Chapter 7 The Quick Five-Step Discovery Process (Q-FSDP) ‘The Quick Five-Step Discovery Process - Q-FSDP for short — is a scientific method of exploring the situation and creating a new concept. We have seen before how problems can be solved scientifically using the WV Model (Fig 1-1) by alternating between the levels of thought and experience. As its name suggests, Q-FSDP has five steps,' which move between the level of thought and the level of experience (Fig 7-1). Through this up and down process, Q- FSDP allows its users create new model or hypothesis, which opens up a new direction. Shoji Shiba has developed the Q-FSDP method with the objective that practitioners - CEOs, senior managers, supervisors, and others — can quickly—within one to two hours—create new concepts. These are the five steps of Q-FSDP: 1, Label Writing Scrubbing by 4W1H Making Symbol Words Creating System Dynamics (SD) Model Foreseeing Future by Model prep Fig 7-1. The Quick Five-Step Discovery Process! Conceptual Thinking in Daily Life 59Each of these five steps is explained now. 7-1 Label Writing In this step we generate labels — typically Post-It® brand sticky notepads* of 3” x 5” (76 mm * 126 mm) size — on which critical observations and information we have obtained in the Fishbowl are recorded. As we will see later, we use intuition and focus on one specific and critical symbolic case for writing one label (for example, “Many foreign defense companies are coming to India”). We generate several different labels to capture a 360° view of the surroundings in the Fishbowl while attempting to use the language of report (See Routine Ri-1, Annexure 1 of this book). There are usually five types of source of data used in Q-FSDP. The methods of data collection and label writing differ depending on the kind of the source. Table 7-1 shows the possible five sources and the process of converting the raw data into labels? Table 7-1 Source of Preparation: Method of Data Data Collection Label Writing Reflection gel Set the Theme Applying 4W1H Observation Observing the source ‘Study speaker's ~ ‘Speech background Note Taking i Prepare the interview Active Listening Highlighting or Interview | guide and Note Taking _| Underlining Document | Sway the Abstract orthe | active Reading! 7-2 Scrubbing by 4W1H Scrubbing is pushing the statement down the ladder of abstraction to get to the ‘fact’ by applying the rule of 4W1H (who, what, where, when, and how). In this step, we scrub the labels generated in the previous step by applying 4WIH. The scrubbed labels will be the ‘LANGUAGE DATA’ shown in Fig 7-1 at the ‘Level of Experience’. Here is the scrubbed statement from the example in section 7-1: “Number of European defense companies forming Joint Ventures with Indian private companies has gone up from 1 in 2008 to 5 in 2012.” We applied 4W1H to our intuitive feeling that many foreign defense companies were coming to 60 The Quick Five-Step Discovery Process (Q-FSDP)India to set up their businesses. We did this through leading questions such as who, what, where, when, and how. The method of applying 4W1H to obtain a statement in the language of report can be found in the Routine R2- 2, Annexure 2. As a rule, we collect twelve scrubbed labels for processing in the next, the third step of Q-FSDP. There are two ways of arriving at 12 labels. One way is that we restrict the number of labels to twelve by focusing on exactly 12 specific cases. Sometimes, however, we may not be able to pose such a constraint on ourselves. Our environment—the Fishbowl—may be so vast and diverse that we cannot capture everything in just twelve sentences. In such situations, we gather as many labels as we can write. We then reduce this large number of data to 12 by applying a method called the MPM — short for Multi-stage Picking-up Method. Good quality mangoes can be selected from a heap either by identifying and then throwing away the bad ones or by picking up the right ones. The former method is weakness-oriented; the latter one is strength-oriented. The MPM winnows information by emphasizing on its strength rather than weakness. Details about this innovative approach can be leamed in the Routine R2-1 (Annexure 2) that deals with managing a large amount of language data. 7-3 Making Symbol Words The labels created in steps 1 and 2 contain statements of fact. These are full sentences consisting of a subject and a predicate. In the third step, we convert the sentence of the (scrubbed) label to a symbol word that grasps its essence. The symbol word will not summarize or abstract the meaning of the label. It will rather capture the substance of the label while staying within the statement. A typical symbol word contains three words, and it starts with an action word (for example, “Increasing Foreign Investment”). The method of making symbol words is presented in Routine R3-1 on extracting the essence (Annexure 3). On the completion of this step, we will have a set of 12 symbol words ~ each capturing the essence of one label that reported the factual situation in the Fishbowl. 