T306B, Managing Complexity: Cultural and Logic Based Analysis of Soft System Methodology

T306B, Managing Complexity
Q1. Describe the features and changes between Mode One and Mode Two in the Soft System Methodology? Do you think these changes are designed or emergent development and why? Then, draw the model of the SSM process as articulated by Checkland & Scholes to explain the logic-based stream of analysis and the cultural stream of analysis.
Soft System Methodology was originally devised by Peter Checkland in 1981 with the aim of providing a limiting model of intervention on organizational complexities. It is originally used to develop a highlighted study on problematic situations. It focuses on the process of obtaining insights and learning about the real-life situations to adequately perceive and address the existing complexity of the target community/organization. It starts from the idea of using SSM to structure the situation.The 1980's version of the SSM is divided into seven stages, which are furtherly distinguished into real-world problems and systems thinking.It is also characterized by the explicit use of "rich images" to embody ideas. Be that as it may, the use of rich pictures is limited at the beginning of the process. Another feature of the conventional model is the external role of system practitioners in the situation. The system practitioner is not a considered participant in the situation; rather, outsiders were used. The outsiders undergo a four-step process: entering a problem situation, doing work in it, authoring a report and departing. For years, people had used the SSM system in addressing organizational complexities; however, the use of the system was described to be limiting the creativity of its user.
In 1990, Checkland with the participation of Jim Scholer furtherly elaborated the Soft System Method. This resulted in a number of developments in the system. Thus, they've decided to name the former as Mode 1, and the latter as Mode 2. Mode 2, unlike its former version, focuses on the situation rather than the method. It makes sense of the situation by mapping it in SSM.Checkland and Scholer modified a number of aspects in the system. For one, the line that divides real-world and systems thinking was absent in the latter version. Additionally, the system practitioner is already deemed as an active participant in the situation. The system practitioner interacts with the events and ideas which unfolds over time. For this reason, the history of the system practitioner was added to the model. The inclusion of cultural analysis which involves the intervention analysis, social system analysis, and political system analysis, and logical-based stream of analysis were also parts of the changes made in the system. These streams were fused to interpret the given activities: recognition of problem situation, formulation of purposeful activity models, a debate for the improvement of the situation, and taking action in the situation. Looking at the model, one can see the two-headed arrows connecting the cultural and logic-based streams. These arrows indicate the continuous iteration of the streams throughout the life of a project. The version also implies the continuous use of a rich picture to aid learning in the situation.
Figure 1 Cultural and Logic Based Analysis of Soft System Methodology
Despite the differences between the two versions of the system, both still share the following features: the central place of constructing the system, activity modeling, and the practical use of the process to attain an understanding of the situation.Basing on the given similarities and distinctions, one cannot consider the versions of SSM as two categories. To some degree, these models represent a particular spectrum from which any study would fall in the given spectrum. As Mode 2, naturally, developed from the use of SSM and the system practitioner's experience, it can be concluded that Mode 2 is an emergent development arising experientially and not a development design.
Q2. Explain using illustrations why we study the different attempts made in different traditions or regions to understand the human personality in systems course T306?
ANSWER:
In the previous module, we discussed the three specific interpretations of human personality: the Chinese tradition, western tradition, and the MBTI. Chinese horoscope tries to determine a person's characteristic using the Chinese zodiac and elements. The Chinese Zodiac consists of a twelve-year cycle wherein each year is named after a different animal. In Chinese tradition, it is believed that an individual's birth year affects his/her physical, mental, and personality attributes. Thus, understanding these attributes would help an individual attain success and happiness in the course of his/her life. In the Western Tradition, people based personality from the amount of certain bodily fluids found in an individual. These bodily fluids determine a person's general bodily, mental, and emotional disposition of a person, which was called humor.The four senses of humor are melancholic, choleric, sanguine and phlegmatic. Lastly is the Myers-Briggs type indicator. In the MBTI, a person's characteristic is identified by four polarities: extreme introvert, introvert, extrovert, and an extreme extrovert. Now, each of the polarities is determined by an individual's source of energy and interaction to the world.
Managing complexity adheres to the analyses and optimization of complexity in enterprises. It involves a holistic approach to addressing the unpredictability of situations. For this reason, it is a must to recognize the complexity of human personality as people are the principal key players in organizations. It is important for a system's practitioner and consultants to have a clear understanding of their own values, and strengths. Self-knowledge could help in attaining personal improvement and in managing personal goals. This could improve individual behavior in organizations and job satisfaction.Beyond that, it also entails a profound understanding of one's response to characteristics presented by other individuals and the elicit responses of the given characteris...