Service Systems Thinking: An introduction

7/25/2019 Service Systems Thinking: An introduction

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2015 David Ing

This work is licensed under a Creative Commons Attribution-onCommercial-oDerivs 2!5 Canada "icense!

#ervice #$stems Thinking%An introduction

David IngIndustrial &anagement' &aster(s )rogram*elsinki &etro+olia ,niversit$ o A++lied #ciences

.ctober 2' 2015
http://creativecommons.org/licenses/by-nc-nd/2.5/ca/http://creativecommons.org/licenses/by-nc-nd/2.5/ca/http://creativecommons.org/licenses/by-nc-nd/2.5/ca/


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.ctober 2015#ervice #$stems Thinking% An introduction2 2015 David Ing


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.ctober 2015#ervice #$stems Thinking% An introduction/ 2015 David Ing


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.ctober 2015#ervice #$stems Thinking% An introduction 2015 David Ing

Agenda

1. What could Service

Systems Thinking be?

2. Systems Thinking

3. SSMEDService Systems! Management!Enginering and Design"

#. $enerative %attern&anguage

'. Multi(le %ers(ectives)(en *ollaboration

+. *onte,ts that arecoevolving?


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Agenda

1!1 An intentional

re+resentation

1!2 An obect-+rocessre+resentation

1! What could Service

Systems Thinking be?

2. Systems Thinking



'. Multi(le %ers(ectives)(en *ollaboration

+. *onte,ts that arecoevolving?


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In an intentional re+resentation' service s$stemsthinking is a resource that can be a++lied b$ servicescientists' managers' engineers and designers

3e$ 4i#tar notation%


7/88.ctober 2015#ervice #$stems Thinking% An introduction6 2015 David Ing

In an obect-+rocess re+resentation' services$stems thinking is handled b$ a communit$

services$stems

thinking

services$stemsthinking

communit$

3e$ 4.)& notation% obect +rocess agenthandlesprocess objectis exhibitedby (oorp)processisexhibited by (oorp)


8/88.ctober 2015#ervice #$stems Thinking% An introduction7 2015 David Ing

#ervice s$stems thinking e8hibits s$stems thinking'##&9' generative +attern language and multi+le+ers+ectives o+en collaboration

services$stems

thinking

s$stems thinking

##&9%service science'

management'engineering : design

generative +atternlanguage

multi+le-+ers+ectiveso+en collaboration

services$stemsthinking

communit$

3e$ 4.)& notation% obect +rocess agenthandlesprocess objectis exhibitedby (oorp)processisexhibited by (oorp)


9/88.ctober 2015#ervice #$stems Thinking% An introduction; 2015 David Ing

Develo+ment within the communit$ can be recogni


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Agenda

2!1 =holes and +arts

2!2 9volving' learning

2!/ The anthro+ocene


Systems Thinking be?2. Systems Thinking

3. SSMEDService Systems! Management!

Enginering and Design"


'. Multi(le %ers(ectives

)(en *ollaboration+. *onte,ts that are

coevolving?


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Is s$stems thinking learningand coevolvingwith the world>

#$stems

thinking4now

#$stemsthinking4then

The=orld

41;0s -1;70s

The=orld

42010s -2020s

learning>

coevolving>


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#$stems thinking is a +ers+ective onwholes' +arts and their relations

containingwhole

Function(non-living)or role(living)

+artA4t

+artA

4t

+art?

4t

+artA

4t

structure

+artA

4t:1

proce

ss

Function@contribution o the+art to the whole

Structure@arrangement in

s+ace

Process@arrangement in

time

#ource% Ing' David! 201/! @Bethinking #$stems Thinking% "earning and Coevolving with the =orld! Systems Research and Behavioral Science/045% 5266! doi%10!1002sres!222;! Eharaedaghi' Famshid! 1;;;! Systems Thinking: Managing haos and omple!ity : " #lat$orm $or

%esigning Business "rchitecture& 'lsevier! htt+%books!google!cabooks>idG6-sH8HntakC !
http://books.google.ca/books?id=7N-sFxFntakChttp://books.google.ca/books?id=7N-sFxFntakC


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.ctober 2015#ervice #$stems Thinking% An introduction1/ 2015 David Ing

In authentic s$stems thinking' s$nthesis +recedesanal$sis and the containing whole is a++reciated

containingwhole

Function (non-living)or role (living)

+artA4t

Synthesis precedes analysis

1! Identi$ a containing whole 4s$stemo which the thing to be e8+lained is a

+art!

2! 98+lain the behavior or +ro+erties othe containing whole

/! Then e8+lain the behavior or+ro+erties o the thing to the e8+lained

in terms o its role4s or unction4swithin its containing whole!

#ource% Acko' Bussell "! 1;71! reating the orporate Future: #lan or Be #lanned For& ew ork:Fohn =ile$ and #ons!htt+%books!google!combooks>idG799.2"cA+sC!

-
http://books.google.com/books?id=8EEO2L4cApsChttp://books.google.com/books?id=8EEO2L4cApsC


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T$+es o s$stems and models4Acko and Eharaedaghi 1;;

Systems andmodels

Parts Wholes

Deterministic -ot (ur(oseul -ot (ur(oseul

/nimated -ot (ur(oseul %ur(oseulSocial %ur(oseul %ur(oseul

Ecological %ur(oseul -ot (ur(oseul

)ur+osive GG goal-seeking Goals: those ends that we can expect to attain within the periodcovered by planning.

Objectives: those ends that we do not expect to attain within theperiod planned for but which we hope to attain later, and toward

which we believe progress is possible within the period planned for.

%ur(oseul 00 idealseeking Ideals: those ends that are believed to be unattainable but towardswhich we believe progress is possible during and after the periodplanned for.


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"earning t$+es 4?ateson' 1;62#$stem E,ternal

eventehavioral (attern Ty(e &earning (rocess

&earning S(eciic res(onse notsub4ect to correction

-o learning

&earning 5*hange in s(eciicres(onse by correctingerrors 6ithin a set o

alternatives

%rotolearning

&earning 55*orrective change inset o alternatives! or inho6 se7uence oe,(eriences is(unctuated

Deuterolearning

&earning 555*orrective change insetso alternatives

Tritolearning

&earning 58%hylogenesis o tribeor s(ecies" 6ithontogenesis oindividual living being"

$enetic change


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"acking histor$ to stud$ organi


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)acing la$ers em+hasi


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Innovation4Drucker' 1;;2

Innovation de+ends rather o what we might callorgani


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.ctober 2015#ervice #$stems Thinking% An introduction1; 2015 David Ing

Agenda








coevolving?