7-4 Creating System Dynamics (SD) Model Modeling involves discovering and then mapping the relationships among the 12 elements obtained in the last step. A model shows logical interrelationship of the elements and their logical hierarchy. It creates a bridge for the next action. There are three steps in modeling: Conceptual Thinking in Daily Life 61INFLOWING HIGH ‘SHOOTING TALENT uP FINANCIAL TMPROVING | PROSPERITY |_GPP LIVIG, oye GROWING CONDITIONS, BUSINESS 7] ae ‘OPPORTUNITY SHANGHALIN PAST ONE YEAR | INFRASTRUCTURAL DEVELOPMENT eyCLe EXCITING cry BUILDINGS PSYCHOLOGICAL AGGRAVATION CYCLE INCREASING Ny “ACCESSING MENTAL, INFORMATION emma ‘QUICKLY Fig 7-2. Changes in Shanghai — A Model’ 1. Grouping the labels created in the previous step (Routine R4-1 in Annexure 4). 2. Establishing a causal or temporal relationship among the labels in each group and creating feedback cycles based on this relationship. 3. Naming each cycle (Routine R4-2 in Annexure 4), Fig 7-2 shows an SD Model’ of changes occurring in Shanghai based on the observations made in May 2002 by International MBA students of Fudan University.’ By finding the relationship among the various elements perceived and observed by the students, we have been able to arrive at three important changes taking place in Shanghai in 2002: infrastructural developments, financial prosperity, and the accompanying psychological aggravation among the society. 7-5 Foreseeing Future by Model The purpose of this step is to reach as close as possible to a concrete and meaningful action for future. This is achieved by applying the tool of Q- FSDP in an iterative manner. At the end of the first round of QFSDP, you discover something new. This discovery might give you a new insight. Then, you should begin with a new theme based on this insight, and proceed with 62 ‘The Quick Five-Step Discovery Process (Q-FSDP)soe (2°) Reach F508 (2°) to concrete a-Fs0P (3) action for = future Fig 7-3. Iterative Application of Q-FSDP' the next round of Q-FSDP. You may carry out this process as many times as required (Fig 7-3). Foreseeing the future involves both intuition and logic. In this step, we find out our thoughtful anticipatory expectation of the future, If the model of Fig 7-2 was indeed made in 2002, we might have been alerted about the future possibilities. Here is one hypothesis’ about the future: The positive cycles (financial prosperity and infrastructural development) have many elements, but the negative cycle (psychological aggravation) has only one. This shows students’ bias towards focusing mainly on the positive side. Haven't they missed some elements belonging to the downside? Adverse outcomes may result from the increasing GDP, income, and burgeoning infrastructure. These positives can cause increased congestion of traffic due to motorization, and the inflow of many (especiaily low- talented) people. Other possible negative effects may include changing social lives, bankruptcy among older businesses, and an increasing divorce rate. In fact, we see many of these hypothetical negative trends becoming a reality in Shanghai within five years of the students’ study. Routine R5-1 in Annexure $ gives a detailed procedure for seeing the future from a model created in Step 4. The case example that accompanies the routine explains how the likely future can be determined and the process of unearthing the actions we might take to create a better tomorrow. Conceptual Thinking in Daily Life 63‘Logie andintiton fntution Logic Intuition Facts Fig 7-4. Logic and Intuition in Q-FSDP* 7-6 Application of Logic and Intuition in Q-FSDP The purpose of the preceding was to briefly introduce to the reader the five steps of Q-FSPD. A detailed, step-by-step explanation of these five steps along with the illustrative examples to explain each step will be presented in the following pages of the book. However, one critical aspect of Q-FSDP must be highlighted at this stage. Q-FSDP makes us use our brains in two ways—logically and intuitively. As we move from the level of thought to the level of experience and return to the level of thought, we altemate the usage of intuition and logic as shown in Fig 7-4, We use two kinds of processes — a disciplined five-step process for keeping the results credible, and a creative Process to generate new results while avoiding logical bias. Practical application of Q-FSDP requires practicing these two kinds of processes to Bet the best results, This Chapter has introduced to the reader the five steps of Q-FSDP. Coupled with the theoretical framework discussed in the preceding chapters, this introduction can help one understand the tool. In order to use it, however, right skills are needed. As in every other faculty, skills in Q-FSDP can be acquired only by its repeated practice. Purpose of the next part of the book is to help the reader in this exercise. Thus, while the preceding chapters resented the ‘what’ of Q-FSDP’, the following parts will give its ‘how.’ BA “The Quick Five-Step Discovery Process (Q:ESDP),Chapter 9 Practicing the Tool of Q-FSDP The idea of applying conceptual thinking in daily life was introduced in Chapter 1 when Shoji Shiba’s Fishbowl Principle was explained. In the subsequent six chapters — that constitute the theoretical framework of this concept ~ the Fishbowl Principle was elucidated in great details. We leamed how to jump into the Fishbowl, how to swim inside it with the fishes while we gather vital information, and how to analyze that information after having jumped out of it. Chapters 8, 9, and 10 are meant to convert this theoretical knowledge into practice so that the reader can begin to develop the skills necessary for using Q-FSDP in his or her daily life. Chapter 8 prepared the reader to use the tool. The reader has gathered the necessary stationery, has understood well when to use—and when not to use—Q-FSDP, and has set the theme for the analysis. Before we leam how conceptual thinking can be applied for overcoming many small hurdles we encounter in our daily lives (which we will accomplish in the next chapter), it is time for us to practice the tool of QFSDP covering all its five steps, so that we understand it in its entirety. Before beginning with the five steps of Q-FSDP, a 36” x 60” (90 cm x 150 cm) white drawing sheet is put up on the wall. The theme of the exercise is written — in bold letters, 1.5 to 2.0 em size — at the left top comer of the sheet using a black chisel marker. Names of the team members performing the task, the place, and the date of the workshop are written (again, bold letters, 1.5 to 2.0 cm size, black chisel marker) at the right bottom of the sheet. As arrecap, the five steps' of Q-FSDP are depicted in Fig 9-1 (next page), a reproduction of Fig 7-1. The reader was introduced to these steps in Chapter 7. Each of the steps will be explained in detail in the following sections. 9-1 Label Writing In this step, several labels are generated on which key observations and information obtained in the Fishbowl are recorded. Here are the rules of label writing: 1. Use Post-It® brand sticky notepads of 3” x 5” (76 mm x 126 mm) size. Conceptual Thinking in Daily Life 71‘5. FORESEEING FUTURE BY MODEL ABEL WRITING (LANGUAGE DATA Fig 9-1. The Quick Five-Step Discovery Process! 2. Write a full sentence. * With a subject + predicate. 3. Write only one issue per label. + Donot use ‘AND’ / ‘oR’ as they describe two or more issues. * Use of ‘DUE TO” / ‘BECAUSE OF’ shows a causal relationship. Avoid using such phrases. Write in BLOCK letters. Use black sign pen. Write horizontally (landscare) with sticky side on the back top. Use letter size of 0.7 ~ 1.0 cm Labels are generated to capture 2 360° view of the surroundings in the Fishbowl, using the language of report. We use our perception and focus on ‘one specific and critical symbolic case for writing one label, starting from our personal intuition and transforming the curiosity to reality or the fact. Annexure 1 provides important points to be considered while writing the labels, and Routine R1-1 explains how curiosity — or thought — can be transformed into reality — or experience. It is strongly recommended that Template T1 provided at the end of the book be used unfailingly to write the labels. It must be remembered that label writing begins with intuition (see Fig 7-4 on page 64). Thus, while writing labels, one must avoid starting from fact and language of report. If you start with the fact, you are likely to miss roe 72 Practicing the Tool of Q-FSDPgrasping the essential or critical aspect of the problem. Trust your intuition, and you will be able to uncover something new, novel, and original. How many labels should be generated? Q-FSDP requires that we have 12 labels to process in the following steps. Thus, we restrict the labels to 12 by focusing on specific, symbolic, and critical twelve cases. However, there are instances when we cannot limit ourselves to 12 labels. If we are visiting a factory, meeting a customer, or going to a shopping mall, the number of observations or responses we receive may be so vast and vital that we must gather all those inputs. In such cases, we write as many labels as we feel important. Then, we reduce the large number of labels to 12 by applying the Multi-stage Picking-up Method (MPM), which is explained in Routine R2-1. ‘The case study of Chapter 12 describes the MPM in great details. 