Fdn016 term 2 week 6 systems thinking to solutions

1. FDN016 Week 6
Returning to Systems Thinking
and Mapping

2. Let’s watch this film……….
https://youtu.be/-sfiReUu3o0

3. Let’s watch this film again
• But now draw a ‘systems thinking’ diagram as we watch and listen
• So, in this exercise, not only have you learnt about systems thinking
• You have reinforced your learning about systems thinking, but also
• Engaged in more active learning (a technique you might wish to use at
Level 5 and upwards), and
• Engaged in thinking about what you see and hear in any given lecture
rather than just passively watching it

4. 4

5. Ackoff
Checkland
Interviews
Surveys
Experience
Observation

6. Systems thinking
• Allows us to map all the possible aspects and facets of the problem
situation
• Represent the complexity of the problem without oversimplifying
• To demonstrate the richness of our understanding of the problem
situation
• Then we can start to identify and sort out the differences between
the symptoms of a problem and the root causes

7. Watch this film https://vimeo.com/260821856

8. https://youtu.be/38RlXdr4Np0

9. Bethany Hall
Note:
• not using pictures
• showing where the
ideas come from
• Not yet separating
symptoms from
causes
• But thorough picture
of current state of
knowledge

10. What observations have you made so far?
• 635 participants, from a population of 15,000 undergraduates
• 20% of students eat a predominantly carb based meal every day
• Skipping or quick breakfasts, or even skipping lunches

11. Workshop Activity & Tutorial
• Map out everything you know, now, about student food poverty
• Use the literature, survey, interview, participation, observation etc structure if it helps
• Make notes in the margin on how you feel about this version of the rich picture
• Go back through ALL your journals and notes to remind yourself
• You will need to do the excel analysis and code your interviews
• Map it all, words, pictures, ideas, relationships, people, processes
• Represent the factors in a root cause diagram
• Keep drawing and redrawing until you are satisfied you have separated root causes from
symptoms
• Name and date each picture, so you can show the progression of your detail
• Keep notes on and write up a narrative of your thinking
• Where might you intervene to improve the dysfunctions? These become ‘interventions’
• Keep a track of the different versions of your systems diagrams

12. Overuse of Bottled
Water
Anxiety about dirty
Tap Water
Think that bottled water is
purer
Time mgt, lack of skills for shopping & cooking, lack of
confidence, etc
Student Food Poverty
Literature review, survey, interviews, observational,
participation
A tap versus bottled water taste test competition All students who spend a lot of money on bottled water
Emails & Screen
Adverts, posters
Tap water, bottled water,
cups, napkins, fridge?
Ground floor LH, challenge
passing students to a taste
test. If they fail, they sign
up to a pledge
Students Union,
Catering Team
Email to follow
up on pledge
£50 for bottled
water
£10 for cups etc
Cost sponsored by
SU and CH&Co