1. OPMS For Individuals Fundamentals of the One Page Management System Recommendation: As this presentation contains various ‘animations’, you should actually ‘run’ it using the F5 key, rather than just look at the presentation on your monitor without running it. You will not make much sense of the presentation unless you actually run it using the F5 (or equivalent) key.

2. (c) GS ChandyFundas2 Unleash The Hidden Power Of Your Own Ideas! Claim: Whether as individuals or as groups, we scarcely ever utilize our own available resources of mind and heart to accomplish our own hearts’ and minds’ desires effectively. So - How to ensure that we utilize our resources to best effect? And how to ensure that we accomplish our ambitious goals and aims? This claim can be proven – through your own learning model!

3. (c) GS ChandyFundas3 If it’s YOUR idea, YOUR problem or YOUR goal, YOU are the best person to use it, resolve it or accomplish it! On each and every issue/problem that you confront, you will always have some ideas to tackle it. Those ideas may not be exactly the best ideas (or the complete solution of the problem) – but those ideas do represent real and practical means to move towards resolution of your problem. They are all ‘elements’ that could help resolve the problem, accomplish the Mission… No outsider can solve your problem for you as well as you can! Then use truly effective ways to develop your ideas about the complex issues you confront and the way to accomplish your Mission! Just ask yourself some appropriate questions to get those ideas out and running! See the ‘Fundamental Model’ (later in this presentation) to understand how the process we recommend can help you develop your initial ideas to fruition! As these ideas are your own, you are likely to pay some heed to them, you may well have the desire to improve them, implement them, see them through to success… How To Utilize Your Ideas, Tackle Your Problems, Accomplish Your Goals

4. (c) GS ChandyFundas4 Applying those principles: 1.Ask yourself ‘trigger questions’ to help generate more ideas. 2.Record and collect the ideas available to tackle your problem(s) 3.Collecting your ideas gets you lists of ideas that could help tackle your problems 4.Once you have lists of ideas, you need ways to choose amongst those ideas; decide which ones to act on first, next, etc; find out how to organize those ideas so that you can understand the ‘patterns in the whole system’; 5.To choose ideas, you need to decide the way you will choose – What is the basis of your choice? How to ensure the ‘right choice’? And so on. 6.To organize ideas, you need practical means to put them in some appropriate order. Professor John N. Warfield has developed powerful modeling tools to enable individuals and groups to accomplish Items 4, 5 and 6 in complex systems very effectively indeed… Warfield’s view of systems enables groups to ‘handle ideas’ - AND the relationships between ideas - most effectively! Now, individuals and groups at any level can use these sophisticated systems tools to enhance accomplishment of their ambitious Missions The difficulty is that these lists can become very unwieldy (…and because they are unwieldy people may not use them systematically) Your lists will no longer be unwieldy! Items 1, 2 and 3 are handled through developments of ‘brainstorming’; ‘idea writing’; etc. Conventional management tools know a good bit about how to do this… Next: How to...

5. (c) GS ChandyFundas5 Based on Warfield’s approach to complexity in systems, there has developed over several years a uniquely powerful generic aid to problem solving and decision making which can enable significant enhancement to the way we tackle issues of all kinds: ● Individual issues; ● Organizational issues; and ● Societal issues. The One Page Management System… No limitations whatsoever! …for any kind of Missions: individual, organizational, or societal

6. (c) GS ChandyFundas6 To use this tool effectively, we first need to explain a small enhancement to the language we conventionally use: we call this enhancement ‘prose + structural graphics’ The structural graphics clarify and detail the relationships between the elements in a complex system that are generally left ambiguous in conventional prose.

