Underlying the OPMS ‘One Page Management System’ (OPMS) What IS the OPMS? Work in progress – use F5 key to view as it contains animations Underlying

Underlying the OPMS

‘One Page Management System’ (OPMS)

What IS the OPMS?

Work in progress – use F5 key to view

as it contains animations

Underlying Behavioral Issues Underlying Technology

What is the OPMS?

Next slide: OPMS illustration – it’s not evident to begin with, but this is

actually the most natural way to look at problems and issues

(c) GS Chandy 2Underlying OPMS

3

Mission: “Effectively tackle the attrition problem in organization”

The OPMS is the whole system on a single page, for any desired Mission…

…and so on…

“To understand thoroughly all topics of my Math syllabus – and THEREBY to do well in my math exams; tests; quizzes”

“To develop an effective educational system for the nation”

We need to understand the inter-relationships between these factors – and

between these factors and the Mission

“To get myself an exciting and challenging job on graduation”

(c) GS Chandy Underlying OPMS

List of “THINGS TO DO to accomplish Mission” + Action Models showing

“contributions”

The moment your mind thinks of a ‘Mission’ of real interest, it also thinks: “What are the THINGS TO DO to accomplish the Mission?” (Check it out!)

…these subsystems develop in a natural way as the inter-relationships

between the various factors above System Tie-Line are explored

Our educational systems have taught us to ignore the real powers we all have

inherent in our own minds and hearts – and it is largely this deficiency that the

OPMS is designed to rectify…

We claim that this is in fact almost exactly the ‘formalised model’ of the kind of

processes that we’ve all been using to resolve our problems and issues from early

childhood!

Using OPMS, we do it formally – by responding to ‘trigger questions’. Then we construct both

formal and informal models with those responses

Then we think of BARRIERS/ DIFFICULTIES/ THREATS that may hinder or prevent accomplishment of the Mission

Below the ‘System Tie-Line’ appear various required subsystems

according to the Mission

…everything develops from your own available ideas!

… the process ensures that you would, over iterations, strengthen your weaker

ideas, modify or remove your wrong ideas!

So this is what happens in the OPMS:

• OPMS helps you identify a ‘Mission’• Then asks you ‘trigger questions about various aspects of your Mission• Records the ideas you generate in form of lists• Helps you construct models that show you specifically how your ideas impact other ideas AND your Mission• Helps you ‘integrate’ all your lists and models onto a single page, from which you can go to exactly that part of your Mission that’s relevant at the time – at any and every time!• Helps you create effective systems and subsystems needed to progress on Mission


What you get from the OPMS:

• The Mission identified and articulated• Lists of “THINGS TO DO” - “BARRIERS” - “STRENGTHS” - “WEAKNESSES; etc …• Models showing exactly how each of these factors “CONTRIBUTE TO” or “HINDER” or “PREVENT” accomplishment of the Mission! These models link what you do effectively now to the things you want to accomplish

That’s exactly the Action Planning needed!(c) GS Chandy 5Underlying OPMS

Some underlying behavioural issues:

• Problems can be effectively resolved only through the ideas of the people involved in the problems or issues at hand• Thus, the ideas of the people involved are crucial for resolution of the problem• People involved need to be motivated to work to resolve the problem• The best way to motivate people is to use their good ideas in problem-resolution• People involved should also become able and willing to strengthen their weak ideas & to get rid of their bad ideas(c) GS Chandy 6Underlying OPMS

Technology required:• For anything we seriously think about, our

minds generate a HUGE number of ideas• The human mind is not designed to handle a

large number of ideas simultaneously – in the conventional way, we tend to lose a great many of our good ideas, we get stuck with ‘bad ideas’, etc, etc

• Therefore, some ‘technology’ is required to enable us to record all useful ideas that we get and to access each of them exactly as and when the specific ideas may be needed

• This technology consists of practical means to generate ideas along with modeling tools to enable understanding how those ideas are ‘inter-related’(c) GS Chandy 7Underlying OPMS

Technology specifics:

1. ‘Idea-writing’; ‘Nominal Group Techniques’; Delphi – for generating and recording ideas

2. ‘Interpretive Structural Modeling’ (ISM) for organizing ideas on basis of ‘transitive’ systems relationships between the ideas;

3. ‘Field Representation’ (FR) Method, for ‘clustering’ large numbers of ideas;

4. ‘One Page Management System’ (OPMS), to enable ‘integration’ of all relevant aspects of the ‘Mission’ (/issue / problem) onto a single page – with full access to just what is relevant at each point of time. OPMS

contains all above-noted tools (c) GS Chandy 8Underlying OPMS

A: Ask a ‘trigger question’:“What, in youryour opinion, are the THINGS TO DO

to develop an effective educational system for the nation?”

