Running head: APPLYING SYSTEMS THEORY TO A DISTANCE EDUCATION

Applying Systems Theory to a Distance Education Provider for the Retail Industry

Shaila Karim
University of Athabasca

MDDE 603 Foundations of Instructional Design: Systems Analysis and Learning

Theory
Assignment 1
Elizabeth Childs
October 4th, 2009

APPLYING SYSTEMS THEORY TO A DISTANCE EDUCATION 2

Table of Contents
Executive Summary
Part 1: Exploring System Thinking and Analysis
System thinking
Definition
HAS
Applying System Theory to Processes
A wholistic approach
Sub-systems
Processes and feedback mechanism
System Features
Open system
Types of HAS
System Analysis: Functions Structure Model
Three models
System image
System specifications
System functions and components

Part 2: Applying Checkland's Soft System Analysis

Overview
Stage 1: The Problem Situation Unstructured
Purpose
Problem situation at Insight
Roles
Stage 2: Rich pictures, Issues and Primary Tasks
Rich picture diagram
Structural characteristics
Processes
Climate

APPLYING SYSTEMS THEORY TO A DISTANCE EDUCATION 3

Facts
Primary task
Issue #1
Issue #2
Stage 3: Relevant Systems and their Root Definitions
Defining a relevant system
Root definition
The CATWOE criteria
Stage 4: Conceptual Models
Creating a conceptual model
Creating a formal system model
Stage 5: Comparison of Conceptual Model with Rich Picture
A discussion of Stage 6 & 7
Stage 6: Debate with people involved in the situation
Stage 7: Implementation of agreed changes
Conclusion
References

APPLYING SYSTEMS THEORY TO A DISTANCE EDUCATION 4

Executive Summary
Our world has changed dramatically since the second half of the twentieth century.
A paradigm shift has occurred from the industrial machine age to the post industrial
information/knowledge age (Banathy, 1995). Education has long fostered the old
compartmentalized mode of thinking, where one sought to understand by taking things
apart (Banathy, 1995). In this paper we explore systems thinking, particularly its
application to a particular Distance Education provider (Insight Inc.) for the retail
industry.
This paper is presented in two parts. Part 1, outlines main features, components
and processes of Insight's Distance Education (DE) system. Next, it analyzes Insight's
DE system using one of Banathy's three general systems models - the functionsstructure model.
Part 2, analyzes a problem situation relevant to Insight by applying Checkland's
seven-stage model.
Part 1: Exploring System Thinking and Analysis
System thinking
Definition. Before we delve into system thinking, let us consider Banathy's
definition of a system. A system is defined as a set of relationally arranged and
interdependent components organized as a definable entity in a given environment in
order to attain its specified purpose (cited in Cookson, 1998, p.3). Banathy's definition
can be applied to the distance education system at Insight. Insights DE system,
constitutes a group of subsystems (such as design, production) that interrelate to
produce online modules for clients in the retail industry.

APPLYING SYSTEMS THEORY TO A DISTANCE EDUCATION 5

Human Activity System (HAS). Insights distance education system is an example
of a HAS. Education as a HAS is a set of activity systems such as instructional design,
evaluation, administration (Banathy, 1996).
Applying System Theory to Processes
A wholistic approach. Cookson (1998) explains that while it is useful to study each
sub-system separately, we must recognize that any change to one part of a system
impacts the other parts of a system. The author emphasizes the importance of thinking
of any situation in terms of the totality of the system in which it occurs. The 18 th century
philosopher Hegel summed this up nicely by stating that the whole is more than the
sum of its parts (cited in Banathy, 1995).
Sub-systems. Moore and Kearsley (1996) refer to distance education as a system
that consists of all the component processes that make up distance education (cited in
Cookson, 1998, p.3).
Insight's DE system consists of the following component processes: 1) Discovery,
2) Design, 3) Content, 4) Production, 5) LE admin, 6) Module launch. Insights
component processes (sub-systems) is supported by Banathys complementary
domains of inquiry in educational organizations: 1) Analysis, 2) Design, 3)
Implementation, 4) Management (cited in Banathy &Jenlink, 1996).

APPLYING SYSTEMS THEORY TO A DISTANCE EDUCATION 6

Figure 1. Distance education system (Insight Inc.)

