1. Presentation for WLC September 151(c) OPMS for WLC Contains animations – use F5 key to run presentation, else it will be confusing ‘One Page Management System’ (OPMS) Systems tool to aid in goal-setting and problem solving in complex systems

2. September 15(c) OPMS for WLC2 “If you have built castles in the air, -- Do not despair; For that is where they should be: Now – PUT THE FOUNDATIONS BENEATH THEM!” -- Henry David Thoreau The OPMS is EXACTLY about putting the foundations beneath your castles in the air!

3. (c) GS ChandyOPMS General Presentation3 To tackle any kind of issue, resolve any kind of problem effectively, these are the things that need to be done: Grab hold of all good ideas available about the problem or issue - continuingly Record the ideas generated - continuingly Put the ideas together in the right kind of usable order – continuingly – create effective action planning Modify ideas to reflect the environmental reality - continuingly ‘Integrate’ every relevant issue that might come up - continuingly The ‘One Page Management System’ (OPMS) enables one to do ALL of the above - most effectively indeed!

4. (c) GS ChandyOPMS General Presentation4 Processes to accomplish these tasks quite well known in Management Science - but they’re generally not very effective because of the lack of the requirements sketched next: Grab hold of all good ideas available! Record (and clarify) those ideas! Idea Generation tools Put the ideas together into an effective Action Plan! Interpretive Structural Modeling Field Representation Method Processes to accomplish this task barely known to Management Science as it exists today! Integrate everything to create a true system! One Page Management System (OPMS) Processes for effective integration of ideas not known at all to Management Science! These processes not known to management science are explained in outline at the ‘technical story’ underlying OPMS

5. September 15(c) OPMS for WLC5 ‘Element’ Mission ‘Trigger Questions’ Structure – relationship or linkage between elements “contributes to” Some terms we shall use in a very specific way Claim: THE most important ‘action planning’ word!

6. September 15(c) OPMS for WLC6 Mission: An important or ambitious goal or aim that may require considerable effort and time to accomplish: individual/group Missions Element: An idea or a set of ideas that we choose to treat as a single unit Claim: In the conventional approach, we do not give ideas – our own ideas and others’ ideas - adequate respect Claim: The ideas we obtain from real- life form the basis of ALL our ‘systems’

7. Some Example Missions: “To get myself an excellent and satisfying job on graduation” “To become a Vice-President in a first-rate company within 5 years” “To understand my real strengths, and use them effectively to overcome my weaknesses” “To learn to use PowerPoint effectively “To improve my spoken and written English” “To develop the OPMS software” “To launch an organization to develop and market OPMS software” “To become a top-level s/w designer within 1/3/5/7 years” “To raise the finances I require for my project” “To understand all topics of my math syllabus and thereby to do very well in my exams” “To become a top-level consultant in my field of interest” “To ensure I never become frustrated about lack of progress” “To propagate OPMS in India and worldwide” September 157(c) OPMS for WLC Individual Missions What we want to do with these statements: Create a ‘system’ to enable accomplishment of any of these Missions! Each Mission is also an ‘element’ Would you like to name some Missions of current interest to you? Most of these Missions have been successfully accomplished by various individuals – to greater or lesser extent

8. Some ‘organizational’ Missions: “To double organizational profits within two years” “To get over the problem of attrition in our Company” “To develop an effective communication-information system for villages” “To ensure good motivation of lower-level staff in Dept. X” “To develop the OPMS software” Some societal Missions: “Garibi Hatao!” “To develop an effective educational system for the nation” “To ensure effective governance of the nation” “To remove the shame of India having 47% mal-nourished children in the country – within 5 years” “To reduce, significantly, the HUGE levels of public corruption in our nation” September 15(c) OPMS for WLC8 Would you like to name some Missions of current interest to your parent organization? Would you like to name some societal Missions of current interest to you?

