1. 1/21/2011 (c) GSCOPMS - General Presentation1 OPMS: New Education Presentation Contains animations – use F5 key to view

2. The One Page Management System (OPMS) A practical way to crystallize all ideas relating to a ‘Mission’ onto a single page, with links to all needed details Enables development of an effective Action Plan to accomplish the Mission – starting with current ideas available with people involved 1/21/2011 (c) GSC2OPMS - General Presentation

3. 1/21/2011 (c) GSCOPMS - General Presentation3 The heart of the matter: In order to accomplish any Mission, we have to ensure the Mission is continuingly kept in mind – but we have to focus on successfully doing the things that may “CONTRIBUTE TO” that Mission

4. 1/21/2011 (c) GSCOPMS - General Presentation4 The OPMS: your entire Mission crystallized onto a single page! Links to every aspect of your Mission!

5. 1/21/2011 (c) GSCOPMS - General Presentation5 Current Mission: “To design effective educational system (for India)”

6. 1/21/2011 (c) GSCOPMS - General Presentation6 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… 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 issue becomes entirely clear to us! Use of ‘System Tie-Line 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… shown later The ‘SYSTEM TIE-LINE’ represents any or all the relationships inherent within the system under consideration (more later) This is a ‘2 nd order’ ‘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: THINGS TO DO to accomplish the Mission AND all the action models constructed using the elements in the THINGS TO DO list All the BARRIERS, etc, that may hinder or prevent accomplishment of Mission AND all the action models constructed using those elements Current Mission: “To design effective educational system (for India)” all All aspects of ANY ‘Mission’ – no matter how large or ambitious, can be captured on a single page, with linkages to all details!

7. 1/21/2011 (c) GSCOPMS - General Presentation7 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 help 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 development, this general structure can become a detailed Action Plan to overcome Barriers confronted… PERT and Gantt Charts to help view timelines for Activities and Events in System We are already familiar with PERT and Gantt Charts through ‘Project Planning Software’ Current Mission: “To design effective educational system (for India)”

8. 1/21/2011 (c) GSCOPMS - General Presentation8 Recap: As the linkages between various ‘fundamental dimensions’ are clarified, users find that all needed ‘subsystems’ within the global system (which are seen below Systems Tie Line) also become clear to them! (And OPMS helps develop and define these subsystems) Fundamental Dimensions (above System Tie-Line) ‘Subsystems’ (below System Tie-Line) Current Mission (for example): “To enhance value we bring to our clients”

9. 1/21/2011 (c) GSCOPMS - General Presentation9 To tackle a problem using OPMS: 1.Convert problem to ‘Mission’ (illustrated later) 2.OPMS will ask you some ‘trigger questions’ about the Mission – respond to those questions with your available ideas – OPMS will create lists of your ideas (illustrated later) 3.Put those ideas together to create an Action Plan (illustrated later)

10. Problem: “Organization not sufficiently profitable” Mission: “To double organizational profitability within two years!” 1/21/2011 (c) GSC10OPMS - General Presentation Problem: Our Educational Systems not effective enough Mission: “To develop (and implement) effective educational systems - within --- years”

11. First, use ‘Idea Generation Tools’, which work by responding to specific ‘trigger questions’ about issue under consideration “What, in your opinion, are the THINGS TO DO to develop effective educational systems - within --- years?” E.g.: 1 st Trigger Question: 1/21/2011 (c) GSC11OPMS - General Presentation

12. (c) GS ChandyOPMS General Presentation12 We illustrate the process in outline for an ‘individual Mission: “To create effective educational systems for India’s real needs” First, we try and find out something of what we know on the issue by responding with appropriate ‘elements’ to a Trigger Question about the Mission…(the elements as imagined by one specific individual based on his understand and his reading about education – everyone interested should articulate his/her own elements, and all those elements should be added to the Action Plan!) To create effective action planning, we start by developing an ‘Interpretive Structural Model’ (ISM) with the elements generated as ‘elements’