/!1 #ervice s$stems4science

/!2 #$stems os$stems

/!/ D$namic value


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Is thinking dierent across agricultural s$stems'industrial s$stems' and service s$stems>

Agricultural Systems Industrial Systems Service Systems(?)


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#ervice s$stems in our societ$ can be ranked romconcrete to abstract' as subects or schoolchildren

Trans+ortation ;

Water and 6aste management 1


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#ervice s$stems 4Cambridge I& and I?&' 2007

A service s$stemcan be deined as

a d$namic coniguration o resources4+eo+le' technolog$' organisations

and shared inormation thatcreates and delivers value

between the +rovider and the customerthrough service!

In man$ cases' a service s$stem isa com+le8 s$stemin thatconigurations o resourcesinteract in a non-linear wa$!

)rimar$ interactionstake +lace at the interacebetween the +rovider and the customer!

*owever' with the advent o ICT'customer-to-customer and su++lier-to-su++lier

interactions have also become +revalent!These com+le8 interactions create

a s$stem whose behaviouris diicult to e8+lain and +redict!

4I& and I?&' 2007' +!

com+le8s$stem

resourcesis a

d$namicconiguration

o

+eo+le

technolog$

sharedinormation

organisationsare

value

+rovider

customer

creates

anddelivers

between

service

through

services$stem

canbe a

interactions

+rovider -customer

customer -customer

su++lier -su++lier

has

at the interace between

#ource% I&' and I?&! 2007! Succeeding through Service .nnovation: " Service #erspective $or 'ducation/ Research/ Business and 0overnment&Cambridge' ,3% ,niversit$ o Cambridge Institute or &anuacturing! htt+%www!im!eng!cam!ac!ukssme !
http://www.ifm.eng.cam.ac.uk/ssme/http://www.ifm.eng.cam.ac.uk/ssme/


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,da$ &! A+te' ,da$ #!3armarkar and *iran$a3 ath' @Inormation#ervices in the ,#9conom$% Jalue' Fobsand &anagement'Business and.n$ormationTechnologies (B.T)#ro1ect' Anderson#chool o &anagementat ,C"A' Fune 2006


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Creative class generates greater wealth +er em+lo$ee

6OP2 trillion

/0O

/; millionem+lo$ees

/0O

P1!/ trillion

O

5 millionem+lo$ees

2/O

P1 trillion

2O

// millionem+lo$ees

)ercentage o=ealth Eenerated

)ercentage o=orkorce

Creative Sector

Service Sector

Manufacturing Sector

Source:Bichard "!Hlorida 4200

The $light o$ thecreative class :

The new glo2al

competition $or

talent&


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,#P5 trillion s$stem o s$stems -- I?&

htt+%www-;/5!ibm!comservicesusgbsbushtmlibv-smarter-+lanet-s$stem-o-s$stems!html!


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The world(s P billion challenge -- I?&

htt+%www-;/5!ibm!comservicesusgbsbushtmlibv-smarter-+lanet-s$stem-o-s$stems!html!


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The unobservable becoming observable

.ur world is becomingI#TB,&9T9D

.ur world is becomingIT9BC.9CT9D

Jirtuall$ all things'+rocesses and wa$s oworking are becoming

IT9""IE9T

=orld asinvisible or unobserved

Analog s$nchronousconnections'+erson-to-+erson andmachine-to-machine

Things asdumb orunres+onsive tointeraction

onverging physical and

digital in$rastructure

#re-digital physical

in$rastructure


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Jalue is d$namic' with access consciousness e8-ante and e8-+ost'and +henomenological consciousness in lived e8+erience

Irene C!"!'g and"aura A! #mith! 2012!@An Integrative Hramework o Jalue!In Toward a ?etter ,nderstanding othe Bole o Jalue in &arkets and &arketing';%206/! Review o$ Marketing Research;!9merald Erou+ )ublishing "imited!htt+%d8!doi!org10!1107#157-

/542012000000;011!

A-C-value: :

Access

consciousness of

value based on

expected P-C-

value (ex-ante)

A-C-value:

Accessconsciousness of

value based on

evaluaon of P-C-

value (ex-post)

Instrumental

and/or Emoonal

Outcomes

Oerin!

Aordance

Context

A!enc"

Ind#esourcesP-C-value:

p$enomenolo!ical

consciousness of value


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Can we build on #ocial #$stems #ciencetowards a new #ervice #$stems #cience>

+erson

socialorgani develo+ment 4>

eno$ment 4>

unctionalit$' ada+tabilit$' sustainabilit$

environment 4or the s$stem o interest

commitments

oerings

customersignator$

+rovidersignator$

#ocial #$stems #cience )ers+ectives #ervice #$stems #cience )ers+ectives 4>


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.ctober 2015#ervice #$stems Thinking% An introduction/0 2015 David Ing

Agenda








coevolving?

!1 =holeness 4Qualit$without a name

!2 ,nolding!/ The 9ishin cam+us

+roect


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@=ould $ou choose the service s$stem on the let or theservice s$stem on the right> echoes Ale8ander(s car+ets

I $ou had to choose one o these two car+ets' as a +icture o $our own sel' thenwhich one o the two car+ets would $ou choose>R+!27S

In case $ou ind it hard to ask the Luestion' let me clari$ b$ asking $ou to choosethe one which seems 2etter a2le to represent your whole 2eing/ the essence o$yoursel$/ good and 2ad/ all that is human in you! R+!!2;SChristo+her Ale8ander'" $oreshadowing o$ 34st century art 5 The color and geometry o$ very early Turkish carpets41;;/

TheBerlin

prayerrug

,ell known6a7ak $romTsche2ullcollection


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The writing o 1;65-1;6; b$ Ale8ander was+rescri+tiveK the 2012 is relections on +ractice


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.ctober 2015#ervice #$stems Thinking% An introduction// 2015 David Ing

)attern ame% A name b$ which this +roblemsolution +airing can be reerenced

Conte8tThe circumstances in which

the +roblem is being solvedim+oses constraints on thesolution! The conte8t is otendescribed via a situationrather than stated e8+licitl$!