9. September 15(c) OPMS for WLC9 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. This Dimensions contains links to : THINGS TO DO to accomplish the Mission and all the action models constructed using the elements in the THINGS TO DO list. The complete Action Planning for the entire Mission appears here. All the BARRIERS/ etc that may hinder or prevent accomplishment of Mission – AND all the models with BARRIERS, etc. Links to 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! 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 We now illustrate a generic ‘One Page Management System’ (OPMS) – a framework that can be used to help accomplish any kind of Mission – individual, organizational or societal

10. September 15(c) OPMS for WLC10 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: the models are detailed in regard to which BARRIERS hinder which specific THINGS TO DO, and exactly what are the THINGS TO DO to overcome specific BARRIERS! 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 The model means: “BARRIERS hinder specific THINGS TO DO – and we are enabled to identify more THINGS TO DO to overcome those BARRIERS” Enable us to identify Action Plans to develop the strengths required (but not currently available) to accomplish Mission Action Plans to prepare to avail the OPPORTUNITIES within the ‘window of opportunity’! Action Plans to overcome weaknesses that may hinder or prevent accomplishment of our Mission! On exploring linkages between different ‘fundamental dimensions of the OPMS, we find that we naturally begin to ‘understand the system better’ – and we are also enabled to develop all needed sub-systems for our ‘System to accomplish the chosen Mission’. The whole system we create will be highly effective because we have properly understood the relationships between the factors in the system!

11. (c) GS ChandyOPMS General Presentation11 OPMS Process Deliverables Mission – relating to an individual or group Identification of an agreed Mission – relating to an individual or group Lists of ideas Lists of ideas covering various aspects of the Mission agreed Action Plan Initiation of an agreed Action Plan to accomplish the Mission Integration into the Action Plan of practical means to overcome barriers, difficulties, and threats encountered and also weaknesses that may hinder accomplishment; also of practical means to avail of opportunities that may hinder, etc. Integration into the Action Plan of practical means to overcome barriers, difficulties, and threats encountered and also weaknesses that may hinder accomplishment; also of practical means to avail of opportunities that may hinder, etc. ReportsWhat & Why – Who – When - How Much Reports to monitor ‘What & Why – Who – When - How Much’; etc sub-systems: marketing system, planning system, information systems – whatever the subsystems that may be required for the Mission! Design of all needed sub-systems: marketing system, planning system, information systems – whatever the subsystems that may be required for the Mission! Above all: significant enhancement of attitudes, behaviour and performance of the majority of individuals and groups at each level – by way of them seeing practical means to overcome practically all frustrations that may be encountered. Above all: significant enhancement of attitudes, behaviour and performance of the majority of individuals and groups at each level – by way of them seeing practical means to overcome practically all frustrations that may be encountered. If yes, you will soon be able to name your own terms in any company that rewards real merit for real value delivered! Can you confidently (and justifiably) promise your organization that you are able to contribute these as useful inputs? Are you able truthfully to include these deliverables in your resume?

12. September 15(c) OPMS for WLC12 “To get myself an excellent and satisfying job on graduation” “To become a Vice-President in a 1 st -rate company within 5 years” “may contribute” Prose Translation: “To get myself an excellent and satisfying job on graduation MAY CONTRIBUTE to become a Vice-President in a sound company within 5 years” The heart of the matter: Relationships or ‘Linkages’ between elements Claim 1: It is much easier to read and understand the graphical picture than its prose translations – particularly when there are a large number of elements in the system… Claim 2: By focusing on the lower level elements of a ‘sufficiently complete’ structure, we may develop an Action Plan to accomplish the higher level elements

13. September 15(c) OPMS for WLC13 To design effective training programmes for new recruits to the organization To ensure that the people we recruit are right for us, our system(s), our style of functioning “should contribute” To get over the problem of attrition in our Company To double organizational profits within two years After creating a satisfactory structure (which should include elements relating to all aspects of the Mission) we may focus on lower levels, forgetting for the moment about the upper levels, with full confidence that we are indeed still giving them due consideration!

