SOFT SYSTEMS APPROACH TO HIGHER EDUCATION
ROOT DEFINITION & CATWOE MODEL
By
VIKRAM KARVE
ROOT DEFINITION
The first step in Soft Systems Methodology ( SSM ) is to formulate the Root Definition of the System you are studying, analysing or designing.
A Root Definition is a structured description of a system. It is a clear statement of activities which take place (or might take place) in the organisation being studied.
A properly structured root definition comprises three elements [what, how, why] and is of the form: A System to do X, by (means of) Y, in order to achieve Z.
X – What the System does
Y – How it does it
Z – Why it is being done
The 'what' is the immediate aim of the system,
The 'how' is the means of achieving that aim,
The 'why' is the longer term aim of the purposeful activity.
CATWOE analysis helps in proper formulation of a Root Definition. CATWOE is a mnemonic which helps identify and categorize all stakeholders [people, processes, environment, entities] of the System being analysed for formulating the Root Definition.
CATWOE MODEL
C = CUSTOMERS OR CLIENTS
A = ACTORS OR AGENTS
T = TRANSFORMATION PROCESS
W =WELTANSCHAUUNG or WORLD VIEW
O = OWNERS
E = ENVIRONMENT
To elaborate a bit:
C: The ‘customers of the system’ , clients or System Beneficiaries. In this context ‘customers’ means those who are on the receiving end of whatever it is that the system does. Is it clear from your definition of “C” as to who are the beneficiaries of the system?
A: The ‘actors’, meaning those who would actually carry out the activities envisaged in the notional system being defined. Actors transform inputs into outputs.
T: The ‘transformation process’. What does the system do to the inputs to convert them into the outputs?
W: Weltanschauung - The ‘world view’ that lies behind the Root Definition; the perspective from which the Root Definition if formulated. Putting the system into its wider context can highlight the consequences of the overall system. For example the system may be in place to assist in making the world environmentally safer, and the consequences of system failure could be significant pollution.
O: The ‘owner(s)’ – The person(s) who has commissioned the system and who has sufficient formal power over the system to stop it existing if they so wished (though they won’t usually want to do this).
E: The ‘environmental constraints’. These include things such as ethical limits, regulations, financial constraints, resource limitations, limits set by terms of reference, and so on.
EDUCATION SYSTEM CHARACTERISATION
CATWOE Analysis yields a more elaborate all encompassing Root Definition of the form:
A System owned by O to do W by A by means of T given the constraints of E in order to achieve X for C.
[A briefer version – a T system in which A do W for C]
Here is a CATWOE Model of a hypothetical Higher Education System [a University or College:
C – Students
A – Teachers
T – School Pass Outs are transformed into Graduates [Degree Holders]
W – Graduation [a Degree] is a means of assurance to potential employers that the Graduate [Degree Holder] possesses a specified standard of proficiency and skills in the domain of qualification.
O – The University or College Governing Body or Top Management
E – The Prescribed Educational, Academic Quality, Assessment and Accreditation Standards and Requirements.
Now this CATWOE Analysis may yield a Root Definition that this particular Higher Education Institution is a university owned system to award degrees to students (X) who successfully qualify assessment (Y) in accordance with prescribed standards in order to certify assurance (Z) to potential employers that the students possess the requisite proficiency, capabilities and skills.
Is this Root Definition okay or is there something amiss?
Suppose we define Potential Employers [or Industry] as CUSTOMERS [C] and include students as ACTORS [A] along with teachers – won’t we then get a more apt Root Definition and consequently realise a better Educational System in keeping with current needs and ground reality?
FOOD FOR THOUGHT
At a recent alumni meet of a prestigious Engineering College I asked a few recently passed out alumni [who were working for a leading IT company for just over a year] as to how much of what was taught in his four year Engineering Degree Course in his college was useful in his work. They said: “Less than 5% (five percent)” – which means that his employer had to invest heavily [almost 95%] in his training and the rest he had to learn on the job.
Maybe the educational institution needs to introspect and have a relook at its CATWOE Model and reformulate its ROOT DEFINITION and restructure its curriculum and revitalize its pedagogic methodology to meet the challenges of current needs and envisage seamless integration of fresh BE and B. Tech. Engineering Graduates into the industry. A Systemic approach to education incorporating increased partnership and congruence between the industry and universities is the sine qua non of optimal human resource development in science and technology.
The disconnect between the industry and educational system must be bridged.