7. (c) GS ChandyFundas7 A ‘Language’ to discuss complex issues: ‘prose + structural graphics’ (p+sg) Idea 1 Idea 2 relationship …the ideas, and the relationship between the ideas, shown as a meaningful arrow… “Idea 1 leads to Idea 2” So what is ‘structural graphics’? ‘prose + structural graphics’ The picture and its translation (along with any other explanation required) constitute ‘prose + structural graphics’ (p+sg) Here’s a simple structural graphic as example: = We repeat: the structural graphics clarify and detail the relationships between the elements in a complex system that are generally left ambiguous in conventional prose. Structural Graphic Prose Equivalent leads to The arrow stands for a specific relationship, e.g.:“leads to” (in this case)

8. (c) GS ChandyFundas8 Warfield’s powerful modeling tool, ‘Interpretive Structural Modeling’ (ISM), enables us to clarify our understanding of the structure of the systems under consideration…

9. (c) GS ChandyFundas9 To ensure that we utilize our resources to best effect To ensure that we accomplish our ambitious goals and aims “should contribute” Here’s a simple two-element ISM, articulating the implicit linkage between two statements we had made earlier in this presentation: Prose transation: “To ensure that we utilize our resources to best effect SHOULD CONTRIBUTE To ensure that we accomplish our ambitious goals and aims”. (At slide 2, where those two statements had first appeared, this relationship was left entirely ambiguous) The above is a ‘generic structure’. Here, we are starting to explore the ‘deep logic’ hidden behind the two prose statements made earlier… …conventionally, we make a sizable number of such statements and we generally do NOT explore the relationships between those statements in any depth. ‘Prose + structural graphics’ enables us to go into this deep logic as intensively and extensively as we desire/need to.

10. (c) GS ChandyFundas10 Using well defined methodologies, we create graphical pictures (like the one displayed at the previous slide) showing inter-relationships between elements: these graphical pictures represent our ‘mental models’ of the systems we wish to create. We illustrate the process with various examples – relating to learning and other problem-solving by individuals

11. (c) GS ChandyFundas11 Various illustrative Missions: “Learning English” (Work in progress – next) “Learning Mathematics” (under preparation) “Learning Shipping” (under preparation) “Learning Management” (under preparation) Enhancing Personal Motivation (under preparation)Enhancing Personal Motivation “Chartering Vessels” (under preparation)

12. (c) GS ChandyFundas12 First, ask a ‘trigger question’: “What are the THINGS TO DO to accomplish this challenging Mission of ‘learning English’?” To be determined to develop my English-language skills “should contribute to” Willingly go through all difficulties and discipline involved Just read the structure bottom upwards, substituting “should contribute to” whenever you encounter an arrow! The moment this question is asked of the person who wants to accomplish the Mission, he/she gets a few ideas. The process we recommend enables him/her to put those ideas together in terms of graphical structures showing relationships, as seen next: As another example, let’s look at how an individual might go about accomplishing the specific Mission: “To improve my skills in speaking and writing English” What we are doing in the OPMS is simply to formalize in a scientifically rigorous way what our minds do naturally in any case! Mission: Improve my skill in speaking and writing English Whenever we wish to accomplish a Mission, we intuitively always do exactly this sort of thing in any case: we just try to do the things that could help us accomplish the identified Mission!

13. (c) GS ChandyFundas13 ‘transitive’, The relationships in these pictures are ‘transitive’, which means: 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 regard to construction of these models as well as to their interpretation.

14. (c) GS ChandyFundas14 To be determined to develop my English-language skills Improve my skill in speaking and writing English “should contribute to” Willingly go through all difficulties and discipline involved One more element is added, next slide… The bracketed part of this structure will be ‘blown up’ in the next few slides to show more detail

15. (c) GS ChandyFundas15 Willingly go through all difficulties and discipline involved To be determined to develop my English-language skills Improve my skill in speaking and writing English “should contribute to” Do all needed exercises in speaking, reading and writing English Now let’s add yet one more element!

16. (c) GS ChandyFundas16 Willingly go through all difficulties and discipline involved To be determined to develop my English-language skills Improve my skill in speaking and writing English “should contribute to” Do all needed exercises to improve my English skills Discover/create good exercises needed for improving English skills! Now we add yet one more element, which will answer the question (to an extent) … Question: How to discover/create good exercises for ‘English-improvement’?

17. (c) GS ChandyFundas17 Willingly go through all difficulties and discipline involved To be determined to develop my English-language skills Improve my skill in speaking and writing English “should contribute to” Do all needed exercises to improve my English skills Discover/create/ get hold of good exercises needed for improving English! Ask someone knowledgeable for guidance Note: we have modified this element as we were unable to develop good exercises ourselves!

