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Systems Thinking for Librarians

Systems Thinking for Librarians . A State-of-the-Art Continuing Education Seminar: for the Special Libraries Association June 6, 2004, Nashville TN. Systems Thinking for Librarians . Sponsored by the SLA Engineering, Biomedical & Life Sciences Divisions and Aerospace section of SLA-SNG

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Systems Thinking for Librarians

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  1. Systems Thinking for Librarians A State-of-the-Art Continuing Education Seminar: for the Special Libraries Association June 6, 2004, Nashville TN. Zipperer/Corliss/Tompson SLA / June 6th / 2004

  2. Systems Thinking for Librarians • Sponsored by the SLA Engineering, Biomedical & Life Sciences Divisions and Aerospace section of SLA-SNG • Moderated by: Cynthia Bennington, SLA/ Eng • Support from EBSCO Zipperer/Corliss/Tompson SLA / June 6th / 2004

  3. Systems Thinking for Librarians • Lorri Zipperer, Zipperer Project Management lorri@zpm1.com • Rebecca Corliss, Schiff Hardin, LLP rcorliss@schiffhardin.com • Sara Tompson, Packer Engineering, Inc. sarat57@msn.com Zipperer/Corliss/Tompson SLA / June 6th / 2004

  4. Systems Thinking for Librarians “Our actions create our reality.” Peter Senge 5th Discipline, 1990 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  5. Systems Thinking Class Objectives • Explore core concepts. • Identify effects on information center interactions within an organization. • Identify affects on librarian’s interactions with all levels of the organization, immediate reports and exterior clients. • Construct how acceptance changes an individual’s decision-making. • Determine how the tools affect librarian’s strategic planning thought processes. Zipperer/Corliss/Tompson SLA / June 6th / 2004

  6. References and Tools • Senge, Peter M. The Fifth Discipline Fieldbook: Strategies and tools for building a learning organization. 1994. • Senge, Peter M. The Fifth Discipline: The art and practice of the learning organization. 1990. • Select Bibliography • Glossary Zipperer/Corliss/Tompson SLA / June 6th / 2004

  7. Systems Thinking for Librarians Logistics • Three section program 8am- noon • Both lecture and group / team exercises • Break 10:00 to 10:30 am • Wrap up by noon Zipperer/Corliss/Tompson SLA / June 6th / 2004

  8. Systems Thinking for Librarians Will you please … • Introduce yourself • Share one key reason for attending the class Zipperer/Corliss/Tompson SLA / June 6th / 2004

  9. PART ONE 1.1 What is Systems Thinking 1.2 Am I A Systems Thinker? 1.3 Questions & Recap Zipperer/Corliss/Tompson SLA / June 6th / 2004

  10. What is Systems Thinking? • Interconnectedness • A set of elements that interact to shape behavior • Learning Organization • Key movers • Forrester (1961) • Center for Organizational Learning / MIT (1989) • Argyris (Teaching Smart People How to Learn, 1991) • Senge (5th Discipline 1990) Class Section 1.1 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  11. Systems Thinking: Proven Value • Complex problems that involve helping many actors see the connectedness of the “big picture” and not just their part of it. • Recurring problems or those that have been made worse by past attempts to fix them • Issues where action affects (or is affected by) the environmentsurrounding the issue. • Problems whose solutions are not obvious Class Section 1.1 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  12. Systems Thinking: Basic Concepts • Everything is connectedto everything else • You can never do just one thing • Different people in the same structure will produce similar results • From “either/or” to “both/and” • There is no away to throw things to • The easiest way out is the fastest way back in • Profound changes can take place in ways we cannot foretell • The mapis not the territory • An answer is a question’s way of asking a new question Class Section 1.1 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  13. Five Phases of Systems Thinking • Structure the problem • Understand causal loops and feedback • Model the dynamic relationships • Use scenarios to plan and model affects of actions taken • Implement and share learnings with the organization Class Section 1.1 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  14. Systems Thinking for Librarians How Does Systems Thinking Pertain to the Library Profession? • Allows information work to be effective and innovative, not isolated • Situates the Information Center as proactive not reactive Class Section 1.1 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  15. Systems Thinking for Librarians Facilitates achievement of SLA Competencies • Will highlight a few today • http://www.sla.org/content/learn/comp2003/index.cfm Class Section 1.1 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  16. Systems Thinking for Librarians Professional Competencies: • Aligning the information organization with key stakeholders • Assesses and communicates the value of the information organization • Builds a dynamic collection of information resources based on deep understanding of clients Class Section 1.2 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  17. Professional Competencies, con’t • Develops and maintains a portfolio of effective and aligned information services. • Conducts market research to identify concepts for new or enhanced information solutions for these groups. Class Section 1.2 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  18. Personal SLA Competencies The special librarian: • Sees the big picture • Creates partnerships and alliances • Employs a team approach; recognizes the balance of collaborating, leading and following Class Section 1.2 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  19. Barriers to Systems Thinking • Resources (financial and people) • Cultural and value-based • Leadership • Knowledge (ie identification of the problem) • Process-oriented • Time constraints • Strategic operation and planning • IT Class Section 1.2 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  20. Systems Thinking for Librarians: Exploring Impact Stories of Engagement • Lorri • Rebecca • Sara Class Section 1.2 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  21. Are You a Systems Thinker? A Systems Thinker Perceives … • The whole whose elements continually affect each other over time and operate toward a common purpose. • The “Big Picture” • The interrelatedness of forces/nothing exists in a vacuum • Info Center example • The interdependencies means no single “right” answer Fieldbk, pg 90 Class Section 1.2 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  22. Systems Thinking Assessment • Complete in five minutes • Talley each column • Discuss results There are no incorrect responses so be honest with yourself Class Section 1.2 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  23. F N S R O Systems Thinking for Librarians Readiness Assessment - Continuum Goal - Top 2 Class Section 1.2 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  24. Systems Thinking for Librarians Questions & Recap • Basic concepts of systems thinking • Why this class? • Where are we on the journey to “systemsness”? Class Section 1.3 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  25. PART TWO: 2.1 Setting the Stage 2.2 Why Use Stories? 2.3 Problem Identification & Digging Deeper 2.4 Diagramming System Influences 2.5 Questions & Recap Zipperer/Corliss/Tompson SLA / June 6th / 2004