Each component is a sub-system of the overall process and is related to each of
the other components. Let us consider an example (refer to Figure 1). If a proper needs
analysis is not done during the Discovery phase (1), then the design document (output
of phase 2) will not satisfy the customers learning needs. Another example, the
instructional designer falls behind writing the script (output of phase 3), this in turn sets
back the production phase, which ultimately delays the launch of the online module.
These are just two of many possible scenarios that demonstrate how each sub-system
(process) affects the other.
Processes and feedback mechanism. Banathy and Jenlink (1996) explain that the
process that takes us from an existing design to a desired future state is the genesis of
design. The authors state that in order to design a new or improved system we must: 1)
transcend the existing system, 2) Envision the desired system, 3) Design the future
system, and finally 4) Transform the existing system (Banathy & Jenlink, 1996).

APPLYING SYSTEMS THEORY TO A DISTANCE EDUCATION 7

Lets examine Insights DE system processes (refer to Figure 1). The system
consists of six sub-systems. Each sub-system has its unique set of processes. The
Program Management sub-system over sees all six sub-systems, ensuring that proper
output is delivered from each sub-system. Program Managers (PM) are also the linking
point between the clients feedback and Insights internal team. They delegate tasks
within the internal team and are ultimately answerable to the client. Further, Program
Managers ensures that the overall process moves forward in a timely manner.
Lets explore the functioning of each of the six sub-systems:
-

Analysis process (1): The Instructional Designer conducts a needs analysis

with the client. The output is the Project Quote, which provides training options
as well as pricing. The Project Quote undergoes a Quality Assurance (QA)
process and is forwarded to the PM. The PM adds a timeline for sign-off and
forwards it to the client, who then reviews the Project Quote and provides signoff.

Design process (2). During this process, the client forwards all relevant content
to the Instructional Designer (ID) who conducts research and creates a Design
Document which is a high-level outline of the training module. The Design
Document includes not only an outline of the content but also an outline for
imagery. During this stage, the Production team also creates a course mock-up
to give clients an idea of the look of the module. The Design Document
undergoes QA and is forwarded to the client. The Design Document and
course mock-up is reviewed by the client, who provides feedback. The ID
modifies the document based on the clients feedback and this process is

APPLYING SYSTEMS THEORY TO A DISTANCE EDUCATION 8

repeated (maximum of two rounds) until the client is satisfied that their learning
objectives have been met and they provide sign-off.
-

Content process (3): The ID takes the high-level Design Document and
transitions the document into a full Script by adding the appropriate content,
exam questions, imagery, job aids. The Script undergoes QA and is forwarded
to the client for feedback and final approval.

Production process (4): The production team takes the approved Script and
produces the online module. The module is uploaded on to a test site where it
is undergoes QA.

LE Admin (5): The Learning Environment (LE) administrator uploads the online
module and exam to the Learning Environment, ready for client review. The
client reviews the online module and provides feedback regarding all aspects of
the module. The content usually undergoes only minor edits at this point since
it has previously been approved. However, since this is the first time the client
is seeing the complete online module, they may request edits to images or the
overall look of the module.

Module Launch (6): Once the client provides sign-off, the module is ready to
launch on the LE. Announcements are posted on the LE advising retail
associates to take the new online module to better their knowledge.

System Features

APPLYING SYSTEMS THEORY TO A DISTANCE EDUCATION 9

Open systems. (Banathy, 1995) defines open systems to be those that have lots of
interaction with their environment They call for positive feedback and are open for a
change in goals or even a change in the whole system if necessary (Banathy, 1995).
Insights distance education system is an open system since it depends on and
interacts with its environment. For example, Insights DE system is supported by a
customized client LE (Learning Environment), which in turn sits within the clients
training system. Insights DE system is only one part of the larger training system which
also includes face-to-face, blended and hands-on training system (refer to Figure 2).
Insights DE system continually interacts with its larger environment and is dynamic with
regards to change.