18. (c) GS ChandyFundas18 Willingly go through all difficulties and discipline involved To be determined to develop my English-language skills Improve my skill in speaking and writing English “should contribute to” Do all needed exercises to improve my English skills Discover/create/ get hold of good exercises needed for improving English! Ask someone knowledgeable for guidance Next, we highlight some important aspects of the logic underlying these structures… Willingly go through all difficulties and discipline involved Ask someone knowledgeable for guidance To be determined to develop my English-language skills Accomplishing elements at the lower levels of each such structure based on the relationship of “contributes to” would help accomplish the elements above them… The elements at the lower levels of these structures are “contributory steps” to the elements above them…when developed, these structures are ‘Action Plans’ to achieve the ‘Mission at the top of the structure! Discover/create/ get hold of good exercises needed for improving English! Read upwards to find out WHY one should do this element… WHY? Read downwards to find out HOW one could accomplish this element! HOW? Willingly go through all difficulties and discipline involved Ask someone knowledgeable for guidance To be determined to develop my English-language skills Now just focus on any element, as shown… That is, the 'HOW?' and the 'WHY?' of each and every element are built right into the structure!

19. (c) GS ChandyFundas19 To do plenty of exercises in speaking, reading, writing English To go willingly through difficulties confronted To keep in mind my future rewards To get hold of resources required To get hold of money required To find quiet time and place for study To work with a good guide To get needed books To get the right advice On adding such concerns to the elementary structure developed we develop sizable –and very complex - structures that could reflect the whole organisation and all its concerns. (See example, next slide) Next, we show various concerns relevant to the Mission, which – when properly integrated - could help us create an Action Plan to accomplish it… That is the basis of the powerful logic underlying such structures…

20. (c) GS ChandyFundas20 This is a largish structure, and will not fit onto a single page. As you work towards your ambitious Mission, these structures can become pretty huge, comprising hundreds and even thousands of elements. Using the OPMS, you will always know exactly where in those thousands of elements you should focus! We will next show the structure part by part in 3 slides, starting at the top, and ending up with the lowest level elements in the model. Top of Model Lowest Level of Model Mid-Section of Model “should contribute to”

21. (c) GS ChandyFundas21 Top of Model “should contribute to”

22. (c) GS ChandyFundas22 Mid-section of Model “should contribute to”

23. (c) GS ChandyFundas23 Such a model is to be read bottom-upwards, in the direction of the arrow – and accomplishment of the lowest level elements would “contribute to” accomplishment of the higher level elements. Some aspects of the ‘deep logic’ behind such graphics are explained in the next slide. Lowest level of Model “should contribute to”

24. (c) GS ChandyFundas24 THINGS TO DOTHINGS TO DO Current focus This is an ‘Interpretive Structural Model’ (ISM), one of the two powerful modeling tools we use based on the seminal contributions of Professor John N. Warfield to systems science Interpretive Structural Modeling (ISM) enables us to view systems in the context of specific ‘transitive’ relationships that may be relevant in the system at specific periods of its evolution “may contribute to” We will now show a ‘dummy model’ for illustration only – you will not be able to read its elements! …because these elements are CONTRIBUTING TO the elements at the upper levels of the structure… ISM also enables us to ‘blow up’ any region of the structure where we need to clarify further, exactly to the degree of detail and the depth required… Even when the model comprises hundreds or thousands of elements, we can always focus on a small number of those elements in the full confidence that we have not lost sight of anything...

25. (c) GS ChandyFundas25 Some features of ISM ANY transitive relationship may be modeled through ISM (a single relationship per model) – An ISM based on on “contributes to” clarifies the “HOW?” and the “WHY?” of things done or to be done! ISM enables individuals and groups to explore the relationships between factors in their systems to any depth and degree of detail as required Any part of the model created can be 'blown up' to the extent required to clarify the issues to the inquiring reader ISM is a powerful tool to enable individuals and groups to become clear in their minds about their systems ISM is one of the powerful modeling techniques created by Warfield that help individuals and groups to explore complexity in systems. The relationship “contributes to” is probably the single most important of all relationships that can help us arrive at a working understanding from scratch of the systems under consideration Some important transitive relationships in systems: “enhances”“supports” “leads to” “contributes to” “aggravates/hinders” …many others! Any structure based on “contributes to” has the “HOW?” and the “WHY?” of every element built right into the structure! - Everyone involved can become entirely clear as to Why something should be done – and also about How to do it... Effecive Action Planning can develop from these structures! These structures based on “contributes to” are powerful tools for motivating people.