13. (c) GS ChandyOPMS General Presentation13 Some responses to this trigger question: To discover who the real stakeholders are in each different educational section To give due weight to the ideas of all stakeholders - students, teachers, parents, others... To ensure that the real stakeholders in education have a real voice To ensure that all good ideas provided by different groups of people interested in education are properly integrated into our action planning To create educational systems meeting the real needs of those being educated To ensure that truly passionate and committed teachers are available for every educational stream To provide a proper place in society for good teachers To pay teachers well, give them the kind of rewards they really want To provide all needed avenues for teachers to develop themselves To ensure that students at each level have a proper voice in the educational systems catering to their specific needs To develop effective professional education courses To put into place, at an initial level, effective practical means for people to discuss and resolve issues To ensure that teachers at each level have their proper voice in the actual actioning in the educational system To get stakeholders in education effectively together in various groups, to discuss educational issues and how OPMS could help To convince people at large that the conventional mode of prose discussion is not effective To convince people that prose + structural graphics (p+sg) would be most useful to develop effective Action Planning on this issue To convince people that p+sg is in fact an essential requirement for making real headway on this complex issue There are various such trigger questions to elicit ideas about different aspects of a Mission, and literally thousands of elements may be generated in due course – but THINGS TO DO to accomplish the Mission should generally come first… (Illustrated here are elements generated by one individual, based on the thinking and reading he had done on the issue – you of course would generate an entirely different set of elements reflecting your own different background, etc). 1st Trigger Question: “What, in your opinion, are the THINGS TO DO ‘To create effective educational systems for India’s real needs?” First, we need to find out the ‘elements’ that we need in our ‘system’. Here’s how to get hold of those! Some more elements: ● To create a wide number of examples to get people interested in using OPMS on educational issues ● To implement OPMS intensively and extensively into various educational institutions ● To get good teachers involved in designing effective teaching systems through the OPMS ALL useful elements should be integrated into the Action Planning in order to get real commitment from all interested!

14. (c) GS ChandyOPMS General Presentation14 …in conventional prose, we generally do not explore these relationships between various statements. Those relationships are crucial to help us arrive at an understanding of the ‘systems involved. Here’s a simple two-element Interpretive Structural Model, articulating the implicit linkage between two of the elements in the previous slide: Prose transation: “To understand potential benefits of an ‘innovation culture’ for organization SHOULD CONTRIBUTE to properly understand costs of making innovation THE org. practice – AND VICE VERSA!” (In conventional circumstances, such relationships are left entirely ambiguous.) ● To understand the potential benefits of an ‘innovation culture’ for the organization ● To understand properly the costs of making innovation the practice in this organization By inter-relating those two ‘elements’, we are starting to explore the ‘deep logic’ hidden behind the two ‘independent’ prose statements made earlier… ‘Prose + structural graphics’ enables us to go into this deep logic as intensively and extensively as we desire/need to. Two elements in same box with bullets means that each “contributes to” the other… Now, let’s add next element on list: “To ensure I take the right decision for myself” We now develop that starter model by adding various ‘elements’ to it… all these are also ‘perceptions’ to be validated.

15. (c) GS ChandyOPMS General Presentation15 We shall now show a simple two-element Interpretive Structural Model, articulating the implicit linkage between two of the elements in the list: Prose transation: “To discover who the real stakeholders are in each different educational section MAY CONTRIBUTE to give due weight to the ideas of all stakeholders” (In conventional circumstances, such relationships are left entirely ambiguous.) To give due weight to the ideas of all stakeholders (B) We now develop this starter model by adding various ‘elements’ to it… all these are also ‘perceptions’ to be validated. “To discover who the real stakeholders are in each different educational section” (A) “To give due weight to the ideas of all stakeholders” (B) The two elements are: The OPMS then asks the users a couple of questions to elicit their perceptions of how these element may “contribute to” each other In this case, the user felt element ‘A’ “may contribute to” element ‘B’ (and ‘B’ contributes little or nothing to ‘A’)– so the model to be shown will reflect that perception……had the perception been the other way around, the model would obviously reflect this perception! To discover who the real stakeholders are in each different educational section (A) On next slide, we add next element on list: “To ensure that the real stakeholders in education have a real voice” (C) Arrows in this and the next such modeling slides stand for: “may (or should) contribute to”. (As one becomes more certain about the model being constructed, one can make the relationship more certain “CONTRIBUTES TO”).

