Subject: Re: Managing nonlinear change to redesign entire school systems
To: k-12sd@sysdyn.mit.edu
Frank:
Loved every thought. What came to me when I read through your earlier note to the list serve was a Joke/story about a man who was so completely devout in his faith and works that when signs of a major flood in his community became evident and passing motorists offered him a ride out of town, he declined. "My faith is so strong and my association with the Heavenly Father so clear, that I do not have to worry. God will save me." The flood waters continued to rise and soon the man found himself on the roof of his house. Neighbors came by in a small boat and begged him to get in. Again he refused. "God will save me," he assured them. Finally, in one last sweep, a military copter flew by, dropped a rope ladder and said it was his last chance to be saved. Again, the man refused. Finally, the waters overwhelmed him and the man found himself in heaven standing next to God. "Why," he asked, " didn't you save me? I was so devout and I believed in you and did everything I was supposed to." And God replied, "But I did try to save you, I sent you a car with friends, a boat and a helicopter."
This is an old story/joke, but I think it represents well the idea that people can get locked into a path and miss the opportunities along the way.
Elane V. Scott
Workforce Development and Education
The Boeing Company
Voice Mail: (562) 944-9158
Mobile: (562) 754-5413
Email: evscott7@aol.com
11044 Theis Avenue
Whittier, CA 90604
---------------------------
From: "Grace M. Lieberman" <grace@seer.org>
To: <k-12sd@sysdyn.mit.edu>
Subject: RE: A Question
Date: Tue, 22 Jan 2002 14:32:57 -0800
Response to Linda Booth Sweeny re: linking the study of ecosystems with improved social understanding.
Check out our website
<http://www.seer.org/>www.seer.org Our organization, State Education and Environment Roundtable (SEER), working with 12 state departments of education has conducted research looking at "Using the Environment as an Integrating Context for learning"(EIC). We address/include/are based on a systems thinking approach both at the model/professional development level and the students' content and process skills levels. Using our model, EIC, we work with teams of k-12 educators to use the environment (natural and social) as contexts for learning. Our work does indicate improved student understanding of social systems. In addition to working with ecosystem and community systems, the EIC reform also includes: integrated-interdisciplinary instruction, independent and cooperative learning, community-based investigation, authentic assessment, learner-centered, constructivist methods and collaborative instruction. Recently we have added 4 new states to our Roundtable, one is Massachusetts.I would like to dialogue with you and anyone else interested in using the environment (social and natural) as a way of improving student success.
Grace
Grace M. Lieberman
Curriculum Integration Specialist
State Education and Environment Roundtable
16486 Bernardo Center Drive, Suite 328
San Diego, California 92128
Sponsored by The Pew Charitable Trusts
Administered by the Council of Chief State School Officers
Telephone: (858) 676-0272
Facsimile: (858) 676-1088
E-mail:
<mailto:grace@seer.org>grace@seer.orgVisit our Internet site at
<http://www.seer.org/>http://www.seer.orgYou can see the Executive Summary of our new Report,
"Closing the Achievement Gap: Using the Environment
as a Integrating Context for Learning" at our Internet site
<http://www.seer.org/>http://www.seer.org-----------------------
Date: Tue, 22 Jan 2002 16:13:19 -0700
Subject: Randy Morse intro
From: Randy Morse <rmorse@manovermachine.com>
To: <k-12sd@sysdyn.mit.edu>
Greetings all,
I'm from Oregon, have degrees in art (BFA) and political science (PhD work
at Norway's International Peace Research Institute, Oslo, and Canada's
University of Alberta, have written 6 books, founded and oversaw the growth
of one of Canada's largest textbook publishing companies, sold it in '94 and
launched a web-based educational publishing company, sold that company in
late 2000 and have since been writing (4 books in process), painting, and
consulting, specifically with not-for-profit groups wanting to building out
their web-centric pedagogical presence.
I'm particularly interested in issues of educational equality, particularly
as applied to new and emerging technologies.
Randy Morse
--------------------------
Date: Tue, 22 Jan 2002 15:48:17 -0800 (PST)
From: Babak Alavi <sbalavi@yahoo.com>
Subject: Greeting
To: k-12sd@sysdyn.mit.edu
Dear Friends,
I am a PhD student in Australia in education studies.
The reason of joining to your group was my interest to
the learning organization theory. I am starting my
thesis on mental model modification. You can visit my
homepage at:
www.members.tripod.com/babak_alavi/about2.htm
Regards,
Babak
-------------------------
Date: Fri, 25 Jan 2002 14:54:05 -0500
Subject: What curricula do we need?
From: Lees Stuntz <stuntzln@clexchange.org>
To: k 12sd <k-12sd@sysdyn.mit.edu>
I have a question which I have been pondering and decided to ask all of you.
This past summer a number of us got together to look at the future of system
dynamics and learner centered learning in K-12 education. One of the issues
addressed was the dearth of good curricula available. We are in the process
of going through all of the materials currently residing on the CLE web
site. There are some great pieces of curricula out there as well as ones
which are dated by their technology, or just from the fact we have all
learned so much in the past 10 years.
What pieces of curricula would you
1. Love to have for your classroom?
2. Think are the highest leverage curricula which we need for our current
state of knowledge and expertise?
Thank you!
Lees
Lees N. Stuntz
Creative Learning Exchange Phone- 978-287-0070
1 Keefe Road Fax- 978-287-0080
Acton, MA 01720 e-mail- stuntzln@clexchange.org
http://clexchange.org
-----------------------
Date: Tue, 29 Jan 2002 08:22:08 -0500
Subject: Re: how the system works
From: George Richardson <gpr@albany.edu>
To: k-12sd <k-12sd@sysdyn.mit.edu>
On Friday, January 25, 2002, at 02:28 PM, k-12sd wrote:
Citing Starbuck (1996, in "Unlearning Ineffective or Obsolete
Technologies," International Journal of Technology
Management, 11: 725-737), Frank suggests causes and effect analyses ...
visually illustrated using
double-headed arrows that force us to see that all
cause and effect relationships carry influence in both
directions; that is, if you see that X causes Y, then
you need to look for ways that Y feeds back to
influence X.
If you were to draw this relationship on paper, you
would use a double-headed arrow with an arrowhead
pointing toward X and one toward Y.
I am deeply puzzled. Doubled-headed arrows would obscure the very thing we in this listserve are looking for -- feedback *loops* that underly dynamic behavior. Double-headed arrows would prevent us from seeing the self-reinforcing and self-correcting tendencies we see in positive and negative feedback loops. They would show interconnectedness, but not the dynamic reinforcing and balancing forces we need to understand to understand dynamics.
Wouldn't it be more illuminating in all circumstances for people with the interests and training in this listserve to eschew double-headed arrows in favor of explicit feedback loops, to represent structural thoughts leading to dynamic insights?
