E H T SYSTEMS ® FEATURE THINKE R BUILDING SHARED UNDERSTANDING

VOL. 21 NO. 3 APRIL 2010 THE THINKING IN SYSTEMS THINKING: EIGHT CRITICAL SKILLS

BY BARRY RICHMOND

This chapter serves as the introduction to ing, and communicating capacities. As It didn’t for me. the book Tracing Connections: Voices of Systems we do, we will be able to make I will define thinking as consisting Thinkers . We are grateful to our friends at progress in addressing the compelling of two activities: constructing mental isee systems and the Creative Learning Exchange for granting us permission to slate of issues that challenge our viabil - models and then simulating them in reprint this piece, which is an update to ity. But, in order to achieve this evolu - order to draw conclusions and make Barry’s 1997 article “The ‘Thinking’ in tion, we must overcome some decisions. We’ll get to constructing and Systems Thinking: How Can We Make It formidable obstacles. Primary among simulating in a moment. But first, what Easier to Master?” ( The Systems Thinker , Vol. 8 these are the entrenched paradigms the heck is a mental model? No. 2). Although Barry died in 2002, his work continues to have a strong influence on the governing what and how students are It’s a “selective abstraction” of real - philosophy and practice of systems thinking. taught. We do have the power to ity that you create and then carry evolve these paradigms. It is now time around in your head. As big as some of to exercise this power! our heads get, we still can’t fit reality in I have been writing and re-writing I will begin by offering opera - there. Instead, we have models of vari - this guide ( Introduction to Systems tional definitions of thinking, learning, ous aspects of reality. We simulate these Thinking with STELLA , 1985–2000) and communicating. Having them will models in order to “make meaning” for 15 years. I always begin by reeling enable me to shine light on precisely out of what we’re experiencing, and off a litany of serious challenges facing what skills must be evolved, how cur - also to help us arrive at decisions that humanity. And, you know what? The rent paradigms are thwarting this evo - inform our actions. list has remained pretty much the lution, and what systems thinking can For example, you have to deal with same! There’s homelessness and hunger, do to help. In the course of this chap - your kid, or a sibling, or your parent. drug addiction and income distribution ter, I will identify eight systems think - None of them are physically present inequities, environmental threats and ing skills. They are: inside your head. Instead, when dealing the scourge of AIDS. We’ve made pre - • 10,000-meter thinking with them in a particular context, you cious little progress in addressing any of • system-as-cause thinking select certain aspects of each that are these issues over the last couple of • dynamic thinking germane to the context. In your mind’s decades! Indeed, you could make a • operational thinking eye, you relate those aspects to each strong case that, if anything, most (if • closed-loop thinking other using some form of cause-and- not all) have gotten worse! And, some • scientific thinking effect logic. Then, you simulate the new challenges have arisen. • empathic thinking interplay of these relationships under So what’s the problem? Why do • generic thinking various “what if” scenarios to draw con - we continue to make so little progress The processes of thinking, learn - clusions about a best course of action, or in addressing our many, very pressing ing, and communicating constitute an to understand something about what has social concerns? interdependent system, or at least have occurred. My answer is that the way we the potential for operating as such. If you were seeking to understand think, learn, and communicate is out - They do not operate with much syn - why your daughter isn’t doing well in dated. As a result, the way we act cre - ergy within the current system of for - arithmetic, you could probably safely ates problems. And then, we’re mal education. The first step toward ignore the color of her eyes when ill-equipped to address them because realizing the potential synergies is to selecting aspects of reality to include in of the way we’ve been taught to think, clearly visualize how each process the mental model you are constructing. learn, and communicate. This is a works in relation to the other. This aspect of reality is unlikely to help pretty sweeping indictment of some you in developing an understanding of very fundamental human skills, all of Thinking the causes of her difficulties, or in which our school systems are charged Thinking is something we all do, but drawing conclusions about what to do. with developing! However, it is the what is it? The dictionary says it’s “to But, in selecting a blouse for her birth - premise of systems thinking that it is have a thought; to reason, reflect on, or day? Eye color probably ought to be in possible to evolve our thinking, learn - ponder.” Does that clear it up for you? that mental model.

