Unit 10 University of Sunderland CSEM04 ROSCO Unit 10: The Rich Pictures Technique CSEM04: Risk and...

Unit 10University of Sunderland CSEM04 ROSCO

Unit 10: The Rich Pictures Unit 10: The Rich Pictures Technique Technique

CSEM04: Risk and Opportunities of Systems Change in OrganisationsProf. Helen M Edwards &

Dr Lynne Humphries

(This is based on the handout by Jeremy Rose, BIT, Manchester Metropolitan University)


OverviewOverview

• SSM (Soft Systems Methodology)• Rich Pictures and How to Construct Them.• Rich Picture Examples• What follows is for interest

– Root Definitions• Format of Root Definitions• What Does it Mean?

– CATWOE Analysis

• Anything else?


SSM SSM (Soft Systems Methodology)(Soft Systems Methodology)

• SSM “systems thinking” approach• SSM has seven steps

• In step 2: “problem situation expressed”rich pictures are used. situation

consideredproblematic

problemsituation

expressed

real world

systems thinkingabout real world

conceptual modelsof systems describedin root definitions 4

comparison ofmodels and

real world 5

6 changes:systemically desirable,

culturally feasible

7 action toimprove the

problem situation

3root definition

of relevant systems

2

1


Rich Picture of Rich Picture of Constucting a Rich Constucting a Rich

Picture Picture • is animation with explanation is from is from

the Open University

• From the “Systems Thinking and Practice: Diagramming” unit.

• http://systems.open.ac.uk/materials/t552/index.htm


Rich PicturesRich Pictures

• In reviewing a situation or examining a system the first task is to – 'express' the problem situation i.e. to form a rich

picture. – Rich picture = 'thorough, but non-judgmental

understanding’. – N.B. Different rich pictures can be draw for the

same system/situation by different stakeholders.


Rich PicturesRich Pictures

• Usually free form diagrams or “cartoons”– Pictures provide an excellent way of sorting out and

prioritising complex problem areas.– Pictures display relationships

- the way business functions work together.

• They may include elements of – structure (e.g. the departments of a university)– process (e.g. studying, examining), – issues, concerns, or developments (e.g. implementing a

quality service).


How to Construct How to Construct Them?Them?

• They show what is considered important in the situation. But there are no rules: – Matchstick men and women are common, – sometimes bubbles coming out of their mouths indicate important

issues, – crossed swords for conflict, – eyeballs indicate something being overlooked, inspected or

supervised


Example IconsExample Icons

• The idea is simply to get something on paper •often working with others •even where they have different, even conflicting, ideas.


Rich Picture ExampleRich Picture Example

• Here is an example of a rich picture: what does it tell you?

• Can you see any risks here?• Can you see any

opportunities?

source: Lewis, P.J. (1992) Rich Picture building in the SSM, European Journal of Information Systems


Example: TextExample: Text• The Secretary of a growing Professional Association believed many of its operations could be computerised:

–including membership, examination, and tuition administration.

• Before commissioning any new systems she wanted:– an overview of where potential benefits would be found– and what problems might exist.

• A consultancy reviewed the organisation and created an initial rich picture of the situation.

• (from Avison,D. and Fitzgerald,G (1995) IS Development: Methodologies, Techniques and Tools. 2nd Edition, McGraw-Hill,, McGraw-Hill)


Shows:• conflict between the secretary

and the education secretary about the how and what to computerise

• Worries of the education assistant about the thought of automation

• should alert to the potential for poor usage and user resistance, therefore also the need for training and support.

Rich PictureRich Picture


This is as far as you need to This is as far as you need to gogo

What follows is for completeness and interest.


RootRoot Definitions Definitions

• A root definition is– a short textual definition

of the aims and means of the system to be modelled.

– It is not the real world that is being modelled, but potential or 'virtual' systems that are logical and coherent

situationconsideredproblematic

problemsituation

expressed

real world

systems thinkingabout real world

conceptual modelsof systems describedin root definitions 4

comparison ofmodels and

real world 5

6 changes:systemically desirable,

culturally feasible

7 action toimprove the

problem situation

3root definition

of relevant systems

2

1

Root definitions follow rich pictures.


Format of RootFormat of Root Definitions Definitions

• A system to do X, by (means of) Y, in order to Z– telling us

• what the system will do, • how it is to be done, and • why it is being done (its long term aims).

Here is an example of a primary task root definition:

A university owned and operated system to award degrees and diplomas to suitably qualifiedcandidates (X), by means of suitable assessment (Y), (in conformance with national standards), inorder to demonstrate the capabilities of candidates to potential employers (Z).


What Does it Mean?What Does it Mean?

• 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).• This is not everything a university does

– The root definition is talking about one part of a much wider system – Opinions may differ as to the validity of various parts of the

statement.


What Does it Mean?What Does it Mean?

• To reiterate: – This is not everything a university does

• The root definition is talking about one part of a much wider system

• Opinions may differ as to the validity of various parts of the statement.

• But the root definition it is not supposed to be a description of what assessment actually does in the university, – It is expected to be a well-defined concept so that we can consider

it analytically: • 'if this is what assessment is supposed to be,

• how would we go about doing it?'


CATWOE AnalysisCATWOE Analysis

• Rich pictures and basic root definitions are supplemented by CATWOE analysis.– To build coherent and comprehensive root definitions.

• CATWOE analysis for the assessment system results in:

Customers candidate students

Actors university staff

Transformation process candidate students become graduates and diplomates

Weltanschauung the belief that awarding degrees and diplomas is a good way of demonstratingthe qualities of candidates to potential employers (note that there is absolutelyno point in operating this system unless you believe this)

Owners the University governing body

Environmental constraints national educational and assessment standards


Anything else?Anything else?

• There is a lot more to SSM than this – but for the purposes of this module we go no further.

• Rich pictures and their accompanying root definitions and CATWOE analysis provide a mechanism for – mapping out a problem situation, – identifying conflicts, issues, risks and opportunities– clarifying the central focus of the system and – providing some clear structured way of expressing the

elements within the system (CATWOE analysis).


ReferencesReferences• Avison,D. and Fitzgerald,G (1995) IS Development:

Methodologies, Techniques and Tools. 2nd Edition, McGraw-Hill, McGraw-Hill

• Checkland, P., and Scholes, J. (1990) Soft Systems Methodology in Action, Wiley

• Lewis, P.J.(1992) Rich Picture Building. European Journal of Information Systems, Vol 1, No. 5

• Open University (ud) Systems Thinking and Practice: Diagramming http://systems.open.ac.uk/materials/t552/index.htm– “Talked through” exaplanation (with example of the energy debate).

• Patching, D. (1990) Practical Soft Systems Analysis. FT Prentice Hall, London.

• Rose, J (ud) Soft Systems Methodology, Department of BIT, the Manchester Metropolitan University. – Available from http://osiris.sunderland.ac.uk/~cs0hed/cifm04.html

Unit 10 University of Sunderland CSEM04 ROSCO Unit 10: The Rich Pictures Technique CSEM04: Risk and...

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