VIKRAM KARVE
http://www.linkedin.com/in/karve
http://vikramkarve.sulekha.com
vikramkarve@sify.com
Showing posts with label syllabus. Show all posts
Showing posts with label syllabus. Show all posts
Tuesday, June 9, 2009
Monday, December 22, 2008
MANAGEMENT WISDOM
MANAGEMENT WISDOM
[Leisurely Browsing]
by
Vikram Karve
Leafing through my beloved books on my bookshelves is one of my favorite pastimes. I love the company, the smell and the feel of books, as I leisurely browse and glance through the varied books I have collected over the years. And maybe select one for perusal.
This morning I picked up a delightful management classic called Management of the Absurd by Richard Farson. I acquired my copy on 06 May 1999 in the Pune Book Fair (that’s what I’ve written below my name on the first page). It is a laconic book which explores the paradoxes of management in an extremely witty manner. Let’s browse through this wonderful book together.
The Book:
TITLE: MANAGEMENT OF THE ABSURD
AUTHOR: RICHARD FARSON
PUBLISHED: 1996 TOUCHSTONE NEW YORK
ISBN 0-684-80080-2
In his foreword Michael Crichton writes: “In this book Richard Farson reports more than experience; he gives us …wisdom”.
The 172 page book has eight parts and thirty three chapters, and as the author says in the introduction, these chapters need not necessarily be read in sequence, but in whatever order appeals to the reader. Let’s do just that.
“Morale is unrelated to productivity” the author says chapter in 27, turning conventional HR wisdom on its head. He deprecates management practices of pampering and mollycoddling employees, giving gifts, holding parties, recognizing birthdays, gestures of goodwill and other HR gimmicks designed to court employee favor as a calculated morale-raising strategy. Self-actualized people, who were among the greatest achievers in our society, were not necessarily comfortable or happy; they could be ruthless, boring, stuffy, irritating, and humorless and organizations are absolutely dependent on such people. You don’t agree, don’t you? That’s why you must read this book, which turns things you have learnt topsy-turvy and gives you something to think about.
Effective Managers are not in control, emphasizing the vulnerability requirement in a leader. Absurdly, our most important human affairs – marriage, child rearing, education, leadership – do best when there is occasional loss of control and an increase in personal vulnerability, the author says, drawing a parallel between leadership with romance. If you know how to have a romance, it isn’t a romance, but a seduction. Not knowing how to do it makes it a romance; it’s the same for leadership, an intangible quality, where management techniques don’t work, leadership can't be taught. Genuineness in relationships is the only way to lead professionals.
Training leads to the development of skills and techniques, and suggests the possibility of control. Education leads to information and knowledge, which suggests the possibility of understanding, even wisdom. Wisdom involves humility, compassion and respect – essential to effective leadership!
Training makes people more alike, education tends to make people different from each other, so the first benefit of education is that the manager becomes unique, independent. “Don't try to train leaders. Educate them!” the author exhorts.
Planning is an ineffective way to bring about change. Too often it is an empty ritual designed to make management feel there is something going on in that area.
There are paradoxes and paradoxes, absurdities and absurdities!
Individuals are strong, but organizations are not! Till I read this book I was given to understand that it was the other way around, and the organisation is paramount and individuals indispensible.
The better things are the worse they feel, says the theory of rising expectations, and that’s why good marriages are more likely to fail than bad ones, and second marriages are better than first marriages, but shorter!
In communication, form is more important than content, praising people does not motivate them, and the more we communicate, the less we "communicate".
The ‘meat’ of the book is the chapter on – The “Technology” of Human Relations. Exploring the impact of technology on Human relations, the author discusses how technology invents us, develops a life of its own and with every application of technology a counterforce develops that is the exact opposite of what we intended. The danger is that we become so in love with technological applications that we forget its detrimental effects; he illustrates his point with examples of how computer technology increases design capability but stifles creativity. We must focus on Relationship Enrichment rather than acquisition of techniques of management skills, he suggests, since the more important a relationship, the less skill matters.
The book is replete with startling insights. The author states his message in his introduction: “I believe many programs in management training today are moving us in the wrong direction because they fail to appreciate the complexity and paradoxical nature of human organizations. Thinking loses out to how-to-do-it formulas and techniques, if not to slogans and homilies, as the principle management guides.”
This is a refreshing, original and thought provoking book, something different from the run of the mill stuff. It’s a management classic, a rare gem in the plethora of management literature. Do read it. You’ll be glad you did.
