SOFT SYSTEMS METHODOLOGY (SSM)

SOFT SYSTEMS METHODOLOGY (SSM)

Developed by Peter Checkland of the Department of Systems at Lancaster University in the 60s initially as a modeling tool and since then grown into problem-solving tool
Considered to be an intervention methodology to use in situations where the problem is poorly-defined, controversial, or messy.

It is used to help ensure people component remains a central element of the program development and problem solving process, and is key to develop agreement on issues such as the nature of the problem, and the definition of an improved situation

SOFT SYSTEMS METHODOLOGY (SSM)

Aims to bring about improvement in areas of social concern by activating in the people involved in the situation a learning cycle, which is ideally never-ending. The learning takes place through the iterative process of using system concepts to reflect upon and debate perceptions of the real world, taking action in the real world, and again reflecting on the happenings using system concepts. attempts foster learning and appreciation of the problem situation between a group of stakeholders (rather than to set out to solve a pre-defined problem) Purpose is to investigate, understand, and identify a problem

7 STAGE APPROACH

STAGE 1 & 2 : THE SITUATION DEFINED

1. acknowledge, explore, and define the situation in some way.

problem situation as used by Peter Checkland, program, issue

Decide what it is that we are actually exploring: dont define the problem, but assess the general idea that interests us. Collect as much data as we can, qualitative or quantitative, through whatever method seems appropriate survey, observation, measurement 2. the issue is expressed in some way. Rich picture

rich : expressed in its richness

picture : best way of doing so.

RICH PICTURE
Guidelines on what should be included: Structures Processes Climate People Issues expressed by people Conflicts

STAGE 3 ROOT DEFINITIONS OF RELEVANT SYSTEMS

3. moves out of the real world and into the world of systems.

the stage where everything else grows

the unique and most challenging part of the methodology Steps: Step 1: understand the holons

Holons concept of different perspectives that are possible to draw out of the rich picture
-- plausible relevant plausible purposeful perspectives that can describe the real world activities -- provides a separate value base by which to evaluate the situation

STAGE 3 ROOT DEFINITIONS OF RELEVANT SYSTEMS (CONT.)

Step 2: Select a particular perspective and put it through a very structured and rigorous model development process. CATWOE Customers, Actors, Transformation, Weltanschauung (Worldview), Owner, Environment In constructing CATWOE, it is important for everything to flow from transformation, thus, TWCAOE. BATWOVE C was replaced with two concepts, B and V. (B= beneficiaries, V= victims). It can include ideas and people.

STAGE 3 ROOT DEFINITIONS OF RELEVANT SYSTEMS (CONT.)

Step 3: whichever version you use, use it to form a statement of a relevant system. keep the elements of the CATWOE roughly in scale. For example, the element owner can be a particular individual, part of an organization, an organization as a whole, or even an entire sector. These different levels of scale need to be matched throughout the CATWOE.

STAGE 4 DEVELOPING THE MODEL

4. draw up a conceptual model using systems conventions.

Step 1 : Using verbs in the imperative write down activities necessary to carry out the transformation (T in CATWOE). Aim for 72 activities that are at the same scale.
Step 2 : Select activities which could be done at once (i.e., not dependent on others) Step 3 : Place these activities in a line, and then those that are dependent on these first activities in a line; continue until all are accounted for. Step 4 : Indicate the dependencies

STAGE 4 DEVELOPING THE MODEL (CONT.)

Step 5 : Rearrange to avoid overlapping arrows where possible. Add a means of assessing performance and include the aspects of the environment identified in CATWOE. Step 6 : Finally check whether your model demonstrates the following systems properties: An ongoing purpose (that may be determined in advance purposeful, or assigned through observation - purposive) A means of assessing performance A decision taking process Components that are also systems (i.e., the notion of sub-systems) Components that interact An environment (with which the system may or may not interact) A boundary between the system and the environment (that may be closed or open) Resources Continuity

STAGE 5 TO 7 BACK IN THE REAL WORLD

the model is now compared with reality, insights drawn from that comparison, and ideas for improvement determined. the real powerhouse of the methodology 5. compare model and real world. gain insights. Four ways to do so: 1) Unstructured decisions 2) Structured questioning of the model using matrix approach 3) Scenario or dynamic modeling

4) Trying to model the real world using the same structure as the conceptual model

STAGE 5 TO 7 BACK IN THE REAL WORLD (CONT.)

2nd way asks the ff questions: Does it exist in the real world? How does it behave? How is its performance identified and measured? Is this process any good? consider what actually does happen in the real world what is present, what is missing; what behaves similarly and what does not confusing reality with the model biggest and one of the most common mistake

STAGE 5 TO 7 BACK IN THE REAL WORLD (CONT.)

6. develop desirable and feasible interventions the methodology tends to stop being sequential possible interventions are explored To assess the feasibility, Checkland suggests several methods: Run through the model again using different CATWOE/BATWOVE, different perspectives, different scales (i.e. model sub-systems) Undertake different systems based analyses (eg system dynamics, CAS, CHAT) Owner analysis. Who fundamentally has the authority to take action ? Social system analysis How do the various roles, norms and values present in the real world relate to the conceptual model? Political analysis. How is power expressed in the situation being studied ?

STAGE 5 TO 7 BACK IN THE REAL WORLD (CONT.)

7. action to improve the situation this is where the methodology comes to full cycle and maybe start a new cycle Ask some evaluation questions. SSM is useful when rigor and deep insights are needed under these circumstances: Multiple goals

Different views and perspectives

Different assumptions Different logics Different logics Different stakeholders Very entanged

SOURCES
Soft Systems Methodology. Bob Wiliams. The Kellogg Foundation. December 2005. <http://users.actrix.co.nz/bobwill/ssm.pdf> 01 March 2011 Soft Systems Methodology: An Intervention Strategy. Frederick R. Rohs and Maria Navarro. Association for International Agricultural and Extension Education. <http://www.aiaee.org/attachments/117_Rohs-Vol-15.3-8.pdf> 01 March 2011 http://grahamchastney.com/wp-content/uploads/2009/05/richPicture.gif

http://www.scribd.com/doc/7298208/Soft-Systems-Methodology

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