Figure 2. Insights DE system a sub-system of clients overall training system

APPLYING SYSTEMS THEORY TO A DISTANCE EDUCATION 10

Types of HAS. There are five types of HASs (Human Activity Systems): Rigidly
controlled systems, deterministic systems, purposive system, heuristic system and
purpose-seeking system (Banathy & Jenlink, 1996). Insights DE system is an example
of a purposive system. The authors define a purposive system to be one that is more
open than closed and reacts with its environment. The systems purpose is established
at the top by management; however employees in the system are encouraged to select
operational means and methods.
System Analysis: Functions Structure Model
Three models. Banathy (cited in Cookson, 1998, p.64) defines system analysis as
the study of a system in order to understand and describe how it is structured and how
it operates. Banathy describes three models to conduct system analysis: 1) the
system-environment model, 2) the structure-function model, and 3) the processbehavior model (cited in Cookson, 1998). The author explains that no single lens
(model) provides a complete representation of the educational system and a complete
picture can only be obtained by using all three models jointly. However, it is outside the
scope of this paper to analyze Insights DE system using all three models; therefore we
will select just one - the structure-function model.
System image. Let us consider Insights DE system image through the structurefunction lens. The system image consists of the systems perception of the needs of the
systemic environment, as well as the peoples expectation of the systems purposes
(Cookson, 1998). A common system image seems to be shared by all of the
stakeholders and there are no major disparities.
Specifications

Insight inc.

APPLYING SYSTEMS THEORY TO A DISTANCE EDUCATION 11

Image of the system

To the CEO of Insight: An opportunity to

design and develop engaging training to
employees in the retail industry to increase
clients sales, profitability and customer
service.

To the board of directors of Insight: A

profitable and successful DE provider that
has a unique niche in the retail sector.

To the client: The ability to provide

affordable, anytime (24/7) training to
employees in the retail industry, to
increase employee knowledge, reduce
employee turn over and increase store
profitability.
To Insights employees: An opportunity to
be a part of a system that produces high
quality, engaging, online training to the
retail industry.
Generic purpose

To provide affordable, high quality, elearning solutions to a niche market

(retail).

Specific purpose

To contribute to the field of e-learning and

provide accessible, cost effective training
solutions to the retail sector in challenging
economic times. Insight gets retail and
wants to help retailers increase their
bottom line by investing in retail
employees.

APPLYING SYSTEMS THEORY TO A DISTANCE EDUCATION 12

Table 1. System image for Insight Inc.
System specifications. Let us consider Insights DE system specifications through
the structure-function lens. This lens focuses on Insights DE system at a given moment
of time. Table 2 describes both generic and specific systems functions.
Specifications

Insight inc.

Services

Online training modules, briefs and JIT

(Just-in-Time) learning provided to
employees (example, sears sales
associates).

Ownership of the system

During the development stage, the

ownership of the system is shared by the
Insight team. Once the module is
launched, the ownership is transferred to
the client (example, Searss head of
training department).

Systems responsibility

Each client has their own LE (Learning

Environment) which is supported by
Insight. Insight is responsible to keep the
LE up to date with online modules. Online
modules are available to all employees
that are enrolled in a given course, 24/7.
The courses can be accessed from
anywhere with an Internet connection.

Environmental constraints

One of the major environmental

constraints is the lack of support from
Retail managers for employees taking
online training. Employees are not
allocated dedicated training time, rather
they are expected to train during breaks or

APPLYING SYSTEMS THEORY TO A DISTANCE EDUCATION 13

when there is a low volume of customers.
This means that employees are constantly
interrupted while taking online modules
and as a result module completion rates
are low.
Another constraint is clients ever
decreasing budget for training. In tough
economic times, unfortunately the training
department is often the first to get cut.
World view

The need for affordable, accessible, and

effective training for the retail industry is
greater than ever. Retailers need
knowledgeable employees who can deliver
exceptional service and help to compete in
this tough market. Insights training
focuses on maximizing sales and reducing
expenses for retailers.

Table 2. System specifications for Insight Inc.

System functions and components. Let us consider Insights DE system functions
and components through the structure-function lens (refer to Table 3).
Specifications

Insight inc.

Interaction with clients overall training

Insights DE system is a sub-system to

system

clients total training system (refer to

Figure 2). Even though Insight is primarily
a DE provider, they do also provide
training materials for blending learning.

The (PM) co-ordinates online module

APPLYING SYSTEMS THEORY TO A DISTANCE EDUCATION 14

launches with clients to match other
aspects of their overall training system.
Co-ordinate tasks across Insights DE
system

The PM delegates and co-ordinates tasks

across Insights DE system (refer to Figure
1). It is the PMs role to allocate resources
(example, Instructional Designers, QA,
Production) and ensure the process stays
on schedule.