VIKRAM KARVE
http://www.linkedin.com/in/karve
http://www.ryze.com/go/karve
http://vikramkarve.sulekha.com/
mailto:vikramkarve@sify.com
[Leisurely Browsing]
by
Vikram Karve
Leafing through my beloved books on my bookshelves is one of my favorite pastimes. I love the company, the smell and the feel of books, as I leisurely browse and glance through the varied books I have collected over the years. And maybe select one for perusal.
This morning I picked up a delightful management classic called Management of the Absurd by Richard Farson. I acquired my copy on 06 May 1999 in the Pune Book Fair (that’s what I’ve written below my name on the first page). It is a laconic book which explores the paradoxes of management in an extremely witty manner. Let’s browse through this wonderful book together.
The Book:
TITLE: MANAGEMENT OF THE ABSURD
AUTHOR: RICHARD FARSON
PUBLISHED: 1996 TOUCHSTONE NEW YORK
ISBN 0-684-80080-2
In his foreword Michael Crichton writes: “In this book Richard Farson reports more than experience; he gives us …wisdom”.
The 172 page book has eight parts and thirty three chapters, and as the author says in the introduction, these chapters need not necessarily be read in sequence, but in whatever order appeals to the reader. Let’s do just that.
“Morale is unrelated to productivity” the author says chapter in 27, turning conventional HR wisdom on its head. He deprecates management practices of pampering and mollycoddling employees, giving gifts, holding parties, recognizing birthdays, gestures of goodwill and other HR gimmicks designed to court employee favor as a calculated morale-raising strategy. Self-actualized people, who were among the greatest achievers in our society, were not necessarily comfortable or happy; they could be ruthless, boring, stuffy, irritating, and humorless and organizations are absolutely dependent on such people. You don’t agree, don’t you? That’s why you must read this book, which turns things you have learnt topsy-turvy and gives you something to think about.
Effective Managers are not in control, emphasizing the vulnerability requirement in a leader. Absurdly, our most important human affairs – marriage, child rearing, education, leadership – do best when there is occasional loss of control and an increase in personal vulnerability, the author says, drawing a parallel between leadership with romance. If you know how to have a romance, it isn’t a romance, but a seduction. Not knowing how to do it makes it a romance; it’s the same for leadership, an intangible quality, where management techniques don’t work, leadership can't be taught. Genuineness in relationships is the only way to lead professionals.
Training leads to the development of skills and techniques, and suggests the possibility of control. Education leads to information and knowledge, which suggests the possibility of understanding, even wisdom. Wisdom involves humility, compassion and respect – essential to effective leadership!
Training makes people more alike, education tends to make people different from each other, so the first benefit of education is that the manager becomes unique, independent. “Don't try to train leaders. Educate them!” the author exhorts.
Planning is an ineffective way to bring about change. Too often it is an empty ritual designed to make management feel there is something going on in that area.
There are paradoxes and paradoxes, absurdities and absurdities!
Individuals are strong, but organizations are not! Till I read this book I was given to understand that it was the other way around, and the organisation is paramount and individuals indispensible.
The better things are the worse they feel, says the theory of rising expectations, and that’s why good marriages are more likely to fail than bad ones, and second marriages are better than first marriages, but shorter!
In communication, form is more important than content, praising people does not motivate them, and the more we communicate, the less we "communicate".
The ‘meat’ of the book is the chapter on – The “Technology” of Human Relations. Exploring the impact of technology on Human relations, the author discusses how technology invents us, develops a life of its own and with every application of technology a counterforce develops that is the exact opposite of what we intended. The danger is that we become so in love with technological applications that we forget its detrimental effects; he illustrates his point with examples of how computer technology increases design capability but stifles creativity. We must focus on Relationship Enrichment rather than acquisition of techniques of management skills, he suggests, since the more important a relationship, the less skill matters.
The book is replete with startling insights. The author states his message in his introduction: “I believe many programs in management training today are moving us in the wrong direction because they fail to appreciate the complexity and paradoxical nature of human organizations. Thinking loses out to how-to-do-it formulas and techniques, if not to slogans and homilies, as the principle management guides.”
This is a refreshing, original and thought provoking book, something different from the run of the mill stuff. It’s a management classic, a rare gem in the plethora of management literature. Do read it. You’ll be glad you did.
VIKRAM KARVE
http://www.linkedin.com/in/karve
http://www.ryze.com/go/karve
http://vikramkarve.sulekha.com/
mailto:vikramkarve@sify.com
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