2 Copyright © 2010 Pegasus Communications, Inc. ( www.pegasuscom.com ). All rights reserved. For permission to distribute copies of this article in any form, please contact us at [email protected] . As the preceding example nicely but little vertical SLINKY DOES ITS THING illustrates, all models (mental and other - detail. wise) are simplifications. They necessarily You gain a “big omit many aspects of the realities they picture” but represent. That statement is a paraphrase relinquish the of something George Box once uttered: opportunity to “All models are wrong; some models are make fine dis - useful.” It’s important to dredge this hal - criminations. lowed truth back up into consciousness The second from time to time to prevent yourself systems thinking a. b. c. from becoming “too attached” to one of skill, system-as- your mental models; nevertheless, despite cause thinking, also The oscillatory behavior of a slinky is latent within the structure of the slinky the fact that all models are wrong, you works to counter itself. have no choice but to use them—no the vertical bias choice, that is, if you are going to think. toward including If you wish to employ non-rational too much detail in the representations explain why a slinky oscillates. means (like gut feel and intuition) in contained in mental models. System-as- The third of the so-called “filter - order to arrive at a conclusion or a deci - cause thinking is really just a spin on ing skills” (systems thinking skills that sion, no mental model is needed. But, if Occam’s Razor; that is, the simplest help to “filter” out the nonessential you want to think, you can’t do so with - explanation for a phenomenon is the elements of reality when constructing a out a mental model! best explanation. It holds that mental mental model) is called dynamic models should contain only those ele - thinking . This skill provides the same Constructing Mental Models ments whose interaction is capable of “distancing from the detail” that Whether the mental model being con - self-generating the phenomenon of 10,000-meter thinking provides, except structed is of an ecosystem, a chemical interest. They should not contain any that it applies to the behavioral—rather reaction, a family, or a society, three so-called “external forces.” A simple than the structural—dimension. fundamental questions must always be illustration should help to clarify the Just as perspectives get caught-up answered in constructing it. They are: skill that’s involved. in the minutiae of structure, they also (1) What elements should be included Imagine you are holding a slinky, get trapped in “events” or “points,” at in the model—or, the flip side—what as shown in part a of “Slinky Does Its the expense of seeing patterns. In his - elements should be left out? (2) How Thing.” Then, as shown in part b, you tory, students memorize dates on should the elements you decide to remove the hand that was supporting which critical battles were fought, great include be represented? (3) How the device from below. The slinky people were born, declarations were should the relationships between the oscillates as illustrated in part c. The made, and so forth. Yet in front of and elements be represented? question is: What is the cause of the behind each such “date” is a pattern oscillation? Another way to ask the that reflects continuous build-ups or Selecting Activities. Deciding what to question: What content would you depletions of various kinds. For exam - include in a mental model, in turn, need to include in your mental model ple, the United States declared its inde - breaks into two questions. How broadly in order to explain the oscillation? pendence from England on July 4, do you cast your net? This is a “hori - The two most common causes 1776. But prior to that specific date, zontal” question. And, how deeply do cited are: gravity and removal of the tensions built continuously between you drill? This is a “vertical” question. hand. The system-as-cause answer to the the two parties toward the ensuing Developing good answers to these two question is: the slinky! To better appre - conflict. In economics, the focus is on questions requires skill. And, like any ciate the merits of this answer, imagine equilibrium points, as opposed to the skill, this one must first be informed by that you performed the exact same trajectories that are traced as variables “good practice” principles, and then experiment with, say, a cup. The out - move between the points. honed through repeated practice. come you’d get makes it easier to appre - Dynamic thinking encourages one Systems thinking offers three ciate the perspective that the oscillatory to “push back” from the events and thinking skills that can help students to behavior is latent within the structure of points in time to see the pattern of become more effective in answering the slinky itself. In the presence of grav - which they are a part. The implication the “what to include” question. They ity, when an external stimulus (i.e., is that mental models will be capable are: 10,000-meter thinking, systems-as- removing the supporting hand) is of dealing with a dynamic, rather than cause thinking, and dynamic thinking. applied, the dynamics latent within the only a static, view of reality. The first systems thinking skill, structure are “called forth.” It’s not that “Two Kinds of Mental Models” 10,000-meter thinking, was inspired by gravity and removal of the hand are should help make clearer the difference the view one gets on a clear sunny day irrelevant; however, they wouldn’t between the “divide and conquer” – when looking down from the seat of a appear as part of the “causal content” of inspired viewpoint and the systems jet airliner. You see horizontal expanse, a mental model that was seeking to thinking –inspired perspective in terms