Ensure proper functioning of each of the

six sub-systems

As discussed previously, Insights DE

system consists of the following
component processes: 1) Discovery, 2)
Design, 3) Content, 4) Production, 5) LE
admin, 6) Module launch. Each
component is related to the other and the
overall system is dependent on the proper
function of all of its sub-systems.

Support

Customer service representatives are

available to support end-users (retail
associates) with any technical difficulties
they may have, such as course access.
They also provide statistics/reports to
retailers such as course completion rates.

Table 3. System functions and components for Insight Inc.

APPLYING SYSTEMS THEORY TO A DISTANCE EDUCATION 15

Part 2: Applying Checkland's Soft System Analysis
Overview
Checkland developed a problem solving methodology (Soft System Analysis)
which applies systems principles to soft social problems. Checkland (as cited in
Banathy & Jenlink, 1996) explains that hard-system thinking is appropriate for
engineered type systems, whereas soft-system thinking is appropriate for social
systems such as a DE system.
Part 2 of this paper describes a problem situation at Insight and applies
Checklands seven-stage model to analyze the situation.
Stage 1: The Problem Situation Unstructured
Purpose. The purpose of this stage is to investigate the unstructured situation as
openly as possible (Checkland, 1984). Checkland cautions analysts against defining
the nature of the problem at this early stage or imposing their past experience to the
situation. During this stage, analysts need to keep an open mind and remain nonjudgmental (Petch & Reeve, 1999).
Problem situation at Insight
As previously discussed, Insight produces online training for clients in the retail
industry. Insights CEO has hired an analyst to analyze the problem situation. The
situation is as follows: There is a general level of discontent in the Insight team and
stress levels are running high. Module launch deadlines are consistently being missed
and the quality of online modules has declined, leading to client dissatisfaction. As a
result of a decrease in customer satisfaction, Insights profit is down. There is
increasing pressure from the Program Manager (PM) on the team to be more

APPLYING SYSTEMS THEORY TO A DISTANCE EDUCATION 16

productive and efficient. There is tension between the PM and the head of Learning
Services. The morale is down and Insights employee satisfaction is at an all time low.
Roles
Lets us identify the roles of the parties involved (analyst, client, problem-solver,
problem owner). The analysts objective is to gather information and analyze the
situation without prejudice. It is important to realize that the analyst is no longer an
outsider and is now a part of the problem situation. The client in this case is Insights
CEO since she instigated this process. The problem solver is the head of Learning
Services, who escalated the problem situation to the CEO. The problem-owners are the
people involved PM, head of Learning Services, Instructional Designers, Production
team and the clients.
Stage 2: Rich pictures, Issues and Primary Tasks
Rich picture diagram
This stage expresses the problem situation through rich pictures that capture as
much information as possible relating to the situation (Checkland, 1984). A rich picture
is essentially a cartoon in which the analyst attempts to portray her understanding of the
problem in diagrammatic and pictorial form (Petch & Reeve, 1999, p.103).
Naughton (as cited in Petch & Reeve) explains that both structures and
processes should be included in a rich picture diagram. He explains that structures are
parts of the situation which are stable and slow to change, such as job titles. Processes
are things which are in a state of change. Further, both hard (factual, quantitative) and
soft (qualitative) data about the situation should be represented in the rich picture.

APPLYING SYSTEMS THEORY TO A DISTANCE EDUCATION 17

Figure 3. Rich picture of Insights problem situation

Structural characteristics. Insights team hierarchy is known. The structure of the
problem situation contains the following main actors: PM, head of Learning Services,
instructional designers, production team, and clients.