1. Generating and recording ideas:

There are such trigger questions relating to other crucial dimensions that should be considered while we develop our needed systems (see

picture of OPMS)


Some responses to this trigger question:

• To discover who the real stakeholders are in each different educational sector (1)

• To give due weight to the ideas of all stakeholders - students, teachers, parents, others (2)...

• To ensure that the real stakeholders in education have a real voice (3)

• To ensure that all good ideas provided by different groups of people interested in education are properly integrated into our action planning (4)


• To create educational systems meeting the real needs of those being educated (5)

• To ensure that truly passionate and committed teachers are available for every educational stream (6)

• To provide a proper place in society for good teachers (7)• To pay teachers well, give them the kind of rewards they really

want (8)• To provide all needed avenues for teachers to develop

themselves (9)• To ensure that students at each level have a proper voice in

the educational systems catering to their specific needs (10)• To develop effective professional education courses (11)• To put into place, at an initial level, effective practical means

for people to discuss and resolve issues (12)• To ensure that teachers at each level have their proper voice in

the actual actioning in the educational system (13)• To get stakeholders in education effectively together in

various groups, to discuss educational issues and how OPMS could help (14)

More ideas:


• To convince people at large that the conventional mode of prose discussion is not effective for resolving complex issues (15)

• To convince people that prose + structural graphics (p+sg) would be most useful to develop effective Action Planning on this issue (16)

• To convince people that p+sg is in fact an essential requirement for making real headway on this complex issue (17)

And still more ideas:


For any issue of real interest to people involved in it, a large number of ideas would arise. Many will be good and usable ideas; some will be weak ideas; others will be irrelevant or just bad ideas: it is very important to take up all ideas presented from all

genuine stakeholders and to ‘integrate’ them effectively into the ‘Action Planning’

Good ideas should appear in the final Action Plan for the Mission Weak ideas should be strengthened Bad ideas should be modified or removed

The OPMS is a ‘system’ designed to ensure all of this!

Organizing/ ‘structuring’ ideas - 1:

Construct models showing “contributions”

To give due weight to the ideas of all stakeholders - students, teachers, parents, others (2)

To discover who the real stakeholders are in

each different educational sector (1)

““may contribute”may contribute”


Prose Translation: “To discover who the real stakeholders are “MAY CONTRIBUTE” to give due weight to the ideas of all stakeholders…”

(c) GS Chandy Underlying OPMS 14

“should contribute”

To ensure that the real stakeholders in education have a real voice” (3)

To discover who the real stakeholders are in each different educational section (1)

To give due weight to the ideas of all stakeholders (2)

Prose transation: “To discover who the real stakeholders are in each different educational section SHOULD CONTRIBUTE to ensure that the real stakeholders in ed. Should have a real voice, which in turn SHOULD CONTRIBUTE to give due weight to the ideas of all stakeholders”

To create educational systems meeting the real needs of those being educated

Add one more element

We should EACH time translate these models fully into prose – you’ll soon find reading these models much easier than reading

standard prose!

This is a ‘representation’ of the mental model of the specific persons who considered the issue. (The

mental model may be ‘right’ or ‘wrong’ – we claim that creating such models is useful to help find out how

the mental models that are held by the people involved reflect their own reality. And other people

could see the whole thing quite differently).

Some underlying issues: There may be considerable disagreement between different

people about how various elements are perceived to “contribute” to each other.

Effective discussion engendered in the OPMS process enable people to arrive at a true

consensus.

Organizing/ structuring ideas - 2: Develop models


We continue exploring the ‘deep logic’ hidden in the ‘structure’ of those elements in the system…


To ensure that the real stakeholders in education have a real voice” (C)

To discover who the real stakeholders are in each different educational section (A)

To give due weight to the ideas of all stakeholders (B)

To create educational systems meeting the real needs of those being educated

Add yet one more element…

•To ensure that all good ideas provided by different groups of people interested in education are properly integrated into our action planning

To ensure that the real stakeholders in education have a real voice” (C)

To discover who the real stakeholders are in each different educational section (A)

To give due weight to the ideas of all stakeholders (B)

•To ensure that all good ideas provided by different groups of people interested in education are properly integrated into our action planning

Remember it is very important to write up prose translations of all models created till you are entirely familiar with this new language of ‘structural graphics!