© 2010 PEGASUS COMMUNICATIONS 781.398.9700 THE SYSTEMS THINKER ® APRIL 2010 3 such effort contributes to what, in effect, TWO KINDS OF MENTAL MODELS ing decides to take some action to becomes a content-specific skill. address the situation. First, they success - Systems thinking carries with it an fully eliminate all junk food snacks from Shallow View from 10,000 Meters icon-based lexicon called the language Mental Models their diet, and do not eat more at regu - of “stocks and flows.” This language lar meals to compensate for doing so. constitutes a kind of Esperanto, a lingua Second, they implement a rigorous franca that facilitates cross-disciplinary aerobic exercise program—to which Depth thinking and, hence, implementation of they religiously adhere. This means the a “horizontal” perspective. Mental mod - person will have lowered the volume of

Divide and Conquer els encoded using stocks and flows, the gaining flow (i.e., reduced caloric Mental Models whatever the content, recognize a fun - intake) and increased the volume of the Deep damental distinction among the ele - losing flow (increased caloric expendi - ments that populate them. That ture). So what happens to this person’s Narrow Wide distinction is between things that accu - Body Weight? Breadth mulate (called “stocks”) and things that Did your answer include the possi - This figure shows the difference between the flow (called “flows”). Stocks represent bility that it would still be increasing? It “divide and conquer” –inspired viewpoint and the conditions within a system—i.e., how should have! Look at part b of the illus - systems thinking –inspired perspective in terms things are. Flows represent the activities tration. The reason the person may still of the resulting content of a mental model. that cause conditions to change. Some be gaining weight is because decreasing examples of accumulations are: Water in the rate of gaining (the inflow), and Clouds, Body Weight, and Anger. The increasing rate of losing (the outflow), of the resulting content of a mental associated flows are: evaporating/precipitat - will only cause Body Weight (the stock) model. “Two Kinds of Mental Models” ing, gaining/losing, and building/venting. to decrease if gaining actually drops makes the contrast between mental “Distinguishing Between Stocks and below losing . Until this occurs, the per - models constructed using the alterna - Flows” should help you to develop a son will continue to gain weight— tive perspectives look pretty stark. clearer picture of the distinction albeit at a slower rate! Take a moment That’s an accurate picture. Yet there is between a stock and a flow. to make sure you understand this rea - nothing to prevent models from being To gain a quick idea of why the soning before you proceed. forged using both perspectives from distinction matters, consider the illustra - When the distinction between co-existing within a single individual. tion in part b of “Distinguishing stocks and flows goes unrecognized—in Until the average citizen can feel Between Stocks and Flows.” Suppose a this example, and in any other situation comfortable embracing mental models person whose weight has been increas - in which mental simulations must infer a with horizontally-extended/vertically- restricted boundaries, we should not expect any significant progress in DISTINGUISHING BETWEEN STOCKS AND FLOWS addressing the pressing issues we face a. b. in the social domain. And until the Water in Body measurement rubrics on which our Clouds Weight education system relies are altered to gaining losing permit more focus on developing hori - zontal thinking skills, we will continue to produce citizens with predilections evaporating precipitating for constructing narrow/deep mental c. models. The choice is ours. Let’s Anger demand the change! Water in Ocean building venting Representing Activities. Once the issue of what to include in a mental model Notes Notes has been addressed, the next question Stocks represent accumulations of, for example, Stock people or things. that arises is how to represent what has ßow been included. A major limit to develop - Flows represent actions or activities that Þll or drain accumulations over time. ment of students’ skills in the representa - tion arena is created by the fact that each Connectors show causal relationships that drive the generation of activity. discipline has its own unique set of connector terms, concepts, and, in some cases, sym - Converters modify ßows and other converters. conv erter One of their most common uses is to tell how bols or icons for representing their con - quickly or slowly an action happens. tent. Students work to internalize each content-specific vocabulary, but each This figure distinguishes between stocks and flows, using the STELLA software tool.