14. September 15(c) OPMS for WLC14 To bring about effective governance for India within 5 years “Garibi Hatao!” “should contribute” Why did it fail? -- despite the huge power and popularity enjoyed by Indira Gandhi? Despite many notable achievements, we still do not have a truly effective system of governance for our country – and we still have plenty of ‘garibi’! X X “is essential for” X

15. September 15(c) OPMS for WLC15 To bring about effective governance for India within 5 years To reduce, significantly, the HUGE levels of public corruption in our nation “Garibi Hatao!” “should contribute” For interest, we illustrate how various societal Missions are perceived to be linked to each other: To develop an effective educational system for the nation To remove the shame of India having 47% mal-nourished children in the country – within 5 years To make individuals conscious that it is their efforts – and their efforts only - that can help reduce the levels of public corruption in the country To help develop NGOs in various areas to function effectively

16. Major Trigger Questions in OPMS: “What, in your opinion, are the THINGS TO DO to get myself an excellent and satisfying job on graduation?” “What, in your opinion, are the BARRIERS/ DIFFICULTIES / THREATS that may hinder or prevent accomplishment of your Mission?” “What, in your opinion, are the STRENGTHS you possess (/need) in order to accomplish your Mission?” “What, in your opinion, are the OPPORTUNITIES that may be available in order to accomplish your Mission?” “What, in your opinion, are the WEAKNESSES that may hinder or prevent accomplishment of your Mission?” “What, in your opinion, are the EVENTS/MILESTONES that may occur during progress towards your Mission?” September 1516(c) OPMS for WLC All ideas in all dimensions below are integrated via the OPMS to help create an effective Action Plan to accomplish the Mission…

17. September 15(c) OPMS for WLC17 That was the ‘Elevator Presentation’ If you’d like to learn more about OPMS…

18. The Mission of interest: “To get myself an excellent and satisfying job on graduation September 1518(c) OPMS for WLC

19. September 15(c) OPMS for WLC19 “What, in your opinion, are the THINGS TO DO that could help you get yourself an exciting and satisfying job?” Some responses listed, next slide First Trigger Question:

20. “ To ensure I really know my stuff” (1) “To prepare well for my interviews” (2) “To get interviews with top-level organizations” (3) “To be very clear in my mind as to what I wish to do with my life” (4) “To prepare a detailed listing of specific aspects of the organizations I am interested to interview for (5)” “To get excellent recommendations from my guides” (6) “To research thoroughly into the needs of the organizations I want to interview for” (7) “To do some ‘mock’ interviews” (8) “To prepare a realistic evaluation of my strengths and weaknesses for the interview” (9) “To work to overcome my weaknesses” (10) “To divulge enough of my weaknesses so as to convince my interviewers” (11) “To create the best possible impression on my interviewers” (12) Some responses to the trigger question: We now demonstrate ‘structuring’ - showing perceived linkages between - these elements so that, in due course, the person could go about creating an Action Plan to accomplish ‘Mission’ of “getting an excellent, satisfying job” These are some of the ‘elements’ … September 1520(c) OPMS for WLC The elements you perceive will undoubtedly be very different from the ones to be listed here …

21. Creating an Interpretive Structural Model (ISM) based on List presented earlier Initial Modeling questions: Does “To ensure I really know my stuff” (1) contribute “To prepare well for my interviews?” (2) ? Does “To prepare well for my interviews?” (2) contribute “To ensure I really know my stuff” (1) ? September 1521(c) OPMS for WLC “YES”“NO” GSC’s perceptions – others would differ

22. X X September 15(c) OPMS for WLC22 A ‘structure’ To get myself an excellent and satisfying job An Interpretive Structural Model To ensure I really know my stuff (1) To prepare well for my interviews (2) Read bottom-upwards, substituting “should contribute to” whenever you encounter an arrow X X “should contribute “does not contribute” X X Prose translation: “To ensure that I really know my stuff SHOULD CONTRIBUTE prepare well for my exams, both of which should contribute to get myselof an excellent and satisfying job”

23. September 15(c) OPMS for WLC23 To get myself an excellent and satisfying job To ensure I really know my stuff (1) To prepare well for my interviews (2) To get interviews with top- level organizations (3) “should contribute” Add element: “To get interviews with top level organizations” (3) Prose translation: “~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~…….”