9-2 Scrubbing by 4WiH Scrubbing is pushing the statement down the ladder of abstraction to get to the ‘fact’ by applying the rule of 4W1H (who, what, where, when, and how). In this step, we scrub the labels generated in the previous step by applying 4WIH. Finally scrubbed labels will be the ‘language data’ at the ‘Level of Experience’ (Fig 9-1). It is best to carry out scrubbing by at least three members. A leader is selected, who conducts the proceedings of the scrubbing exercise. A circle of about 10” (250 mm) in diameter is drawn using a pencil at the center of the white drawing sheet put up on the wall. The labels to be scrubbed are posted on the left side of the sheet. They are taken one by one, posted inside the circle, and the writer of the particular label reads out loudly its content. Other members ask questions such as what, where, when, who, and how in order to extract the ‘fact’ from it. Corrections to the content on the label are written using a red color sign pen. If there are too many corrections, the entire content is copied on a new label using the rules of Label Writing (see section 9-1) and the old label discarded. Once scrubbed, the label is posted on the right side. When all the labels are moved from the left side to the right, sorubbing is completed. Fig 9-2 on the next page shows a scrubbing session in progress. Annexure 2 gives important points to be considered while scrubbing. Some of them are repeated here: + Ensure that there is only one single issue in the sentence. If there are two or more issues, focus on one. + Always check for the missing 4W1H. + Convert opinion (inference, or judgment) into fact. + Avoid two-valued statement, Conceptual Thinking in Daily Life 73Fig 9-2, Scrubbing in Progress + Do not use causal relation. + Use the abstraction level of cow. If the statement is at “Bessie” level, go up. If it is at “Livestock,” or “Farm Asset,” go down. Follow Routine R2-2 and use Template T2 to scrub the sentence to fact. Examples of scrubbed sentences along with the original statements written during the ‘Label Writing’ step can be seen in Table 12-2 (Chapter 12). 9-3 Making Symbol Words ‘The scrubbed labels created in Step 2 of Q-FSDP consist full sentences comprising of a subject and a predicate. For creating a model, we need a ‘meaningful, compact image of the label. In the third step, we convert the scrubbed sentence to-a ‘Symbol Word’ that grasps its essence. The Symbol Word should not summarize or abstract the meaning, but comprehend the essence of the sentence. If we go out of the statement, we tend to draw inference or judgment, Therefore, we must remain inside the sentence while grasping its essence. A Symbol Word consists of three words and starts with an action word (‘Increasing,’ ‘Ensuring,’ ‘Following,’ etcetera). Annexure 3 and Routine R3-1 provide details about how to make Symbol Words, and Template T3 offers an easy method to extract the essence of the scrubbed label. Like other routines, this Routine also gives an example of making Symbol Words using the template. Besides, Table 11-1 and Table 74 Practicing the Tool of Q-FSDP12-2 (Chapters 11 and 12, respectively) show several examples of Symbol Words created from their scrubbed sentences. The Symbol Words created as explained above are written on Post-It® brand sticky notepads of 2” x 3” (50 mm x 76 mm) size using a red color fiber tipped sign pen, Each notepad is attached to the scrubbed label from which the Symbol Word was formed to maintain their association. Before we move to the next step of Q-FSDP, all the Symbol Words are copied using a black color fiber tipped sign pen on small pieces of 1” x 1'4” (25 mm x 38 mm) labels, made by cutting Post-it® brand sticky notepads of 14” x 2” 38 mm x 50 mm) size into two equal parts, When we cut these pieces, the advantage of the glue of the sticky notepads is lost. This is fine, since — as the reader will see in the next section - we, in fact, do not want the stickiness of these labels while creating the SD Model. 9-4 Creating SD Model Modeling involves discovering and then mapping the relationships among the 12 elements obtained in the previous step. A model is essentially a hypothesis that shows logical interrelationship of the elements and their logical hierarchy. It creates a bridge for the next action. Model making is an act of creativity. Therefore, it is performed individually (Fig 9-3) ~ not in a group. If the exercise of Q-FSDP is being carried out by a team, then all the Symbol Words will be copied (using a black color fiber tipped sign pen) on the 1” x 1'4” pieces by each member of the team. After that, each member will make his or her own model. Even though created from the same set of Symbol Words, every model will be different. The diversity of the generated models will prove how creative cach member has Fig 9-3. Model Making Is an Individual Activity Conceptual Thinking in Daily Life 7sbeen. We typically use an A3 sheet to draw the Model on. As a first step, the theme of the Q-FSDP (after removing” the words, “What are the”) is written on a label (in red color, using a fiber tipped sign pen), and it is posted in the center of the sheet. There are three steps in modeling, as listed next. 1. Grouping labels based on their similarities in context, 2. Linking them in several feedback loops (cycles), and 3. Naming each cycle to signify its context. ‘These three steps are described in the following sub-sections. 