Another related point that Starbuck makes is that the
converse of every proposition is equally valid.
And in that point we know Starbuck is manifestly wrong. "All squares are rectangles" is fine, but "All rectangles are squares" is not. We know this pattern of thinking to be "converse reasoning," and we do our best to drum it out of every grade school math student.
It is true, however, that Polya (How to Solve Problems, Mathematical Discovery [among the greatest books for teachers!]) identified such converse reasoning as a "pattern of plausible inference," and urged it as a tool for discovery. It's a patently false pattern of logic, but once in a while it can lead to interesting things, and maybe that's what Starbuck (and Frank) meant. But they could not have meant "the converse of every proposition is equally valid." I wouldn't want any school kid (or teacher or citizen) thinking like that.
And I wouldn't want any school kid or teacher or citizen to use double-headed arrows if it would mean they'd miss the splendid explanatory power and insight of loop thinking.
But is there a pedagogical insight here -- that experienced loop-thinking teachers have found that we can introduce people to two-way cause-effect thinking with double-headed arrows, and *then* move them to explicit loop thinking? Are double-headed arrows a useful intermediate step? We certainly wouldn't want to leave people short of loop thinking, but do double-headed arrows help us get there somehow?
...George
*George P. Richardson
*Rockefeller College of Public Affairs and Policy
*University at Albany - SUNY, Albany, NY 12222
*gpr@albany.edu *518-442-3859 *http://www.albany.edu/~gpr
----------------------
Date: Tue, 29 Jan 2002 09:04:10 -0500
Subject: Re: Managing nonlinear change....
From: George Richardson <gpr@albany.edu>
To: k-12sd <k-12sd@sysdyn.mit.edu>
There have been a lot of recent messages to this listserve talking about "linear" and "nonlinear" notions applied to management, school change, cause and effect, and so on. I'm worried that we don't all mean the same things by these terms, and that some good ideas are getting jumbled with jargon.
To a systems thinker, the notion of nonlinearity is hugely important, but has a narrow mathematical definition: a linear model is one in which every rate (flow) is a linear combination of the stocks in the model (rate = a*stock1 + b* stock2 + ...); a nonlinear model is anything else.
The wonderful, intuitive interpretation of that, which every 8th grader can grasp, is that nonlinear systems can *shift dominant structure* as they evolve over time -- what is important early on can become insignificant later, and dormant structure can become prominent, all without external intervention (all endogenously). That's the reason we need nonlinear models -- social and natural systems have this "shifting loop dominance" property, so if our models are going to come close to reality they'll have to have it to.
Our everyday language messes up this crucial notion. E.g., linear models can produce nonlinear (curvy) behavior, as when the model "rate of change in x = a*x" produces curving exponential growth. [The simple two-stock model of an oscillating slinky is also a linear model.] Even linear models become represented in loops (the same exponential model again illustrates the idea, as does the slinky), so "linear" is not in opposition to "loop." And sometimes we confusingly use the word "linear" to mean "sequential," as in a "linear sequence of causes and effects" where A influences B *and then* B influences C *and then* ... .
It can get worse. I attended a conference on chaos theory a number of years ago and counted no fewer than nine meanings of the words linear and nonlinear, including, "linear is old and outdated [e.g., Newton], while nonlinear is new and current [e.g., Prigogine]" and "western thought is linear while eastern thought is nonlinear." I found all such uses obscured more than they explained.
I bring all this up because I think we've been using the terms linear and nonlinear in recent postings in widely different ways, and it's important to me that all systems thinkers and system dynamicists know the grounding definitions. [Shifting loop dominance is *such* an important idea!] Further, I'm guessing that we could improve communication in the listserve if we use other words when the narrow definitions don't apply, or take the time to be explicit about the particular sense of "nonlinear" we want to convey.
...George
*George P. Richardson
*Rockefeller College of Public Affairs and Policy
*University at Albany - SUNY, Albany, NY 12222
*gpr@albany.edu *518-442-3859 *http://www.albany.edu/~gpr
----------------------------
Date: Sun, 27 Jan 2002 21:41:10 -0500
To: <k-12sd@sysdyn.mit.edu>
From: "Jay W. Forrester" <jforestr@MIT.EDU>
Subject: Is discussion in this list wandering afield?
It seems to me that some of the discussion in this list is drifting
away from the intended purposes. If peripheral material becomes
dominate, I am concerned that the intended material may be
discouraged.
This is a list for discussion of system dynamics as a foundation for
much of what happens in K-12 education. System dynamics deals with
how things change through time. The approach is through computer
simulation modeling. Simulation models force one to be explicit
about assumptions, and the computer simulation reveals the behavior,
often unexpected, that arise from those assumptions. The results of
computer simulation force one to re-examine the assumptions as one
gradually moves toward a better representation of reality. We should
expect to see applications to most of the subject areas in education,
and also to the social, political, and organizational aspects of
education.
In the early stages of K-12 students moving into full fledged system
dynamics, there is interesting work going on in introducing the
concepts of stock-and-flow structure, accumulation (integration),
structural mapping, and understanding graphs.
System dynamics is a much more rigorous means of communication than
the customary generalized and vague discussion. Indeed, system
dynamics models usually start from description, but the description
should try to focus on the structure and policies that are causing a
problem and how modeling can be used to shed light on the situation
at hand.
It is possible that some of the discussion we have been seeing comes
without benefit of knowing the nature of the field of system
dynamics. The material below may be useful in helping those who want
to immerse themselves in the viewpoint and philosophy of the field. I
especially call attention to the nine chapters of "Road Maps" that
are available at sysdyn.mit.edu. Road Maps should serve as an
introduction to the field of system dynamics. A person should do all
the computer exercises in the nine chapters, which may take some 150
hours. Those who have done so usually express enthusiasm for having
obtained an introduction to the field and come away with confidence
that they are ready to go further.
I hope we can encourage more input to the list from teachers who are
moving into using system dynamics, giving us glimpses of their
successes and of the difficulties they are encountering. Also, it
would be helpful to have people discuss what they feel they need in
terms of training and materials.
===============================================
===============================================
Information on System Dynamics
Jay W. Forrester
Information revised
October 6, 2001
System Dynamics Bibliography:
To order the system dynamics bibliography of over 4100 entries,
specify IBM type PC, or Macintosh
Send $35 in US$ drawn on a US bank to:
System Dynamics Society
Roberta Spencer, Executive Director
Milne 300--Rockefeller College
State University at Albany
Albany, NY 12222 USA
tel: 1-518-442-3865†
fax: 518-442-3398
email: System.Dynamics@albany.edu
Three formats are available:
1. For Endnote, a very effective bibliography software available for
either Macintosh or PC from:
Niles & Associates, Inc
800 Jones St.
Berkeley, CA 94710 USA
Tel: 510-559-8592
Fax: 510-559-8683
Internet: nilesinc@well.sf.ca.us
I use Endnote and recommend it and use it to search for the references.
