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.
Answer Guidelines:
These changes are emergent development arising experientially and not a development design. Please see Block IV, page 99. For more details, see Block4, pages: 96-100. Students should elaborate properly on the use of this method and explain the differences between them. Why the seven-stage version of SSM has been termed Mode 1 use and what is involved. Moreover; the more creative mode termed mode 2 involves mentally starting from what is to be done rather than from the SSM (focus on the situation rather than the method). The role of SSM practicing consultant is to design & manage a learning system appropriate to the need of clients and the problem situation. This is achieved by gaining a clear understanding of the needs of the client & the organizational context. SSM is a process of learning system or a process of inquiry (identify stakeholders, developing relevant system, developing models etc.).
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 Guidelines:
Answer Key: See block 5, page 71-90, students are expected to discuss:• Chinese tradition• Western traditions • MBTI
Q3. Explain the five issues as discussed in dynamics of shadow? How the concept of shadow and alienated shadow do help in managing complexity?
Answer Guidelines: The students should identify the shadow and alienated shadow; they have to explain the principles of opposites, equivalence, complex, entropy, and transcendence, as discussed by Boeree and Jung. (See block 5, page 79-86)
Q4. In our course materials, we have encountered several issues as regards the ethics and systems practice. Can you locate this discussion within Winger’s (1998) concept of a community of practice?
Answer Guidelines: See block 5, pages 109 -119, students need to reflect on the issue of Ethicality within a community of practice (joint enterprise, mutual engagement , and shared repertoire). They can use diagrams and examples to support their arguments.
Q5. What are the overall objectives of using diagrams in systems case-study work? What are the main outcomes you expect from each of the following diagram types?• Rich pictures• Multiple-cause diagrams• Systems maps• Control-model diagrams• Influence diagrams.