*ere is a short and necessaril$ incom+lete deinition o a +attern%

A recurring structural coniguration that solves a +roblem in aconte8t' contributing to the wholeness o some whole' ors$stem' that relects some aesthetic or cultural value!R1S

#ource% R1S Co+lien' Fames .!' and eil ?! *arrison! 200! .rgani


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126 ITI&ACM EBADI9T

#ource% Christo+her Ale8ander et! al! 1;;6'" #attern +anguage: Towns/ Building/ onstruction' .8ord )ress!-

! ! ! i $ou know roughl$ where$ou intend to +lace the buildingwings -- =IE# .H "IE*T4106' and how man$ storiesthe$ will have -- ,&?9B .H#T.BI9# 4;' and where the&AI 9TBAC9 4110 is' itis time to work out the roughdis+osition o the maor areason ever$ loor! In ever$building the relationshi+between the +ublic areas and+rivate areas is mostim+ortant!

Unless the spaces in auilding are arranged in ase!uence "hichcorresponds to their degreesof privateness# the visitsmade y strangers# friends#guests# clients# family# "illal"ays e a little a"$"ard%

In an$ building -- house' oice' +ublic building' summer cottage - +eo+le need a gradient o settings'which have dierent degrees o intimac$! A bedroom or boudoir is most intimateK a back sitting room! orstud$ less soK a common area or kitchen more +ublic stillK a ront +orch or entrance room most +ublic oall! =hen there is a gradient o this kind' +eo+le can give each encounter dierent shades o meaning'b$ choosing its +osition on the gradient ver$ careull$! In a building which has its rooms so interlacedthat there is no clearl$ deined gradient o intimac$' it is not +ossible to choose the s+ot or an$ +articularencounter so careull$K and it is thereore im+ossible to give the encounter this dimension o added

meaning b$ the choice o s+ace! This homogeneit$ o s+ace' where ever$ room has a similar degree ointimac$' rubs out all +ossible subtlet$ o social interaction in the building!

=e illustrate this general act b$ giving an e8am+le rom )eru - a case which we have studied in detail!RU!S

The intimac$ gradient is unusuall$ crucial in a )eruvian house! ?ut in some orm the +attern seems toe8ist in almost all cultures! =e see it in widel$ dierent cultures -- com+are the +lan o an Aricancom+ound' a traditional Fa+anese house' and earl$ American colonial homes -- and it also a++lies toalmost ever$ building t$+e -- com+are a house' a small sho+' a large oice building' and even a church!It is almost an archet$+al ordering +rinci+le or all man(s buildings! All buildings' and all +arts o buildingswhich house well deined human grou+s' need a deinite gradient rom ront to back' rom the mostormal s+aces at the ront to the most intimate s+aces at the back!

In an oice theseLuence might be%entr$ lobb$' coeeand rece+tion areas'oices andworks+aces' +rivatelounge!

In a small sho+ the seLuence mightbe% sho+ entrance' customer millings+ace' browsing area' salescounter' behind the counter' +rivate+lace or workers!

In a house% gate' outdoor +orch'entrance' sitting wall' commons+ace and kitchen' +rivate garden'bed alcoves!

And in a more ormal house' theseLuence might begin withsomething like the )eruvian sala -- a+arlor or sitting room or guests!


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126 ITI&ACM EBADI9T! ! ! i $ou know roughl$ where$ou intend to +lace the buildingwings -- =IE# .H "IE*T4106' and how man$ storiesthe$ will have -- ,&?9B .H#T.BI9# 4;' and where the&AI 9TBAC9 4110 is' itis time to work out the roughdis+osition o the maor areason ever$ loor! In ever$building the relationshi+between the +ublic areas and+rivate areas is mostim+ortant!

Unless the spaces in auilding are arranged in ase!uence "hichcorresponds to their degreesof privateness# the visitsmade y strangers# friends#guests# clients# family# "illal"ays e a little a"$"ard%

Thereore%

&ay out the spaces of a uilding so that they create ase!uence "hich egins "ith the entrance and the most

pulic parts of the uilding# then leads into the slightlymore private areas# and finally to the most privatedomains%


At the same time that common areas are to the ront' make sure that the$are also at the heart and soul o the activit$' and that all +aths betweenmore +rivate rooms +ass tangent to the common ones -- C.&&.

AB9A# AT T*9 *9ABT 412;! In +rivate houses make the 9TBAC9B..& 41/0 the most ormal and +ublic +lace and arrange the most+rivate areas so that each +erson has a room o his own' where he can

retire to be alone A B..& .H .9(# .= 411! )lace bathing roomsand toilets hal-wa$ between the common areas and the +rivate ones' sothat +eo+le can reach them comortabl$ rom both ?AT*IE B..& 41Kand +lace sitting areas at all the dierent degrees o intimac$' and sha+ethem according to their +osition in the gradient - #9Q,9C9 .H #ITTIE#)AC9# 412! In oices +ut B9C9)TI. =9"C.&9# M., 41; at theront o the gradient and *A"H-)BIJAT9 .HHIC9 4152 at the back! ! ! !

12 C E


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126 ITI&ACM EBADI9T


126 ITI&ACM EBADI9T


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126 ITI&ACM EBADI9T

#ource% htt+%www!liewithalacrit$!com20007intimac$Ngradie!html

C
http://www.lifewithalacrity.com/2004/08/intimacy_gradie.htmlhttp://www.lifewithalacrity.com/2004/08/intimacy_gradie.html


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Can we make better service s$stems' learninginductivel$ rom architecting built environments>

(3) Result%

9ngaging withservice s$stems can bereramed as e8+eriences in+laces' s+aces and +aces

(4) ase%

A++roaching the 9ishin cam+us as aservice s$stem a++reciates the +ractices o

Christo+her Ale8ander in creating a +attern languageand combining s$stems o centers!