2. An exported version with field delimiters that presumably can be
loaded into some other kind of database.
3. A listing that one can look at in a word processor and do some
simple finding operations.
The bibliography can also be downloaded from:
http://www.vensim.com/sdmail/sdbib.html
-----------------------------------------------
The publications list of the System Dynamics Group at MIT is
available on the web as an Adobe Acrobat document from:
FTP://Sysdyn.MIT.edu/Ftp/sdep/papers/D-3059-43.pdf
---------------------------------------
Membership in the System Dynamics Society and subscription to the
System Dynamics Review are US$90 per year for regular members
and US$45 for students.
Send application to:
Sarah Stevens
Journals Administration Department
John Wiley & Sons Ltd
1 Oldlands Way
Bognor Regis
West Sussex PO22 9SA
United Kingdom
or
Subscription Department C
John Wiley & Sons Inc.
605 Third Avenue, New York,
NY 10158-0012, USA
or
contact the Society office
To contact the office of the System Dynamics Society and to order
copies of the "Beer Game" group simulation exercise: tel:
1-518-442-3865
fax: 518-442-3398
email: System.Dynamics@albany.edu
-------------------------------------
There is a system dynamics discussion group on the Internet. To join,
send email to: majordomo@world.std.com In the body of the message,
enter the following two lines:
Subscribe system-dynamics
End
------------------------------------
The next annual international conference of the System Dynamics
Society will be in Palermo, Sicily, Italy, July 28 to August 1, 2002.
Write to the System Dyanmics Society,
System Dynamics Society
Roberta Spencer, Executive Director
Milne 300--Rockefeller College
State University at Albany
Albany, NY 12222 USA
tel: 1-518-442-3865†
fax: 518-442-3398
email: System.Dynamics@albany.edu
----------------------------------------
The publisher for books in the following block has changed from
Productivity Press to Pegasus Communications.
Pegasus Communications, Inc.
One Moody Street
Waltham, MA 02453-5339
Within the U.S
tel:1-800-272-0945
fax: 1-800-701-7083
Outside the U.S.
tel: 781-398-9700
fax: 781-894-7175
Web page: www.pegasuscom.com
Alfeld, Louis Edward, and Alan K. Graham. 1976. Introduction to Urban
Dynamics. Waltham, MA: Pegasus Communications. 333 pp.
Forrester, Jay W. 1961. Industrial Dynamics. Waltham, MA: Pegasus
Communications. 464 pp.
Forrester, Jay W. 1968. Principles of Systems. (2nd ed.). Waltham,
MA: Pegasus Communications. 391 pp.
Forrester, Jay W. 1969. Urban Dynamics. Waltham, MA: Pegasus
Communications. 285 pp.
Forrester, Jay W. 1971. World Dynamics. (1973 second ed.). Waltham,
MA: Pegasus Communications. 144 pp. Second edition has an added
chapter on physical vs. social limits.
Forrester, Jay W. 1975. Collected Papers of Jay W. Forrester.
Waltham, MA: Pegasus Communications. 284 pp .
Forrester, Nathan B. 1973. The Life Cycle of Economic Development.
Waltham, MA: Pegasus Communications. 194 pp.
Goodman, Michael R. 1974. Study Notes in System Dynamics. Waltham,
MA: Pegasus Communications. 388 pp.
Lyneis, James M. 1980. Corporate Planning and Policy Design: A System
Dynamics Approach. Waltham, MA: Pegasus Communications. 520 pp.
Mass, Nathaniel J., ed., 1974. Readings in Urban Dynamics: Volume I,
Waltham, MA: Pegasus Communications, 303 pp.
Mass, Nathaniel J. 1975. Economic Cycles: An Analysis of Underlying
Causes. Waltham, MA: Pegasus Communications. 185 pp.
Meadows, Dennis L. 1970. Dynamics of Commodity Production Cycles.
Waltham, MA: Pegasus Communications. 104 pp.
Meadows, Dennis L., et al. 1974. Dynamics of Growth in a Finite
World. Waltham, MA: Pegasus Communications. 637 pp.
Meadows, Dennis L., and Donella H. Meadows, ed., 1973. Toward Global
Equilibrium: Collected Papers, Waltham, MA: Pegasus Communications,
358 pp.
Morecroft, John D. W., and John D. Sterman, ed., (1994). Modeling for
Learning Organizationa, Waltham, MA: Pegasus Communications, 400 pp.
Randers, Jorgen, ed., 1980. Elements of the System Dynamics Method,
Waltham, MA: Pegasus Communications, 488 pp.
Richardson, George P., and Alexander L. Pugh III. 1981. Introduction
to System Dynamics Modeling with DYNAMO. Waltham, MA: Pegasus
Communications. 413 pp.
Roberts, Edward B. 1978. Managerial Applications of System Dynamics.
Waltham, MA: Pegasus Communications. 562 pp.
Roberts, Nancy, David Andersen, Ralph Deal, Michael Garet, William
Shaffer. 1983. Introduction to Computer Simulation: A System Dynamics
Modeling Approach. Waltham, MA: Pegasus Communications, 562 pages .
Schroeder, Walter W., III, Robert E. Sweeney, and Louis Edward
Alfeld, ed., 1975. Readings in Urban Dynamics: Volume 2, Waltham, MA:
Pegasus Communications, 305 pp.
---------------------------------------------------
Books from other publishers include:
Coyle, R. G., 1996. System Dynamics Modelling--A Practical Approach,
London: Chapman & Hall. 413 pp.
Mandinach, Ellen B., and Hugh F. Cline, 1994. Classroom Dynamics:
Implementing a Technology-Based Learning Environment, Hillsdale, NJ:
Lawrence Erlbaum Associates. 211 pp.
Richardson, George P., 1991. Feedback Thought in Social Science and
Systems Theory, Waltham, MA, Pegasus Communications. 374 pp.
Richardson, George P., 1996. Modelling for Management: Simulation in
Support of Systems Thinking, Brookfield, Vt.: Dartmouth Publishing.
493 & 447 pp.
Sterman, John D. (2000). Business Dynamics: Systems Thinking and
Modeling for a Complex World. New York: Irwin: McGraw-Hill. 982 pp.
----------------------------------
A self-study guide to system dynamics, called "Road Maps," is
available for downloading from:
http://sysdyn.mit.edu
or in paper copy from:
Creative Learning Exchange
Ms. Lees Stuntz, Director
1 Keefe Road
Acton, MA 01720, USA
tel: 1-508-287-0070
fax: 1-508-287-0080
email: stuntzln@tiac.net
------------------------------------------------
For those wanting information on introducing system dynamics in
kindergarten through 12th grade education:
1. The Creative Learning Exchange is a nonprofit foundation that acts
as a clearinghouse to provide information on system dynamics in
precollege education and to help teachers share their experiences.