9-4-1 Grouping of Labels All the labels are spread on the A3 sheet. Using fingers to quickly move the labels around randomly, groups of labels are formed intuitively. As you see each label, you think about an image that comes to your mind. By being sensitive to the context and the deep meaning of each label, you group labels based on their contexts, similarities of meanings, and overlapping of images. There are some cautions to be exercised while grouping. Avoid grouping by cause and effect relationship. Do not pick labels by an apparent similarity between words written, or subjects referred to, Avoid reading the label while grouping; rather use the image that comes to your mind, Reading a label, applying cause and effect relationship, and looking for similarities in the content—rather than the context—are all examples of using logic. Grouping is an intuitive activity (Fig 7-4, page 64), and the only way to apply intuition is to stay away from logic. Finally, if particular label is considered to be not belonging to any group, it is left alone. This way, there may be several ungrouped labels left. Routine R4-1 describes steps of grouping labels and provides a case example, 9-4-2 Forming Feedback Loops We have learned in Chapter 6 that every influence is both cause and effect, and that we must always have the mindset of — not linear, but — circular thinking. This mindset is the basis of making feedback loops or cycles. We use logic while forming a feedback loop. All the labels belonging to one group — set up in the previous step — are set either in a cause-and-effect order or in the chronological order of events (in case they represent a historical or a temporal set) to make a cycle. 76 Practicing the Tool of Q-FSDPERODING REPAIRED ROADS ROW ‘WATERLOGGING SURFACE FISSURES TRCRNG VEHICULAR, FLOW FEATURES OF ‘MUMBAY'S. TRAFFIC Fig 9-4. A Feedback Loop Fig 9-4 depicts one such feedback loop. The theme of this example was: “What are the features of Mumbai’s Traffic?” The data was collected on streets of Mumbai - during the monsoon season ~ through observations and listening to citizens. One of the groups of the Symbol Words was concerning the condition of the roads, The reader can see how the loop of Fig 9-4 has been constructed from this group of labels: Because roads are repaired during the monsoon, there is accumulation of water on the roads. This leads to the erosion of roads under repair, resulting in the increased crevices, cracks, and holes in the road, All this is causing traffic congestion. This causal relationship is translated in the cycle of the example. The cycle begins with the theme (the box in which the theme is written in red) and ends with the theme. The arrows in the cycle (see Fig 9-4) will show the direction of the causal or temporal relationships. It is important to keep in mind that the arrows are drawn in pencil. This is because we may need to change the layout of the cycles to accommodate an unusually long cycle name or the new labels that we might add. Sometimes a cycle may be merged with another, or dismantled altogether. As we attempt to see the future from the model, we need to make several modifications to the Conceptual Thinking in Daily Life 7structure of the model. Pencil affords us the flexibility necessary for our creativity in developing the model. At this stage, there will be as many cycles in a model as there are groups. ‘There will be one cycle for every individual label left in the previous step of grouping. There will be several—ypically two to six—cycles in an SD Model constructed thus. 9-4-3 Naming of Cycles Once all the cycles have been formed, we name each of them. Cycle name is the summary by extraction of the labels grouped in the cycle. The names are determined by going exactly one step up the ladder of abstraction. Thus, if labels in a group are ‘cow,’ ‘pig,’ and ‘chicken,’ then the cycle name will be ‘livestock’ (and not ‘farm asset,’ ‘asset,’ or ‘wealth’). Often, we find ~ through our creativity — a hidden meaning while extracting the cycle name. A name usually will have two or three or four words. Names of all the cycles in a model should be at the same level of abstraction. They are written on the 1” x 