If ‘A’ ‘B’,

and if ‘B’ ‘C’,

then ‘A’ MUST ‘C’(where ‘A’, ‘B’, ‘C’ are elements and stands for the specific transitive relationship under consideration)

This simple idea has huge impact – in This simple idea has huge impact – in regard to construction of these models regard to construction of these models as well as to their interpretation.as well as to their interpretation.

The process helps the people easily perceive the logical inconsistencies that may be embedded in their thought processes!

Mistaken ideas are easily corrected through regular use of this process (assuming, of course, there is a basic desire to correct one’s own mistaken ideas)

Interpretive Structural Modeling (ISM) is based on a SINGLE transitive relationship running right through the model.

Logically, we are able to justify adding elements, in specific, appropriate positions to our starting two-element graphical structure (as we’ve done in the past few slides) because the relationship “CONTRIBUTES TO” is transitive, which means the following:

Models constructed using the above algorithm would be logically consistent AND, further, the construction of even very large models would also be quite efficient

because of the transitivity of the single relationship used

in each such structure.


Using this algorithm, we’ve used the OPMS software to create a model comprising over 20-odd elements (next slide).

Time taken to create this model: about 10 minutes (by an individual).

A diverse group of 8-10 people interested in the issue of creating effective educational systems for India might take about 2-4 hours – or longer - to create a ‘consensus model’.


The model does not fit onto a single screen, so only a part of it is visible here. Next screens, we display the model in sections


TOPMOST LEVEL OF MODEL

SECOND LEVEL OF MODEL

THIRD LEVEL OF MODEL

FOURTH (LOWEST) LEVEL OF MODEL

“leads to”

Prose translation: “Fourth Level LEADS TO Third Level LEADS TO Second Level LEADS TO Topmost Level”

…but we display the model from top to bottom, next slides:This is the way the model should be read…



“may contribute”














“leads to”

Complete model constructed using the OPMS prototype software. Write to [email protected] to get your copy of OPMS software!

Prose translation (reading from below): “To create a wide number of examples to get people interested in using OPMS on educational issues MAY CONTRIBUTE to put into place, at an initial level, effective practical means for people to discuss in resolve issues (in consensus) which in turn “MAY CONTRIBUTE … … …” [IMPORTANT: Such prose translation should be done for all parts of all models!!! Soon, you’ll find you are very easily thinking in terms of these structural graphics].

mailto:[email protected]


Focus on ANY element in the structure:

WHY?

HOW?

Read DOWN the structure to find out the HOW of the focus element!

Read UP the structure to find out the WHY of the focus element!

The “HOW?”s and the “WHY?”s of each and every element in the structure are built into the model constructed with

“contributes to” as its structural relationship!

We now explain one very important characteristic of any model predicated on the transitive relationship “contributes to” …

This property holds for EVERY element in any ‘contribution structure’ – check it out

for yourself!

UP the model to find out “WHY?”DOWN the model to find out “HOW?”


The model illustrated in the previous slides is a representation of the ‘mental model’ of the people

considering the issues involved… To arrive at a realistic understanding of any group issue (such as

this one), we shall need to take into effective consideration the views of ALL involved, enable them to develop a proper understanding of each

other’s views, and from that understanding to develop a realistic ‘consensus representation’ of

the whole system…

Warfield’s ‘Interactive Management’, which is the foundation of OPMS, is designed to ensure effective learning by all involved and the development of ‘consensus wisdom’ on all group issues.

(c) GS Chandy OPMS General Presentation 28

John N. Warfield’s ‘Interactive Management’ comprises a whole set of methodologies to:

i) enable problem solvers to generate & clarify ideas along with

ii) two powerful modeling tools to enable them to ‘structure’, or organise ideas generated. You’ve just seen ISM, one of the modeling tools.


Apart from ISM, Warfield has created another powerful modeling tool, ‘Field Representation and Profiling Method’ (FR) designed to help us ‘cluster’ elements in a system into appropriate ‘similarity classes’ or ‘categories’ – which then help us explore the relationships (transitive and other) between elements and categories.