They can be reached at:
Creative Learning Exchange
Ms. Lees Stuntz, Director
1 Keefe Road
Acton, MA 01720, USA
tel: 1-978-287-0070
fax: 1-978-287-0080
email: stuntzln@tiac.net
web: http://www.clexchange.org
2. The System Dynamics in Education Project at MIT has a web page
with links to pages at other K-12 activities: http://sysdyn.mit.edu/
3. Many papers on curriculum can be found at
sysdyn.mit.edu
4. An internet discussion group on K-12 issues related to system
dynamics can be joined:
k-12sd@sysdyn.mit.edu
To subscribe,
Please provide the following information:
First Name:
Last Name:
E-mail:
Title:
Organization:
Address:
City:
State or Province:
ZIP or Postal Code:
Country:
Day Phone Number:
Evening Phone Number:
Fax Number:
5. The summer 93 issue of the System Dynamics Review, vol 9 no. 2,
was a special issue on "Systems thinking in education" It contains
many interesting pieces including reports from the field by teachers.
----------------------------------------------
There are now three good software packages for system dynamics. You
can request information:
--------------------------------------------
STELLA for Macintosh or PC:
High Performance Systems
45 Lyme Road, Suite #300
Hanover, NH 03755, USA
Phone: 1-603-643-9636 customer support
tel: 1-800-332-1202 product inquiries
fax: 1-603-643-9502
email: support@hps-inc.com
http://www.hps-inc.com/
--------------------------------------
Powersim for PC:
Powersim Corporation
1175 Herndon Parkway Suite 600
Herndon, VA 20170
Phone: (703) 481-1270
Fax: (703) 481-1271
Email: powersim@powersim.com
http://www.powersim.com
Norway Address:
Powersim AS
PO Box 206
N-5100 Isdalstø
Phone: +47 56 34 24 00
Fax: +47 56 34 24 01
Email: powersim@powersim.no
http://www.powersim.no
-------------------------------------------
Vensim for PC or Macintosh:
Ventana Systems, Inc.
149 Waverley Street
Belmont, MA 02178, USA
tel: 1-617-489-5249
fax: 1-617-489-53316
email: vensim@world.std.com
http://www.vensim.com/
A "Personal Learning Edition" of Vensim and its manual can be
downloaded free from: http://www.vensim.com/
--
---------------------------------------------------------
Jay W. Forrester
Professor of Management
Sloan School
Massachusetts Institute of Technology
Room E60-389
Cambridge, MA 02139
tel: 617-253-1571
fax: 617-258-9405
Home office:
tel: 978-369-9372
fax: 978-369-9077
-------------------------
Date: Fri, 25 Jan 2002 14:29:07 -0500
From: k-12sd <k-12sd@SYSDYN.MIT.EDU>
Subject: how the system works
Date: Tue, 22 Jan 2002 19:24:50 -0800
From: Steve Barnes <steveb@pcez.com>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Re: how the system works
During my pre service training practicum in a Kindergarten class with
a seasoned
instructor, I noted that approximately 50% of the educator's time was spent
trying to keep the "cats" herded and individual initiative subordinated to
docility. I think a roomful of 25-35 children is a very inefficient
arrangement
for learning to take place. For the last 20 years, studies consistently
indicate that the curiosity of children in schools is dramatically
diminished by
about the fourth grade. Do others see a link here?
------------------------------------------------------------------------
k-12sd wrote:
> From: DPetrino@aol.com
> Date: Fri, 18 Jan 2002 17:41:07 EST
> Subject: Re: how the system works
> To: k-12sd@sysdyn.mit.edu
>
> Question: At which grade level or age does the educational aspect first
> develop into a disciplinary issue? My guess around third grade. School moves
> more into content at that grade level.
>
> Dan
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------------------------------
Date: Fri, 25 Jan 2002 14:29:22 -0500
From: k-12sd <k-12sd@SYSDYN.MIT.EDU>
Subject: Personal systems
From: Patzito1@aol.com
Date: Wed, 23 Jan 2002 07:56:12 EST
Subject: Personal systems
To: k-12sd@sysdyn.mit.edu
Hello to all--Some thoughts:
In order to change the educational system, I believe we have to engage
teachers in exploring and discovering their own personal systems. To that
end, we use a systems model developed by researcher Barbara McFall called
PRSM (Personal Resources Systems Management.) Rather than approaching
teachers with content for students, we give teachers the tools for improving
their own quality of living (the purpose of the PRSM model.) We have been
using McFall's model in Pennsylvania for the past 3 yrs. and have seen
significant changes in teacher's thinking and approaches to learning. Once
teachers see the impact on their own quality of living, the transition to the
classroom is a natural.
Currently in PA we have been working with family and consumer sciences
teachers who traditionally have taught personal development, but the model
has application across the curriculum. We have also been working to create
an on-line course but had our funding pulled as the state dept. of educ. only
wants to focus on data-driven assessments. We would love to be able to
complete our work and get the model out there. Any leads or ideas would be
most welcome.
Enjoying this discussion,
Pat Zito
Education Consultant
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------------------------------
Date: Fri, 25 Jan 2002 14:36:39 -0500
From: k-12sd <k-12sd@SYSDYN.MIT.EDU>
Subject: Redesigning entire school systems
Date: Wed, 23 Jan 2002 09:40:24 +0100
From: Niall Palfreyman <niall.palfreyman@fh-weihenstephan.de>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Redesigning entire school systems
Dan Petrino schrieb:
> Baldrige provides, in my mind, a user friendly easy to use road map.
I've looked in Amazon under "Baldrige" and found:
"Letitia Baldrige's Complete Guide to the New Manners for the 90's"
I assume this ISN'T the reference you intended, Dan! ;-)
What would interest me enormously is which reference you did mean, since
redesigning an entire (college) school system is exactly what I'm
currently working towards, and your reference sounds interesting.
Incidentally, any tips anyone has would be useful to me. I'm seeking to
transform Weihenstephan university into a learning community embedded in
its local community, and I'm open to any suggestions. Relevant LO books,
means of proceeding - anything.
Best wishes,
Niall Palfreyman.
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------------------------------
Date: Fri, 25 Jan 2002 14:29:39 -0500
From: k-12sd <k-12sd@SYSDYN.MIT.EDU>
Subject: A Reply to Introduction
From: "Joseph Sullivan" <knight7@gloucester.k12.ma.us>
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
Subject: RE: A Reply to Introduction
Date: Wed, 23 Jan 2002 08:00:17 -0500
First, we are not managers and workers. Making cookies. We are teachers and
leaders guiding the development of individual children. Anyone with children
that thinks there is a perfect way to raise children doesn't have any.
