Notes: Systems Thinking and Introduction to Systems

SYSTEM

  • Definition: A system is a group of parts that work together as a whole, with a purpose.

COMPONENTS OF A SYSTEM

  • Elements: These are the parts of a system.
  • Interconnections: Elements are interdependent; they affect each other and the system’s behavior.
  • Purpose: The function of the system.

KNOWLEDGE CHECK

  • Question: Can you think of an example or a scenario that shows the properties of a system?

SYSTEMS THINKING

  • Characteristics
    • Big picture thinking
    • Holistic way of approaching problems or issues
    • Understanding the relationship of different system elements rather than splitting them (analysis)

FEEDBACK MECHANISM

  • Example chain: SPEAKER → MICROPHONE → AMPLIFIER → MIXER

SYSTEMS THINKING: EVENT VS SYSTEMS THINKING

  • Event Oriented Thinking
    • Thinks in straight lines
    • Root causes are events that start the chains of cause and effect (e.g., A, B as root events)
  • Systems Thinking
    • Thinks in loop structures
    • A system’s behavior emerges from the structure of feedback loops; root causes are forces emerging from particular feedback loops, not just individual nodes
  • Illustration (conceptual):
    • Event thinking: A → B → … → (root causes are events)
    • Systems thinking: A, B, C, D, E arranged in loops; root causes are loop dynamics

CAUSAL LOOP DIAGRAM: COMPONENTS

  • Variables
    • Elements or events that increase or decrease through time (quantifiable)
    • Naming should be neutral (no perceived direction)
  • Examples of variable labels (neutral):
    • Very Angry
    • Level of Anger
    • Really Painful
    • Intensity of Pain

CAUSAL LOOP DIAGRAM: POLARITY AND FEEDBACK

  • Polarity: Relationship type between cause and effect
    • DIRECT RELATIONSHIP: Both variables increase together or decrease together
    • INVERSE RELATIONSHIP: One increases while the other decreases
  • Feedback types
    • REINFORCING FEEDBACK: An effect is amplified through time (positive feedback)
    • BALANCING FEEDBACK: An effect pushes back to balance the system (negative feedback)

CAUSAL LOOP DIAGRAM: EXAMPLES

  • COFFEE AND SLEEP
    • Variables: LEVEL OF SLEEPINESS IN THE MORNING, NO. OF CUPS OF COFFEE
    • SCENARIO 1 / SCENARIO 2
    • ADDITIONAL VARIABLE: AMOUNT OF SLEEP AT NIGHT
  • IPHONE AND WORD OF MOUTH
    • VARIABLES: IPHONE SALES, EXTENT OF WORD OF MOUTH
    • DESCRIPTION: The higher the iPhone sales, the more people will talk about how good it is (+ relationship), which will make more people buy the iPhone (+ relationship). This is REINFORCING feedback.
  • HUNGER AND FOOD
    • VARIABLES: HUNGER, INTENSITY OF B, AMOUNT OF FOOD, HUNGER (reiterated), EATEN
    • DESCRIPTION: Positive feedback loop illustrating how hunger and food intake influence each other (loop-style relationships shown with + signs)
  • COMMUTING AND ROAD CONSTRUCTION
    • VARIABLES: NUMBER OF ONGOING ROAD CONSTRUCTION, INTENSITY OF ROAD TRAFFIC, AMOUNT OF COMMUTE HOURS, PRESSURE TO IMPLEMENT ROAD WIDENING PROJECTS

DISASTER PREPAREDNESS, MITIGATION, AND RECOVERY

  • Preparedness
  • Mitigation
  • Response
  • DISASTER IMPACT
  • Recovery

BEHAVIOR OVER TIME GRAPHS (BOTG)

  • Components and Types
    • Behavior over time graphs plot events that change through time
    • Y-axis represents behavior/variable; X-axis represents units of time (years, hours, days, etc.)

BEHAVIOR OVER TIME GRAPHS: TYPES (PRESENTED AS PATTERNS)

  • A: Linear increase
  • B: Oscillating graph
  • C: Linear decrease
  • D: Exponential growth
  • E: Exponential decay
  • F: Logarithmic growth
  • G: Constant increase through time
  • H: Constant decrease through time
  • I: Fluctuating increase and decrease
  • J: Slow increase at first, then increases rapidly
  • K: Slow decrease at first, then increases rapidly
  • L: Rapid increase at first, then becomes slow

BEHAVIOR OVER TIME GRAPHS: EXAMPLES

  • CINDERELLA'S STORY
    • Characters/Stages: begin → servant/maid → middle (at home) → in ballroom (clothes, fairy godmother) → fit the shoe → end happily ever after
  • LIFE SATISFACTION AND AGE
    • Life satisfaction levels (sample values shown): 7.89,7.80,7.60,7.40,7.217.89, 7.80, 7.60, 7.40, 7.21
    • Corresponding age groups (visible in transcript): 16-19, 25-29, 35-39, 45-49, 55-59
    • Note: Values for later age groups (65-69, 75-79, 85-90, 90+) are not provided in the transcript excerpt

TRASH TO CASH PROGRAM

  • Causal Loop Diagram
    • Variables: AMOUNT OF TRASH, AMOUNT OF CASH, MOTIVATION TO EARN, PRODUCTION OF MORE TRASH, EXPECTATION, REALITY

THE COBRA EFFECT – FIXES THAT FAIL

  • Scenario components:
    • WANTED DEAD CO BRAS (wanted: dead cobras)
    • CASH REWARD offered
    • COBRA FARMING emerges as people try to exploit the reward
  • Intention: Reduce cobra population
  • EFFECT: People start cobra farming

KEY POINTS

  • Systems Thinking is a holistic approach to understanding issues and problems.
  • Two main tools discussed: Causal Loop Diagrams (CLDs) and Behavior Over Time Graphs (BOTGs).
  • CLDs help articulate feedback mechanisms.
  • BOTGs allow us to predict trends or patterns through time.

EXIT TICKET 4

  • (Prompt appears as the final slide in the transcript; use this as a study cue or practice prompt)