APPLYING SYSTEMS THEORY TO A DISTANCE EDUCATION 18

Processes. Modules are developed using a certain process. Instructional
designers follow a content gathering process and research process to design the
training. The production team follows a process to develop online modules. The PM
monitors and oversees all of these processes and ensures modules are produced in a
timely manner. The PM also delegates tasks to the entire team every week in a
production meeting.
Climate. There is a lack of communication between the PM and the rest of the
team. There is certainly a conflict between the PM and the head of Learning Services.
The PM thinks that the head of Learning Services should better manage the
instructional designers and production group to meet deadlines. Instructional designers
and the production group are under immense pressure to meet unrealistic deadlines.
They are not consulted by the PM with regards to timelines and feel disconnected from
the decision process.
Facts. Customer satisfaction (CSAT) is down as is employee satisfaction at
Insight. Profits are down and the quality of online modules is declining.
Primary task. Produce quality online modules in a cost effective manner.
Issue #1. Lack of communication between the PM and the rest of the Insight
team. The PM is committing to a timeframe for project completion without consultation
with the rest of the team. Unrealistic time lines are adding pressure on the team
resulting in low quality modules.
Issue #2. Customers are increasingly dissatisfied with missed timelines and
lower quality modules. This dissatisfaction is leading to a decline in business for Insight,
resulting in a decline in profits.

APPLYING SYSTEMS THEORY TO A DISTANCE EDUCATION 19

Stage 3: Relevant Systems and their Root Definitions
Defining a relevant system
Having completed the rich picture, stage 3 requires the analyst to identify a
relevant system to the problem situation and develop a root definition (Naughton,
1984).
Petch & Reeve (1999), explain that there are many possible definitions of a
system within an organization. The key is to identify a system from a particular view
point that is relevant to the nature of the problem. A relevant system is a type of Human
Activity System, a system whose elements are human activities (Naughton, 1984,
p.36). One of the relevant systems which can be drawn out from the rich picture (refer
Figure 3) is an online module producing system for the retail niche. Let us further define
this system by developing a root definition.
Root definition. A Distance Education (DE) system that meets the training needs
of Retailers and their employees during challenging economic times, by producing high
quality, engaging, online modules in a timely and cost effective manner. Further,
Insights DE system promotes an environment of enthusiasm and open communication
between all individuals involved in producing online modules.
The CATWOE criteria. Checkland provides a set of guidelines to verify if a root
definition is indeed complete (refer to Table 4).
Elements

Definition

Customers of the system: Retail

employers who seek online training for
their employees. For example, Sears.

Actors: Clients, Program Manager,

APPLYING SYSTEMS THEORY TO A DISTANCE EDUCATION 20

Head of Learning Services, Instructional
Designers, Production team.
T

Transformation process: The system

transforms the content and image
guidelines provided by clients into
instructionally sound online modules.

Weltanschauung (world view): Insight

believes that the best investment a
retailer can make is in the development
of their employees. More
knowledgeable employees result in
increased customer satisfaction which
translates to more sales, increasing the
bottom line of the store. Providing
training also increases retail employees
job satisfaction thereby reducing
employee turnover (a huge cost to
retailers).

CEO of Insight who hired the analyst to

analyze the problem situation.

Constraints on the system include not

having enough resources to keep up
with work load. Another constraint is the
top down policy of the PM delegating
tasks without consulting team. Another
issue is the client not meeting their
deadlines but expecting Insight to meet
theirs and deliver on time.
Table 4. CATWOE elements for Insight Inc.

Stage 4: Conceptual Models

APPLYING SYSTEMS THEORY TO A DISTANCE EDUCATION 21

Creating a conceptual model
Now that we have the root definition, the next stage is to construct a conceptual
model that depicts the actions required to achieve the transformation desired (Petch &
Reeve, 1999).
The first step is to write down a list of verbs that describe the front line activities,
next we draw a conceptual model.
Verbs

Front line activities

1) PLAN

With team:
-

List deliverables.

Create draft time like with

team feedback.

Once finalized, communicate

plan to team.

With client:
-

Using team feedback, create

project timeline. Obtain
clients commitment to
timeline.

2) ALLOCATE RESOURCES

- Allocate tasks to team members

based on availability.
- Identify a team of outsourcers who
can be resourced tasks if internal
team is at full capacity.

3) RECEIVE CONTENT

- Receive content, image direction, job

aids from client.

4) MEET LEARNING OBJECTIVES

- Conduct thorough needs analysis to

identify learning objectives.

5) DEVELOP MODULE

- Conduct research

APPLYING SYSTEMS THEORY TO A DISTANCE EDUCATION 22

- Design effective training and write
script ensuring learning objectives are
met.
- Develop interactive exercises to
engage learners.
- Develop online module.
6) PERFORM QA

- Perform QA at each stage (script,

online module on test site, live
module).