(8) Rule%

A service s$stem canbe eno$ed b$ a

variet$ o +arties withvalue4s unolding

over time

Deduction GG 41 rule' 42 case' 4/ resultK

Induction GG 41 case' 42 result' 4/ ruleKAbduction GG 41 result' 42 rule' 4/ case!Hrom Charles #! )eirce via ?arbara &into! 1;6!The #yramid #rinciple: +ogic in ,riting and Thinking&

A $ ldi i hi h t t


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.ctober 2015#ervice #$stems Thinking% An introduction/; 2015 David Ing

An un$oldingis a +rocess which gets $ou rom one stage ormoment o develo+ment to the ne8t moment o develo+ment'in the evolution o a neighborhood or in the evolution o a building

Ada+ted rom Christo+her Ale8ander' @=hat is an unolding> at htt+%www!livingneighborhoods!orght-0whatisanunolding!htm

1! /n unolding is a dynamicconiguration that acts togenerate orm.

2. /n unolding arises rom the(articular 6hole in 6hich it isorming. 5t is sha(ed by the

6hole! and acts u(on the6hole! and causes therebirth o the 6hole.

3. /n unolding is by its nature(ersonal! and re7uireshuman in(ut and human

eeling rom the (eo(ledoing the 6ork! as anessential (art o itscontribution to the ormationo the environment.

It is hel+ul to

com+are suchunoldings withsimilar+henomena in+lantmor+hogenesisand embr$olog$!?oth in theangios+ermshown below' and

in the embr$oshown beneath it'$ou can +ictureeach unolding asa limited and brie+rocess which inthe irst onegraduall$ sha+esthe seed' and inthe second' takesthe blur that is thebeginning o ahand in theembr$o' to thene8t stage odevelo+mentwhere the handgets its irstoutline ingers!

Diagram o a t$+ical angios+erm 4lowering +lant unolding

)hotogra+hs o a human embr$o unolding

Two +hotogra+hs' three da$s a+art' o a mouse oot unolding

Th 9i hi *i hi hi h h l b
http://www.livingneighborhoods.org/ht-0/whatisanunfolding.htmhttp://www.livingneighborhoods.org/ht-0/whatisanunfolding.htm


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The 9ishin *igashino high school cam+us b$Christo+her Ale8ander o+ened in 1;75

Th it i i ll t i ld i I


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The site originall$ was tea ields in Iruma'#aitama +reecture' northwest o Tok$o

Th t t th i th t id


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The entrance to the cam+us is on the east side

Th id d d h d


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The ridge and +ond were enhanced ondevelo+ment

Th ti l d th 1;75 9i hi


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The +ractices em+lo$ed on the 1;75 9ishin+roect can be traced with 7 activities

1! Interview on ho+es and dreams

2! &ake a @+oetic vision as irst sketch o a +atternlanguage

/! &ake the rudimentar$ +attern language +h$sicall$coherent

! Beine the language through discussions

5! .btain a++roval o the +attern language

! Benegotiate +attern language with s+ace and mone$

within budget6! Hind s$stems o centers in 4i the notions in +eo+le(s

minds' and 4ii the +laces in the land! Combine them!

7! Adust the site +lan on the site itsel 4not on models

41 I t i h d d


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41 Interview on ho+es and dreams.ur work on the 9ishin +roectbegan' as +romised in the

contract' with the construction o a+attern language! =e s+ent ourto ive months engaging students'teachers and administrators increating this new +atternlanguage' which would s+ring rom

their ho+es and dreams as well asrom the land itsel!The ver$ irst thing we did was s+end two weeks

ust talking to dierent teachers and students' toget a eeling or their ho+es and dreams! Thesetalks were one-on-one and oten lasted about anhour' or an$ one interview' during which we

asked Luestions' talked' +robed' e8+loreddreams o an ideal cam+us' and tried tounderstand each +erson(s dee+est visions as ateacher' or as a student! =e asked +eo+le abouttheir longings' and their +ractical needs! =easked them to close their e$es and imaginewalking about in the most wonderul cam+us the$could imagine! RAle8ander 42012 +! 116S

'amples of Peoples *reams

*ere are a ew e8am+les o the dreams oteachers that' with man$ others' ormed thebase or our irst rough )attern "anguage drat!

The main entrance is critical to thecharacter o the whole cam+us' its+lacement on the edge o the site must bedone with great care! I see the mainentrance as a gate' where I can greet

students and teachers in the morning!I see the new cam+us surrounded b$some ence or wall!

There is one essential center' where thesun shines on the buildings' and whichcatches the s+irit o the whole school! It isan o+en +lace' where ver$ im+ortantbuildings lie !!!! #omething is there' do notknow e8actl$ what' that makes the +lacecatch the s+irit o the whole school' andsta$s in the memor$!R+! 121' 10 more +aragra+hs not transcribedS

42 &ake a @+oetic vision as irst sketch o a +attern language


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42 &ake a +oetic vision as irst sketch o a +attern language

It should be strongl$ em+hasi


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4/ &ake the rudimentar$ +attern language +h$sicall$ coherent

+he Completeness of the &anguage, Seven Principles

-elationships! 9ach +attern establishes certain relationshi+s whichshould e8ist in the inished cam+us! The sum total o thoserelationshi+s' e8+ressed b$ the +atterns in the language' acting together'deine the +ossible conigurations which this language generates! R+!12S

Spatial! A given +attern contains' or deines' certain s+atial entities!The relationshi+s are deined among these s+atial entities!

-eliaility! The essence o these relationshi+s is that the$ must bereliable' and true! The$ cannot be arbitrar$ relationshi+s 4as the$ mightoten be in a single +erson(s design! The$ need to be suicientl$ true'so that we can trust them' and would want to ind these relationshi+s+resent in an$ version o an$ cam+us that might be generated b$ this

language!Consistency! It is not necessaril$ eas$ to deine a s$stem o

+atterns which is consistent! Hor e8am+le' i one +attern asserts acertain relationshi+ between two entities' and another +attern asserts aurther relationshi+ between the same entities' but one which isinconsistent with the irst' then that s$stem o two +atterns isinconsistent' and can onl$' with great diicult$' work to generate real+h$sical conigurations!

Inconsistency! Hrom time to time' two +atterns which are +h$sicall$

inconsistent ma$ be rereshing and lie-giving! This ha++ens becausethe contradiction generates vigor and o+ens new ideas!

Completeness! A s$stem o +atterns is com+lete i it containssuicient relationshi+s to allow a well-ormed coniguration to be built!

