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5.4 Methodology, method, technique, and tools

As you engage with systems thinking and practice you will become aware how different authors refer to systems methodologies, methods, techniques, and tools, as well as systems approaches. Having just spent some time explaining what I mean by a systems approach, I now want to distinguish between methodology, method, technique and tool.

Several authors and practitioners have emphasised the significance of the term methodologies rather than methods in relation to Systems. A method i
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5.3 Purposeful and purposive behaviour

It is possible, as observers, to ascribe a purpose to what we or others do, the actions we take. How particular actions, or activities are construed will differ from observer to observer because of their different perspectives, which arise from their traditions of understanding. For example, in Figure 38 the person cutting the stone may ascribe their purpose as cutting stone or building a cathedral. It is for this reason t
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5.2 What are systems approaches?

An approach is a way of going about taking action in a ‘real world’ situation, as depicted in Figure 20. As I have outlined earlier, an observer has choices that can be made for coping with complexity. Here I am assuming that because this unit is about systems approaches, a choice has already been made to approach the world systemically using systems thinking.

Other choices of approach could be made. Think
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5.1 Introduction

In this section, I shall explore the features of the contextualising (systems-methods) ball – the C ball. I will make a distinction between systemic and systematic thinking and action and I will argue that the aware systems practitioner has more choices than the practitioner who is not aware.

An aware practitioner is able to contextualise a diverse array of methods at their disposal creating an opportunity for a greater range of advantageous changes in the ‘real world’ situat
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4.6 Appreciating some implications for practice

I think for most people, the CSA case study would be experienced as a complex situation. If so this would be a good example of perceived complexity. Remember though, if you engaged with it as if it were a difficulty, just as the government minister did in Activity 42, you would not describe the situation as one of perceived complexity. I could not call it a complex system unless I had tried to make sense of it using system
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4.5 Choosing to distinguish between complex situations and complex systems

Within some of the lineages of systems thinking and practice (Figure 24), the idea that system complexity is a property of what is observed about some ‘real world’ system, is known as classical or type 1 complexity. Exploring type 1 complexity, Russell Ackoff (1981, pp. 26–33) claimed for a set of elements to be usefully viewed as a system, it was necessary that:

  • (a) the
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7.2.4 Trap 4: words and wordiness

I have seen some effective rich pictures with lots of words in them but they are quite rare in my experience. More often, lots of words make the rich picture less rich. Part of the later use of a rich picture might include looking for patterns. Words inhibit your ability to spot patterns.

If you do use speech bubbles, use what people say, not your interpretation, unless the bubble is about some general attitude. Examples might be ‘Aaagh!’, ‘Help!’, ‘Oops!’ –
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7.1 Introduction

The last activity was a demanding task. People I asked to do it during the writing of this unit, found it took a lot of concentration but it brought up lots of ideas, feelings and suggestions for action. Most of them were also concerned their rich picture might not be good enough. I imagine you will share some of these reactions. If you share any of these concerns, remember there are lots of ways of drawing a good rich picture and almost all rich pictures can be improved. Improving your rich
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SFAP 2011 – Valeur et principe fondateur du mouvement français des soins palliatifs.

Titre : SFAP 2011 – Valeur et principe fondateur du mouvement français des soins palliatifs 
Auteur(s) : R. SCHAERER (Médecin – Grenoble, France).
Etablissement : Université Joseph Fourier
Résumé : Valeur et principe fondateur du mouvement français des soins palliatifs : leur rôle ultérieur dans les choix politiques.
L’auteur n’a pas transmis de conflit d’intérêt concernant les données diffusées dans cette vidéo ou publiées dans la référe
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Titre : SFAP 2011 Mourir à la maison : un rendez-vous trop souvent manqué.
Auteur(s) : S. MOREAU (Médecin – Limoges - France).
Etablissement : Service Hématologie clinique et thérapie cellulaire, CHU Dupuytren, Limoges, France.
Résumé : « C’est à la façon dont on meurt dans une société que l’on sait comment on y vit ». Selon le rapport 2009, de l’Inspection Générale des Affaires Sociales, 3/4 des patients décèdent en institution alors que
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Auteur(s) : R. SCHAERER (Médecin – Grenoble, France).
Etablissement : Université Joseph Fourier
Résumé : Valeur et principe fondateur du mouvement français des soins palliatifs : leur rôle ultérieur dans les choix politiques.
L’auteur n’a pas transmis de conflit d’intérêt concernant les données diffusées dans cette vidéo ou publiées dans la référe
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Résumé : Irruption du malheur dans une famille. Annonce d’une mauvaise nouvelle dans la famille.
L’approche familiale, aussi difficile qu’elle puisse être va se faire sur plusieurs niveaux bio-psycho-sociaux. Cette annonce risque fort d’entrainer une crise pour le patient et la famille, un réaménagement des rôles familiaux est alors inévitable.
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