16. (c) GS ChandyOPMS General Presentation16 “should contribute” Some underlying issues: There may be considerable disagreement between different people about how various elements are perceived to “contribute” to each other. Effective discussion engendered in the Interactive Management and OPMS processes enable people to arrive at a true consensus. This is a ‘representation’ of the mental model of the specific person who is considering the issue. (The mental model may be ‘right’ or ‘wrong’ – we claim that creating such models is useful to help find out how the mental models that are held by the person reflects his/her own reality. And other people could see the whole thing quite differently). To ensure that the real stakeholders in education have a real voice” (C) To discover who the real stakeholders are in each different educational section (A) To give due weight to the ideas of all stakeholders (B) Prose transation: “To discover who the real stakeholders are in each different educational section SHOULD CONTRIBUTE to ensure that the real stakeholders in ed. Should have a real voice, which in turn SHOULD CONTRIBUTE To give due weight to the ideas of all stakeholders” To create educational systems meeting the real needs of those being educated Add one more element We should EACH time translate these models fully into prose – you’ll soon find reading these models much easier than standard prose! Prose translation: ~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

17. (c) GS ChandyOPMS General Presentation17 We continue exploring the ‘deep logic’ hidden in the ‘structure’ of those elements in the system… “should contribute” To ensure that the real stakeholders in education have a real voice” (C) To discover who the real stakeholders are in each different educational section (A) To give due weight to the ideas of all stakeholders (B) To create educational systems meeting the real needs of those being educated Add yet one more element… To ensure that all good ideas provided by different groups of people interested in education are properly integrated into our action planning To ensure that the real stakeholders in education have a real voice” (C) To discover who the real stakeholders are in each different educational section (A) To give due weight to the ideas of all stakeholders (B) To ensure that all good ideas provided by different groups of people interested in education are properly integrated into our action planning Remember it is very important to write up prose translations of all models created till you are entirely familiar with this new language of ‘structural graphics!

18. (c) GS ChandyOPMS General Presentation18 “should contribute” To create educational systems meeting the real needs of those being educated To ensure that the real stakeholders in education have a real voice” (C) To discover who the real stakeholders are in each different educational section (A) To give due weight to the ideas of all stakeholders (B) To ensure that all good ideas provided by different groups of people interested in education are properly integrated into our action planning Logic of structures

19. (c) GS ChandyOPMS General Presentation19 “should contribute” We add these two more elements, next slide: To systematically evaluate all advice to me, based on my own real values To ensure I do not get confused between various pieces of conflicting advice! To ensure that the real stakeholders in education have a real voice” (C) To discover who the real stakeholders are in each different educational section (A) To give due weight to the ideas of all stakeholders (B) To create educational systems meeting the real needs of those being educated To ensure that all good ideas provided by different groups of people interested in education are properly integrated into our action planning

20. (c) GS ChandyOPMS General Presentation20 “should contribute” To systematically evaluate all advice, based on our own real values To ensure we do not get confused between various pieces of conflicting advice! To ensure that the real stakeholders in education have a real voice” (C) To discover who the real stakeholders are in each different educational section (A) To give due weight to the ideas of all stakeholders (B) To create educational systems meeting the real needs of those being educated To ensure that all good ideas provided by different groups of people interested in education are properly integrated into our action planning

21. (c) GS ChandyOPMS General Presentation21 The model does not fit onto a single screen, so only a part of it is visible here. Next screens, we display the model in sections

22. (c) GS ChandyOPMS General Presentation22 TOPMOST LEVEL OF MODEL SECOND LEVEL OF MODEL THIRD LEVEL OF MODEL FOURTH (LOWEST) LEVEL OF MODEL “leads to” Prose translation: “Fourth Level LEADS TO Third Level LEADS TO Second Level LEADS TO Topmost Level”

23. (c) GS ChandyOPMS General Presentation23 TOPMOST LEVEL OF MODEL “may contribute”

24. (c) GS ChandyOPMS General Presentation24 SECOND LEVEL OF MODEL “may contribute”

25. (c) GS ChandyOPMS General Presentation25 THIRD LEVEL OF MODEL “may contribute”

26. (c) GS ChandyOPMS General Presentation26 FOURTH (LOWEST) LEVEL OF MODEL “may contribute” TOPMOST LEVEL OF MODEL SECOND LEVEL OF MODEL THIRD LEVEL OF MODEL FOURTH (LOWEST) LEVEL OF MODEL “leads to” Prose translation (from below): “To create a wide number of examples to get people interested in using OPMS on educational issues MAY CONTRIBUTE to put into place, at an initial level, effective practical means for people to discuss in resolve issues (in consensus)… …. ….” [IMPORTANT: Such prose translation should be done for all parts of all models!!! Soon, you’ll find you are very easily thinking in terms of these structural graphics]. Complete model constructed using the OPMS prototype software. Write to gs_chandy@yahoo.com to find out how to get hold of the OPMS software! gs_chandy@yahoo.com

