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Soft Systems Methodology hard systems thinking

systems thinking systems
thinking systems thinking hard systems approaches (systems analysis
systems thinking systems
thinking systems thinking (structured methods), systems engineering,
operations research) assume:
– objective reality of systems in the world
– well-defined problem to be solved
– technical factors foremost
– scientific approach to problem-solving
– one correct solution

2 4
systems theory soft systems thinking
soft systems approaches (Soft Systems
a well-developed body of theoretical Methodology, soft OR) assume:
ideas - with many applications: – organisational problems are ‘messy’ (Ackoff),
A system:
poorly defined
- systems analysis
is part of a wider system
has an environment
– stakeholders interpret problems differently (no
- management has components or subsytems
has a boundary
objective reality)
has a purpose?

-engineering
has continuity
has inputs and outputs
– human factors important
has measures of performance
can adapt to external shocks – creative, intuitive approach to problem-solving
as a whole is more
than the sum of its parts
– outcomes are learning, better understanding,
rather than a ‘solution’
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methodology SSM – overview (seven stage model)

in ＨS - rigid techniques and procedures 1
situation
considered
7 action to
improve the
to provide unambiguous solutions to problematic problem situation
6 changes:
systemically desirable,
well-defined data and processing culturally feasible

problems, focused on computer 2

problem comparison of
situation models and
implementations expressed real world 5

in SSM - a loose framework of tools to real world

systems thinking
be used at the discretion of the analyst, 3
about real world
conceptual models
focused on improvements to root definition
of relevant systems
of systems described
in root definitions 4
organisational problems
source: Checkland: Systems Thinking, Systems Practice

6 8 1
situation
considered
7 action to
improve the
problematic problem situation
6 changes:
systemically desirable,

soft problems
culturally feasible

SSM
problem comparison of
2 situation models and
expressed real world 5

real world

systems thinking
about real world
3 conceptual models

- the current
root definition of systems described
of relevant systems in root definitions 4

picture:
- logic perceived discomfort
poorly defined ‘mess’ (Ackoff)
stream
human complications
- cultural unsuited to hard systems or OR
stream techniques

source: Checkland, SSM in Action

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rich pictures deriving relevant systems

observation relevant systems are conceptual (in-the-mind)

models of parts of the problem that are of
coffeetime yet? interest
boundary they are models which follow systems
idea! principles to help structure the analyst’s
crossed swords impression of the problem - not definitive
=friction
descriptions of systems in the real world
iconic representations - drawn together into a problems can be represented as they are
picture which sums up the important perceived by different stakeholders
elements of the problem situation

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rich picture - example
situation 7 action to
1 considered improve the
problematic problem situation
6 changes:
systemically desirable,

root definitions
culturally feasible

problem comparison of
2 situation models and
expressed real world 5

real world

systems thinking
about real world
3 conceptual models
root definition of systems described
of relevant systems in root definitions 4
situation 7 action to
1 considered improve the
problematic problem situation
6 changes:
systemically desirable,
culturally feasible

problem comparison of

short textual statements which define

2 situation models and
expressed real world 5

real world

systems thinking
about real world

the important elements of the relevant

3 conceptual models
root definition of systems described
of relevant systems in root definitions 4

system being modelled - rather like

mission statements
they follow the form:

a system to do X by (means of) Y in order to Z

what the system does - X
how it does it - Y
why it’s being done - Z
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root definition examples example CATWOE

primary task (relating to basic tasks and structures)
C candidate students
A university owned and operated system to award degrees
and diplomas to suitably qualified candidates (X), by A university staff
means of suitable assessment (Y), (in conformance with T candidate students
national standards), in order to demonstrate the degree holders and diplomates
capabilities of candidates to potential employers (Z). W the belief that awarding degrees and
diplomas is a good way of demonstrating
issue based (relating to temporary or qualitative concerns, or the qualities of candidates to potential
concerns of judgment) employers
A university owned and operated system to implement a O the University governing body
quality service (X), by devising and operating procedures
to delight its customers and control its suppliers (Y), in E national educational and assessment
order to improve its educational products (Z). standards

14 16 1
situation
considered
7 action to
improve the
problematic problem situation
6 changes:

activity (conceptual)
systemically desirable,

CATWOE analysis
culturally feasible

problem comparison of
2 situation models and
expressed real world 5

real world

a check to ensure that root models

systems thinking
about real world
3 conceptual models
root definition of systems described
of relevant systems in root definitions 4

definitions contain most of what is

important representation of the minimum set of
Customers the victims or beneficiaries of T
activities necessary to ‘do’ the root
Actors those who do T
Transformation input output
definition
Weltanschauung the worldview that makes the T activities modelled by verbs
meaningful in context
Owners those with the power to stop T
Environmental elements outside the system which
constraints are taken as given, but nevertheless
affect its behaviour
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activity models - symbols measures of performance

verb + noun
phrase activity - ‘do something’ E1 - efficacy (does the system work, is
the transformation effected)?
A E2 - efficiency (the relationship between
B logical dependency arrow - activity A must
come before B, or if activity A is done badly the output achieved and the resources
- so will B consumed to achieve it)
E3 - effectiveness (is the longer term
boundary
cook dinner study BIT
goal (Z) achieved)
eat take BIT
dinner examination
example use

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activity model - example measures of performance - example
design
enrol students education
programm es E1 (efficacy) - are degrees and diplomas awarded?
appreciate
E2 (efficiency) - how many degrees and diplomas, of
educate allot
students resources
national what standard, are awarded for the resource
standards
consumed?
award
degrees + diplom as
design E3 (effectiveness) - do employers find the degrees
and carry out
to students reaching
acceptable levels
assessm ent and diplomas a useful way of assessing the qualities
of potential employees?

A university owned and operated system to award degrees and

diplomas to suitably qualified candidates (X), by means of
suitable assessment (Y), (in conformance with national
standards), in order to demonstrate the capabilities of
candidates to potential employers (Z).
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the complete conceptual model levels of resolution

each activity may be modelled at a higher
root definition level of resolution - in other words a new root
CATWOE definition is prepared specific to that activity
and a conceptual model built which further
activity model defines the set of (more detailed) activities
measures of performance necessary to accomplish it.
in this way complex situations with many
activities can be modelled without loosing a
sense of the overall shape of the problem

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situation
considered
7 action to
improve the
problematic problem situation
6 changes:

the complete model - example

systemically desirable,
culturally feasible

A university owned and operated systemto award

comparison with 2
problem
situation
expressed
comparison of
models and
real world 5

real world

systems thinking
about real world

the real world

3 conceptual models
root definition
degrees and diplomas to suitably qualified candidates (X), of relevant systems
of systems described
in root definitions 4

by means of suitable assessment (Y), (in conformance with

design
enroll students education national standards), in order to demonstrate the
programmes capabilities of candidates to potential employers (Z).
activity is it done in the real situation? comments,
appreciate C candidate students
educate allot
national
how is it done? recommendations
students resources A university staff
standards
T candidate students
degree holders and diplomates 1
award
design W the belief that awarding degrees and
degrees + diplomas and carry out
to students reaching diplomas is a good way of demonstrating
assessment
acceptable levels take control
the qualities of candidates to potential
employers 2
action
O the University governing body
monitor for
E1, E2, E3 E national educational and assessment
standards
3
E1 (efficacy) - are degrees and diplomas awarded?
E2 (efficiency) - how many degrees and diplomas, of what standard, are awarded for
the resource consumed?
E3 (effectiveness) - do employers find the degrees and diplomas a useful way of
assessing the qualities of potential employees?