4 THE SYSTEMS THINKER ® VOL. 21, NO. 3 www.pegasuscom.com © 2010 PEGASUS COMMUNICATIONS Representing Relationships. The final DEVELOPING CONTENT-REPRESENTATION SKILLS “Reinforcing”— which is the type question we must answer in construct -

representing representing of feedback loop ing a mental model is how to represent content Math Content content History Content the relationships between the elements Represented Represented they designate. in Math in History The loops work we decide to include. In answering this like this . . . question, we must necessarily make As general assumptions about the general nature R content-represen - of these relationships. Among the most General Content tation skills build, sacred of all the covenants that bind Representational Skills they facilitate each members of a society together is the specific content- implicit agreement about how such representing activ - relationships work. In Western cultures, developing ity—though, to the implicit agreement is that reality R keep the picture works via a structure of serial cause- simple, the link to and-effect relationships. Thus-and-such only two of the happens, which leads this-and-such to representing representing specific arenas is occur, and so forth. Not all cultures content Biology Content content Literary Content illustrated. Then, “buy” serial cause-and-effect (some in Biology Represented in Literature Represented as students engage subscribe to perspectives such as “synchronicity” and “God’s hand”). But Because the concepts of accumulation and flow are content-independent, their in specific con - use contributes to building students’ general content-representation skill, tent-representa - Western culture does. regardless of the specific content arena in which they are applied. tion activities, I have no beef with serial cause- because they are and-effect. It’s a useful viewpoint; how - using a content- ever, when I look more closely at the dynamic pattern of behavior—there is a transcendent language to do so, they assumptions that characterize the par - significant risk that erroneous conclu - develop general content-representation ticular brand of it to which Western sions will be drawn. In this case, for skills—a virtuous learning cycle! The culture subscribes, I discover that these example, if the inflow and outflow vol - cycle creates synergy because all con - assumptions seriously restrict learning! umes do not cross after some reasonable tent arenas benefit from activities that Let’s see how. period of time, the person might well go on in any one of them! Now, The name I use for the Western conclude that the two initiatives they instead of one content arena interfer - brand of serial cause-and-effect is implemented were ineffective and should ing with learning in another, each laundry-list thinking (another name be abandoned. Clearly that is not the helps to accelerate learning in each of would be critical success factors thinking ). case. And, just as often, the other type of the others. (This is an example of Laundry-list thinking is defined by a set erroneous conclusion is drawn: “We’re another of the systems thinking skills, of four meta assumptions that are used doing the right thing, just not enough of closed-loop thinking, discussed a little to structure cause-and-effect relation - it!” Redoubling the effort, in such cases, later in this chapter.) ships. I use the term meta because these then simply adds fuel to the fire. To be able to “speak/write” effec - assumptions are content-transcendent. In addition to helping increase the tively in the language of stocks and That is, we use them to structure reliability of mental simulations, using flows requires that students build stocks and flows in representing the a fourth systems thinking skill, a content of a mental model has another very important one: operational LAUNDRY-LIST THINKING very important benefit. The benefit thinking. Teaching the language of MENTAL MODEL derives from the fact that the concepts stocks and flows, and the associ - of accumulation and flow are content- ated operational thinking skills, at Good independent. Therefore, in whatever an early point in the formal edu - Teachers specific content arena they are used, cation process (e.g., fourth, fifth, their use contributes to building the and sixth grade) would be a huge Good general content-representation skill! step toward enabling students to Parenting Academic “Developing Content-Representation develop a better set of represent - Success Skills” seeks to capture this idea via ing skills. It would, at the same the links that run from each of four High time, leverage development of Motivation specific content-representing activities students’ horizontal thinking to the building of a general content- skills. And the good news is that, representation skill. at the lower grade levels, there Positive Classroom There’s a second important idea still remains sufficient flexibility Environment illustrated in this illustration. Note the in many curricula to permit This figure depicts a laundry-list thinking mental model. two Rs. They stand for the word taking this step. Carpe diem!

