1. MSc. Project Management Moscow December 2017 Perspectives On Soft Systems Methodology (SSM)
PROFESSOR ROBIN MATTHEWS
KINGSTON UNIVERSITY BUSINESS SCHOOL LONDON
RANEPA MOSCOW
MOSI YOSHKAR-OLA
ECONOMIC STRATEGIES
PRESIDENT OF THE LEAGUE OF CORPORATE STRATEGY AND ACCOUNTING
http/
11/17/2018
robindcmatthews.com

3. Complex adaptive systems can self organise spontaneously
1. continuous and dynamic interaction within and between levels of hierarchy 2. Non-linear interactions that are unpredictable; the scale of effects can’t be predicted for example. 3. Positive and negative feedbacks. 4. Large numbers of elements 5 open and closed systems 6. Co-evolution. 7. Unpredictable patterns emerge which become attractors influence future directions. 8. Attractors may be orderly or chaotic. 9. Far from equilibrium. 10. No single entity has complete knowledge of the system. 11. Path dependence. 12. adaptation through learning imagination. 13. Unpredictable time lags

4. Hard problems
Problems well defined
Assumption of definite goals & solutions
Can pre-define success criteria
Technically/operationally oriented
Soft problems
Difficult to define - they are problem situations
High social, political & human activity component
Wicked

5. Systems Thinking
Necessary and sufficient conditions guide development of the conceptual model in particular human systems require
A Measure Of Performance
A Decision Making Process
Components Which Interact
Actions That Are Transmitted Through The System And Interacts With Wider Systems It To Be Bounded From The Wider System
Resources At The Disposal For Process
Adaptability
Sub Systems/Component Systems Satisfy The Same Criteria

6. Soft Systems Methodology (SSM)
Some problems are fuzzy; lack clear definitions, are unstructured, are socially constructed, have multiple solutions or no solutions, or no solutions that will satisfy everyone, require compromises, negotiation.
Soft Systems Methodology is an attempt to apply science to human activity systems
It is an iterative 7 stage approach to understanding a problem situation and deciding a potential solution if one exists
SSM gives structure to fuzzy problem situations

7. Checkland’s Soft Systems Methodology
Premise
reality is socially constructed, therefore
requirements are not objective
systems thinking is not reductionist
Rationale
Problem/issues are fuzzy, unstructured often without solutions
defining the objective is part of the problem
Example
Integrated computerisation in the NHS largely failed. Why?

8. Stage 1: Problem situation unstructured
Checkland’s Soft Systems Methodology
Stage 1: Problem situation unstructured
Stage 2: Problem situation expressed (rich pictures)
Stage 3: Naming of relevant systems (root definitions; CATWOE)
Stage 4: Conceptual models
Stage 5: Comparing conceptual models with reality
Stage 6: Debating feasible & desirable changes
Stage 7: Implementing changes

9. 1. Problem situation is unstructured
Identify a problem/issue and a review/improvement and preparing for decision(s) about change.
Find out about the problem situation; problems/issues are perceptual tand perhaps there are many potential problems
Need for research into the problem area. Who are the key players? How does the process currently work?

10. 2. Problem situation not the problem itself
Collect and sort information about the problem
situation
Organisational structure, processes
transformations, path dependence.
human factors gripes, perceptions, moods
Specify echniques to be used employed assist (e.g. work
observation, interviews, workshops)
Express the problem/issue/situation with a rich picture - visual representation/communication
The perhaps the meta model of the problem not the problem itself

11. Rich pictures Represent structures, processes & organisational issues
relevant to the problem/issue
Provide a way of thinking creatively; using emotion instinct and intuition and the intellect.
representation of how to look/think link key issues
appreciate of the problem
represent and communicate
artistic
individual
many right ways
2. Problem situation not the problem itself

12. 2. Problem situation
Is not the problem itself

13. 3. Naming of relevant systems
Look at problem/issue from many perspectives
Decide from what perspective to view the problem/issue
definition for different viewpoints
Choose an issue or task from the rich picture
Define a system to address the issue or to carry out
the task
A root definition should be written as a sentence and expressed as a transformation process defines the input that transforms it into a new entity/output)
CATWOE analysis of each root definition

14. CATWOE
C: customer; (who will be affected by the transformation/new system?)
A: actor (who would do these activities & what
special skills are needed?)
T: transformation process; what input is transformed in to what output?
W: weltanschauung; the world view that makes the system/transformation meaningful?
O: Who is the owner? Who is responsible?
E: What are the outer dynamics/environmental constraints

15. process Input S(t) Output S(t+1) 3. Naming relevant systems
Pedestrians high risk
Pedestrians low risk
Customer:                Pedestrians Actor(s):                   Parking Enforcement Officers Transformation:      Penalize parking that puts pedestrians at risk Weltanschauung:     Pedestrian safety should have priority over driver convenience and drivers will not consider pedestrian safety unless they fear punishment. Owner:                      Local Government Administration Environment:           Unlimited road-use is considered a right by most drivers and drivers have powerful political lobby groups. Any system to administer road-use must be self-financing. Most local Government administrations regard road safety as low priority.

16. 4. Conceptual models (SSM)
Construction of a conceptual model for each root
definition of a system (i.e. what the system must do
for each one)
A conceptual model in SSM is a human activity model that
Strictly Conforms To The Root Definition Using The
Minimum Set Of Activities
Expresses The Core Purpose; Teleoplogical
Can Be Drawn As A Directed Graph With Activities As Nodes And Edges Linking Them.
Requires Systems Thinking!

17. 5. Comparing models with reality
Compare the conceptual models of stage 4 with the
REAL world – social construction of reality; nothing is perceived except through an instrument and the instrument determines the problem.
Comparisions, differences, similarities
Use conceptual models as a basis for formulating hypotheses
Compare history with model prediction
General overall comparison
Assumptions/norms/construction of the problem/issue

18. 6. Debating changes Discuss whether there are ways of improving the
situation, taking a goal-driven approach
Identify feasible & desirable changes
Types of change to consider in Grammar
Structures,
Procedures,
Attitudes,
Perceptions,
Assumptions,
Norms,
Cultures,
Mindsets,
Traditions,
Rituals
Artefacts
Recommendations for taking action to improve
the problem situation

19. 7. Implementing changes
Determine how to implement the changes identified
during stage 6
Implement changes & put them into action