  26. A Typical Morning Conversation … Class Section 2.1 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  27. Does this Sound Familiar ? • Pflom and Meyer, established yet old-fashioned firm • New librarian shut out • Info gathering inefficient and unreliable • Solutions require a new way of thinking …. Class Section 2.1 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  28. Value of Stories • Illustrates a theory • Allows listeners to empathize more broadly • Resonates with listeners • SLA storytelling models Class Section 2.2 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  29. Value of Stories “If you have chosen the right story and you tell that story in a certain way, then not only do listeners understand the story ... but they also begin to imagine a story in their own life ... They begin to draw on their own experiences, their own knowledge, their own understanding, and they start to imagine possibilities for themselves.” “Making Change Happen: Steve Denning Tells the Story of Storytelling” Information OutlookVol. 5, January 2001 Class Section 2.2 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  30. Identifying the Problem • Problem Structure Modeling • Digging Deeper / The Five Whys Class Section 2.3 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  31. ProblemStructure Modeling The problem is: • Important • Chronic • Limited in scope Class Section 2.3 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  32. Exploring the Problem: The Five Whys • Why X 5 to get at: • Who, What, When, Where, Why • What are you trying to accomplish • Determine the root cause • Identify possible solutions • Limitations of the 5 Whys FieldBk pages 108 - 112 Class Section 2.3 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  33. The Five Whys Objective Why? Object Subject Why? Why? Root Cause Place Time Why? Why? www.burton.co.uk/cit/images/cit02.gif Class Section 2.3 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  34. Exercise: Pflom’s Problem And the problem is…. • Review the story • Identify key processes or issues that resonate as problematic and support the ineffective relationship • Post for further discussion to crystallize thoughts Class Section 2.3 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  35. Pflom Problem: con’t • Individually assess the “why’s” that may have contributed to the situation • Collect them for discussion to “drill down” to the root cause Class Section 2.3 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  36. A Picture is Worth a Thousand Words … As a systems thinking tool, diagrams: • Illustrate cause and effect relationships • Facilitate communication • Create the “a-ha” experience Class Section 2.4 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  37. Ways of Seeing Things Diagramming System Behavior • Feedback • Causal Diagrams • Several sample techniques • Key terms • Illustrating a Story • Archetypes • Templates of Behavior Class Section 2.4 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  38. Importance of Feedback “The practice of systems thinking starts with understanding a simple concept called feedback that shows how actions can reinforce or counteract each other.” Peter Senge Class Section 2.4 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  39. Computer Diagramming • Tool for observing patterns in large, complex situations • Epidemiological in nature • Software available • Beyond the scope of this class www.imm.ecel.uwa.edu.au/ cmms/project_mngt.htm Class Section 2.4 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  40. Behavior Patterns 2. Limits to Growth 1. Fixes that Fail 3. Shifting the Burden Time Class Section 2.4 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  41. The Role of Delay: • Acknowledge delay as a factor in decision making • Respect delay as an element to understand success or failure • Regard delay as a force in determining value of change Class Section 2.4 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  42. The Role of Delay:Serving ACME • Key project • High demand • 24/7 service • Guaranteed 4 hour turn around Class Section 2.4 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  43. The Role of Delay: ACME requests Adherence recorded hours/bills submitted ACME leaves! Time Class Section 2.4 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  44. Visualizing the System: Reinforcing and Balancing Loops Target or Goal + Reinforcing Loop Balancing Loop + Class Section 2.4 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  45. Visualizing the System: Steps in a Process • Perform the exercise with a group representing multiple disciplines • Keep it manageable • Start with a central element/service Adapted from: Kim D. Guidelines for Drawing Causal Loop Diagrams. Pegagus Communications, 1995 Class Section 2.4 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  46. Steps in a Process, con’t • Identify key variables • Don’t think of loops as stone tablets • Avoid focus on details • Air assumptions Adapted from: Kim D. Guidelines for Drawing Causal Loop Diagrams. Pegagus Communications, 1995 Class Section 2.4 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  47. Pflom Story: Balancing Loop (-) + Cost Recovery Key Element or Corrective Action Delay Client Activity Research Quality Leverage Expertise Client Bills Limiting constraints + Librarian isolation Growing Action + Class Section 2.4 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  48. Pflom Story: Reinforcing Loop (+) + Info gathering • Staff use services more • Info expertise applied more • More team involvement + Revenue Info Staff integration + + Staff satisfaction Client Bills + Client satisfaction • More support for Info projects • More info resources • Business case for info staff improved + Zipperer/Corliss/Tompson SLA / June 6th / 2004

  49. Archetypes: Seeing Patterns • Accidental Adversaries • Fixes that Fail • Limits to Growth • Shifting the Burden • Tragedy of the Commons Class Section 2.4 Zipperer/Corliss/Tompson SLA / June 6th / 2004

  50. Archetypes: Why Bother? • Test mental models • Provide consistent representations of hypotheses that contribute to complexity • Explore hypotheses to illustrate organizational behavior in a variety of venues. Class Section 2.4 Zipperer/Corliss/Tompson SLA / June 6th / 2004

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