© 2010 PEGASUS COMMUNICATIONS 781.398.9700 THE SYSTEMS THINKER ® APRIL 2010 5 cause-and-effect relationships whether framework. Let’s unmask them! way. Look back at “Laundry-List Think - the content is literature, chemistry, or The first meta assumption is that ing Mental Model.” Notice that the psychology, and also when we con - the causal “factors” (four are shown in arrows all point from cause to effect; all struct mental models to address per - the illustration) each operate independ - run from left to right. Now steal another sonal or business issues. Because we all ently on “the effect” (“Academic Suc - glance at “Effect Is Also Cause.” Notice subscribe to these meta assumptions, cess”). If we were to read the story anything different? and have had them inculcated from the told by the view depicted in the figure, That’s right, the arrows linking the “get go,” we are essentially unaware we’d hear, “Good teachers cause Aca - “causes” now run both ways! Cause- that we even use them! They have demic Success; Good parenting causes and-effect comes in loops! As “Effect Is become so obviously true, they’re not …” Each factor, or independent vari - Also Cause”shows, once circular cause- even recognized as assumptions any able, is assumed to exert its impact and-effect enters the picture, the so- more. Instead, they seem more like independently on Academic Success, called “effect” variable also loses its attributes of reality. the dependent variable. “dependent” status. It, too, now But as you’re about to see, the meta To determine how much sense this “causes”—which is to say that academic assumptions associated with laundry-list “independent factors” view really success stimulates student motivation thinking are likely to lead to structuring makes, please consult your experience. and a positive classroom environment, relationships in our mental models in Isn’t it really a “partnership” just as much as they drive it. Academic ways that will cause us to draw erro - between teachers and parents (good success also causes teachers to perform neous conclusions when we simulate open lines of reciprocal communication, better—it’s easier to teach students who these models. I will identify the four trust, etc.) that enables both parties to are doing well—just as much as good meta assumptions associated with contribute effectively to supporting a teachers create academic success. And so laundry-list thinking , and then offer a student’s quest for academic success? forth. “Academic Success” is just as systems thinking alternative that And don’t good teachers really help to much a cause of any of the four “fac - addresses the shortcomings of each. create both high student motivation and tors” as they are a cause of it! And so, Here’s a question that I’ll use to surface a positive classroom environment? Isn’t independent and dependent variables all four assumptions: it the case that highly motivated stu - become chickens and eggs. Everybody dents and a positive classroom environ - becomes a co-conspirator in a causal What causes students to succeed ment make teaching more exciting and web of interrelationships. academically? Please take a moment and enjoyable, and as a result cause teachers The shift from the laundry-list— actually answer the question. to do a better job? I could continue. causality runs one way—view, to system But I suspect I’ve said enough to make thinking’s two-way, or closed-loop, view If you did produce a laundry list, it the point. The four factors shown in is a big deal! The former is static in probably included some of the vari - “Laundry-List Thinking Mental Model” nature, while the latter offers an “on- ables shown on the left-hand side of aren’t even close to operating independ - going process,” or dynamic, view.View - “Laundry-List Thinking Mental Model” ently of each other! They operate as a ing reality as made up of a web of on p. 5. This figure belies four meta tightly intertwined set of interdepend - closed loops (called feedback loops), and assumptions about cause-and-effect ent relationships. They form a web of being able to structure relationships relationships implicit in the laundry -list reciprocal causality! The picture that between elements in mental models to emerges looks much reflect this, is the fifth of the systems EFFECT IS ALSO CAUSE more like “Effect Is thinking skills. It’s called closed-loop Also Cause” than thinking . Mastering this skill will enable “Laundry-List students to conduct more reliable men - Thinking Mental tal simulations. Initiatives directed at

Good Model”! addressing pressing social issues will not Teachers So, there goes be seen as “one-time fixes,” but rather as the first meta “exciting” a web of loops that will con - assumption associ - tinue to spin long after the initiative is Good Parenting Academic ated with laundry-list activated. Developing closed-loop thinking Success thinking (i.e., that the skills will enable students to better causal “factors” anticipate unintended consequences and High operate independ - short-run/long-run tradeoffs. These Motivation ently). Now let’s skills also are invaluable in helping to watch the second identify high-leverage intervention Positive Classroom laundry-list meta points. The bottom line is an increase in Environment assumption bite the the likelihood that the next generation’s dust! The second initiatives will be more effective than Once circular cause-and-effect enters the picture, the so-called “effect” assumption is that those launched by our “straight-line variable also loses its “dependent” status. causality runs one causality” –inspired generation.