24. September 15(c) OPMS for WLC24 To get myself an excellent and satisfying job To ensure I really know my stuff (1) To prepare well for my interviews (2) To get interviews with top- level organizations (3) “should contribute” Add element: “To prepare listings of specific aspects of those organizations I am interested to inteview for” (5) To prepare listings of specific aspects of orgs.. I am interested to interview for (5)

25. September 15(c) OPMS for WLC25 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. Models constructed using the above rule 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. 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:

26. September 15(c) OPMS for WLC26 About the transitive relationship “contributes to” 1.It’s THE most important ‘action verb’ there is! 2.‘A’ “contributes to” ‘B’: means “accomplishing ‘A’ would help to accomplish ‘B’ ” 3.“contributes to” is the basis of ALL effective Action Planning – accomplishing any goal is simply doing effectively all the things that may contribute to that goal!

27. September 15(c) OPMS for WLC27 To get myself an excellent and satisfying job To ensure I really know my stuff (1) To prepare well for my interviews (2) To get interviews with top- level organizations (3) “should contribute” Add element: “To get excellent recommendations from my guides (6) To prepare listings of specific aspects of orgs.. I am interested to interview for (5) To get excellent recommendations from guides (6)

28. September 15(c) OPMS for WLC28 To get myself an excellent and satisfying job To ensure I really know my stuff (1) To become very clear in my mind what I want to do in life (4) To prepare well for my interviews (2) To get interviews with top- level organizations (3) “should contribute” Add element: “To become very clear in my mind what I want to do in life (4) To prepare listings of specific aspects of orgs.. I am interested to interview for (5) To get excellent recommendations from guides (6)

29. September 15(c) OPMS for WLC29 To get myself an excellent and satisfying job To ensure I really know my stuff (1) To prepare well for my interviews (2) What we had started out with: “should contribute”

30. 1. HOWs? and WHYs? 2. Action Planning 3. Expanding on specific elements September 1530(c) OPMS for WLC What comes out of ISM

31. To get myself an excellent and satisfying job To ensure I really know my stuff (1) To become very clear in my mind what I want to do in life (4) To prepare well for my interviews (2) To get interviews with top- level organizations (3) To prepare listings of specific aspects of orgs.. I am interested to interview for (5) To get excellent recommendations from guides (6) 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 HOWs? and the WHYs? of every element are built into each “contribution” structure ! HOWs? and WHYs? September 1531(c) OPMS for WLC “should contribute”

32. Action Planning Expanding on specific elements – ‘gaps’ in structures September 1532(c) OPMS for WLC To get myself an excellent and satisfying job To ensure I really know my stuff (1) To become very clear in my mind what I want to do in life (4) To prepare well for my interviews (2) To get interviews with top- level organizations (3) “should contribute” To prepare listings of specific aspects of orgs.. I am interested to interview for (5) To get excellent recommendations from guides (6) The model develops further (next slide)

33. September 15(c) OPMS for WLC33 Model is too large to fit onto single screen – we break it up into two parts  “should contribute”

34. September 15 (c) OPMS for WLC34 Upper level “should contribute” From Element 4 From Element 5

35. September 15(c) OPMS for WLC35 To Element 6 To Element 12 Lower level “should contribute”

36. September 15(c) OPMS for WLC36 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 “HOWs?” and the “WHYs?” of EACH and EVERY 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 (These models can be ‘blown up’ as much as required for clear understanding all round A simple model of, say 20-25 elements on 1 or two pages would be the equivalent of some 30-40 (or even more) pages if translated in full into standard prose: ISM enables huge compression of long prose passages! 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” “is more/less important than” “contributes to” “aggravates” (in case or problems/ difficulties encountered) “precedes” (PERT and Gantt Charts – well known in ‘Project Management Software’) and a whole lot of others… Relationship “implies” is not yet handled in OPMS