26. (c) GS ChandyFundas26 John 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.

27. (c) GS ChandyFundas27 Apart from ISM, Warfield has created another powerful modeling tool, ‘Field Representation and Profiling Method’ (FR) designed to help us put 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 relates to our ‘learning English’ example; the other example is pretty complex

28. (c) GS ChandyFundas28 Here’s a list of some diverse Missions that we shall take up (for an FR exercise): 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 Our first example of FR follows…

29. (c) GS ChandyFundas29 In your opinion, is “----------” (element 1) similar to (/in the same category as) “------------” (element 2) [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

30. (c) GS ChandyFundas30 In your opinion, is “To double organizational turnover within 1 year” (element ‘2’) similar to (/in the same category as) “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: Response Is “NO”, so this element goes into a different category as shown, next slide…

31. (c) GS ChandyFundas31 Here’s how the Field Representation develops: A: Dimension 1B: Dimension 2 ● to become a top-level ● To double organizational software designer turnover within 1 year In your opinion, is “Garibi Hatao!” (element ‘3’) similar to (/in the same category as) “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’) similar to (/in the same category as) “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 modeling question: Response again: “NO”, so a new dimension is created… A: Dimension 1B: 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 modeling question: If the response to a modeling question is “NO”, the question is asked again w.r.t. an element in 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 into the same Dimension… Second element in new Dimension 2

32. (c) GS ChandyFundas32 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 3 O “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 System Tie-Line

33. (c) GS ChandyFundas33 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 well-paid job … 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 Missions O “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

34. (c) GS ChandyFundas34 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’!

35. (c) GS ChandyFundas35 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

36. (c) GS ChandyFundas36 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!

37. (c) GS ChandyFundas37 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

38. (c) GS ChandyFundas38 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.

39. (c) GS ChandyFundas39 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)”

40. (c) GS ChandyFundas40 Thus far, I’ve not managed to get any group, government or NGO, to take up any of the many potential ‘societal Missions’ that OPMS could be used for. A huge number of potential projects have been identified – even a quick glance through any day’s news will fetch at least 10 potential projects that are crying out for the OPMS treatment!

41. (c) GS ChandyFundas41 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 well-paid job … 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 Missions O “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 The ‘SYSTEM TIE-LINE’ stands for any of the relationships that may be inherent in the system under consideration 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…

42. (c) GS ChandyFundas42 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 well-paid job … 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 Missions O “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 T D: Type of organization E: Resources reqd. Required O O Self- organization O O Incorporated Company O O Government or non-governmental organisation Two more dimensions needed to create a useful ‘system’ Check out ‘understandability’ of the system as it appears now - after addition of these two extra dimensions - against the original list of objects (reviewed, next slide).

43. (c) GS ChandyFundas43 Here’s a list of some diverse Missions that could be taken up (for FR): 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 We claim that a significant enhancement in understanding develops through FR categorization – just review that Field Representation (next slide) – and look at it against this listing.

44. (c) GS ChandyFundas44 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 well-paid job … 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 Missions O “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 T D: Type of organizationE: Resources reqd. Required O Self- organization O Incorporated Company O Government or non-governmental organisation

45. (c) GS ChandyFundas45 So, let’s recap: Why do this ‘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 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 Most importantly, such representations, when effectively done, are models that satisfy the fundamental “Ashby’s Law of Requisite Variety”

46. (c) GS ChandyFundas46 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

47. (c) GS ChandyFundas47 We illustrate with another Field Representation, this one created with the elements earlier created for the ‘English Learning’ example

