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Month: June 2024

Notes from a discussion with Steve Brewis on the Viable System Model (VSM)

Posted on by Doug Belshaw
A 'snowflake' representation of the Viable System Model (VSM)
Snowflake representation of the VSM created by Stephen Brewis, shared with me in a presentation

Earlier this week, I had an enlightening discussion with Stephen (‘Steve’) Brewis, a systems thinker who knew Stafford Beer. I’d been introduced to Steve (who only lives 12 miles away from me!) by Pauline Roberts, my OU tutor, and fellow north-easterner.

Below are the key points and concepts we covered relating to the VSM and more!

  • Judea Pearl:
    • Markov Blanket: A concept in probabilistic graphical models that encapsulates the set of variables shielding a subset of variables from the rest of the network.
    • Causal Reasoning: Modelling causal relationships to predict and influence outcomes effectively.
  • Karl Friston:
    • Free Energy Principle: Biological systems maintain their states by minimising the difference between predicted and actual sensory inputs, a principle applicable to organisational systems for reducing uncertainty and adapting effectively.
  • Viable System Model (VSM):
    • Adaptation and Recursion: Helps organisations adapt to their environments through recursive structures, with each level representing a viable system that operates independently while being part of a larger system.
    • Resource Bargain: Negotiation of resources between different parts of the system (System 3 and System 1) to maintain balance and functionality.
  • Causal Planning vs. Feedback Models:
    • Causal Planning: Creating plans based on anticipated outcomes.
    • Feedback Models: Using feedback to adjust plans dynamically, promoting learning and adaptation rather than adhering to static plans.
  • Snowflake representation:
    • Unlike the traditional VSM diagram, this allows representation beyond two levels of recursion, allowing a more comprehensive visualisation that grows outward from the centre. (Note: I’m going to try and use this in upcoming MSc work)
  • Play as a Variety Amplifier:
    • Engaging with data in a relaxed, creative manner facilitates innovative problem-solving and adaptation. Mandatory play can stifle creativity, highlighting the need for voluntary and spontaneous engagement.
  • Triune Brain Theory
    • Paul D. MacLean divided the brain into three parts (reptilian, limbic, and neocortex), which was used by Stafford Beer to model different functional parts of an organisation.
  • Vagus Nerve:
    • Plays a vital role in maintaining homeostasis through complex communication networks. In VSM, it metaphorically represents the interconnectedness and communication pathways necessary for system viability.
    • The snowflake model’s many touchpoints allow for multi-faceted perspectives and complex interactions, enhancing adaptability and resilience.
  • Hologram and Predictive Models:
    • Using holograms with reference and object beams relates to creating comprehensive predictive models that handle surprise and adapt accordingly. (Note: I didn’t fully understand what Steve was talking about here, so will ask next time we meet)

TB871: Enhancing Organisational Coordination with System 2 of the VSM

Posted on by Doug Belshaw

Note: this is a post reflecting on one of the modules of my MSc in Systems Thinking in Practice. You can see all of the related posts in this category. 

One of the most common issues in organisational management is the absence of an effective System 2 (The Open University, 2020). This component, as described in the Viable System Model (VSM), is crucial for creating and maintaining the framework within which the primary activities happen. Without an effective System 2, organisations often face inefficiency and disruption to their operations.

Diagram showing System 2 represented by one large red triangle connected via feedback arrows to smaller red triangles. These are overlayed on System 1 sub-systems, represented as green circles.

The primary function of System 2 is to coordinate and stabilise operations (see diagram). This involves creating a framework to guide the activities of the organisation. Unlike a top-down, hierarchically-imposed framework, which often fails due to a lack of understanding at higher levels, an effective System 2 emerges from ongoing conversations between management and sub-management levels. A collaborative approach ensures that the framework is practical and grounded in the realities of the organisation’s operations.

Coordination problems arise from a lack of common standards or the way language is used within an organisation (Hoverstadt, 2020). There are plenty of examples of this, such as NASA’s Mars probe incident, which failed due to a mix-up between metric and imperial measurements. While this was a hugely expensive, embarrassing, and very public failure, there are daily problems around coordination and communication within organisations that could be solved, or at least mitigated, via a standardised framework.

System 2 also helps balance the need for common standards with the need for flexibility. Organisations need to find a balance between how rigid their support functions are and the adaptability of their operational activities. Maintaining this balance is essential for ensuring coordination without stifling innovation and responsiveness.

It’s worth remembering that the VSM is a conceptual model rather than a prescriptive methodology. As such, it is both useful for diagnosis and design — and then compare real-world situations with the ideal model, identifying weaknesses and mismatches.

To illustrate this, and to continue the example from previous posts, let’s consider a software development organisation. The lead developer manages the development team, while the product manager oversees client interactions and timelines. Each level addresses its specific challenges, which ensures the organisation functions cohesively. This recursive pattern simplifies management processes and enhances overall effectiveness.