37. September 15(c) OPMS for WLC37 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.

38. September 15(c) OPMS for WLC38 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 one relates to our Mission of “Developing effective educational systems for India’s real needs”, and the third one is a pretty complex Field…

39. September 15(c) OPMS for WLC39 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 famous ‘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” T o 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 remove our great shame of 40% malnourished children in India – by 2015” Our first example of FR follows… We shall now use the Field Representation process on this random list to bring some ‘system order’ into it…

40. September 15(c) OPMS for WLC40 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 … ‘Modeling question’, for creating Field Representations will be shown… First element inserted in Dimension 1

41. September 15(c) OPMS for WLC41 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] ? Response Is “NO”, so this element goes into a different category as shown, next slide…

42. September 15(c) OPMS for WLC42 Here’s how the Field Representation looks at this point: 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] ? 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. another element, 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… Second element in Dimension 2 Response: “NO”, so new question asked…

43. September 15(c) OPMS for WLC43 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 (see next…) System Tie-Line

44. September 15(c) OPMS for WLC44 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

45. September 15(c) OPMS for WLC45 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’!

46. September 15(c) OPMS for WLC46 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 …

47. September 15(c) OPMS for WLC47 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 …

48. September 15(c) OPMS for WLC48 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)” “To remove the great shame of 40% Indian children malnourished by 2015 …

49. September 15(c) OPMS for WLC49 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’…

50. September 15(c) OPMS for WLC50 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 D: Type of organizationE: Resources reqd. Required o ~~~~~~~~~~~~ O Self-organization o ~~~~~~~~~~~~ O Incorporated Company o ~~~~~~~~~~~~~ O Government or non-governmental organisation The FR process has helped us to create a ‘representation’ of a useful ‘system’ from a mere random list! The two dimensions needed to create a useful ‘system’

51. September 15(c) OPMS for WLC51 To become a top level software designer To double organizational turnover within one year “Garibi hatao!” – (The famous ‘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” T o 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 remove our great shame of 40% malnourished children in India – by 2015” Original list of diverse Missions We claim that a significant enhancement in understanding develops through FR categorization – just review that Field Representation! (Reviewed, next slide)

52. September 15(c) OPMS for WLC52 FR: “ Systems required to handle different kinds 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 Self- organization o ---------------------- O Incorporated Company o ---------------------- O Government or non-governmental organisation Effective use of the ‘System Tie-Line’ will bring out the full benefits of this ‘system representation’ ‘System Tie-line’ represents any or all the relationships inherent in the ‘system’ we wish to create or improve

53. September 15(c) OPMS for WLC53 So, let’s recap WHY we 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 better understand the relationships between the factors in the system when we look at those categories rather than at the disparate elements in the list (some relationships 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. When the System Tie-Line is put to use, we get a pretty comprehensive picture of the relationships within the entire system considered. The human mind has learnt over millennia to categorize factors in a system in ways that are useful to enable 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, are models that satisfy this fundamental law of systems: “Ashby’s Law of Requisite Variety” (explained, next slides)

54. September 15(c) OPMS for WLC54 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 of ANY day (including today), and you will see scores (even hundreds!) of examples to validate the claim just made – and to demonstrate the desperate need of society to have accessible practical means to ensure that our systems are designed to satisfy Ashby’s Law!