27. (c) GS ChandyOPMS General Presentation27 The model illustrated in the previous slides is a representation of the ‘mental model’ of one person considering the issues involved… To arrive at a realistic understanding of any group issue (such as this one), we shall need to take into effective consideration the views of ALL involved, enable them to develop a proper understanding of each other’s views, and from that understanding to develop a realistic representation of the whole system… Warfield’s ‘Interactive Management’, which is the foundation of OPMS, is designed to ensure effective learning by all involved and the development of ‘consensus wisdom’ on all group issues.

28. (c) GS ChandyOPMS General Presentation28 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 “HOW?”s and the “WHY?”s of every element are built into the model constructed with “contributes to” as its structural relationship! We now explain one very important characteristic of any model predicated on the transitive relationship “contributes to” … This property holds for EVERY element in the structure – check it out for yourself!

29. (c) GS ChandyOPMS General Presentation29 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 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…

30. (c) GS ChandyOPMS General Presentation30 Any number of ideas can be easily added, if they’re relevant to the Mission on “Education”!

31. 1/21/2011 (c) GSCOPMS - General Presentation31 John Warfield’s ‘Interactive Management’ comprises a whole set of methodologies to: A.enable problem solvers to generate & clarify ideas along with B.two powerful modeling tools to enable them to ‘structure’, or organise ideas generated. You’ve just seen ISM, one of the modeling tools. We’ve just illustrated ‘Interpretive Structural Modeling’ (ISM)

32. 1/21/2011 (c) GSCOPMS - General Presentation32 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. The great benefits of Field Representation are seen in a live workshop, where participants create FRs from their own ideas and put them to practical use. Here we illustrate FR by three different models: i)A very simple FR to illustrate the basic idea (in some detail); ii)A real FR created in a live workshop; iii)A rather complex FR – a ‘model of models’

33. 1/21/2011 (c) GSCOPMS - General Presentation33 Here’s a random 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 the global leader in software 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 show a Field Representation created from this random list with a view to bring some ‘system order’ into it…

34. 1/21/2011 (c) GSCOPMS - General Presentation34 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 … First ‘Modeling question’, for creating Field Representations will be shown… First element inserted in Dimension 1

35. 1/21/2011 (c) GSCOPMS - General Presentation35 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] ?

36. 1/21/2011 (c) GSCOPMS - General Presentation36 NOTE: The phrase “[keeping in mind the kind of org. structures that may be needed to accomplish the specific Mission] is important: we would have got a quite different FR if that phrase had been, for instance, “[keeping in mind the success/failure associated with the various Missions]”

37. 1/21/2011 (c) GSCOPMS - General Presentation37 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, …

38. 1/21/2011 (c) GSCOPMS - General Presentation38 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! 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 the next Dimension, or a new Dimension is created and the element in question is inserted there. If the response is “YES”, then the element is inserted in the same Dimension… Second element in Dimension 2 Response: “NO”, so new question asked…

39. 1/21/2011 (c) GSCOPMS - General Presentation39 A: Dimension 1B: Dimension 2 ● To become a top-level ● To double org. software designer turnover within 1 year C: Dimension 3 ● Garibi Hatao! In your opinion, is “To master my math syllabus and thereby to do well in my math exams” (element ‘4’) similar to (/in the same category as) “To become a top-level software designer” (element ‘2’) [keeping in mind the kind of organizational structures that may be needed to accomplish the specific Mission] ? Next modeling questions: Response “YES” – so the new element is inserted into DIM. 1 ● To master my math syllabus and thereby to do very well in my math exams and so on… … the resulting FR is shown on next slide…

40. 1/21/2011 (c) GSCOPMS - General Presentation40 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