6 THE SYSTEMS THINKER ® VOL. 21, NO. 3 www.pegasuscom.com © 2010 PEGASUS COMMUNICATIONS The third and fourth meta assump - duced by those NON-INSTANTANEOUS VIEW tions implicit in laundry-list thinking are models. Building OF ACADEMIC SUCCESS easy to spot once the notion of feed - the operational think - back loops enters the picture. The causal ing skills that enable Level of Academic impacts in laundry lists are implicitly students to know increasing Success decreasing assumed to be “linear,” and to unfold when and how to “instantaneously” (which is to say, with - include delays out any significant delay). should be a vital Feedback loops, as they interact part of any curricu - with waxing and waning strength, create lum concerned Quality of non-linear behavior patterns—patterns with development Improvements Classroom on the Way Environment draining that frequently arise in both natural and of effective thinking social systems. Such patterns cannot capacities. Morale arise out of simulations of mental mod - Okay, it’s been a initiating coming els whose relationships are linear. long journey to this on line The fourth implicit meta assump - point. Let’s briefly tion associated with laundry-list thinking recap before resum - Notes Notes is that impacts are felt “instantaneously.” ing. I asserted at the A Conveyor A Stock Conveyors are typically used For example, when we look at the fac - outset that our edu - to represent“pipeline delay” tors impacting academic success, the cation system was processes. implicit assumption is that each exerts limiting the develop - a ßow its influence “right now.” Take “Positive ment of our students’ classroom environment.” The idea here thinking, learning, Significant delays can occur between initiating improvements to a classroom environment and the “arrival” of those improvements. is that a good classroom environment— and communicating i.e., physical factors like space, light, capacities. I have good equipment, etc.—will encourage focused thus far pri - students to achieve high levels of aca - marily on thinking capacities. I have Learning demic success. Boost the quality of the argued that the education system is Learning is depicted in “Map of the physical environment and you boost restricting both the selecting and repre - Learning Process” on p. 8. It’s a pretty academic success. Sounds reasonable, senting activities (the two sub-processes elaborate picture, and a good example of but when you draw a more operational that make up constructing a mental one that should be unfurled one chunk picture, the cause-and-effect is not model). Where restrictions have been at a time. The first type of learning was quite so straight-forward. Take a look at identified, I have offered a systems identified in the discussion of the think - “Non-InstantaneousView of Academic thinking skill that can be developed to ing process. Call it self-reflective learn - Success.” overcome it. Five systems thinking skills ing. It comes about when simulation Instead of words and arrows— have been identified thus far: 10,000- outcomes are used to drive a process in Positive Classroom Environment
meter, system-as-cause, dynamic, operational, which a mental model’s content, and/or Academic Success—to show causality, and closed-loop. By developing these representation of content, is changed. “Non-InstantaneousView of Academic skills, students will be better equipped I’ve also just alluded to a second type of Success” depicts the associated causal for constructing mental models that are learning, one that’s driven by the com - relationships operationally. In particular, more congruent with reality. This, by municating process. Call it other- the figure includes the potentially signif - itself, will result in more reliable mental inspired learning. As the illustration icant delay between initiating improve - simulations and drawing better conclu - suggests, the raw material for this type of ments to a classroom environment and sions. But we can do even more! learning is: the mental model itself, the the “arrival” of those improvements. simulation outcomes associated with that Such delays have been known to stretch Simulating Mental Models model, and/or the conclusions drawn out for months. In the meantime, it’s We’re now ready to examine the second from simulating. How much learning possible that student and teacher morale component of thinking: simulating. The occurs depends upon both the quality of might suffer. This, in turn, could stimu - first component of thinking is con - the feedback provided—where “quality” late an outflow from the Level of Aca - structing mental models. The second includes both content and “packaging” demic Success before the arrival of the component is simulating these models. —as well as the willingness and ability to new lab has a chance to stimulate the Throughout the discussion thus far, I’ve “hear” the feedback. associated inflow! been assuming that all simulating is “Map of the Learning Process” also Delays are an important compo - being performed mentally. This is a adds a fourth source of raw material for nent of how reality works. Leaving good assumption because the vast learning: the impacts of one’s actions. As them out when structuring relation - majority of simulating is performed the figure suggests, often it is difficult to ships in mental models undermines the mentally. Simulating is key to the learn - perceive the full impact because ramify - reliability of simulation outcomes pro - ing process. ing takes a long time, and spreads out