We illustrate the Field Representation Method with three examples – one example being a general structure of the utmost simplicity; the second one relates to our Mission of “Developing effective educational systems for India’s real needs”, and the third one is a pretty complex Field…


Here’s a list of some diverse Missions • To become a top level software designer• To double organizational turnover within one year• “Garibi hatao!” – (The ‘anti-poverty’ slogan of Indira Gandhi’s

government – the slogan was excellent, but the initiative as a whole failed rather miserably)

• To master my math syllabus and thereby get excellent results in my math exams

• To get myself a satisfying and well-paying job• “To create an effective system of governance to meet India’s needs”• To align individuals in the organization to the organization’s goals• To qualify myself for the best job opportunities available• To launch a new product in the US market in 2008• To set up my own consulting business• To become a global leader in software services by 2015• “To ensure 90% true literacy in India within 10 years”• To align individuals in the organization to the organization’s goals• Etc, etc.

Our first example of FR follows…We shall now use the Field Representation process on this diverse list to clarify things a bit – illustrate how to represent a ‘system’ (so that we can explore inter-relationships …


In your opinion, is

“----------” (element 2)

similar to (/in the same category as)

“------------” (element 1) [keeping in mind the kind of organizational structures that may be needed to accomplish the specific Mission]

?

The first step of the FR process involves inserting the ‘elements’ into categories/’similarity classes’

A: Dimension 1 ● To become a top-level software designer

We start by inserting the first element into a blank ‘Dimension’, as illustrated below…

…and then we ask ‘modeling questions’, as shown, next …

General ‘modeling question’, for creating Field Representations…

First element inserted in Dimension 1


In your opinion, is

“To double organizational turnover within 1 year” (element ‘2’)


“to become a top-level software designer” (element ‘1’) [keeping in mind the kind of organizational structures that may be needed to accomplish the specific Mission]

?

More specifically (in this case):

Response Is “NO”, so this element goes into a different category as shown, next slide…


Here’s how the Field Representation develops:

A: Dimension 1 B: Dimension 2 ● to become a top-level ● To double organizational software designer turnover within 1 year

In your opinion, is

“Garibi Hatao!” (element ‘3’)


“to become a top-level software designer” (element ‘1’) [keeping in mind the kind of organizational structures that may be needed to accomplish the specific Mission]

?

Response: “NO”, so new question asked…

In your opinion, is

“Garibi Hatao!” (element ‘3’)


“To double org. turnover within 1 year?” (element ‘2’) [keeping in mind the kind of organizational structures that may be needed to accomplish the specific Mission]

?

Next trigger question:Response again: “NO”, so a new dimension is created…

A: Dimension 1 B: Dimension 2 ● to become a top-level ● To double org.

software designer turnover within 1 year

C: Dimension 3 ● Garibi Hatao!

and so on…

A: Dimension 1 ● To become a top-level software designer

Next trigger question:

If the response to a modeling question is “NO”, the question is asked again w.r.t. the elements in the next Dimension, or a new Dimension is created and the question-element is inserted there. If the response is “YES”, then the question-element is inserted in the same Dimension and the next element is taken up…

Second element in Dimension 2

The ‘Field Representation’ (FR) that develops is illustrated (in outline) next slide


FR: “ System of ‘Types of Missions’ ”

A: Dimension 1• To become a top-level…• To master my math syllabus• To get myself a satisfying and

well-paid job• …

B: Dimension 2• To double organizational turnover…• To get over the ‘attrition problem’• To align individuals in organization…• To launch a new product in US market

C: Dimension 3O “Garibi Hatao!”

O “To create an effective system of governance for India’s needs”

O “To develop an effective educational system for our needs”

O “……”

Important!The titles of the categories are arrived at only after all elements are appropriately inserted into blank categories (see next…)

System Tie-Line



A: Individual Missions• To become a top-level…• To master my math syllabus• To get myself a satisfying and


B: Organizational Missions• To double organizational turnover…• To get over the ‘attrition problem’• To align individuals in organization…• To launch a new product in US market

C: Societal MissionsO “Garibi Hatao!”



O “……”

System Tie-Line


• Individual Missions• Organizational Missions• Societal Missions

IMPORTANT: The appropriate titles of the Dimensions of this Field Representation came to light only AFTER all elements

were inserted into those Dimensions via an appropriate ‘modeling question’!


A: Individual Missions• To become a top level software designer• To master my math syllabus and thereby get excellent results

in my math exams• To get myself a satisfying and well-paying job• To qualify myself for the best job opportunities that become

available• To set up my own consulting business• To become more effective at what I do• To learn to use PowerPoint effectively• …


• All the Missions in the ‘Individual Missions’ category (and many others besides) have been successfully worked on by various persons

• Many have successfully worked on their Missions after the prototype software was created – a few were able to do this even before the software was developed!