41. 1/21/2011 (c) GSCOPMS - General Presentation41 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. 1/21/2011 (c) GSCOPMS - General Presentation42 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 ~~~~~~~~~~~~ O Self-organization o ~~~~~~~~~~~~ O Incorporated Company o ~~~~~~~~~~~~~ O Government or non-governmental organisation Two more dimensions needed to create a useful ‘system’ …i.e., the FR process has enabled us to create a useful representation of a ‘system’ from a mere random list! Earlier, it was just a random list – now, it is beginning to represent a ‘system’…

43. 1/21/2011 (c) GSCOPMS - General Presentation43 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’! D: Type of organizationE: Resources reqd. Required o ~~~~~~~~~~~~ O Self-organization o ~~~~~~~~~~~~ O Incorporated Company o ~~~~~~~~~~~~~ O Government or non-governmental organisation

44. 1/21/2011 (c) GSCOPMS - General Presentation44 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 …

45. 1/21/2011 (c) GSCOPMS - General Presentation45 B: Organizational Missions To obtain needed financing for a major project To align individuals in the organization to the organization’s goals To double turnover, with adequate profitability, within 2 years 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 … OPMS has been successfully applied to large number of ‘individual Missions’, and also to several organizational Missions’

46. 1/21/2011 (c) GSCOPMS - General Presentation46 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 … Thus far, we’ve not worked much on ‘Societal Missions’ “To accomplish any societal Mission would demand we work with government and groups involved in societal issues…

47. 1/21/2011 (c) GSCOPMS - General Presentation47 Original list of diverse Missions 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! (Reviewed, next slide)

48. 1/21/2011 (c) GSCOPMS - General Presentation48 FR: “ Systems required to handle different kinds of Missions” A: Individual Missions To become a top-level…S 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 ---------------------- O Incorporated Company o ---------------------- O Government or non-governmental organisation Effective use of the ‘System Tie-Line’ will bring out the full power of this ‘system representation’ ‘System Tie-line’ represents any or all the relationships inherent in the ‘system’ we wish to create or improve There are a couple more useful operations relating to ordering the dimensions and elements within them, shown later

49. 1/21/2011 (c) GSCOPMS - General Presentation49 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. Conjecture: The FR process can lead to a simpler - more effective, more understandable - way of creating ‘ontology maps’ than the conventional means Most importantly, such representations, effectively used, are models that satisfy this fundamental law of systems: “Ashby’s Law of Requisite Variety” (explained, next slide)

50. 1/21/2011 (c) GSCOPMS - General Presentation50 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! Formal (non-mathematical) definition:“The variety in the control system must be equal to or larger than the variety of the perturbations in order to achieve control"

51. 1/21/2011 (c) GSCOPMS - General Presentation51 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)

52. 1/21/2011 (c) GSCOPMS - General Presentation52 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) Page 1

53. 1/21/2011 (c) GSCOPMS - General Presentation53 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.) Page 2

54. Page 1 1/21/2011 (c) GSCOPMS - General Presentation54 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! In prose: “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…” In prose: “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! In prose: “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…”

55. 1/21/2011 (c) GSCOPMS - General Presentation55 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.) Not shown: There are plenty of relationships to be traced here, too, on next part of the Field Representation… Page 2 Our workshops demonstrate the construction and applications of FR Method in considerable detail!

56. 1/21/2011 (c) GSCOPMS - General Presentation56 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:

57. 1/21/2011 (c) GSCOPMS - General Presentation57 G: CREATE OPMS EXAMPLE PORTFOLIO (for educational issues) E: ● Proper PLACE OF TEACHERS IN SOCIETY D: ● DEVELOPING PASSIONATE, COMMITTED TEACHERS F: PRACTICAL MEANS FOR PEOPLE TO DISCUSS AND RESOLVE ISSUES B: GIVE ALL STAKEHOLDERS THEIR PROPER VOICE! C: 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) A: DEFINE STAKEHOLDERS IN EDUCATION

58. 1/21/2011 (c) GSCOPMS - General Presentation58 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 B : “Give Stakeholders Their Proper Voice!”