© 2010 PEGASUS COMMUNICATIONS 781.398.9700 THE SYSTEMS THINKER ® APRIL 2010 7 MAP OF THE LEARNING PROCESS being made available for scrutiny by others in the communicating process, a Cumulative Communication key component of the other-inspired communicating loop will break down, as well. So, it’s very important that our simulation results be reliable in order that the asso - other-inspired ciated learning channel can be effective. learning Detailing the reasons for our short - Elements Included comings (as a species) in the simulation All Possible in the Represented Elements sphere is beyond the scope of this chap - Elements selecting Mental Model in the Mental Model representing ter; however, part of the issue here is certainly biological. Our brains simply have not yet evolved to the point where self-reßective we can reliably juggle the interplay of learning Simulation Outcomes lots of variables in our heads. There is, simulating made available however, growing evidence to suggest for scrutiny by others that people can hone this capacity. Systems thinking can offer a couple of things that can help in this arena. The Conclusions first is the language of stocks and flows. & Decisions Because the language is both visual and operational, it facilitates mental simula - drawing\making tion. STELLA maps really do facilitate mental simulation! But the other nice taking action thing about them is that they are readily Actions Taken convertible into models that can be sim - ulated by a computer. And if you follow good practice in doing your STELLA setting in simulations, they will serve as an excel - motion Ramifying impacting lent sanity check on your mental simula - Realized Impacts tion. Think of the software as a fitness center for strengthening mental simula - How much learning occurs depends upon both the quality of the feedback provided—where “quality” tion muscles. In order to take full advan - includes content and “packaging”—as well as the willingness and ability to “hear” the feedback. tage of the exercise facility, it’s important to acquire the habit of making explicit a guess about what dynamics a particular over a great distance. To reflect this fact, There are two important take- model will generate before actually the information for this type of learning aways from this figure. First, the three using STELLA to generate them. Expe - is shown as radiating off the “conveyor” processes—thinking, learning, and com - rience has shown that it is far too easy named Ramifying , rather than the stock municating—form a self-reinforcing to back-rationalize that you really knew called Realized Impacts . (Note: Convey - system. Building skills in any of the the model was going to produce that ors are used to represent delays.) three processes helps build skills in all pattern. The collection of rigorous simu - It’s useful to spend a little time three processes! Second, unless a mental lation practices is called scientific thinking , digesting “Map of the Learning model changes, learning does not occur! the sixth of the systems thinking skills. Process”—which shows the thinking, If you refer to “Map of the Learn - Currently, in the formal education learning, and communicating system. An ing Process,” you will see that simulat - system, very little attention is paid to important thing to note about this illus - ing is a key part of the self-reflective developing simulation skills. This means tration is that all roads ultimately lead learning loop. Reflecting on the simu - that a very important set of feedback back to learning—which is to say, lation outcomes we generate is an loops for improving the quality of improving the quality of the mental important stimulator of change in our mental models is essentially being model. Learning occurs when either the mental models. But what if those out - ignored. The STELLA software is a content of the mental model changes comes are bogus? What if we are not tool that can play an important role in (via the selecting flow), or the represen - correctly tracing through the dynamics helping to develop these skills. tation of the content changes (via the that are implied by the assumptions in representing flow). By the way, to make our mental models? That’s right. The Communicating the figure more readable, not all wires self-reflective learning loop will break The next process in the thinking/ that run to the representing flow have down. In addition, because simulation learning/communicating system is been depicted. outcomes are one of the raw materials communicating.