Strategies and tactics are life skills we all use to get through the day,
months and years. Our failure to teach wounds and kills aspirations just as
surely. It is not peculiar to the military. It is simply problem solving to
reach goals that are continuously moving. Is life like a fractal? Is
learning like a fractal, recomputed based on every changing recalculation
-----Original Message-----
Date: Fri, 18 Jan 2002 13:58:05 -0800
From: "Philip S. Abode" <pxabode@fresno.k12.ca.us>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Re: Reply to Introduction
Strategies and tactics, Heh! Schooling managers and workers have
traditionally not viewed viewed their enterprise as something like war!
<snip>
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------------------------------
Date: Fri, 25 Jan 2002 14:36:29 -0500
From: k-12sd <k-12sd@SYSDYN.MIT.EDU>
Subject: Managing nonlinear change to redesign entire school systems
From: "Joseph Sullivan" <knight7@gloucester.k12.ma.us>
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
Subject: RE: Managing nonlinear change to redesign entire school systems
Date: Wed, 23 Jan 2002 09:08:46 -0500
LARGE SCHOOL SYSTEM, LIKE DINOS CANNOT ADJUST TO SHORT CYCLE CHANGES,
BECAUSE OF ALL THE OTHER CHANGES THAT NEED TO ACCOMPANY LARGE SCALE CHANGE.
Schools and classes and departments are really 2 tier systems. Academic
technical systems and management logistics systems that hold them together
and coordinate at the boundaries of each. Loosely coupled systems is a good
term. Leadership to changes these systems is difficult to find and hold onto
--
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------------------------------
Date: Fri, 25 Jan 2002 14:30:18 -0500
From: k-12sd <k-12sd@SYSDYN.MIT.EDU>
Subject: Personal system add
From: Patzito1@aol.com
Date: Wed, 23 Jan 2002 11:22:20 EST
Subject: Personal system add
To: k-12sd@sysdyn.mit.edu (k-12sd)
Addendum from Barbara McFall re: Personal systems
I would paraphrase and extend your point to say...
1.) In order to change the educational system, I believe we have to engage
[LEARNERS] in their own personal systems.
2.) Rather than approaching [LEARNERS] with content, we give [LEARNERS] the
tools for improving their own quality of living through the learning tool
Personal Resource Systems Management - PRSM.
Personal relevance/interest/motivation is the foundation and well-spring of
learning behaviors, yet for all the discussion about learner-centered
lifelong learning, hooking to prior knowledge, and family and community
connection in current educational literature there is little provision for
such practice in the daily schedule.
Most classroom teachers are mandated to cover content in accordance with
rigorous standards. At secondary levels, a teacher may engage more than 100
students daily. How can we possibly expect these teachers to add another
layer, or two, or three and follow each child individually, know the family,
and make the appropriate community connections. It is impossible to meet all
of these expectations in the time allowed.
Barbara McFall--barbmcfall@aol.com
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------------------------------
Date: Fri, 25 Jan 2002 14:30:27 -0500
From: k-12sd <k-12sd@SYSDYN.MIT.EDU>
Subject: Feb. 1 deadline for Presenters at June ST/DM conference
Date: Fri, 25 Jan 2002 14:02:41 -0500
Subject: Feb. 1 deadline for Presenters at June ST/DM conference
=46rom: Lees Stuntz <stuntzln@clexchange.org>
To: k 12sd <k-12sd@sysdyn.mit.edu>
Reminder:
Abstracts are due February 1, 2002 via e-mail for submission to present at
at the 2002 Systems Thinking and Dynamic Conference for K-12 Education
June 29 - July 1, 2002 at the New England Center in Durham, New Hampshire.
(http://clexchange.org/conference/cle_2002conference.htm)
The theme of next summer's conference will be "Meeting Challenges through
Systems Thinking and Dynamic Modeling," emphasizing the learning gained from
the last 12 years of work in K-12 systems education as well as the
challenges we have encountered and those that remain ahead. The conference
will include the following topics:
=AE Successive improvement - how have we done it, what are the markers of ou=
r
failures and triumphs?
=AE Case studies approach - where has SD made a difference both in education
and in the world?
=AE Many people enter systems education through various doors. How do we
create paths from those doors? What paths have worked or have not worked?
=AE System Dynamics as a vehicle for collaboration and questioning.
=AE Tools for understanding.
=AE The future of SD/learner-centered learning in K-12. How can we contribut=
e
toward it?
Please consider presenting a session at next summer's conference if you have
something to say on any of the above themes or if you:
=AE Have an effective piece of curriculum to present.
=AE Have a story about your progress as a systems educator.
=AE Have an administrative application of systems tools and techniques.
=AE Have a progress report on a plan to get systems education implemented in
your classroom, school or school district (or all three).
=AE Have examples of learning achieved by students through systems education=
=2E
=AE Have students who are willing to share insights into their learning
through the use of systems.
=AE Have created a sequence of curriculum that seems to work for your grade
level in teaching systems concepts.
=AE Have insights into assessing systems learning.
=AE Have tools for assessment.
=AE Have an overview of how systems education fits into a curriculum for a
certain grade level and/or discipline.
=AE Have used systems techniques to create learner-centered learning.
=AE Have used systems techniques to create interdisciplinary cooperation and
curriculum.
=AE Have an effective way of introducing systems to neophytes.
=AE Have a good training session for more advanced participants.
Sessions will be approximately one and a half hours in length. Appropriate
long sessions (2 1/2 hours) will be considered for the workshop session,
especially for training at any level or games such as Fish Banks.
Process for submitting presentations for sessions:
=AE Feb. 1, 2002-Submit an abstract via e-mail that includes the context and
history of the session topic and the experience level of expected
participants. (E-mail to Lees Stuntz <stuntzln@clexchange.org>
=AE Mar. 1, 2002-All authors will be notified of the status of their
submission via e-mail.
=AE June 1, 2002 -A final outline/ presentation or paper due via e-mail for
incorporation into the conference CD.
Lees N. Stuntz
Creative Learning Exchange Phone- 978-287-0070
1 Keefe Road Fax- 978-287-0080
Acton, MA 01720 e-mail- stuntzln@clexchange.org
http://clexchange.org
--
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=2E
=46or past discussions see:
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------------------------------
Date: Fri, 25 Jan 2002 14:39:01 -0500
From: k-12sd <k-12sd@SYSDYN.MIT.EDU>
Subject: Organizational SD applications
From: "John Gunkler" <jgunkler@sprintmail.com>
To: "'k-12sd'" <k-12sd@sysdyn.mit.edu>
Subject: Organizational SD applications
Date: Wed, 23 Jan 2002 12:19:21 -0600
Philip Abode wrote:
"I do think that under extant educational conditions, in which
environmental and competing (dialectical) forces that are largely
ignored by schooling theory, systems dynamics can only hope to make
marginal impact."