Coherence! A s$stem o +atterns is coherent i the relationshi+s+eciied amongst the +atterns tend' most o the time' to generate easil$gras+able mathematical conigurations!

4 Beine the language through discussions


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4 Beine the language through discussions.nce we had the language working to thee8tent that it could generate coherent+lans' we then began a series o meetingwith the school(s ?uilding Committee to

discuss and reine s+eciics o the various+atterns! R!!!!S

T$+es o discussion included%

1! The degree o se+aration or integrationo high school and universit$!

2! The e8istence o se+arate buildings!

/! The meaning o the homeroom street!

! The meaning o the tanoi center!

5! =alking around in the rain' and howmuch cover to have!

! The number o buildings which wouldbe shared between the college andthe high school!

6! The material o the buildings!

7! The degree o dierence and autonom$o dierent classroom buildings!

=hat was remarkable was that theteachers understood the s+eciic details othe +attern-language at a +ractical andconcrete level! R+! 12S

'amples of .inds of *iscussions

linic Room Teacher

U *er main concern was sun in the health room! U!#olitical 'conomics and Social Studies

*omeroom ver$ im+ortant! U #ee each student(sace clearl$! "ittle bigger desk with containers! &uchlight' clear windows! o +lastics! Traditionalmaterials! Calm! =ood!

#resident o$ Student Body

*e likes the classroom U! *e think that the stairs inthe e8isting school are grotesLue' too dark' too hard'so he wants to have some more un stairs in the newschool!

hairman o$ Budget ommittee

U students can walk around bareooted' so that the

oot can touch the ground directl$' with grass' lowers'and earth! 9ducation should be more related tonature not to the cit$! RUS

hairman o$ #ersonal +earning

*e is ver$ keen on a large g$mnasium! RU!S

R++! 127-1/0' 6 more +aragra+hs not transcribedS

45 .btain a++roval o the +attern language


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.ctober 2015#ervice #$stems Thinking% An introduction; 2015 David Ing

45 .btain a++roval o the +attern language R+age 1 o 7SThis +attern language is a listo ke$ centers' each o whichcontributes some essentialLualit$ to the cam+us! The

list was established longbeore an$ design started! R+!1/0S

The list contains 110 essential +atterns' each describing a generic kindo center' and itsel made o other centers! As the$ are deined here'these 110 ke$ +atterns com+letel$ govern and deine the lie o theschool! 9ven beore we have an$ idea about the +h$sical coniguration

o the buildings' their sha+e' or design' or the wa$ these centers aremade real in s+ace' it is alread$ obvious that the school is given its lieto an enormous degree' merel$ b$ this list o +atterns! R+! 151S

1! $lobal *haracter othe *am(us

2. The 5nner %recinct

3. The uildings o the5nner %recinct

#. The Streets o the5nner %recinct

'. The )uter %recinct

+. . S(ecial )utdoorDetails

@. 5nterior uilding*haracter

1!1 An outer ?oundar$surrounds the Cam+us!

A white' 0 cm wall serves as thebased or a wooden ence! R!!!!S

1!2 Contained b$ this .uter?oundar$ there is an

.uter )recinct! !!!

A second wall' ar inside the irst'surrounds the school itsel' and

orms a second


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9ishin *igashino' entrance street to main gate

45 .btain a++roval o the +attern language R 2 7S


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2!1 The 9ntrance #treet tothe cam+us is a highl$visible +edestrian =a$! Itbegins at the .uter

?oundar$ o the Cam+us'and ends at the Inner)recinct!

The 9ntrance #treet is vital to thecharacter o the whole cam+us!R!!!!S

2!2 The #mall Eate marksthe outer end o the9ntrance #treet!

It is a small' im+osing building'which has height and volume!

2!/ !!!!!!

!!! !!! !!!

2!1 The lake is a +eaceul+lace to rest!

At the lowest +oint along the land'there is a lake' with grass andtrees along the edges !!!

9ishin *igashino main sLuare through main gate


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9ishin *igashino' main sLuare through main gate

45 .btain a++roval o the +attern language R 7 7S


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7!1 The interior character iswarm and subdued%wooden columns' loorsand walls in +lacesK +ale

$ellow wall color' !!!

=ooden columns' oten visibleK=ood loors in classroomsK)assages and more +ublic areas'loor o sot red tileK !!!

7!2 Hloors o man$ buildingsare raised' slightl$' o theground!

!!! each building an e8tra two eeto height !!! and hel+ing to makethe whole thing a little morestatel$!

7!/ !!! !!!

!!! !!! !!!

7!; Inside' here and therethroughout !!! there aresur+rising sot highlightso color' shining outamong the subduedcolors o the rest !!!!

Hor the most +art' the school iscom+osed o materials withbeautiul' subdued' natural colorsKwood columnsK U! ?ut'occasionall$' and onl$ wherenecessar$' highlights o livel$colors are used! R!!!!S

9ishin *igashino Fudo *all


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9ishin *igashino' Fudo *all

4 Benegotiate +attern language with


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4 Benegotiate +attern language withs+ace and mone$ within budget*ow can something like the costor budget be made +ractical>

!!! we inish the +attern language+hase with a serious anal$sis os+ace and mone$! It is done rightawa$' so that an$ hidden conlicts arevisible' and can immediatel$ comeinto the o+en to get resolved!

A-'AS -'/U'S+'* 01 +2' FACU&+1

A% 0uilt Space(indoor space in s!uare meters) First guessre!uested Availale34%56 -enegotiatedfinali7ed

Pulic 1ard 0uildings 859 m: ;84 m: 39< m:

0uildings of the +ano=iCenter

39>4 m: 99;; m: 9;< m: 5;8 m: 549 m: 5


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46 Hind s$stems o centers in 4i the notions in +eo+le s minds'and 4ii the +laces in the land! Combine them! R+age 1 o /S

T*9*.&9?A#9#TB99TandIDIJID,A"C"A##B..&?,I"DIE#

TA.FIC9T9BandHIJ9C.""9E9?,I"DIE#

T*9"I?BABM

ADB9#9ABC*

C9T9B

T*9 9TBAC9 #TB99T

%iagram 4: #even most im+ortant centersin the +attern language' which togethergive a broad conce+tual +icture o a+ossible la$out that the centers can have!ot to scale!