7) MONITOR SYSTEM/OBTAIN
FEEDBACK

- Monitor system and obtain feedback

from learners to edit training
accordingly.
- Within Insight, create an open
environment that fosters open
communication and transparency.

8) MEASURE PERFORMANCE

- Create benchmarks to measure

success
- Gather data and measure:
- Module completion rates
- CSAT (customer satisfaction)
- Employee satisfaction
(Insight)

Table 5. List of front line activities.

APPLYING SYSTEMS THEORY TO A DISTANCE EDUCATION 23

Figure 4. Conceptual model (Insight Inc.)

APPLYING SYSTEMS THEORY TO A DISTANCE EDUCATION 24

Creating a formal system model
Now that we have created the conceptual model we are ready to draw a formal
system model. A formal model simply highlights the features that are essential to create
a capable system (Naughton, 1986).

Figure 5. Formal system model (Insight Inc.)

APPLYING SYSTEMS THEORY TO A DISTANCE EDUCATION 25

Looking at the formal model it is clear to see that it is far from a theoretical model.
It is highly practical and highlights the essential features that are needed in Insights DE
system.

Stage 5: Comparison of Conceptual Model with Rich Picture

Lets compare the conceptual model (stage 4) with the current system (stage 2).
The comparison should help to shed light on our current practices and give us an
opportunity to reflect why we are not doing things in the ideal way. Naughton (1986, p.
45) expresses the objective or this stage very clearly, you are leaving the abstract
world of systems thinking, and bringing your (now highly developed) Relevant System
back into the real world.

Activities in

Present in

conceptual model

real world

Comments

Include on
agenda?

situation?
Develop timeline with

No

Timeline is typically created by

Yes

the PM in consultation with the

team input.

client, with little team input. This

causes frustration within the
team since they have little say
in the matter. This also leads to
the development of unrealistic
timelines that are ultimately not
met.
Obtain clients

No

The expectation is that Insight

should meet deadlines even

Yes

APPLYING SYSTEMS THEORY TO A DISTANCE EDUCATION 26

commitment to

when client delays the process.

Clients need to be held

timeline.

accountable to missed
deadlines on their part and the
schedule should be adjusted
should a deadline be missed.
List deliverables and

Partly

The plan is communicated;

Yes

however it is late in the process

communicate plan to

when dates have already been

team

finalized with client, so there is

little room for modification.

Create outsourcing

No

Currently, outsourcing is

Yes

discouraged and often a last

plan

resort. This adds pressure on

the internal team to complete
all tasks and meet deadlines.
Allocate tasks based

Partly

Yes

lead to missed deadlines.

on availability
Receive content

Often unrealistic expectations

Partly

Content sent by client often

Yes

incomplete, causing delays.

Meet learning

Partly

Courses are designed based

Yes

on learning objectives.

objectives

However, when there is

pressure to meet an unrealistic
deadline, instructional
designers rush through
conducting a needs analysis
leading to a less effective
training module.
Develop interactive

Partly

The level of interactivity is

Yes

APPLYING SYSTEMS THEORY TO A DISTANCE EDUCATION 27

modules to engage

based on the training budget.

learners
Perform QA

Yes

None

No

Monitor

Partly

Learner feedback is often a low

Yes

priority. Insights employee

system/obtain

feedback and satisfaction is not

feedback
Measure

actively monitored.
Partly

benchmarks

Benchmarks are set, however

Yes

they are not closely monitored.

Table 6. Comparing activities in the conceptual model to those in the real world.
A discussion of Stage 6 & 7
It is outside the scope of this paper to carry out stage 6 (Debate with people
involved in the situation) and stage 7 (Implementation of agreed changes). However,
we will discuss how these activities might take place.
Stage 6: Debate with people involved in the situation. Naughton states that the
purpose of this stage is to bring together the actors in the problem situation and discuss
ideas that have emerged from the analysis. An agenda may be presented with ideas
about possible changes in the problem situation and trying to identify those ideas which
are agreed by the actors to be both systemically and culturally feasible (Naughton,
1986, p.46). Some ideas that may be discussed based on our analysis (refer to table 6)
include:
-

Create attainable project timelines: PM to develop project timeline with input

from head of LS, prior to finalizing dates with client. The head of LS will meet
with team and get feedback on timelines.