B: Organizational Missions• To obtain needed financing for a major project• To align individuals in the organization to the organization’s

goals• To double organizational turnover within one year• To get over the ‘attrition problem’• To launch a new product in the US market in 2008• To become a global leader in software services by 2015• To obtain needed financing to market globally• …


• A few of the Missions in the ‘Organizational Missions’ category have been successfully worked on at different levels.

• We have been conducting OPMS workshops for organizations only after the prototype OPMS software had become available.


C: Societal Missions• “Garibi hatao!” (Indira Gandhi’s famous slogan, which has alas never

been effectively worked on)

• “To create an effective system of governance to meet India’s needs”

• “To develop an effective educational system for India’s needs”

• “To ensure 90% true literacy in India within 10 years”• “To become one of the ‘least corrupt’ nations in the world

within 10 years (instead of being one of the ‘more corrupt’ nations)”

• …


• Thus far, I’ve not managed to get any group, or any government or NGO organization, to take up any of the many potential ‘societal Missions’ that OPMS could be used for.

• I have identified a huge number of potential projects – even a quick glance through any day’s news will fetch at least 10 potential projects that are crying out for the OPMS treatment!






C: Societal MissionsO “Garibi Hatao!”



O “……”

System Tie-Line

On examining the ‘system’ with just the three dimensions that have developed here, we are now able to perceive that a couple more dimensions are required to render this into a truly useful and usable ‘system’…

The ‘SYSTEM TIE-LINE’ stands for any of the relationships that may be inherent in the system under consideration


FR: “ System of ‘Types of Missions’ ”A: Individual Missions• To become a top-level…• To master my math syllabus• To get myself a satisfying and



C: Societal MissionsO “Garibi Hatao!”O “To create an effective system of governance for India’s needs”O “To develop an effective educational system for our needs” O “……”

System Tie-Line

TD: Type of organization E: Resources reqd. Required o ~~~~~~~~~~~~

O Self-organization o ~~~~~~~~~~~~ O Incorporated Company o ~~~~~~~~~~~~~

O Government or non-governmental organisation

Check out ‘understandability’ of the system as it appears now

against the original list of objects (reviewed, next slide).

Dimensions ‘D & ‘E’ are needed to create a useful ‘system’


Some diverse Missions• To become a top level software designer• To double organizational turnover within one year• “Garibi hatao!”• To master my math syllabus and thereby get excellent results in my math

exams• To get myself a satisfying and well-paying job• “To create an effective system of governance to meet India’s needs”• To align individuals in the organization to the organization’s goals• To qualify myself for the best job opportunities available• To launch a new product in the US market in 2008• To set up my own consulting business• To become a global leader in software services by 2015• “To ensure 90% true literacy in India within 10 years”• To align individuals in the organization to the organization’s goals• Etc, etc

We claim that a significant enhancement in understanding develops through FR categorization – just review that Field Representation! (Reviewed, next slide)


FR: “ Systems required to handle different kinds of Missions”




C: Societal MissionsO “Garibi Hatao!”O “To create an effective system of governance for India’s needs”O “To develop an effective educational system for our needs” O “……”

System Tie-Line

TD: Type of organization E: Resources reqd. Required O Self- organization o ---------------------- O Incorporated Company o ----------------------

O Government or non-governmental organisation

We’ve just illustrated how ideas may be usefully ‘clustered’ (for various purposes)

Field Representation (FR) Method: helps create ‘clusters’ of elements

based on the ‘similarities’ perceived between elements / ‘categories’

discovered in the system



So, let’s recap WHY we do this ‘clustering’ or ‘categorization’

• The mind is able to get a better ‘overview’ picture of the whole by looking at a few categories rather than looking at a large number of disparate elements

• We can start understanding the relationships between the factors in the system when we look at those categories rather than the disparate elements in the list (illustrated later)

• By creating such a Field Representation of ‘Missions’, we are enabled to understand the ‘structures’ of the kind of systems needed to accomplish each type of Mission


• We’ve learnt over millennia to categorize factors of systems in ways that are useful to enable our understanding of the systems confronted. The Field Representation process just utilizes this existing, well-developed human skill and thereby provides us a practical means to create ‘graphical pictures’ of systems that encompass all dimensions of the system under consideration.

• Most importantly, such representations, when effectively done, turn out to be models that satisfy this fundamental law of systems: “Ashby’s Law of Requisite Variety” (explained, next slides)

WHY ‘cluster’ or ‘categorize’?