The irst s$stem consists o patternscreated notionsor entities that e8ist in +eo+le(s minds! These +atterns

e8ist in a loose and undevelo+ed orm in +eo+le(sminds' even i the$ have not e8+licitl$ built a +atternlanguage! =hen the +attern language ise8+licitl$ deined' itis more clear and makes a more +owerul s$stem which willget better results' es+eciall$ because it comes rom theeelings o +eo+le themselves! R+! 1;S

+he Most Important Centers iven y the Pattern &anguage

!!! the +atterns together' geometricall$ U does not indicate an$one arrangement on the land!

1! The 'ntrance Street!

2! The entrance street leads to a big sLuare element which wereer to as the +ano=i Center!

/! This was to be the core o the college' and the center ogravit$ o the Five College 0uildings!

! "eading out rom the Tanoi Center' in some direction' is +he2omease Street' the core o the high school!

5! Individual Classroom 0uildingso+en along the 2omeaseStreet!

! The reat 2alland Main S!uarene8t to it!

6! The &irary and -esearch Center' to one side! R+! 160S

46 Hind s$stems o centers in 4i the notions in +eo+le(s minds


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46 Hind s$stems o centers in 4i the notions in +eo+le s minds'and 4ii the +laces in the land! Combine them! R+age 2 o /S

%iagram 3: The seven most AT,BA" centersin the land' which' together can lead to a basic+ossible la$out that the centers can have' intheir ".CATI.# in the land!

The second s$stem e8ists in the orm o placeson the site' discernible +laces that can be seenand elt on the site' i $ou have suicient s$m+ath$ with the land! Mou can make this s$stem

e8+licit' b$ making a ma+ o the centers' and +a$ing attention to their structure! R+! 1;S

+he Most Important Centers Suggested y &and Forms

!!! natural +laces in the land!

1! Batural 'ntrance Position! The most im+ortant among thesecenters was the location o the main a++roach! This was in thesoutheast corner' +artl$ because o a bus sto+ in ihongi village' and+artl$ because o the eeling o one(s natural desire about how best to

a++roach the site!2! +he -idge' running along the south o the +roect site! Abeautiul s+ot' with bree


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46 Hind s$stems o centers in 4i the notions in +eo+le s minds'and 4ii the +laces in the land! Combine them! R+age / o /S

The small balsa-wood model o the site' scale 1%500'on which the solution inall$ became a++arent

!!! to bring these two s$stems o centers together! =e have to hunt or a single coniguration which s+ringsrom both centers' and integrates the Lualities o both! =e must ind a wa$ in which the s$stem o centersdeined b$ the +attern language can be +laced' so that it enhances' +reserves' and e8tends' the s$stem o

centers which is alread$ in the land! It is a kind o healing +rocess' which uses the new centers given b$ the+attern language' to heal the coniguration o the old centers -- those that e8ist in the land!

!!! this is the single most diicult +hase o the work! !!! it took !!! about nine months o continuous eort' toget the site +lan right! R+! 16/S

!!! ater !!! months o rustration' the +roblem did getsolved! R!!!S a new +oint emerged! The act that thehomebase street would be more +owerul as an

approachto the Tanoi Center' than as somethinghanging o$$it! This was hard to see' at irst' becauseit im+lied reversing the main seLuence o the +atternlanguage! ?ut when we tried it' it was clear that theseLuence almost instantaneousl$ elled with theland coniguration!

Instead o this% =e now had%

1 9ntrance #treet 1 9ntrance #treet

2 &ain #Luare 2 &ain #Luare

/ Tanoi Center4College

/ *ome ?ase #treet4*igh #chool

*ome ?ase #treet4*igh #chool

Tanoi Center4College

47 Adust the site +lan on the site itsel 4not on models


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47 Adust the site +lan on the site itsel 4not on models

Colored lags' to identi$ various s+ecial +ur+oses andareas on the land!

=e have alread$ made it clear that nearl$ all o our work on the site +lan was done on the site itsel!=hatever we did on models' we used the models as i the$ were site itsel -- and relied on eelings that wecould eel in the model' imagining that it was the site itsel! This was made necessar$ b$ the huge distancebetween Caliornia and Fa+an!

As one works on a site' and the +lan graduall$ emerges' it is necessar$' o course' to leave marks -- sticks'stones' markers o various kinds -- to i8 the +osition o the dierent things which have been decided! .n the9ishin site!!! the site was covered in tea bushes! RU!S A marker thereore had to be about si8 eet high'even to be seen at all!

#o we used si8-oot-long bamboos! RU!S! =e !!! tieddierent colored ribbons and cloths -- white' $ellow'red' blue -- to the ends o our long bamboos! Thesewere our markers -- our $lags! R+! 170S

=e had started making these lags Luite earl$ in the+rocess! 9ven in Ful$ o 1;72' as we began to get anidea established about the entrance +osition' wemarked it with three or our o these lags! The$looked beautiul! And they made it possile tovisuali7e the evolving site plan# truly# ecausethey "ere real%

=hen I came back to Fa+an ater the breakthrough inovember' we took about two hundred o these lagsto the site' and began +lanning them in the ground'starting to make a realistic version as o++osed to thever$ rough-and-read$ diagram we had made so ar!

At this stage' now dealing with the real +ositions anddimensions on the land' we brought true eeling to theland itsel! It was visible on the ground! R+! 171S

#olutions to +roblems come not rom a +attern +er se


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#olutions to +roblems come not rom a +attern +er se'but through generativit$ in the +attern language

;! This Lualit$ inbuildings and intowns cannot bemade' but onl$generatedindirectl$ b$ the

ordinar$ actionso the +eo+le'

ust as a lowercannot be made'but onl$generated romthe seed4Ale8ander'1;6;! +!8i

In man$ +roblem-solving strategies' we tr$ to attack+roblems directl$! In doing so' we oten attack onl$s$m+toms' leaving the underl$ing +roblem unresolved!

Ale8ander understood that good solutions to architectural

+roblems go at least one level dee+er! +he structuresof a pattern are not themselves solutions#ut they generate solutions% Patterns that"or$ this "ay are called generativepatterns% A generative pattern is a means of

letting the prolem resolve itself over time#=ust as a flo"er unfolds from its seed,

An ordinar$ language like 9nglish is as$stem which allows us to create anininite variet$ o one dimensionalcombinations o words' calledsentencesU! A +attern language is as$stem which allows its users to create an

ininite variet$ o those three dimensionalcombinations o +atterns which we callbuildings' gardens' towns! U!