You may be right -- but there are some unstated assumptions that may be
questioned first. For example, it looks to me as if you are assuming
that "impact" can only come from some kind of widespread adoption of SD
insights. Is that right? And your doubt arises from a doubt that
"extant educational conditions" will permit such widespread adoption.
I also doubt that widespread adoption of SD will readily be achieved in
schools. And I've certainly run into the "deterministic" belief system
you describe painfully well. But my experience in helping organizations
change tells me that widespread organizational change doesn't require a
majority of the members to create it -- a small (sometimes even tiny),
inspired, motivated group can create organization-wide change. I've
spent much of my professional life making real the saying, "It doesn't
take a majority to create a revolution."
So perhaps the "strategy" for employing SD insights in schools needs to
be one of finding the tiny, inspired, motivated group who will make the
effort to understand SD implications and work toward implementing them.
Perhaps the strategy should be one of revolutionary change -- not
participative majority democratic change. Perhaps an individual
person's strategy should be one of becoming one of the few "sighted"
people in a community of the blind -- and using that sight for the
benefit of all.
Just a thought.
John W. Gunkler
jgunkler@sprintmail.com
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------------------------------
Date: Fri, 25 Jan 2002 14:39:15 -0500
From: k-12sd <k-12sd@SYSDYN.MIT.EDU>
Subject: Managing non linear change....
From: "Francis Duffy" <frank.duffy@gallaudet.edu>
To: "k-12sd" <k-12sd@sysdyn.mit.edu>, <k-12mas@sysdyn.mit.edu>
Subject: RE: Managing nonlinear change to redesign entire school systems
Date: Fri, 25 Jan 2002 11:00:45 -0500
Hello again,
This time I am replying to anote from Scott Lipton.
So, Scott, how are things in Austin, Texas. I love that city. I have
colleagues at the University of Texas and I've visited the city often.
Scott, you said,
"I can confirm your observations regarding the linear problem solving
employed by many school districts. I do not believe, however, that there is
a 'practical' answer to this bureaucratic conundrum. There are certainly no
specific tools to mention, other than a healthy appetite for ambiguity and
as you put it, 'unanticipated events.'"
My work is focusing on developing a "practical" answer to the bureaucratic
conundrum that you see. And, I agree, it is a conundrum. In fact, I really
like that word conundrum because what we are talking about--changing the
paradigm for improving school districts--is more of a puzzle to be solved
than a problem to be solved.
There are practical principles and tools to help us address the issue you
raise. One of the principles is that districts need to redesign their
systems by using tools that engage their faculty, staff, and stakeholders in
the redesign process. Three very powerful and proven tools for doing this
are Harrison Owen's Open Space Technology (for engaging external
stakeholders) and Fred and Merrelyn Emery's Search Conference and
Participative Design Workshops (for engaging faculty and staff). Combined,
these tools have more than 40 years of successful use to their credit.
Another principle that addresses the issue you raise is that the arthritic
organization design of school districts (i.e., bureaucracy) needs to be
redesigned to create a network of teams and communities of practice. Then,
these teams and communities are given the authority and resources to make
decisions about what they do and how they do it. Of course, the decisions
are guided by ground rules to make sure that the decisions are aligned with
a district's grand vision and strategic direction.
A third principle is that the central office of a school district needs to
be redesigned as a central service center where the staff in that center see
themselves as being in the service of the most important people in a
district--the teachers and their students.
There are school districts throughout the U.S. that are using some of these
tools and principles. For example, the Frederick County Public Schools in
Maryland has redesigned its central office as a service center and the
Marysville School District in the state of Washington uses Search
Conferencing.
Scott, you then said,
"I also must take issue with your analogy of a serpentine system. That
serpentine structure is still linear (albeit with curves)."
The system is not serpentine. The change process needed to improve school
systems is.
Next, you observed that
"The modern school system is certainly a self-sustaining system, a web if
you will, of a
complexity of both educational and social services. Schools today are far
too complex to be broken down into one methodology that would serve all
schools."
You are absolutely right about this. Your comments reinforce a point I make
often. There are many different ways to achieve organizational goals and
objectives and this kind of variability should be encouraged. In the
methodology I created to redesign school systems this variability is
encouraged and supported through teams and communities of practice.
The need for variability notwithstanding, whatever a teacher, a principal, a
school, does MUST be aligned with the grand vision and strategic direction
of the district. District's cannot afford to have people each trying to do
his, her or their OWN THING.
The above comments remind me of the classic organization development
principle of equifinality. That principle says that given a goal, there are
many different ways to achieve that goal. However, it is tempting for people
to think that this definition means "anything goes and everything I do is
acceptable." This is not true. Sometimes people engage in activities that
do not and will not help achieve broader goals. Sometimes people in
organizations think that they have the right to do their own thing without
regard for broader goals. So, my point is that there has to be guidelines
and ground rules for what is acceptable and what is unacceptable behavior.
Finally, you said,
"Although I feel this is a crucial discussion to have, I do not believe it
can be dealt with in the traditional management-style technique that schools
(and business' which much modern school management is modeled
after)typically employ. Rather, we must seek out a new approach, one more
acceptable to the sustainability of a living system such as our modern
schools. I hope we can continue this dialogue."
I agree. And this quest is what guides my work and which lies at the
foundation of the methodology I have created to redesign school systems.
All my best,
Frank
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Date: Fri, 25 Jan 2002 14:38:52 -0500
From: k-12sd <k-12sd@SYSDYN.MIT.EDU>
Subject: Organizations as Systems
Date: Tue, 22 Jan 2002 14:18:28 -0800
From: "RICHARD TURNOCK" <Richard_Turnock@pgn.com>
To: <k-12sd@sysdyn.mit.edu>
Subject: Organizations as Systems
Clarification: In the Baldrige framwork,. like it's used by Pinellas
Co. school district in Florida, the student is NOT the customer.
Whoever pays to support the schools is the customer. For a private
school, it's whoever pays the tuition (parents). For public schools
in Oregon, it's the legislature who allocates the money from the
taxpayers.
Traditional schools can be described as a system with feedback loops.
The prior comparison of schools to dinosaurs works if you think of
all the feedback loops inside the body of the organization. However,
traditional schools have too few feedback loops with too long of time
constants.
The key concept of the Quality movement is the same as systems
thinking using feedback loops. Continuous process improvement adds
feedback loops with short time constants. High Performance
organizations, compared to traditional organizations, have more
feedback loops that respond faster. Schools need to develop more
feedback loops at every level and reduce the response time to the
feedback.
Richard Turnock
Educational Services
Portland General Electric
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Date: Fri, 25 Jan 2002 14:39:28 -0500
From: k-12sd <k-12sd@SYSDYN.MIT.EDU>
Subject: Managing nonlinear change....