Ashby’s Law of Requisite Variety:

(‘Simple Simon’ version)

“The dimensions of a proposed solution to any problem should match the dimensions of the problem itself”

A great many of our individual, organizational and societal systems are designed without the

designers having kept this fundamental law in mind – which explains why so many of our systems do

not perform optimally or even may fail catastrophically

Take a look at the news ANY day - and you will see scores (if not hundreds) of examples

to validate the claim just made – and to demonstrate the desperate need for

practical means to ensure that our systems are designed to satisfy Ashby’s Law!


We illustrate Field Representation (FR) method once again – now with a structure

created from the elements in our list of elements created for the Mission of

“Developing an Effective Education System for the Nation”

Then, we show the Field - on two slides as it does not fit into one screen

First, we recap the list


Elements or factors for educational system:

• To discover who the real stakeholders are in each different educational sector (1)

• To give due weight to the ideas of all stakeholders - students, teachers, parents, others (2)... To enable all stakeholders …(2a)

• To ensure that the real stakeholders in education have a real voice (3)

• To ensure that all good ideas provided by different groups of people interested in education are properly integrated into our action planning (4)

• To create educational systems meeting the real needs of those being educated (5)

• To ensure that truly passionate and committed teachers are available for every educational stream (6)

• To provide a proper place in society for good teachers (7)• To pay teachers well, give them the kind of rewards they really

want (8)• To provide all needed avenues for teachers to develop

themselves (9)• To ensure that students at each level have a proper voice in

the educational systems catering to their specific needs (10)• To develop effective professional education courses (11)• To put into place, at an initial level, effective practical means

for people to discuss and resolve issues (12)• To ensure that teachers at each level have their proper voice in

the actual actioning in the educational system (13)• To get stakeholders in education effectively together in

various groups, to discuss educational issues and how OPMS could help (14)

More ideas:


• To convince people at large that the conventional mode of prose discussion is not effective for resolving complex issues (15)

• To convince people that prose + structural graphics (p+sg) would be most useful to develop effective Action Planning on this issue (16)

• To convince people that p+sg is in fact an essential requirement for making real headway on this complex issue (17)

And still more ideas:


We now display the Field Representation constructed from this list, developed from a ‘categorization’ of the elements – two slides


Field Representation: “System to develop and put into place effective Educational Systems for India at every level in every field

SYSTEM

TIELINE

A : STAKEHOLDERS IN EDUCATION● To discover who the real stakeholders are in each different educational section(1) ● To get stakeholders in education effectively together in various groups, to discuss educational issues and how OPMS could help(14) B : GIVE STAKEHOLDERS THEIR PROPER VOICE!● To ensure that real stakeholders in education have a real voice(2)● To give due weight to the ideas of all stakeholders - students, teachers, parents, others...(3) ● To ensure that all good ideas provided by different groups of people interested in education are properly integrated into our action planning(4) ● To ensure that students at each level have a proper voice in the educational systems catering to their specific needs(10) ● To ensure that teachers at each level have their proper voice in the actual

actioning in the educational system(13) ● To enable all… (2a)C : EFFECTIVE EDUCATIONAL SYSTEMS● To create educational systems meeting the real needs of those being educated and of society(5)● To develop effective professional education courses(11) ● To initiate specific educational institutions into using OPMS for their specific interests of various kinds(19) ● To implement OPMS intensively and extensively into various educational institutions(20) ● To get good teachers involved in designing effective teaching systems through the OPMS(21)

Page 1


D : DEVELOPING PASSIONATE, COMMITTED TEACHERS● To ensure that truly passionate and committed teachers are available for

every educational stream(6) E : PLACE OF TEACHERS IN SOCIETY● To provide a proper place in society for good teachers(7) ● To pay teachers well, give them the kind of rewards they really want(8)

● To provide all needed avenues for teachers to develop themselves(9) F : PRACTICAL MEANS FOR PEOPLE TO DISCUSS AND RESOLVE ISSUES● To put into place, at an initial level, effective practical means for people to discuss and resolve issues(12) ● To convince people at large that the conventional mode of prose discussion is not effective(15) ● To convince people that prose + structural graphics (p+sg) would be most useful to develop effective Action Planning on this issue(16) ● To convince people that p+sg is in fact an essential requirement for making

real headway on this complex issue(17) G : CREATE OPMS EXAMPLE PORTFOLIO (for educational issues)● To create a wide number of examples to get people interested in using OPMS on

educational issues(18)

SYSTEM

TIELINE

Field Representation: “System to develop and put into place effective Educational Systems for India at every level in every field (contd.)

