Open Thinkering

Menu

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

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).

TB871: Rethinking organisational structure through VSM

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


The Viable System Model (VSM) conceptualises an organisation as a network of systems, each with its own purpose and autonomy (Hoverstadt, 2020). This approach helps in managing complexity and promotes a recursive approach to organisational structure, balancing autonomy and control.

Traditional hierarchical models of organisation emphasise top-down control, meaning that decision-making power is concentrated at the higher levels. This approach tries to minimise complexity, whereas the VSM embraces complexity by acknowledging that people at various levels of the organisation are best equipped to handle decisions relevant to their specific areas (The Open University, 2020).

Matryoshka dolls nested inside one another. A small person is inside saying "Keep breaking down the issue..."
CC BY-ND Visual Thinkery for WAO

A key aspect of the VSM is the balance between autonomy and cohesion. Too much autonomy can lead to fragmentation, while excessive control can stifle innovation. The VSM addresses this by allowing different parts of the organisation to operate semi-autonomously within defined constraints. This recursive or fractal nature of the VSM means that each part of the organisation, regardless of its complexity, is viewed as a viable system with similar needs and structures to the whole. (In other words, much like the Matryoshka dolls in the image above, they are nested inside one another.)

Understanding the structure of an organisation through the VSM involves distinguishing between primary and support activities. Primary activities deliver value directly to customers, while support activities sustain the organisation’s operational capabilities. This distinction helps in identifying the organisation’s core identity and value delivery mechanisms, with the idea that each component aligns with the overall purpose. As I have said before, this feels like a wider and deeper approach than that provided by OKRs, for example.

The VSM is a conceptual model rather than a prescriptive methodology. As such, it provides principles, laws, and axioms that guide the management of organisational complexity. It facilitates both diagnosis and design by comparing real-world situations with an idealised model, meaning that weaknesses can be identifyed and mismatches discovered to be addressed.

On a practical level, I see one of the VSM’s key use cases as helping organisations understand how to set up in a recursive way. By managing complexity at each level and devolving responsibility, managers can focus on their immediate areas of influence without micromanaging sub-levels. This approach aligns with the principle that managers should set purposes for the systems they directly manage, leaving sub-management levels to handle their respective systems. (It’s difficult to talk about this non-hierarchically, which is a problem that perhaps I’ll come back to.)

For example, in a software development company, the lead developer manages the development team, dealing with internal complexities, while the project manager oversees client interactions and project timelines. Each level handles its complexity, ensuring that the overall organisation functions smoothly. The recursive approach means that the problems faced by each level are similar, which simplifies management processes across the organisation.

There’s so much more to explore here. For example, I had a fascinating conversation with Steve Brewis yesterday, who knew Stafford Beer personally, and who uses the VSM in his consulting practice. I wanted to talk with him because I saw reference to his ‘snowflake model’ of the VSM which he used while working at BT. However, I think that should be the focus of a separate post.

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).

Weeknote 25/2024

Part of a rain-covered tent with sunrise over trees in the distance.

I’m going to resort to bullet points this week, as today has been particularly busy and I want to get this finished to watch the EURO 2024 games kicking off in 15 mins.

So, this week I’ve been:

  • Accompanying my son to an open day at Edinburgh University. It cemented for him that he wants to do Physical Geography / Environmental Science rather than Human Geography.
  • Getting blinds fitted to the front of our house, which has made a massive difference as it’s east-facing.
  • Working with Laura on submitting a WAO response to an request for proposals from P4NE.
  • Running a small workshop with DCC staff as we come towards the end of our work with them, for now.
  • Attending an in-person event called AI for Good which I wrote about afterwards.
  • Starting reading Adam Greenfield‘s new book, Lifehouse: Taking Care of Ourselves in a World on Fire. It’s not out until July 9th, but I pre-ordered it and the ebook version was already available to me when I logged in on the Verso website! We interviewed Adam as part of the last series of our podcast.
  • Studying for my MSc module TB871 in Systems Thinking:
  • Going round the local high school with my daughter (and wife and son) as she moves up there in September. She seems fine about it.
  • Catching up with Rosie Clayton and Tim Riches.
  • Going to the doctor to get preventative migraine medication. Although they’re not as severe as they used to be, I’ve had more recently. My options are limited due to my asthma and having tried others that made me tired. I’m trying a low dose of a blood pressure-reducing drug which dilates blood vessels, so fingers crossed!
  • Contributing to a WAO co-op half day where we did some planning and plotting.
  • Hosting my son’s friends for the (very disappointing) England game on Thursday night.
  • Putting together a bookcase with my son and a wardrobe with my daughter for their respective bedrooms.
  • Attending an interview for a university role. They used Microsoft Teams, and the link was different in the calendar invite to the email. Hence, I sat in the wrong lobby for 10 mins before I realised something must be up, clicked the email link, and was taken in to a virtual room with some stern professorial faces.
  • Walking and drinking whisky to mark the solstice with Aaron. I did my first wild camp in about a year and it was glorious.
  • Going with my son to his basketball awards ceremony. He won a fun award for having the best nickname, which I didn’t actually know about!
  • Running a bit less than previous weeks, but going to the gym a bit more.

Next week, I’ve got a couple of job interviews, I’m taking my daughter to a couple of football things, and my son to open days in Loughborough University and Lancaster University. There’s some potential WAO work coming our way, otherwise I’ll also be applying for more jobs — and/or making it more obvious to my network that I’m looking for my next thing.


Photo taken at around 04:30 on Saturday morning at sunrise over Doddington Moor

css.php