48. (c) GS ChandyFundas48 FR on Improving English-Language Skills A : MISSION o To improve my skills in speaking, reading and writing in English(1) B : DETERMINATION TO ACHIEVE o To be determined to develop my English- -language skills – speaking, reading, writing(2) o To willingly go through all difficulties encountered(4) o To find the time and energy and other resources somehow to do my English study and practice(8) o To ignore all those who try to discourage me from learning English(15) o To get over: Getting frustrated because of lack of progress(BAR3)(19) C : PRACTICE, PRACTICE, PRACTICE!!! o To do plenty of exercises in speaking, reading and writing English(3) o To ensure that I practice daily - or at least very regularly(7) D : GOOD GUIDANCE o To find myself a good guide for the English language(5) o To get myself needed books in English - speaking, grammar, composition, etc(6) o To get the right advice from those who know English well(16) E : WORK NOW FOR FUTURE REWARDS o To keep the possible rewards I shall one day get clearly in mind(9) F : RESOURCES AND TOOLS o To get hold of all tools required - books, dictionary, pens, pencils-eraser, cards, voice recorder, books, etc.(10) o To list the expenses involved(11) o To get hold of the resources required(12) o To get hold of the money required(13) o To get over: Lack of money to buy recorder, etc(BAR1)(17) G : PROPER TIME AND PLACE o To find myself some quiet time and place where I can practice my English(14) o To get over: Lack of time for doing needed exercises(BAR2)(18) Like the ISM with the same elements shown earlier, this model too is a largish structure, and will not fit onto a single page We therefore show it part by part in 3 slides, two or three dimensions in each slide. Then we show it as a typicial FR, including the all- important System Tie-Line representing the relationships in the system Structure continues below…

49. (c) GS ChandyFundas49 A : MISSION o To improve my skills in speaking, reading and writing in English(1) B : DETERMINATION TO ACHIEVE o To be determined to develop my English- -language skills – speaking, reading, writing(2) o To willingly go through all difficulties encountered(4) o To find the time and energy and other resources somehow to do my English study and practice(8) o To ignore all those who try to discourage me from learning English(15) o To get over: Getting frustrated because of lack of progress(BAR3)(19) Dimensions A and B:

50. (c) GS ChandyFundas50 C : PRACTICE, PRACTICE, PRACTICE!!! o To do plenty of exercises in speaking, reading and writing English(3) o To ensure that I practice daily - or at least very regularly(7) D : GOOD GUIDANCE o To find myself a good guide for the English language(5) o To get myself needed books in English - speaking, grammar, composition, etc(6) o To get the right advice from those who know English well(16) Dimensions C and D:

51. (c) GS ChandyFundas51 E : WORK NOW FOR FUTURE REWARDS o To keep the possible rewards I shall one day get clearly in mind(9) F : RESOURCES AND TOOLS o To get hold of all tools required - books, dictionary, pens, pencils-eraser, cards, voice recorder, books, etc.(10) o To list the expenses involved(11) o To get hold of the resources required(12) o To get hold of the money required(13) o To get over: Lack of money to buy recorder, etc(BAR1)(17) G : PROPER TIME AND PLACE o To find myself some quiet time and place where I can practice my English(14) o To get over: Lack of time for doing needed exercises(BAR2)(18) Dimensions E to G: Next, we show the Field Representation (in abstract) as a whole, including the all-important System Tie-Line

52. (c) GS ChandyFundas52 A: ‘Mission’B: Determination to Achieve ● ~~~~~~~~ ● ~~~~~~~~ ● ~~~~~~~~ ● ~~~~~~~~ C: Practice, Practice, Practice!D: Good Guidance ● ~~~~~~~~ ● ~~~~~~~~ ● ~~~~~~~~ ● ~~~~~~~~ E: Work Now For Future RewardsF: Gather Needed Resources ● ~~~~~~~~ ● ~~~~~~~~ ● ~~~~~~~~ ● ~~~~~~~~ G: Find Proper Time and Place ● ~~~~~~~~ ● ~~~~~~~~ System Tie-Line Field Representation: “System to Learn to Speak, Read, Write English” We are not able here to demonstrate briefly the use of the ‘System Tie-Line’ – that would require a live session… However, some indication of how the System Tie Line may be used is provided at our next example of a more complex Field Representation…