"Scott Lipton" <slipton@austin.rr.com> wrote:
> Although I feel this is a crucial discussion to have, I do not believe it
> can be dealt with in the traditional management-style technique that schools
> (and business' which much modern school management is modeled after)
> typically employ. Rather, we must seek out a new approach, one more
> acceptable to the sustainability of a living system such as our modern
> schools. I hope we can continue this dialogue.
Dear Scott and others,
As someone with MBA (1983) and who have kept up with development in strategic
management research and who has spent the last eight years doing educational
evaluation work, the "traditional management-style technique" (TMST)
you referred
to has been dumped by business long time ago. If by TMST, you mean
such things as
rational decision making type of activities and strategic planning models based
on such paradigm, I stand by my statement. Unfortunately, schools and schooling
organizations (school districts) are at least 25 years behind the frontiers of
management theory and operations research. There are tools for improving
decisions that are totally unknown in the schooling industry. Increasingly,
businesses are looking like the last reform option in education. One quick
example, the most popular strategy formation model among school
districts is the
Cambridge Model taught by Thomas Cook and his staff. I actually
received training
in the model. It is 25 years behind! Successful businesses do not think and act
that way anymore!
One fundamental flaw I notice in conventional educational thinking is
that it is
biased towards Curriculum and Instruction. Toss in Assessment. It is like
business thinking only about what goes on in the factory. The truth is that
business thinking used to be that way and business leaders had to
learn the hard
way just as education is. Complacency is making way to competitive
assault on the
educational turf. Educational leaders must now compete or die. Education must
know its customers--the students and understand what is important to
them in the
short term without which we cannot get to the long-term. As philosopher Maynard
Keynes once said, "In the long run, we are all dead." My point is that
educational performance problem is a function of how we understand the students
and the relationship we build. From a physiological perspective,
every attempt to
transform value from one form (money) to another (education) must cross a
relationship bridge. If the bridge collapses before you get to the other side,
all effort is wasted.
Philip Abode
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Date: Fri, 25 Jan 2002 14:39:39 -0500
From: k-12sd <k-12sd@SYSDYN.MIT.EDU>
Subject: Managing nonlinear change....
From: "Francis Duffy" <frank.duffy@gallaudet.edu>
To: "k-12sd" <k-12sd@sysdyn.mit.edu>, <k-12mas@sysdyn.mit.edu>
Subject: RE: Managing nonlinear change to redesign entire school systems
Date: Fri, 25 Jan 2002 10:36:49 -0500
Hello colleagues,
I am replying to a wonderful post from Philip Adobe where he touched on some
very important concepts related to improving school systems.
First, Philip asked, "It is rare to hear of strategic planning at the school
level. That said, what is wrong with strategic planning in school
districts?"
Philip, I think that individual schools should engage in strategic planning.
But, those individual plans must be strategically connected to the
district's grand strategic plan. Let me use an allegory I use often to
explain this.
Imagine a fleet of ships sailing out of Newport News, Virginia. At the
center of the fleet is the flagship--the aircraft carrier with an admiral on
board. Surrounding the flagship is an armada of cruisers and destroyers.
About 100 miles out to sea, the admiral sends the following message to all
the other ships: "Okay, folks, each ship is on its own now. See you in
Madrid in 10 days."
The power of that fleet is in it staying together as a unified force. Yes,
each ship sails under its power, with its command structure, with its people
and its resources. But each ship, by itself, cannot do what the fleet can
do.
In the same way, the individual schools in a school district must "sail"
together as a unified entity. Yes, each school has its staff, its
leadership, its resources. But there is no way that a single school can do
what an entire district can do for education in its community.
If an individual school is allowed to "sail" by itself by allowing it, no,
encouraging it, to develop a strategic plan with total disregard for the
district's grand strategic plan then I think this is wrong and grossly
ineffective.
Strategic planning at the school level must, in my opinion, be done within
the context of a district's grand strategic plan.
Philip, you also commented on the use of obsolete planning concepts and
tools. I agree. Those concepts and tools take too long to use, don't allow
for organizational agility, prevent people from being proactive in
anticipating and responding to changes in the environment.
Next, you talked about the concept of loose coupling in educational systems.
When I think of a system for the purpose of school district improvement I
use Merrelyn Emery's advice for defining the system. She says that for the
purposes of improvement you draw a circle around those people, units,
departments, etc. that work together to deliver a product or service.
Everything inside the circle is the focus of improvement. Everything outside
the circle is part of that system's external environment. For me, it's the
school district that's inside the circle and everything else outside the
district is part of its external environment.
In my opinion, everything inside the "circle" is not as loosely coupled as
some people like to think. Schooling, after all, is a preK-12th grade
enterprise. Students must meet grade-level learning requirements before
moving to the next grade (hopefully :o) ). Curricula are supposed to be
designed so there is alignment and what we call "articulation" (i.e., each
part of the curriculum should fit together nicely).
Another example of how schooling is more tightly coupled than we think is
heard in the laments of teachers at different levels of schooling; e.g.,
high school teachers often complain, "We wish those middle school teachers
would do a better job of teaching. It would make our job a lot easier."
And, I'll bet middle school teachers say the same thing about elementary
school teachers :o). My point is that the coupling between grade levels and
levels of schooling is tight enough to allow "upstream errors" (i.e.,
mistakes made in the teaching and learning process in early grades) to flow
downstream to affect teaching and learning in upper grades.
Well, that's it for now, Philip. I also enjoyed and support the other
points you made in your note about the future of schooling.
Best wishes,
Frank
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Date: Fri, 25 Jan 2002 14:28:43 -0500
From: k-12sd <k-12sd@SYSDYN.MIT.EDU>
Subject: how the system works
To: k-12mas@sysdyn.mit.edu
=46rom: "Frank Duffy" <frank.duffy@gallaudet.edu>
Subject: Re: how the system works
Date: Fri, 18 Jan 2002 19:20:39 -0800 (PST)
Joe Sullivan stated,
"To Frank Duffy. . .Understanding how the system works
has been helpful. My dissertation was based on
catastrophe theory application to learning over the
course of grades. Basic premise was that disciplinary
problems are academically based and therefore are
susceptible to academic intervention. Working on a
larger scale intervention here now. I=92m interested in
another view, are you interested?"
Hi again, Joe, and all,
Joe, your note about the "causes" of disciplinary
problems in schools reminded me of one of the important
lessons I have learned from my study of how systems
work--the lesson is about the notion of relationship
between causes and effects.
Starbuck (1996, in =93Unlearning Ineffective or Obsolete
Technologies,=94 International Journal of Technology
Management, 11: 725-737) suggests that a structured way
to analyze so-called problems we experience in
organizations is to use some sort of cause and effect
model that illustrates relationships between actions
and consequences.