55. September 15(c) OPMS for WLC55 We illustrate Field Representation (FR) method once again – now with a structure created from the elements in a list of elements created for a Mission “To develop an effective educational system for India’s needs” (The Field appears on two slides as it does not fit into one screen)

56. September 15(c) OPMS for WLC56 SYSTEMTIELINESYSTEMTIELINE TIELINETIELINE Field Representation: “System to develop and put into place effective Educational Systems for India at every level in every field SYSTEMTIELINESYSTEMTIELINE 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)

57. September 15(c) OPMS for WLC57 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) SYSTEMTIELINESYSTEMTIELINE Field Representation: “System to develop and put into place effective Educational Systems for India at every level in every field (contd.)

58. September 15(c) OPMS for WLC58 SYSTEMTIELINESYSTEMTIELINE TIELINETIELINE Field Representation: “System to develop and put into place effective Educational Systems for India at every level in every field SYSTEMTIELINESYSTEMTIELINE 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) 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…

59. September 15(c) OPMS for WLC59 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) SYSTEMTIELINESYSTEMTIELINE 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 his illustration)

60. September 15(c) OPMS for WLC60 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:

61. September 15(c) OPMS for WLC61 CREATE OPMS EXAMPLE PORTFOLIO (for educational issues) ● Proper PLACE OF TEACHERS IN SOCIETY ● DEVELOPING PASSIONATE, COMMITTED TEACHERS PRACTICAL MEANS FOR PEOPLE TO DISCUSS AND RESOLVE ISSUES GIVE ALL STAKEHOLDERS THEIR PROPER VOICE! EFFECTIVE EDUCATIONAL SYSTEMS ISM created from ‘Dimensions of Education Field Representation’ “should help provide stimulus for” 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)

62. September 15(c) OPMS for WLC62 To ensure that real stakeholders in education have a real voice in the system ● To ensure that teachers at each level have their proper voice in the actual ‘actioning’ in the educational system ● To ensure that students at each level have a proper voice in the educational systems catering to their specific needs ● To enable all stakeholders (parents, management, others) have their proper voice To ensure that all good ideas provided by different groups of people interested in education are properly integrated into our action planning To give due weight to the ideas of all stakeholders… “should contribute” ISM from elements in Dimension: “ 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)

63. September 15(c) OPMS for WLC63 SYSTEMTIELINESYSTEMTIELINE TIELINETIELINE Field Representation: “System to develop and put into place effective Educational Systems for India at every level in every field SYSTEMTIELINESYSTEMTIELINE 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) Keep doing such exercises with your FRs, and you will surely come to understand your system very well indeed!

64. September 15(c) OPMS for WLC64. We show the ‘One Page Management System’ (OPMS) once again. 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...

65. September 15(c) OPMS for WLC65

66. September 15(c) OPMS for WLC66 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’! This huge claim can be justified in detail in a live workshop session The whole process of developing an OPMS is highly iterative, and ensures that mistaken/weak ideas are continuingly weeded out and so that the Action Plans developed represent the best thinking on the Mission that’s available!

67. September 15(c) OPMS for WLC67 Various Projected Applications/Spinoffs SWOT Super-Analyzer Tool to enable individual measure his/her capabilities for specific jobs Tool to enable organization measure an individual’s capabilities for specific jobs OPMS for Agile S/w Development Process OPMS for Project & Planning Management OPMS for language learning (A tool for English learning – not OPMS - now available on mobile) OPMS for study of any specific discipline Integration of OPMS with accounting software Integration of OPMS with Project Management software Many other possibilities for useful spinoffs

68. For more information about OPMS, contact: Sampath Menon, General Manager, Resource Development Center, Hyderabad: 500082 Tel.: +91-9642484928 sampath.menon@rdcenter.net sampath.menon@rdcenter.net September 1568(c) OPMS for WLC About OPMS Learning Programs: 1-Day Workshops (Maximum: 6 participants) 2-Day Workshops (Max.: 12 participants) 1-Day Overview Sessions (not a workshop) – up to thirty participants Facilitator Training (for consultants) - 5 Days + 3 months project work + 5 days 3-Month Certified course in System Design (using OPMS) - 8 hours per week over 12 weeks

69. Thank you! September 1569(c) OPMS for WLC