So, effective System 2 management involves several key activities:

  • Establishing common standards and frameworks for coordination.
  • Facilitating ongoing conversations between different management levels to maintain a practical and adaptable framework.
  • Ensuring that internal activities and external environmental factors are synchronised to prevent oscillations and disruptions.
  • Preventing sub-management from optimising their activities at the expense of the organisation’s overall functioning.

In software development, lead developer developers focus on code quality and technical coherence, while the product manager ensures that client requirements and deadlines are met. Coordination between these roles is essential to avoid scenarios where technical excellence leads to missed deadlines, or rapid delivery results in poor-quality code. System 2 must ensure that all parts of the organisation work together harmoniously, even if this seems counterintuitive.

Essential components of System 2 in a software development company include:

  • Agreed frameworks for coding standards and project management methodologies.
  • Defined roles and responsibilities, including clear communication channels between developers, testers, and project managers.
  • Standards for code review processes, version control, and continuous integration.

In software development, these frameworks might include coding standards, project management methodologies, and communication protocols between developers and stakeholders.

In summary, System 2 of the VSM helps ensure effective coordination, maintain practical frameworks, and balance competing needs for standardisation and flexibility. The approach not only addresses internal complexities but also adapts to external environmental factors, promoting a resilient and responsive organisational structure.

References

  • Hoverstadt, P. (2020). ‘The Viable System Model’. In Reynolds, M. & Holwell, S. (eds.) (2020). Systems Approaches to Making Change: A Practical Guide. London: Springer, pp.89-138.
  • The Open University (2020) ‘3.3.3 Applying System 1’, TB871 Block 3 Tools stream [Online]. Available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=2261487&section=4.3 (Accessed 26 June 2024).

TB871: Assigning a purpose & defining primary operations in my system of interest (System 1)

Posted on by Doug Belshaw

Note: this is a post reflecting on one of the modules of my MSc in Systems Thinking in Practice. You can see all of the related posts in this category. 

My next assignment for this module, Tutor-Marked Assessment 02 (TMA02), involves applying the Viable System Model (VSM) to a system of interest within the overall area of practice I have chosen. I’m going with A system to support lifelong learning.

System 1, comprising three primary systems, all of which are connected to one another with feedback loops. Each primary system also has a feedback loop with a relevant part of its overall environment.

Activity 3.19 (The Open University, 2020) asks us to think about System 1, which as I explained in a previous post, is one of five systems which comprise the VSM. It’s primarily about “understanding the business we are in” and constitutes the primary activities of the organisation:

System 1: Primary Operations — The core activities or units within an organisation that perform the essential work and produce the primary value for the external environment. Think of these as the operational units directly involved in delivering the organisation’s products or services.

Assigned purpose

The primary purpose I am assigning to the system to support lifelong learning is to provide continuous educational opportunities, enabling individuals to acquire new skills, knowledge, and competencies throughout their lives.

The system aims to enhance personal development, employability, and adaptability as conditions change in society and the wider economy. It aims to create an inclusive environment where all community members, regardless of age, background, or socioeconomic status, can access education and training resources.

Structure

This system requires several layers in order to function well:

  • Strategy — policies, planning, regulation, funding, as well as collaboration with government, educational institutions, private sector partners, and community organisation
  • Operations — schools, colleges, universities, libraries, vocational training centres, creating curricula, training materials, and educational resources
  • Support — digital platforms, e-learning tools, and IT support, as well as guidance (academic/career/vocational), financial assistance, and mentorship
  • Community — outreach/recruitment, marketing, feedback mechanisms to ensure relevance

Primary systems

  1. Educational delivery — provides high-quality educational programs and courses tailored to the needs of lifelong learners.
  2. Technological support — ensures the technological infrastructure to support e-learning and digital literacy.
  3. Learner support — offer comprehensive assistance to enhance the learning experience and outcomes for learners.
  4. Community engagement — promotes lifelong learning within the community and establish/sustain partnerships with local organisations and businesses.
  5. Evaluation & feedback — monitors and evaluates the effectiveness of lifelong learning initiatives and incorporates feedback for continuous improvement.

Having worked in many different sectors of education and learning, we might also want to add:

  1. Administrative support — manages the administrative and logistical aspects of delivering lifelong learning programmes.
  2. Marketing & recruitment — attracts learners to the lifelong learning programs to ensure sustainable enrolment
  3. Partnerships & collaboration — establishes and maintains partnerships with external organisations to enhance the learning experience.

These primary operations, or ‘sub-systems’ of System 1 are related to one another and particular aspects of the environment via feedback loops (as shown in the diagram).

References

  • Hoverstadt, P. (2020). ‘The Viable System Model’. In Reynolds, M. & Holwell, S. (eds.) (2020). Systems Approaches to Making Change: A Practical Guide. London: Springer, pp.89-138.
  • The Open University (2020) ‘3.3.3 Applying System 1’, TB871 Block 3 Tools stream [Online]. Available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=2261487&section=4.3 (Accessed 26 June 2024).
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