114” pieces employing red fiber tipped sign pen, and placed in the center of the cycle they belong to (Fig 9-5). ERODING, REPAIRED ‘ROADS “GROWING wai ‘SURFACE STERLOGNG SURFACE ROADS Ta ‘CONDITION orcs TNCHING, REPAIRING. Due ae VEHICULAR, ‘MONSOON FLOW FEATURES OF MUMBAT'S TRAFFIC Fig 9-5. A Named Loop (or Cycle) 78 Practicing the Tool of Q-FSDPCONCERNS OF a EXITING employees ee TACKING ‘TRANSPARENT POUCIES Fig 9-6. Example of an SD Model Routine R4-2 explains the method of naming a group of language data elements. This routine can be used to name cycles of SD Model. Template ‘TA at the end of the book and the case example in the Routine will help the reader in the activity of naming cycles. At the end of this step, we will have made the basic SD Model with several named feedback cycles — each starting from the theme box and ending in the same box. Fig 9-6 shows example of an SD Model that has been reproduced from the case example of Routine R5-1. The data in this case example was collected to understand the issues concerning attrition in a company. We will use this example to demonstrate how we can foresee the future while we practice the last step of Q-FSDP. 9-5 Foreseeing Future by Model ‘The future is unknown and invisible. It is possible to unveil the future by applying intuition and logic to the model generated in the previous step. In this fifth and last step of Q-FSDP, we find out our rational anticipatory Conceptual Thinking in Daily Life 79expectation of the future by extracting hidden meaning from the model. Routine R5-1 shows how to do it. We first focus on cycles — especially those that have only one element, but also other cycles. Then we intuitively think to determine missing elements. If wwe believe that there should be an element before (or after) an element that is present, we place a label at the missing location, Next, we look at the entire model. We check if the cycles are orthogonal in nature. In geometry, orthogonal association means right-angled, or perpendicular relationship. In statistics, variables that can be treated as statistically independent are called orthogonal. Orthogonal cycles in an SD Model are those, which do not over‘ap with each other. If there is a cycle that indicates growth, there must be a cycle that signifies balancing or controlling, effects (since growth cannot be limitless). In reference to manufacturing industry, if there are cycles conceming man, machine, and methods, there must be a cycle concerning materials, too. Through such thinking, one can quickly identify missing cycles in a model. We had leamed in Chapter 6 that a system is made up of a hierarchy of subsystems when the hierarchical structure of Fig 6-3 was explained. Hierarchies in a model are indicated by rectangles within a bigger rectangle depending on the relative position of the elements on the ladder of abstraction. When we move from a larger box to the inside of a smaller one, we go down the ladder of abstraction. When we move from inside of a box to its outside, we go up the ladder of abstraction. If we think creatively looking holistically at the entire model, we can determine new hierarchies, new structures, and new missing elements. ‘After identifying every missing element from the model, we change our ‘mindset from intuition to logic and fill out the content of the blank label. We recognize missing elements intuitively and fill out their content using logic. This way, we alternate usage of intuition and logic as we discover new insights from our model. A red border is drawn around the added labels to distinguish them from the original ones, and newly created cycles aré named as was explained in sub-section 9-4-3. Annexure 5 and Routine R5-I elaborate how future can be forescen with the help of a comprehensive case example. The case study of Chapter 11 brings out the hidden message Steve Jobs gave to the graduating students of Stanford University. Examples presented in Chapters 12 and 14 show how future of the companies involved in those cases could be determined and timely actions taken for their better furure. 80 Practicing the Tool of Q-FSOPwate) } ea \ [SRR] |g Tr Fig 9-7. Example of a Completed Model Once the structure of the model is finalized with cycles, cycle names, and hierarchies, all the labels are pasted to the sheet using a glue stick. Now we draw the arrows ~ which were earlier drawn in pencil ~ and the rectangles representing model’s hierarchical structure using a black chisel type marker. ‘A completed model - which has been developed from the SD Model of Fig 9-6 — is depicted in Fig 9-7. As before, this is a reproduction of the model from the case example of Routine R5-l, A comparison of Fig 9-7 with Fig 9-6 will demonstrate to the reader how the ‘SD Model created in Step 4 of Q-FSDP gets evolved in Step 5, as we attempt to