Thus' as in the case o natural languages'the +attern language is generative! It notonl$ tells us the rules o arrangement' butshows us how to construct arrangementsas man$ as we want which satis$ the

rules! 4Ale8ander' 1;6;% ++! 175 17

=h$ is generativit$ im+ortant> Hirst' !!! most real+roblems go dee+er than their surace s$m+toms' andwe need to address most interesting +roblems withemergent behavior! #econd' a good +attern is the ruit

o hard work and intense review and reinement!#im+le +roblems can be addressed through

sim+le rules' since the solutions are more director obvious than we ind in generative solutions!The +attern orm e8cels an engaging the readerin generative solutions% to understand the+rinci+les and values o lasting solutions andlong-term emergent behavior! Eood +atterns gobe$ond the Luick i8!RFames .! Co+lien' #otware )atterns 1;;' ++! //-/S

Image%

,n-olding'b$m

r+eaches7

/at

htt+s%DDwww!-lickr!com

D+ hotosDmr+eaches7/D

)laces s+aces and +aces trade-o between


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)laces' s+aces and +aces trade-o betweenscale' sco+e' s+eed and acceleration

speed(as variation)a rate at which existing capabilities are

assembled in different ways

e.g. # of different configurations ofcapabilities assembled per week

acceleration(as innovation)a rate at which new capabilities are developed

and deployed

e.g. # of completely new capabilitiesintroduced (or obsoleted capabilities

outmoded) per week

scalea rate at which offerings are

created

e.g. # of offeringsdelivered per period

scopea rate at which relationships

are leveraged

e.g. # of customersserved per week

&ainstream architecture and urban design are


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.ctober 2015#ervice #$stems Thinking% An introduction; 2015 David Ing

&ainstream architecture and urban design arerationalistic and teleologicalK Ale8ander is ateleological

"ucas D! Introna 1;;! @otes on Ateleological Inormation #$stems Develo+ment! .n$ormationTechnology 9 #eople ; 4% 20/;! doi%10!11070;5;/7;1015/12!

Attributes o the design

+rocess

Develo(ment (hiloso(hies

Teleological develo(ment /teleological develo(ment

Cltimate (ur(ose $oal B (ur(ose Wholeness B harmony

5ntermediate goals Eectiveness B eiciency E7uilibrium B homeostasis

Design ocus Ends B result Means B (rocess

Designers E,(licit designer Member B (art

Design sco(e %art Whole

Design (rocess *reative (roblem solving &ocal ada(tation!relection and learning

Design (roblems *om(le,ity and conlict Time

Design management *entralied Decentralied

Design control Direct intervention 6ith amaster (lan

5ndirect via rules andregulations

Agenda


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Agenda







coevolving?

5!1 Design o inLuirings$stems

5!2 =iki origins 4withdesign +atterns

5!/ 4Hederated wiki

=a$s o knowing 41' 2


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=a$s o knowing 41' 2

=a$s o knowing 4/'


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=a$s o knowing 4/'

=a$s o knowing 45


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=a$s o knowing 45

=iki was invented to su++ort +attern language collaborations


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++ + g g

Inductive-consensual =iki revise-revert c$cles become
https://www.flickr.com/photos/mrpeaches83/


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$Hederated =iki +ers+ectives' branch-merge or ork

#ource% &itro' Ian I!' and Bichard .! &ason! 1;72! @?usiness )olic$ and &eta+h$sics% #ome )hiloso+hical Considerations! The "cademy o$Management Review6 4/ 4Ful$ 1% /1/61! doi%10!2/06256/27! htt+%www!stor!orgstable256/27!

=iki as Inductive-Consensual 4Hederated =iki as &ulti+le )ers+ectives

wiki +ageversion

4t-1

wiki +age

version4t

wiki +ageversion

4t:1

revise

revert

revise

revert

commentA

comment?

mainline4t-1

mainline4t

mainline4t:1

merge

branch

talk +age4t

talk +age4t-1

talk +age

4t:1

changesetA 4t-1

acce+t>

changeset

? 4t-1

changesetC 4t-1

ork4t

merge

changesetA 4t

acce+t>

changeset? 4t

changesetC 4t

ork4t:1

Hederated =iki


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A )attern "anguage =hich Eenerates &ulti-#ervice Centers 41;7


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The Idea o a )attern 41;7


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Can we make better service s$stems' learning


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Ca e a e be e se ce s$s e s' ea ginductivel$ rom architecting built environments>

(3) Result%

9ngaging withservice s$stems can bereramed as e8+eriences in+laces' s+aces and +aces

(4) ase%A++roaching the 9ishin cam+us as a

service s$stem a++reciates the +ractices oChristo+her Ale8ander in creating a +attern language

and combining s$stems o centers!

(8) Rule%

A service s$stem canbe eno$ed b$ a

variet$ o +arties withvalue4s unolding

over time

Deduction GG 41 rule' 42 case' 4/ resultKInduction GG 41 case' 42 result' 4/ ruleK

Abduction GG 41 result' 42 rule' 4/ case!Hrom Charles #! )eirce via ?arbara &into! 1;6!The #yramid #rinciple: +ogic in ,riting and Thinking&

Agenda


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Agenda







coevolving?

