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Some Contributions of General Systems Theory, Cybernetics Theory and Management Control Theory to Evaluation Theory and Practice

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Some Contributions of General Systems Theory, Cybernetics Theory and Management Control Theory to Evaluation Theory and Practice DOCUMENT RESUME ED 206 686 TM 810 584 AUTHOR Cook, Desmond L. TITLE Some Contributions of General Systems Theory, Cybernetics Theory and Management Control Theory to Evaluation Theory and Practice. Research on Evaluation Program Paper and Report Series. Interim Draft. INSTITUTION Northwest Regional Educational Lab., Portland, Oreg. SPONS AGENCY National Inst. of Education (ED), Washington, D.C. REPORT NO NWREL-REP-37 PUB DATE Jun 90 CONTRACT 400-80-0105 NOTE 69p. EDRS PRICE MF01/pCO3 Plus Postage. DES:RIPTORS *Cybernetics: Decision Making: *Evaluation; *Evaluation Methods: Information Utilization; *Models IDENTIFIERS *General Systems Theory: *Management Control Theory ABSTRACT This document, one of a series of reports examining the possible contribution of other disciplines to evaluation sethonology, describes the major elements of general systems theory (GST), cybernetics theory (CT) and management control theory (MCT). The author suggssts that MCT encapsulates major concerns of evaluation since it reveals that provision of information', to a decision-maker is a key process, and that the management function of controlling involves the utilization of information is the making of decisions regarding goals, and allccation and effective use of resources to accomplish these. Since GST and CT are closely related to MCT they are also discussed. The basic GST conceptual model, categories of systems and their properties, and the role of GST are outlined. Special emphasis is laid upon the three related categories of artificial, temporary, and living systems because evaluation occurs within systems possessing structure, process and function: man made organizational settings: settings of an ephemeral nature; as well as within ongoing, but dynamic, "living" systems. CT is identified as the science of control and communication whi:h enables systems to maintain activities towards prescribed goals: feedback constituting the mechanism for displacement of the system due to external factors. (Author/AEF) ***********************************************************4*********** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *************************************o********************************* ... INTERIM DRAFT Do not cite or quote without author's permission. Author welcomes reactions and suggestions. No. 37SOME CONTRIBUTIONS OF GENERAL SYSTEMS THEORY, CYBERNETICS THEORY AND MANAGEMENT CONTROL THEORY TO EVALUATION THEORY AND PRACTICE DESMOND L. COOK The Ohio State University June 1980 Nick L Smith, Director Research on Evaluation Program Northwest Regional Educational Laboratory 710 S.W. Second Avenue, Portland, Oregon 97204 i e Published by the Northwest Regional Educational Laboratory, a private nonprofit corporation. The work upon which this publica- tion is based was performed pursuant to Contract NJ. 400-80-0105 of the National Institu%e of Education. It does not, however, necessarily reflect the views of that agency.- 1 II PREFACE The Research on Evaluation Program isa Northwest Regional Educational Laboratory project of research, development, testing,and training designed to create new evaluation methodologiesfor use in education. This document is one of a series ofpapers and reports produced by program staff, visiting scholars, adjunct scholars, and project collaborators--all members of a cooperative network ofcolleagues working on the development ofnew methodologies. What is the nature of general systemstheory, cybernetics theory, and management control theory and what contributions mightthey make to educational evaluation? ft was originally intended that this monograph would include three sections as a response to thisquestion: (1) a description of the major elements of thesethree approaches, (2) an integration of these approaches anda discussion of their application in program evaluation, and (3)a collection of examples illustrating the utility of these approaches to evaluationtheory and practice. Due to a prolonged and serious illness, however, Dr. Cook hasbeen able to complete only the first section of the intendedreport. We have nevertheless decided to include this section inour paper and report series, since it does provide an excellent introductionto systems theory, cybernetics theory, and management controltheory, areas with which program evaluators should have at leasta passing familiarity. Perhaps including this report inour series will encourage others to look to these areas as sources ofnew methods of evaluation and to build upon Dr. Cook's first steps. Nick L. Smith, Editor Faper and Report Series TABLE OF CONTENTS 1 Page INTRODUCTION vii GENERAL SYSTEMS THEORY- AN OVERVIEW 1 The Systems Concept 1 The Nature and Aims of General Systems Theory 3 Basic System Model 5 Concepts of Structure and Process 8 Selected System Concepts p 13 System Properties and Actions 16 Categories of Systems 18 Living System Theory 25 Summary 33 CYBERNETIC THEORY- AN OVERVIEW 34 Basic Characteristics 35 Feedback 37 Feedback Types . 