59. 1/21/2011 (c) GSCOPMS - General Presentation59 Why all this ‘structuring’? Each such ‘structuring’ exercise enables us better understand the relationships within the system(s) under consideration Better understanding of the relationships between elements (and dimensions) of the system leads us to better understanding of system behaviour Better understanding of system behaviour helps us to design better systems or to improve the systems we already have

60. We show again that quite complex Field Representation: The ‘One Page Management System’ (OPMS). 1/21/2011 (c) GSC60OPMS - General Presentation

61. 1/21/2011 (c) GSCOPMS - General Presentation61 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… Any Mission – individual, organizational or societal Fundamental Dimensions Subsystems - below System Tie Line It’s a ‘MODEL OF MODELS’ – comprised of ALL the elements and ALL the models arising during the course of any Mission. As noted,OPMS is in fact a formalization of the intuitive way that we have been solving our problems over millennia Claim: This is actually a formalization of the practical means people have been using over millennia to tackle their complex problems…

62. 1/21/2011 (c) GSCOPMS - General Presentation62 OPMS is designed to help people do ‘qualitative problem solving’ – to help them arrive at a clear and correct understanding of the systems they work with! OPMS ties in perfectly with all the sound quantitative tools that we have available! It does involve a sizable amount of work formally to create a comprehensive OPMS for any Mission – but the benefits are huge! OPMS ensures that our quantitative models when we make them would be accurate AND effective Useful background: In a great many instances, we do NOT need to create the full OPMS for a Mission – just starting to use the process will bring about all the clarity we need to act effectively…

63. 1/21/2011 (c) GSCOPMS - General Presentation63 Good ideas are very ‘slippery’ and difficult to work with All too often, they just disappear from the mind, leaving behind only a thought or vague regret that there was something worthwhile to do still remaining undone … At other times, one just cannot get hold of the needed resources to DO what’s needed to start., and one gives up on the idea… There are any number of reasons why ideas fail. Here is a way to ensure your ideas will really get going… The ‘One Page Management System’ (OPMS) More useful background:

64. 1/21/2011 (c) GSCOPMS - General Presentation64 To handle any idea effectively, one needs to understand clearly and effectively act on the following simple fact: Every idea is dependent on a host of other ideas!. The OPMS is designed to enable you to handle that crucial fact! More useful background:

65. Grab hold of all good ideas available about the problem or issue – continuingly Record and clarify 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 1/21/2011 (c) GSCOPMS - General Presentation65 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 Integrate everything to create a picture of a true system! One Page Management System (OPMS) How is all this accomplished?Here is what the OPMS helps you do: These are powerful modeling tools (invented by the late John N. Warfield) This unique modeling tool enables you to create a powerful ‘model of models’ to integrate all that’s done during any Mission Not at all known to conventional management science Not much known to conventional management science Well known and used in management science

66. 1/21/2011 (c) GSCOPMS - General Presentation66 OPMS Process Deliverables - details of how are handled in in our workshops 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 Practical means Practical means to overcome BARRIERS, DIFFICULTIES THREATS, WEAKNESSES and avail of OPPORTUNITIES ReportsWhat & Why – Who – When - How Much Reports to monitor ‘What & Why – Who – When - How Much’ 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! Significant enhancement of attitudes, behaviour and performance of individuals at each level Significant enhancement of attitudes, behaviour and performance of individuals at each level And all of this starts with the simple idea of finding out how ‘factor A’ “CONTRIBUTES TO” ‘factor B’, and so on … OPMS™ Learning & Application Programs: OPMS ‘Insight’ (Starters) OPMS ‘Action Planning’ (For Junior to Middle Level ) OPMS ‘Collaborate’ (For Middle to Senior Level ) OPMS ‘Mentor’ (For Senior Level) Facilitator Training (for consultants) - 5 Days + 3 months project work + 5 days OPMS™ software OPMS Spin-offs Customised versions of OPMS

67. 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 1/21/2011 (c) GSC67OPMS - General Presentation

68. 1/21/2011 (c) GSCOPMS - General Presentation68 Thank you!

69. 1/21/2011 (c) GSCOPMS - General Presentation69 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. ISM is the best way available to ensure effective Action Planning Actually seeing these graphical models 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 three-element graphical structure (as we’ve done in the past few slides) because the relationship “CONTRIBUTES TO” is transitive, which means the following: Models constructed using the above rule would be logically quite 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.

70. (c) GS ChandyOPMS General Presentation70 Using this algorithm, we’ve used the OPMS software to create a model comprising about 20- odd elements (next slide). Time taken to create this model: about 20 minutes. A diverse group of 8-10 people interested in the issue of creating effective educational systems for India would take about 2-4 hours – sometimes longer -to create a ‘consensus model’. Back