!1 Intellectual virtues

!2 Architectual+rogramming

!/ Agile deliver$'action research

Deining s$stems science4s W science>


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Deining s$stems science4s science>#rimaryintellectual virtue: 'pisteme +echne PhronesisTranslation interpretation:

#cience 4vi

Crat 4vi

)rudence' commonsense

Type o$ virtue: Anal$tic scientiicknowledge

Technicalknowledge

)ractical ethics

;rientation: Besearch )roduction Action

ature: ,niversal )ragmatic )ragmatic

Invariable 4in timeand s+ace

Jariable 4in timeand s+ace

Jariable 4in time ands+ace

Conte8t-inde+endent

Conte8t-de+endent Conte8t-de+endent

#ursuits: ,ncoveringuniversal truths

Instrumentalrationalit$ towards aconscious goal

Jalues in +racticebased on udgementand e8+erience

ollo


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architectural programming' andpro2lem solvingas design

problemseeking

solutionproblemsolving

)rogramming is a s+eciali


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.ctober 2015#ervice #$stems Thinking% An introduction;0 2015 David Ing

g g g g ' gredesign is ineicient

I a client a++roaches the

architect with ver$ littleinormation' the architectma$ have to res+ond b$+rogramming throughdesign! *e could+roduce sketch atersketch and +lan ater +lantr$ing to satis$ undeinedreLuirements!)rogramming throughdesign can involve

misuse o talent and'indeed' risks o creating a@solution@ to the wrong+roblem!4)ena and Hocke 1;;!

programinput

redesign

test

Discrimination between maor ideas and details is


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necessar$ to avoid conusion in +roblem solving

.n the other hand' aclient ma$ +resent thearchitect with too muchinormation but involvingmostl$ irrelevant details!The risk here is that the

architect(s solution will bebased on details ratherthan maor ideas! In thiscase' the architect must+lough through anabundance o inormationand discriminate betweenmaor ideas and details4)ena and Hocke 1;;!

The client is involved in the +rocess o


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+architectural +rogramming

There are times when the architect must evaluatethe gains and risks in order to stimulate a decision!Met' note the em+hasis on client decisionsK thearchitect merel$ +artici+ates and at most'recommends!4)ena and Hocke 1;;!

problemseeking

solutionproblemsolving

clientThe anal$tical+rocedure used b$CB# +rovides aramework ordecision making!=ithin it the architect

hel+ the client identi$and make decisionsthat need to be made+rior to design!=ithin it' the architectcan suggestalternatives and otherinormation to bringabout decisions!

#tructured methods assume +rogressing with succeedingdi t d ib d t $ ll


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or +receding ste+s' now described as water$all

Higure /! *o+eull$' the iterativeinteraction between thevarious +hases is conined tosuccessive ste+s!

Source% =inston =! Bo$ce' @&anaging the Develo+ment o "arge #otware )roects' I999=escon 1;60 4Higure /

Higure / +ortra$s the iterative relationshi+ between successivedevelo+ment +hases or this scheme! The ordering o the ste+s is basedon the ollowing conce+t% that as each ste+ +rogresses and the design isurthered detailed' there is an iteration with the +receding and succeeding

ste+s but rarel$ with the more remote ste+s in the seLuence! The virtual oall o this is that as the design +roceeds the change +rocess is sco+eddown to manageable limits! At an$ +oint in the design +rocess ater thereLuirement anal$sis is com+leted there e8ists a irm and closeu+' movingbaseline to which to return in the event o unoreseen design diiculties!=hat we have is an eective allback +osition that tends to ma8imi


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to necessar$ modiications in reLuirements

Higure ! ,nortunatel$' or the +rocessillustrated' the designiterations are never coninedto the successive ste+s

Source% =inston =! Bo$ce' @&anaging the Develo+ment o "arge #otware )roects' I999=escon 1;60 4Higure

I believe in this conce+t' but the im+lementation describedabove is risk$ and invites ailure! The +roblem isillustrated in igure ! The testing +hase at the end o thedevelo+ment c$cle is irst even or which timing' storage'in+utout+ut transers' etc!' are e8+erience asdistinguished rom anal$


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anal$sis and +rogram design! R#ee details' ne8t +ageS

Source% =inston =! Bo$ce' @&anaging the Develo+ment o "arge #otware )roects' I999 =escon 1;60 4Higure10

To lower risk' more documentation and a com+lete +rogramdesign is recommended beore anal$sis and coding


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design is recommended beore anal$sis and coding

Higure 10 summari


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changing reLuirements or stakeholders needs' or otherchanges im+acting the a++lication we are buildingR1S

#rocess Map

aterfallHew risks' seLuential

"ate integration and testing

&o"

Ceremony"ight

documentation"ight +rocess

2igh Ceremony=ell documented

Traceabilit$Change Control

?oards

IterativeBisk-driven

Continuous integration andtesting

Agilitytranslates to being in the lower-let Luadrant in our +rocess ma+!

Iterative develo+ment +rovides

us with the ra+id and timel$eedback we need to understandwhen and what to change' andthe low ceremon$ +rovides us

with the abilit$ to e8ecutechanges ra+idl$!

R1S )er 3roll and ?ruce &acIsaac! 200!"gility and discipline made easy: practices $rom ;pen=# and R=#! Addison-=esle$! +!

-

=ork is organi


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.ctober 2015#ervice #$stems Thinking% An introduction8> 2011 David Ing

micro-increments in iteration liec$cles in +roect liec$cles

#ource% Introduction to .+en,) 4.+en ,niied )rocess' htt+%www!ecli+se!orge+generalgettingNstarted!+h+

Hormali


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Frameworkoriginated rom methods develo+ed at I?&

role

work +roduct

activit$

guidance toolmentor

task

res+onsibleor

in outchecklisttem+late

deliverableartiact outcome

estimationconsideration +ractice

roadma+term

deinitionwhite+a+er

reusableasset

is

has

workbreakdown

is

+erorms

taskdescri+tion

+rocess

+hase

iterationmilestone

ca+abilit$

+attern

deliver$+rocess

roledescri+tion

work +roduct

descri+tion has has

has

is

is

is

is

is

,ork content

,orkcoordination

Beerence% 9)H Com+oser Architecture' htt+%www!ecli+se!orge+com+oserNarchitecture

"earning in action research has much in common withagile develo+ment methods


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.ctober 2015#ervice #$stems Thinking% An introductionuarterly2/ 4% 5720/! htt+%www!stor!orgstable10!2/062/;2571!

#eeking concurrence


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gInternational =orksho+' Fan 201' "os AngelesInternational #$m+osium' Fune 201' "as Jegas

uman Side o Service Engineering! uly 21#!;rako6

5SSS '@th /nnual Meeting! uly 21#!Washington! D*

%attern &anguages o %rogramming *onerence!Se(tember 21#! /llerton! 5&

=elating Systems Thinking and Design

Sym(osium! )ctober 21#! )slo

%C=%&S)* %ursuit o %attern &anguages orSocietal *hange *onerence! uly 21'! ;rems

Agenda


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coevolving?

Documents

Service Systems Thinking: An introduction