8 THE SYSTEMS THINKER ® VOL. 21, NO. 3 www.pegasuscom.com © 2010 PEGASUS COMMUNICATIONS GENERIC STRUCTURE OF A DISSIPATION PROCESS covertly to chip away complex and unfathomable on a daily at the narrow self- basis, and in a curriculum rife with Strength of a boundaries that keep detail-dense, dialect-specific content Relationship decaying people from more bins. But it also holds the wonderful freely empathizing. potential for creating cross-curricular However, even learning synergies. What’s being with heightened learned in physics could actually accel -

decay empathic skills, we erate (rather than impede) learning in time constant need a language that literature or psychology (and vice Memorized Facts forgetting permits effective versa)! And by building their capacity across-boundary con - for seeing “generic structures,” students

Charge on a versations in order for will be simultaneously boosting their Capacitor dissipating communication to get capacity for making “horizontal” con - very far. And this is nections in the real world. This last sys - memory time constant where the issue of a tems thinking skill is generic thinking. content-focused cur - Teaching the generic, operational,

dissipation riculum resurfaces as a and empathic thinking skills needed to time constant limiting factor. Even if “speak/write it” effectively can go a time were made avail - long way toward improving the student The stock-flow Esperanto associated with systems thinking can play an important role in raising students’ level of both comfort and confidence in able in the curriculum communication capacities needed to moving more freely across disciplinary boundaries. for providing student- realize the synergies latent within a to-student feedback multi-discipline curriculum. on mental models, and The communicating I’m talking empathy were present in sufficient This chapter identified eight sys - about must become a vital part of quantity, disciplinary segmentation tems thinking skills that leverage all every class! It’s the feedback students would undermine the communication three processes of thinking, learning, provide after scrutinizing each other’s process. Each discipline has its own and communicating. Each skill can be mental models and associated simula - vocabulary, and in some cases, even its readily implemented into today’s tion outcomes (refer to “Map of the own set of symbols. This makes it diffi - school systems. The primary barrier to Learning Process”). cult for many students to master all of doing so is the view that the mission The current formal education sys - the dialects (not to mention the associ - of an education system is to fill stu - tem provides few opportunities for stu - ated content!) well enough to feel con - dents’ heads with knowledge. This dents to share their mental models and fident in, and comfortable with, sharing view leads to sharp disciplinary seg - associated simulation outcomes. Well-run their reflections. The stock-flow mentation and to student performance discussion classes do this (and that’s why Esperanto associated with systems think - rubrics based on discipline-specific students like these classes so much!). Stu - ing can play an important role in raising knowledge recall. Changing view - dents sometimes are asked to critique students’ level of both comfort and con - points—especially when they are sup - each other’s writing or oral presenta - fidence in moving more freely across ported by a measurement system and tions, but most often this feedback is disciplinary boundaries. “Generic Struc - an ocean of teaching material—is an grammatical or stylistic in nature. ture of a Dissipation Process” illustrates extremely challenging endeavor. But The empathic thinking capacity for this notion. the implications of not doing so are both giving and receiving feedback on “Generic Structure of a Dissipa - untenable. The time is now. • mental models is vital to develop if we tion Process” shows the accumulation want to get better at bootstrapping each of strength in a personal relationship, Barry Richmond ’s educational training culminated other’s learning! Many skills are the accumulation of electrostatic charge with his Ph.D. in System Dynamics from MIT in involved in boosting this capacity, on a capacitor, and the accumulation of 1979. He then accepted a teaching position at including listening, articulating, and, in facts in human memory. Each is repre - Dartmouth College as an assistant professor in the particular, empathizing capabilities. sented by the same symbol. As stocks, Thayer School of Engineering. Barry was one of the most popular and well-respected teachers at Wanting to empathize increases efforts each performs an analogous function— Dartmouth for eight years. In 1985, he founded High to both listen and articulate clearly. albeit in quite different contexts— Performance Systems (now isee systems), a soft - Being able to empathize is a skill that which is to report the status of a ware development and consulting business, with can be developed—and is, in some ways, condition. In addition, as illustrated in systems thinking as its foundation. Barry dedicated the rest of his life to teaching people all over the the ultimate systems thinking skill “Generic Structure of a Dissipation world how to live by systems thinking principles. His because it leads to extending the bound - Process,” the logic by which one or expertise was respected worldwide. He was granted ary of true caring beyond self (a skill more of the associated flows operate is the 1989 Jay Wright Forrester Award, a prestigious honor awarded by the System Dynamics Society. almost everyone could use more of). By generic. This is, at the very least, a The award was for producing the STELLA software, continually stretching the horizontal comforting discovery in a world gener - his pioneering work, which revolutionized the perspective, systems thinking works ally perceived to be growing more system dynamics modeling process.

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