1. 1 ECLIPS Annual Meeting November 6, 2011 Deepening Understanding and Application of Systems Concepts and Development of ECLIPS

2. 2 Design Evaluation Collect Data Shape Practice Make Meaning from Data Traditional Evaluation Framework

3. 3 System-Oriented Evaluation Framework Design Evaluation Collect Data Shape Practice Make Meaning from Data

4. 4 Example of Phases of Evaluation Collect Data Make Meaning from Data Design Evaluation Shape Practice

5. 5 ZIPPER Z = Zooming in and out of evaluand and its environment. I = Interconnecting the parts P = Plunging into paradigms, structures, processes, conditions P = Perceiving patterns E = Envisioning energy R = Recognizing results

6. 6 What is a System? A system is an interconnected set of elements that is coherently organized in a way that achieves something.

7. 7 close to certainty far from certainty far from agreement close to agreement Agreement C C O O N N T T E E X X T T Certainty Dynamics of a Social System Unorganized dynamics (random unpatterned seemingly chaotic) Self-organizing dynamics (emerging patterns coherent but not predictable) Organized dyn amics (predictable orderly controlled)

8. 8 Systems Levers (Illustrating Visibility and Depth) Events/ Behaviors/ Results Patterns Structures/ Processes Paradigms Conditions

9. 9

10. 10 Levers for Changing Complex Systems: Boundaries (B), Relationships (R), and Perspectives (P) Boundaries: Demarcations that create a region/entity Relationships (interconnections): Connections/exchanges among bounded system parts Perspectives: Mental models, world views, purposes From Parsons, B. and Jessup, P. (2009). “Questions that Matter: A Tool for Working in Complex Situations”. Ft. Collins, CO: InSites.

11. 11 Levers for Changing Complex Systems: Boundaries Demarcations that create a region/entity Examples: physical entities, organizational identity, social systems, rules of conduct May be permeable; allow exchange with environment May be impermeable in that they distinguish the system or other entity from its environment From Parsons, B. and Jessup, P. (2009). “Questions that Matter: A Tool for Working in Complex Situations”. Ft. Collins, CO: InSites.

12. 12 Levers for Changing Complex Systems: Relationships (R) (interconnections): Connections/exchanges among bounded system parts Are key aspects of forming patterns May be as/more important than the system entities Form system structures (hierarchy, networks) Cause and effect relationships: a type of relationship From Parsons, B. and Jessup, P. (2009). “Questions that Matter: A Tool for Working in Complex Situations”. Ft. Collins, CO: InSites.

13. 13 Levers for Changing Complex Systems: Perspectives (P) Mental models, world views, purposes Different stakeholders may have different perspectives Different perspectives may exist within stakeholder groups From Parsons, B. and Jessup, P. (2009). “Questions that Matter: A Tool for Working in Complex Situations”. Ft. Collins, CO: InSites.

14. 14 Levers for Changing Complex Systems: Boundaries (B), Relationships (R), and Perspectives (P) Example: Classroom where students and teachers have clear expectations yet flexibility to make own decisions on some matters (B), respectful relationships among all members (R), and shared views about what is important to learn (P). Example Situation: Balanced BRP Boundaries (B) Relationships (R)Perspectives (P) Adapted from Eoyang, G. (2002). CDE Model for Self- Organizing Systems: Case Examples. Circle Pines, MN: Human Systems Dynamics Institute.

15. 15 Levers for Changing Complex Systems: Boundaries (B), Relationships (R), and Perspectives (P) Example: Community college holds to past successes in how they work together internally (R) in defining their courses and instructional methods (P). They do not keep up with innovations in technology and changes in the local industries they could serve (B). Example Situation: Constrained Boundaries B R P Adapted from Eoyang, G. (2002). CDE Model for Self- Organizing Systems: Case Examples. Circle Pines, MN: Human Systems Dynamics Institute.

16. 16 Levers for Changing Complex Systems: Boundaries (B), Relationships (R), and Perspectives (P) Example: School district with explicit silos and minimal connections among departments (B). Departments work independently and compete for resources annually (R). Few shared standards of customer service and strong conflict among managers, supervisors, and staff members (P). Example Situation: Constrained Relationships B R P Adapted from Eoyang, G. (2002). CDE Model for Self- Organizing Systems: Case Examples. Circle Pines, MN: Human Systems Dynamics Institute.

17. 17 Levers for Changing Complex Systems: Boundaries (B), Relationships (R), and Perspectives (P) Example: Community college where conflicts about priorities are not acknowledged (P). Faculty, administrators, and students understand their roles (B) and work harmoniously (R), but certain individuals and groups feel disenfranchised in the college as a whole. Example Situation: Constrained Perspectives B R P Adapted from Eoyang, G. (2002). CDE Model for Self- Organizing Systems: Case Examples. Circle Pines, MN: Human Systems Dynamics Institute.

18. 18 Levers for Changing Complex Systems: Boundaries (B), Relationships (R), and Perspectives (P) Example: In partnership among school, community, colleges, and industry, partners have clarity about their role in the partnership (B). They have a general agreement about why they are working together (P). Group meetings are filled with conflict as each partner says exactly what they think without concern about others' perspectives, needs, or feelings (R). Example Situation: Unconstrained Relationships B R P Adapted from Eoyang, G. (2002). CDE Model for Self-Organizing Systems: Case Examples. Circle Pines, MN: Human Systems Dynamics Institute.