foresee the future. One can see in Fig 9-7 that new missing elements have ‘been added (labels with red colored borders), cycles have been changed (six cycles of Fig 9-6 to four cycles of Fig 9-7; one of them entirely new), and a new hierarchical structure (with pushing and pulling elements) has been developed. In the process, new opportunities for improvement and the way towards the future have been unveiled,” In Chapter 7, we shared an SD Model of the changes in Shanghai based on the observations made by the students of Fudan University in 2002 (Fig 7-2). A hypothesis about the possible future was also presented in that chapter. This postulation was made after foreseeing the future of Shanghai by applying the fifth step of Q-FSDP on the SD Model of Fig 7-2. We created a new model (sec Fig 9-8, next page) by carrying out the three steps described Conceptual Thinking in Daily Life 81= = = | Raps Tver e/a r= T_f seit _— "CHANGES TN CYCLE en Sen] fee) Lees erates "ADVANCING: PAST ONE YEAR }—9! "cry SOCIETAL POS MATERIAUSTIC| Zee "ee oo a bea mma ss | Fig 9-8. Foreseeing Future of Shanghai (2002) above: first intuitively determining missing elements in the model, then making the cycles orthogonal (in this case, by adding a cycle), and finally building a hierarchical structure of the model. The reader can see how the SD Model of Fig 7-2 has been developed into the Push-Pull Model of Fig 9-8, The reader can also correlate the predictions made in Chapter 7 with the model of Fig 9-8. This correlation, coupled with the comparison of the two illustrations will aid in the understanding of how future can be foreseen using model. 9-6 Finding the Way Forward In the opening paragraphs of this book, we had considered two problems faced by two individuals — the father of a student, and the CEO of a company. If Rajmundra, the father had jumped into the Fishbowl of his daughter, swum with the fishes there, and analyzed the collected data through the application of the five steps of Q-FSDP, he would have surely seen the forest view of the situation surrounding his daughter. Understanding such a big-picture would have helped him determine the way forward for a successful career of the young girl. Attrition of employees — experienced by Star Steel Pipe Company — is a common problem in the corporate world, especially in a growing economy. Rather than trying to find a quick-fix solution to prevent the flight of talent, HR departments of companies should jump into the Fishbowl of their employees, swim with the fishes, and apply the tool of Q-FSDP we have Jeamed in the preceding pages of this book. Case examples in Routines R4-1, 82 Practicing the Too! of Q-FSDP4-2, and RS-1 together present a comprehensive illustration explaining how @ company was able to get a broader and holistic understanding of the situation that was leading to a significant erosion of its workforce. This exemplification demonstrates how the voice of employees can be analyzed to get profound insights into what is going on in an organization and evinces how the way forward for a better future can be determined. Each one of us faces countless problems of varied nature every day. Some issues are simple, and their solutions are apparent. Others are onerous but can be tackled using the traditional problem-solving methods such as the seven-step problem-solving approach. However, there is a plethora of issues, problems, and opportunities we encounter now and then, which cannot be successfully addressed without thinking conceptually and considering several unexplored potential factors affecting the situation. Jumping into the Fishbowl, swimming around and capturing what is going on, and then jumping out to reflect on the gathered data through the application of Q- FSDP provides an efficient method for understanding such situations holistically, and finding the best possible way forward for the future. This chapter has presented the five steps of Q-FSDP in a manner such that the reader can actually carry out an exercise on a theme of his or her own interest and determine the best way forward. This chapter is — in a sense ~ a field guide or a kind of a manual of Q-FSDP. In the next chapter, the reader will be exposed to the methods of applying Q-FSDP in daily life, when steps of Q-FSDP will be disintegrated in order to tackle some specific, simpler problems and tasks that we all encounter in our daily lives. The four case studies presented in Chapters 11-14, the seven routines in the five annexures, and the four templates at the end of the book together complement the instructional content of the two—this and the next—chapters. Together, they ccan help the reader develop the skills needed to use this revolutionary tool ~ the Quick Five-Step Discovery Process — in his or her daily life. Conceptual Thinking in Daily Life 83