Model created using the OPMS prototype software. Write to [email protected] for information on how to get your copy!

Page 2

mailto:[email protected]

Page 1

A : STAKEHOLDERS IN EDUCATION● To discover who the real stakeholders are in each different educational section(1) ● To get stakeholders in education effectively together in various groups, to discuss educational issues and how OPMS could help(14)B : GIVE STAKEHOLDERS THEIR PROPER VOICE!● To ensure that real stakeholders in education have a real voice(2)● To give due weight to the ideas of all stakeholders - students, teachers, parents, others...(3) ● To ensure that all good ideas provided by different groups of people interested in education are properly integrated into our action planning(4) ● To ensure that students at each level have a proper voice in the educational systems catering to their specific needs(10) ● To ensure that teachers at each level have their proper voice in the actual

‘actioning’ in the educational system(13) C : EFFECTIVE EDUCATIONAL SYSTEMS● To create educational systems meeting the real needs of those being educated and of society(5)● To develop effective professional education courses(11) ● To initiate specific educational institutions into using OPMS for their specific interests of various kinds(19) ● To implement OPMS intensively and extensively into various educational institutions(20) ● To get good teachers involved in designing effective teaching systems through the OPMS(21) (c) GS Chandy OPMS General Presentation 57

Field Representation: “System to develop and put into place effective Educational Systems for India at every level in every field

SYSTEM

TIELINE

Let’s now look at a few things that we can do with this Field Representation

We can create ‘relational sketches’ showing how one factor in a system may affect others (in the same or other dimensions)…

Now watch the linkages developing in the Field Representation below!

To ensure that teachers and students at each level have a proper voice in the educational systems SHOULD HELP to give due weight to the ideas of all stakeholders…

To ensure that teachers and students at each level have a proper voice in the educational systems SHOULD HELP to give due weight to the ideas of all stakeholders WHICH IN TURN SHOULD ENSURE all good ideas provided by different groups are properly integrated into our action planning…

A huge number of such relationships can be traced through the Field. (The elements are also related across different dimensions). The more such real relationships are traced through the system, the better the user will come to understand the Field AND the system(s) that it represents!

To ensure that teachers and students at each level have a proper voice in the educational systems SHOULD HELP to give due weight to the ideas of all stakeholders WHICH IN TURN SHOULD ENSURE all good ideas provided by different groups are properly integrated into our action planning WHICH IN TURN SHOULD HELP to create educational systems that meet the real needs of those being educated…


D : DEVELOPING PASSIONATE, COMMITTED TEACHERS● To ensure that truly passionate and committed teachers are available for

every educational stream(6) E : PLACE OF TEACHERS IN SOCIETY● To provide a proper place in society for good teachers(7) ● To pay teachers well, give them the kind of rewards they really want(8)

● To provide all needed avenues for teachers to develop themselves(9) F : PRACTICAL MEANS FOR PEOPLE TO DISCUSS AND RESOLVE ISSUES● To put into place, at an initial level, effective practical means for people to discuss and resolve issues(12) ● To convince people at large that the conventional mode of prose discussion is not effective(15) ● To convince people that prose + structural graphics (p+sg) would be most useful to develop effective Action Planning on this issue(16) ● To convince people that p+sg is in fact an essential requirement for making

real headway on this complex issue(17) G : CREATE OPMS EXAMPLE PORTFOLIO (for educational issues)● To create a wide number of examples to get people interested in using OPMS on

educational issues(18)

SYSTEM

TIELINE

Field Representation: “System to develop and put into place effective Educational Systems for India at every level in every field (contd.)

There are plenty of relationships to be traced here, too, on next part of the Field Representation! (Not done in this illustration)

Page 2


A : STAKEHOLDERS IN EDUCATION

B : GIVE STAKEHOLDERS THEIR PROPER VOICE!