53. (c) GS ChandyFundas53 It is easier to get an ‘overview’ picture of the whole by looking at a few categories rather than looking at a large number of disparate elements 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 Most importantly, such representations, when effectively done, are models that satisfy the fundamental “Ashby’s Law of Requisite Variety” We repeat an earlier slide explaining some benefits of creating Field Representations:

54. (c) GS ChandyFundas54 ‘Dimensions’ of the Field Representation: 1.A: ‘Mission’ 2.B: Determination to Achieve 3.C: Practice, Practice, Practice! 4.D: Good Guidance 5.E: Work Now For Future Rewards 6.F: Gather Needed Resources & Tools 7.G: Find Proper Time and Place We now create a ‘quick’ ISM from the ‘Dimension Titles of the Field, in order to obtain a powerful, actionable overview of the whole system

55. (c) GS ChandyFundas55 A: ‘Mission’ ● B: Determination to Achieve ● D: Good Guidance C: Practice, Practice, Practice! E: Work Now for Future Rewards F: Gather Needed Resources & Tools “should contribute to ensure” G: Find Proper Time and Place We can also create ISMs with the elements inside each of the above dimensions. Each such exercise enhances the clarity of our understanding of the systems under consideration

56. (c) GS ChandyFundas56 ‘model of models’ OPMS). We illustrate Field Representation (FR) method once again – now with a very complex ‘second-order’ model -- a ‘model of models’: the ‘One Page Management System’ (OPMS). The OPMS powerfully ‘enables’ people to choose any Mission of current interest to them – AND to accomplish that Mission (by enabling them to see their systems with clarity, in an ‘actionable’ way...)

57. (c) GS ChandyFundas57 The ‘SYSTEM TIE-LINE’ provides us a practical means to show how elements in various Dimensions may impact on the Mission and on the THINGS TO DO in our Action Planning’ – e.g. how do the various BARRIERS impact on the activities to be performed to accomplish the Mission?, etc, etc… all All aspects of ANY ‘Mission’ – no matter how large or ambitious, can be captured on a single page, with linkages to all details! This is a ‘generic’ model, applicable to any Mission! This is a ‘2 nd order’ Field Representation: a ‘model of models’ – it comprises of ALL the elements and ALL the models arising during the course of any Mission into appropriate classes that have been found useful through years of people working on Missions. All the BARRIERS/ etc that may hinder or prevent accomplishment of Mission – AND all the models with BARRIERS, etc. All the BARRIERS, etc, that may hinder or prevent accomplishment of Mission AND all the action models constructed using those elements Linkages should be developed between elements in the various dimensions of our OPMS in order to clarify our minds about our systems and how to develop effective action in them! By exploring such linkages, we find that we’re enabled to develop all needed sub-systems for our ‘System to accomplish the chosen Mission’ – and all these systems will be highly effective because we have understood the relationships between the factors in the system! Linkage across Dimensions: How do the BARRIERS, etc, hinder or prevent accomplishment of THINGS TO DO (and the Mission)? Linkage across Dimensions: How to develop appropriate THINGS TO DO that would help us to overcome the BARRIERS, etc??? That important question becomes entirely clear to us! Use of ‘System Tie-Line This Dimension contains: THINGS TO DO to accomplish the Mission and all the action models constructed using the elements in the THINGS TO DO list

58. (c) GS ChandyFundas58 It’s called the One Page Management System because: All the information related to the ‘Mission’ is crystallized onto a single page – and any part of it can be accessed because of the linkages in the model From this one page, linkages would develop to show you how: THINGS TO DO would contribute to each other and to the Mission; BARRIERS/DIFFICULTIES and THREATS might hinder or prevent accomplishment of THINGS TO DO – and you can find out other THINGS TO DO to overcome those BARRIERS, etc. What STRENGTHS are required to accomplish the Mission (and how to acquire them); What OPPORTUNITIES are available to accomplish the Mission – and how to prepare to avail of them; How existing WEAKNESSES might hinder or prevent accomplishment, and how to overcome those WEAKNESSES; And a whole lot else! It really is an ‘Operating System for the Human Mind’!

