Contains animations! USE F-5 key to ‘run presentation’ – else it will make no sense whatsoever!

… we illustrate one type of model that we recommend would help you accomplish any of your complex Missions: The ‘Action Planning Model’ Having generated some ideas…

(c) GS ChandyOPMS General A ‘Mission’ ‘Action Planning Model’ in abstract: Various THINGS TO DO to accomplish the Mission “may contribute”“should contribute” “does/do contribute”

To translate these models into ‘prose’, just read in direction of arrow, substituting “MAY CONTRIBUTE” (in this case) whenever you encounter an arrow! “may contribute To demonstrate OPMS to this group To demonstrate OPMS to this group (X) To convince members of this group that they should use OPMS for their work (and play) (Y) To propagate and apply OPMS (Z) To demonstrate OPMS to this group – effectively! (X 1 ) X  X 1  Y  Z IMPLIES: X  Y ; X  Z & X 1  Z All of these implications become almost instantly clear as you see such a structure! Prose Translation: “To demonstrate OPMS to this group MAY CONTRIBUTE To propagate and apply OPMS” Let’s add a few more elements to the model MOST IMPORTANT! The relationship used has this special property: X  Y & Y  Z forces X  Z

To respond to all doubts & difficulties expressed (Q) To convince members of this group that (S) they should use OPMS for their work (and play) “may contribute To propagate and apply OPMS (T) The Action Plan that develops is a ‘process flow chart’ showing how the various things you can do today, tomorrow and every day could “CONTRIBUTE TO” the things you want to achieve over time – and to your overarching Mission To demonstrate OPMS to this group – effectively! (R) To demonstrate OPMS to this group (P) 5 Why do we call this an ‘Action Plan’??? “What, in your opinion, are the THINGS TO DO to accomplish lowest- level element(s)?” Response may be: “To develop a presentation that could make sense to them” (N) Translating models created into standard prose is VERY important!

To respond to all doubts & difficulties expressed (Q) To convince members of this group that (S) they should use OPMS for their work (and play) “may contribute To propagate and apply OPMS (T) To demonstrate OPMS to this group – effectively! (R) To demonstrate OPMS to this group (P) 6 To develop a presentation that could make sense to CSI group (N)

More benefits discussed at ‘Technical Story’ 7 To respond to all doubts & difficulties expressed (Q) To convince members of this group that (S) they should use OPMS for their work (and play) “may contribute To propagate and apply OPMS (T) To demonstrate OPMS to this group – effectively! (R) To demonstrate OPMS to this group (P) To develop a presentation that could make sense to CSI group (N) At next slide, we add a couple more elements to this structure – these elements being a couple of the ‘Missions’ shown earlier – and one new ‘Mission’ - we have used the OPMS prototype software to develop this structure… The correct choice of the relationship is the heart of the matter! In conventional management sciences, the transitive relationship “CONTRIBUTES TO” is barely ever used!! There are HUGE benefits available from constructing your initial models for any Mission using “CONTRIBUTES TO” – first being that you can get real Action Planning from the process! Our ideas, in our natural language… Linked by SPECIFIC relationship ONLY ONE single “transitive relationship” is used right through the model! For instance, if AT THIS STAGE we were to choose “precedes” as the relationship of interest, we’d get a pretty useless structure

8 To respond to all doubts & difficulties expressed (Q) To convince members of this group that (S) they should use OPMS for their work (and play) “may contribute To propagate and apply OPMS (T) To demonstrate OPMS to this group – effectively! (R) To demonstrate OPMS to this group (P) To develop a presentation that could make sense to CSI group (N) The elements we shall add are: -- “To develop the OPMS software” -- “To launch ILW for developing & marketing OPMS” -- “To be in a position to demonstrate OPMS to any individuals or groups”

(c) GS ChandyOPMS General To demonstrate OPMS to this group – effectively! To demonstrate OPMS to this group To respond to all doubts & difficulties expressed To convince members of this group that they should use OPMS for their work (and play) “may contribute To propagate and apply OPMS To develop the OPMS software To develop a presentation that could make sense to CSI group (N)

(c) GS ChandyOPMS General These models can continue developing – for as long as there is interest in the Mission Next slides, some screen prints from models made using OPMS software

(c) GS ChandyOPMS General

(c) GS ChandyOPMS General

(c) GS Chandy13 To illustrate the ‘formal process’, we show a small excerpt from a model on a huge and complex issue: Continued… “may contribute”

(c) GS ChandyOPMS General Continued… 2nd level If you do not use this modeling process (specifically with “CONTRIBUTES TO”) – then you will need to keep in mind all the hundreds or thousands of elements on your list – CONSTANTLY! “may contribute” …which is IMPOSSIBLE! The list, per conventional management If you’re using OPMS, you’ll find that – even though your lists and models may comprise of hundreds or even thousands of such ‘elements’ – you need only to focus on the specific few things that you need to be doing at that time, on that specific day! Mission: To develop and put into place effective educational systems for India at every level THINGSTODO Element List 1)To discover who the real stakeholders are in each educational segment (1) 2)To ensure that real stakeholders have a real voice (2) 3)To give due weight to the ideas of all stakeholders... students, teachers, parents, educators, administrators, politicians,... (3) 4)To ensure that all good ideas provided by stakeholders are properly integrated into the Action Planning (4) 5)To convince stakeholders to modify/eliminate their bad or unworkable ideas (5) 6)To ensure that teachers at each level have their proper share in the > of ideas during various stages (6) 7)To provide a proper place in society for teachers (7) 8)To ensure that > are attracted to the teaching profession (8) 9)To pay teachers well, give them the kind of rewards they really want (9) 10)To put into place effective means for people to discuss and resolve issues (10) 11)To provide all needed avenues to enable teachers to develop themselves (11) 12)To ensure that students at each level have proper avenues to express their real educational needs (12) 13)To develop educational systems meeting the real needs of those being educated (13) 14)To ensure that truly passionate and committed teachers are available for every educational stream (14) 15)To develop effective professional educational courses (15) 16)To overcome the deficiencies of current educational systems (16) 17)To get over: Lack of understanding of educational system deficiencies (17) 18)To get over: Lack of awareness of educational system flaws and deficiencies (18) 19)To institute the > nationwide in schools (19) 20)To get over: Heads of lower-income families do not wish to educate their wards (20) 21)To enthuse heads of lower-income families to educate their wards (21) 22)To create educational systems to meet the real needs of those being educated (22)

(c) GS ChandyOPMS General rd level “may contribute” Current Focus Using “CONTRIBUTES TO” as your model relationship, you find you need to focus only on a few elements around the level at which you are currently working – in the full confidence that these elements “CONTRIBUTE TO” everything else you need to accomplish!