38 Role of Feedback 40 Summary 41 MANAGEMENT CONTROL THEORY- AN OVERVIEW 42 Nature of Management 42 Management Functions 43 The Control Concept 45 Cybernetic Relationships 46 Control Theory Elements and Processes 47 Control Process 48 Information and Control 50 Variety and Control 52 Decision-Making 54 Summary 56 REFERENCES 58 k) SOME CONTRIBUTIONS OF GENERAL SYSTEMS THEORY, CYBERNETICS THEORY AND MANAGEMENT CONTROL THEORY TO EVALUATION THEORY AND PRACTICE INTRODUCTION The goal of this monograph is to explore and elaborateupon the potential contribution that three commonly viewed as separateindentifiable topics but in actuality possessing substantial overlap between andamong do them can make to the concept of evaluationin education. The specific topics are General Systems Theory, Cyberneticstheory, and 'Management Control Theory. Aninitial effort was made toward thisend in a paper the author develop- ed earlier (Cook, 1970). The basic focus presented was thatmuch of the effort at that time devoted to the development of new evaluationmodels and methodologies was not necessary since the basic nature of managementcontrol theory provided a sufficient model for educational evaluation theoryand practice. This view was taken because ofthe prevailing position was that educational evaluation should focus upon tne utilization of informationfor decision-making and consequently necessary systems and procedures forpro- viding such information. The push toward new models andmethodologies came about, in this writer's opinion, because the definition ofthe concept of evaluation in existence during the early 60's was changed. Early definitions of evaluation focused upon the judgemental nature and valuational characterof the concept. Once that interpretation was rejected, andevaluation redefined along the line of information-providing, it becamenecessary to develop the new models andpro- cedures. As noted above, the basic proposition presented in the earlierpaper was that mangement control theory as developed over many years couldserve 41 as an adequate model. An understanding of control theory revealsthat the provision of information to a decision-maker is a keyprocess. Therefore, 0 .., an adequate grasp of information-control-decision theory by an educational evaluator could provide techniques and tools to carry out temporaryprogram and project evaluation as well as evaluation of the continuNg functions and operations of a parent organization (i.e., school district organization). The previous paper high lighted the principal topics of information and control systems. A restropective view of this paper reveals that a more fundamental area was omitted, General Systems Theory, Contemporary writings by Cleland Koontz Anthony Emery Head and others on Management Theory emphasize the necessity of looking at mangement from a "systems" perspective. Indeed, the focus is upon developing and operating systems for managing.- Given that current emphasis on systems, it seems desirable that the prior paper be expanded to include a discussion of General Systems Theory. Not only does omission call for such a discussion but commission does likewise. If the emphasis of the current Research on Evaluation project, that of looking at metaphors for evaluation from other disciplines, is to be fulfilled then it would seem that the field or discipline of GST, forming as it does a close relationship with cybernetics and the two combining to form the basis of management control theory, must be examined for itspoten- tial contribution to educational evaluation. It is intent of this monographed review three topics noted in the opening paragraph in such amanner they can be easily understood by the novice in evaluation and yet serve as a stimulator for the more advanced professionals involved in both theory and practice. To accomplish the above goal, the monograph has been divided into four major sections or components. The first component provides an overview of the basic propositions of General Systems Theory, Cybernetic Thec-7,and Management Contrcl Theory. Interrelations will be establishedwhere they seem appropriate and timely to do so. A second section deals withthe application of the basic concepts presented to evaluation. The last section provides illustrative techniques from the three dominantareas designed to have utility for the practitioner. A final section presentscase problems and how they can be handled from thebasic perspectives presented. It is perhaps worthwhile tostate at this point that the
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