APPLYING SYSTEMS THEORY TO A DISTANCE EDUCATION 28

-

Educate client regarding their responsibilities and the effect of delay on their
part. For example, clearly indicate the number of days the client is allocated to
provide script feedback. Explain that should they delay the process, Insight will
need to adjust the schedule since this may impact the module launch date.

Have access to a pool of outsourcers. When there is more work than can be
managed by internal team, assign tasks to outsourcers to relieve pressure on
Insight team.

Work with client to provide content early in the process.

Allocate time for needs analysis within the process since this is an essential
step in being able to meet the clients training needs and impacts the clients
satisfaction with the final product (online module).

Monitor learner feedback and make adjustments accordingly. End user

satisfaction is crucial to producing successful modules.

Monitor Insight employee satisfaction and act quickly to resolve issues before
they become major issues. Foster an environment of open communication.

Set benchmarks to measure success and meet them.

Stage 7: Implementation of agreed changes. Naughton (1986) highlights that changes

to the system will not occur unless those involved are convinced of the benefits. Some
of the types of changes that can be expected are:
-

Changes in structures: For example, a change in the reporting structure.

Changes in procedure. For example, going forward the PM will consult with the
head of Learning Services before setting a project timeline. The head of LS in
turn will consult with team.

APPLYING SYSTEMS THEORY TO A DISTANCE EDUCATION 29

-

Changes in policy. For example, clients will be required to submit a change

request if they request more than the allowable two round of script edits.

Changes in attitude. For example, Insight will encourage open communication

and transparency between management and the rest of the team.

Conclusion
Part 1 of this paper discussed the main features, components and processes of
Insights DE system. We discussed the key concepts in systems thinking and analyzed
Insights DE system using Banathys function-structure model.
Part 2 of this paper we analyzed a problem situation at Insight using Checklands
7 stage soft system analysis. The following were created:
-

Rich picture diagram

Root definition

Elements of the CATWOE criteria

A conceptual model

A formal model

Finally the conceptual model was compared with the rich picture. Major
discrepancies were found between the two, indicating the system was operating far
from ideal. The final two stages of Checklands analysis were discussed.
This paper highlights the need for systems thinking in the field of education and
attests to the effectiveness in Checklands soft system analysis. We end with a quote
from Banathy who said, Through education we create the future, and there is no more

APPLYING SYSTEMS THEORY TO A DISTANCE EDUCATION 30

important task and no nobler calling than participating in this creation (Banathy, Jenlink,
1996, p.54).

APPLYING SYSTEMS THEORY TO A DISTANCE EDUCATION 31

References
Banathy, B. H. (1995). Developing a systems view of education. Educational
Technology, June pp.53-57. Englewood Cliffs, MJ.
Banathy, B. H. (1995). The evolution of system inquiry. Retrieved September 30, 2009,
from http://www.newciv.org/ISSS_Primer/seminara.html.
Banathy, B. H., & Jenlink, P.M., (1996). Systems inquiry and its application in
education. In D.H. Jonassen (Ed). Handbook of research for educational
communications and technology (pp. 37-57). Simon and Schuster.
Cookson, P.S. (1998). Settings for distance education: A comparative study of two
organizational systems. Athabasca AB: Athabasca University. Retrieved from,
www.athabascau.ca/html/staff/admin/cookson/Settings_for_distance_education.do
c
Naughton, J. (1984). Block IV the soft system approach. Soft system analysis: An
introductory guide. The Open University Press, Walton Hall, Milton Keynes.
Petch, J.R. & Reeve, D.E. GIS organizations and people: A socio-technical approach.
Retrieved September 30, 2009, from
http://books.google.ca/books?id=GYFrtKEY_yMC&pg=PA103&lpg=PA103&dq=ch
eckland+soft+system+analysis+%2B+rich+picture&source=bl&ots=4xGOyKUUqb&
sig=CmIE0nv0csEHIcgHuZ8cfVrjbTU&hl=en&ei=qQHQSsv3NsuwlAfd3MCpCg&sa
=X&oi=book_result&ct=result&resnum=3&ved=0CBIQ6AEwAg#v=onepage&q=ch
eckland%20soft%20system%20analysis%20%2B%20rich%20picture&f=false