This analysis can be visually illustrated using
double-headed arrows that force us to see that all
cause and effect relationships carry influence in both
directions; that is, if you see that X causes Y, then
you need to look for ways that Y feeds back to
influence X.
If you were to draw this relationship on paper, you
would use a double-headed arrow with an arrowhead
pointing toward X and one toward Y.
This bi-directional thinking, by the way, is
extraordinarily important for thinking about how to
improve a school system because systems-theory tells us
there are many of these double-headed relationship
arrows in organizations.
Identifying and then examining these two-way, or
multi-way relationships can lead to some breakthrough
thinking about how to change personal and
organizational mental models (Senge talks a lot about
mental models in his work) and behavior as people see
the connections the arrows suggest.
Another related point that Starbuck makes is that the
converse of every proposition is equally valid. He
tells us that dialectic reasoning suggests
two-directional causation; that is, if X affects Y,
then Y affects X.
This bi-directional relationship (as discussed above)
then insists that both the original proposition (X
affects Y) and its converse (Y affects X) are equally
valid.
Philosopher Georg Hegel advocated this form of logical
reasoning. He called the original proposition the
thesis, its converse the antithesis, and their union,
the synthesis.
Dialectic reasoning can be applied to almost all
situations and it helps people break free of the
assumptions that underlie their personal and
organizational mental models.
Certainly, this kind of analysis presents another view
of how to understand how a school system works.
My professional focus has been on developing a
methodology to create and sustain systemic school
improvement that incorporates the principles I just
described.
The kind of thinking and cause and effect analysis
described above can be done by using specially designed
three-day events that bring educators together to do
this kind of thinking about their work and then to
create innovative ways to improve their
1) work processes,
2) internal social =93architecture=94 (i.e., organizational
culture, policies, procedures, communication, working
relationships, and so on), and
3) relationships with the school system=92s external
environment.
This improvement triad, by the way, is a central
principle of sociotechnical systems design (e.g., see
the writings of Trist, Emery, or Pasmore).
Bye,
=46rank
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=46or past discussions see:
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Date: Fri, 25 Jan 2002 14:49:55 -0500
From: k-12sd <k-12sd@SYSDYN.MIT.EDU>
Subject: Reply to a question
From: "Frank Duffy" <frank.duffy@gallaudet.edu>
Subject: Re: Reply to a question
Date: Tue, 22 Jan 2002 18:32:57 -0800 (PST)
Sender: frank.duffy@gallaudet.edu
Hi Linda and colleagues,
You asked about writings focusing on ecosystems. Check
out some of Margaret Wheatley's articles. Here's a
link to one that talks about organizations as
ecosystems.
http://www.margaretwheatley.com/articles/paradox.html
Meg's writing style is also user-friendly (i.e., easy
to read and understand) :o)=)
Frank
>>>!_Talisman_Separator_!<<<
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Date: Fri, 25 Jan 2002 14:30:08 -0500
From: k-12sd <k-12sd@SYSDYN.MIT.EDU>
Subject: A Reply to Introduction
From: "Joseph Sullivan" <knight7@gloucester.k12.ma.us>
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
Subject: RE: A Reply to Introduction
Date: Wed, 23 Jan 2002 08:19:41 -0500
Sorry about the interruption, Non-Linear systems dynamics [NLSD] is
IMO the centerpiece of learning. That's where the art is. Schools
have been brought
up in the linear manufacturing model, and stand alone schools. A static
model, no longer workable.
--------------------------
Professor Forrester has asked me to transmit his message for him as follows. The Moderator
------------------
Dear Members of the K-12sd Discussion List:
I want to apologize for the confusions of the last month.
Our own System Dynamics Group server and software that we were using for the list had become overloaded. We decided to move to one of the main servers at MIT (mitvma). The transition has led to some unintended results.
1. By error, everyone was put in "digest"status, which meant you may have received a cryptic message about the change.
2. Some may have received individual messages as well as duplicates in the digest.
3. I hope that operation is now back to what it was before the changes in servers. I understand that everyone has been switched back to receiving individual messages and no one is receiving digests today.
On the matter of digests, I am told that the new server operates in the following way. It can send out a daily digest that contains all the messages for that day in one e-mail. Getting the digest does not cancel getting the individual messages. Those who want to continue receiving individual messages and not the digest format should take no action. Those who want a digest format in addition to individual messages should let the list administrator know by sending a note to the moderator at the usual address:
k-12sd@sysdyn.mit.edu
It is my understanding that we have not yet discovered how to stop receiving individual messages. Those who want a daily digest and not the individual messages can let us know and we will do so when it becomes possible in the future.
For those in our intended group who want to interact and to respond to messages, I recommend staying with receiving the separate messages. I find that I want to decide separately whether to reply, file in an appropriate location, or trash the messages individually.
Another apology, in monitoring the list, we have recently allowed a flood of messages that should have been handled in some other way. We will try to keep the discussion more focused.
Finally, the list needs to hear more from teachers and school administrators who are actually linking system dynamics to education.
Best wishes,
Jay Forrester
---------------------
From: Quaden@aol.com
Date: Tue, 29 Jan 2002 18:29:27 EST
Subject: Re: how the system works
To: k-12sd@sysdyn.mit.edu,
Hi:
George R asked the question if we need double headed arrow as a precursor to
teach thinking about loops.
In our work with elementary and middle school students, we have found that
students can understand loops without going to double headed arrows, so we
avoid them altogether.
Rob Quaden
Carlisle Public Schools
------------------------------
Subject: Re: What curricula do we need?
To: k-12sd <k-12sd@sysdyn.mit.edu>
From: "Patrick Leighton" <pleighton@edc.org>
Date: Tue, 29 Jan 2002 13:26:57 -0500
To Lees Stuntz and others:
If the curriculum materials are an add-on, then it will be very difficult
to get them adopted in any kind of wide-spread fashion. At its core,
system dynamics is a conceptual framework or template, if you will, for
interpreting and teaching a very wide variety of already existing
instructional materials, particularly in math and science. Yes, there are
some excellent, focused materials, as you mention, that can be used for
concept formation with students (referring to an inquiry learning cycle).
The transfer of the knowledge to all manner of different contexts, problems
and phenomena is the holy grail at the end of the day. Instead of trying
to re-create the essentially infinite number of learning activities and
possible applications that already exist, it is much more efficient to
focus on providing teachers with a generic template that they can have
their students use with whatever materials are available. Although the
SD/Stella PD program is an excellent attempt to do this, unfortunately it
is couched in a language that does not correspond with the vast majority of
science and math programs, much less those in language arts and social
studies. It would be much easier to translate SD into classroom language
than to translate the huge body of classroom materials into SD language.
So translated, I estimate that it would facilitate around half of the math
and science standards in just about any state, such is the conceptual power
of SD.
--------------------