C : EFFECTIVE EDUCATIONAL SYSTEMS

D : DEVELOPING PASSIONATE, COMMITTED TEACHERS

E : PLACE OF TEACHERS IN SOCIETY

F : PRACTICAL MEANS FOR PEOPLE TO DISCUSS AND RESOLVE ISSUES

G : CREATE OPMS EXAMPLE PORTFOLIO (for educational issues)

Here’s something else we can do with the FR: We can create an ISM with the TITLES of the Dimensions

in the Field Representation. (We look once more at the titles…)

Next slide, we illustrate the ISM created with the titles of these dimensions (using a transitive relationship that’s a bit more complex than straight ‘contribution’)

Titles of Field Dimensions:


G: CREATE OPMS EXAMPLE PORTFOLIO (for educational issues)

● E: Proper PLACE OF TEACHERS IN SOCIETY● D: DEVELOPING PASSIONATE, COMMITTED TEACHERS

F: PRACTICAL MEANS FOR PEOPLE TO DISCUSS AND RESOLVE ISSUES

B: GIVE ALL STAKEHOLDERS THEIR PROPER VOICE!

C: EFFECTIVE EDUCATIONAL SYSTEMS

ISM created from ‘Dimensions of Education Field Representation’

“should help provide stimulus for”

Two elements in a single box with bullets before them (as above) means that each holds the specified relationship to the other element in the box

The explanatory and clarificatory power of the FR is huge – but one has to use it regularly to understand its value to help us understand our systems…

We can also create ISMs using the elements within each of the Dimensions of the Field Representation – this enables us to explore within each Dimension or aspect of the system(s) under consideration (Illustrated, next slide)


B : GIVE STAKEHOLDERS THEIR PROPER VOICE!● To ensure that real stakeholders in education have a real voice(2)● To give due weight to the ideas of all stakeholders - students, teachers, parents, others...(3) ● To ensure that all good ideas provided by different groups of people interested in education are properly integrated into our action planning(4) ● To ensure that students at each level have a proper voice in the educational systems catering to their specific needs(10) ● To ensure that teachers at each level have their proper voice in the actual ‘actioning’ in the educational system(13) ● To enable all stakeholders to have their proper voice (2a)

For instance, Dimension ‘B’


To ensure that real stakeholders in education have a real voice in the system (2)

● To ensure that teachers at each level have their proper voice in the actual ‘actioning’ in the educational system (13)

● To ensure that students at each level have a proper voice in the educational systems catering to their specific needs (4)

● To enable all stakeholders (parents, management, others) have their proper voice (2a)

To ensure that all good ideas provided by different groups of people interested in education are properly integrated into our action planning (4)

To give due weight to the ideas of all stakeholders… (3)


ISM from elements in Dimension ‘B’:

“Give Stakeholders Their Proper Voice!”


Now, we illustrate Field Representation (FR) method once again – now with a quite complex ‘second-order’ model -- a ‘model of models’‘model of models’: this is the ‘One Page Management System’ (OPMS).OPMS). The OPMS powerfully ‘enables’ people to accomplish the Missions of current interest to them, by enabling them to see their systems with utmost clarity, in a highly ‘actionable’ way...

Finally, integrate all ideas related to your Mission


This is a ‘model of models’ comprising of all elements / factors relating to a

specific Mission AND all the relational models constructed from those elements

– on a single page.

Elements in different ‘Dimensions’ are appropriately inter-related: e.g., we can find out specifically how the BARRIERS

(for instance) may hinder or prevent accomplishment of various THINGS TO

DO – and how to overcome them

Advantages:

• The OPMS process is in fact a ‘systematization’ of the way we naturally think…• The OPMS enables us to record all our ideas and to recall specific ideas exactly as and when needed• Requires only about 5-10 minutes per day for any specific Mission chosen• Huge benefits in systematic, organized thinking, motivation and other desirable outcomes – including accomplishment of your most ambitious Missions!



Claim:

Every successful project is in fact the product of systematic thinking and work of this kind (even if you are not formally

using the OPMS)!

Difficulties:

• Requires ‘self-discipline’ to use systematically• Unless it becomes a regular practice, the benefits of OPMS will not be understood • Initially, it may take about a 1-11

/2 months to understand the process, ‘make it a regular practice’ • At the start, people may find it difficult to ‘think systematically’• We often find it behaviorally difficult to perceive/understand our own weaknesses, a characteristic we need to overcome to accomplish our Missions effectively


Thank you!

BUT: if you’re willing to put in that needed 10 minutes a day – you will definitely find

the right way to accomplish your most ambitious Missions!


Just choose your Mission, start developing your OPMS for it – and

very soon you’ll be able to start acting more effectively than ever

before to accomplish it!

Documents

Underlying the OPMS ‘One Page Management System’ (OPMS) What IS the OPMS? Work in progress – use F5 key to view as it contains animations Underlying