59. (c) GS ChandyFundas59 THINGS TO DO BARRIERS More THINGS TO DO Hinder specific to overcome We get a series of models like the following, which would help clarify how to accomplish desired objectives We get a whole series of such models linking up specific elements in the various dimensions of the OPMS to specific elements in other dimensions Enable us to identify

60. (c) GS ChandyFundas60 Linkages developing through OPMS: How to overcome BARRIERS, WEAKNESSES, etc ? How to develop needed STRENGTHS? How to use available STRENGTHS to overcome WEAKNESSES? How to prepare to avail OPPORTUNITIES that may arise? Which EVENTS/ACTIVITIES should come first? What is most important to do for accomplishment of Mission?? Etc, etc…

61. (c) GS ChandyFundas61 It’s all based on the following ‘Fundamental Model’

62. (c) GS ChandyFundas62 Mental Models Real World Trigger Question s Elements Representations of Mental Models ACTIONACTION Bold arrows mean “lead(s) to” Means “applied to” Comparison We claim that OPMS is by far THE most effective means available to create needed changes in our mental models, and to guide appropriate action on the real world! Feedback OPMS Process This fundamental model, through the OPMS, enables a powerful ‘problem-solving loop’ to develop in the individual/group mind

63. (c) GS ChandyFundas63 Fundamental Model Interpret Action Monitor Capture Crystallize Model Our powerful ‘Learning Model’ develops by systematically building on this loop “Problem-solving loop “leads to” “enables”

64. (c) GS ChandyFundas64 Enabling Process General Principles of Learning Specific application to various disciplines “enable(s)” Learning of specific subject/disciplines Constructivism Behaviorism X Learning Styles Right Brain vs. Left BrainCommunities of practice Control Theory The OPMS approach fits in very well with all the major ‘Theories and Principles of Learning’ (with the exception of, probably, ‘Behaviorism’) Computer Engineering You name the subject: you can learn it better - and more effectively - through the OPMS! Shipping – Agency; Chartering, etc Piaget Development Theory Multiple Intelligences Observational Learning Vygotsky and Social Cognition Neuroscience Model of Learning Brain-based Learning English: Speaking, Reading Writing MathematicsManagement

65. (c) GS ChandyFundas65 The Business Process Model – a macro picture Enables The ‘type’ of enablement is somewhat different at each level

66. (c) GS ChandyFundas66 Information about John Warfield’s books, papers, etc: http://www.jnwarfield.com and see also the ‘John Warfield Collection’ maintained at the library of George Mason University http://www.gmu.edu/library/specialcollections/warfield.htm http://www.jnwarfield.comhttp://www.gmu.edu/library/specialcollections/warfield.htm The OPMS is based on the seminal contributions to systems science by Professor John N. Warfield.

67. (c) GS ChandyFundas67 For more information about OPMS and/or free access to the prototype OPMS software, contact: G.S. Chandy email: gs_chandy@yahoo.com Bangalore: Terrapin Station (near Delhi Public School) Sathanur Village, Bagalur P.O., PIN: 562149 Bangalore, India Tel.: +91-80-65700814gs_chandy@yahoo.com Mumbai: c/o Sahi Oretrans Pvt Ltd Western India House, 3 rd Floor Sir P.M. Road, Fort Mumbai - 400 001, India Telephone: +91-22-40335424 (Personal line) +91-22-40335454 (Board line)

68. (c) GS ChandyFundas68 Thank you!

69. (c) GS ChandyFundas Ensuring high motivation Developing a structure indicating how one could motivate oneself through all barriers and difficulties that may arise This structure could serve as a useful guide through the difficulties and barriers that would surely be encountered

70. (c) GS ChandyFundas As the structure is too large to fit onto a single slide, we show it in three slides, starting from the lowest level… Top level Middle level Lowest level

71. (c) GS ChandyFundas Lowest level “should contribute” To element 3

72. (c) GS ChandyFundas Middle level “should contribute” From elements 10 & 9 To element 13

73. (c) GS ChandyFundas Top Level “should contribute” From elements 5 & 7

74. (c) GS ChandyFundas In Full “should contribute”