1. Underlying the OPMS ‘One Page Management System’ (OPMS) What IS the OPMS? Work in progress – use F5 key to view as it contains animations  Underlying Behavioral Issues  Underlying Technology

2. What is the OPMS? Next slide: OPMS illustration – it’s not evident to begin with, but this is actually the most natural way to look at problems and issues (c) GS Chandy2Underlying OPMS

3. 3 Mission: “Effectively tackle the attrition problem in organization” The OPMS is the whole system on a single page, for any desired Mission… …and so on… “To understand thoroughly all topics of my Math syllabus – and THEREBY to do well in my math exams; tests; quizzes” “To develop an effective educational system for the nation” We need to understand the inter- relationships between these factors – and between these factors and the Mission “To get myself an exciting and challenging job on graduation” (c) GS ChandyUnderlying OPMS List of “THINGS TO DO to accomplish Mission” + Action Models showing “contributions” The moment your mind thinks of a ‘Mission’ of real interest, it also thinks: “What are the THINGS TO DO to accomplish the Mission?” (Check it out!) …these subsystems develop in a natural way as the inter-relationships between the various factors above System Tie-Line are explored Our educational systems have taught us to ignore the real powers we all have inherent in our own minds and hearts – and it is largely this deficiency that the OPMS is designed to rectify… We claim that this is in fact almost exactly the ‘formalised model’ of the kind of processes that we’ve all been using to resolve our problems and issues from early childhood! Using OPMS, we do it formally – by responding to ‘trigger questions’. Then we construct both formal and informal models with those responses Then we think of BARRIERS/ DIFFICULTIES/ THREATS that may hinder or prevent accomplishment of the Mission Below the ‘System Tie-Line’ appear various required subsystems according to the Mission

4. …everything develops from your own available ideas! … the process ensures that you would, over iterations, strengthen your weaker ideas, modify or remove your wrong ideas! So this is what happens in the OPMS: OPMS helps you identify a ‘Mission’ Then asks you ‘trigger questions about various aspects of your Mission Records the ideas you generate in form of lists Helps you construct models that show you specifically how your ideas impact other ideas AND your Mission Helps you ‘integrate’ all your lists and models onto a single page, from which you can go to exactly that part of your Mission that’s relevant at the time – at any and every time! Helps you create effective systems and sub- systems needed to progress on Mission (c) GS Chandy4Underlying OPMS

5. What you get from the OPMS: The Mission identified and articulated Lists of “THINGS TO DO” - “BARRIERS” - “STRENGTHS” - “WEAKNESSES; etc … Models showing exactly how each of these factors “CONTRIBUTE TO” or “HINDER” or “PREVENT” accomplishment of the Mission! These models link what you do effectively now to the things you want to accomplish That’s exactly the Action Planning needed! (c) GS Chandy5Underlying OPMS

6. Some underlying behavioural issues: Problems can be effectively resolved only through the ideas of the people involved in the problems or issues at hand Thus, the ideas of the people involved are crucial for resolution of the problem People involved need to be motivated to work to resolve the problem The best way to motivate people is to use their good ideas in problem-resolution People involved should also become able and willing to strengthen their weak ideas & to get rid of their bad ideas (c) GS Chandy6Underlying OPMS

7. Technology required: For anything we seriously think about, our minds generate a HUGE number of ideas The human mind is not designed to handle a large number of ideas simultaneously – in the conventional way, we tend to lose a great many of our good ideas, we get stuck with ‘bad ideas’, etc, etc Therefore, some ‘technology’ is required to enable us to record all useful ideas that we get and to access each of them exactly as and when the specific ideas may be needed This technology consists of practical means to generate ideas along with modeling tools to enable understanding how those ideas are ‘inter-related’ (c) GS Chandy7Underlying OPMS

8. Technology specifics: 1. ‘Idea-writing’; ‘Nominal Group Techniques’; Delphi – for generating and recording ideas 2. ‘Interpretive Structural Modeling’ (ISM) for organizing ideas on basis of ‘transitive’ systems relationships between the ideas; 3. ‘Field Representation’ (FR) Method, for ‘clustering’ large numbers of ideas; 4. ‘One Page Management System’ (OPMS), to enable ‘integration’ of all relevant aspects of the ‘Mission’ (/issue / problem) onto a single page – with full access to just what is relevant at each point of time. OPMS contains all above-noted tools (c) GS Chandy8Underlying OPMS

9. A: Ask a ‘trigger question’: your “What, in your opinion, are the THINGS TO DO to develop an effective educational system for the nation?” 1. Generating and recording ideas: There are such trigger questions relating to other crucial dimensions that should be considered while we develop our needed systems (see picture of OPMS) (c) GS Chandy9Underlying OPMS

10. Some responses to this trigger question: To discover who the real stakeholders are in each different educational sector (1) To give due weight to the ideas of all stakeholders - students, teachers, parents, others (2)... To ensure that the real stakeholders in education have a real voice (3) To ensure that all good ideas provided by different groups of people interested in education are properly integrated into our action planning (4) (c) GS Chandy10Underlying OPMS

11. To create educational systems meeting the real needs of those being educated (5) To ensure that truly passionate and committed teachers are available for every educational stream (6) 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) To ensure that students at each level have a proper voice in the educational systems catering to their specific needs (10) To develop effective professional education courses (11) To put into place, at an initial level, effective practical means for people to discuss and resolve issues (12) To ensure that teachers at each level have their proper voice in the actual actioning in the educational system (13) To get stakeholders in education effectively together in various groups, to discuss educational issues and how OPMS could help (14) More ideas: (c) GS Chandy11Underlying OPMS

12. To convince people at large that the conventional mode of prose discussion is not effective for resolving complex issues (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) And still more ideas: (c) GS Chandy12Underlying OPMS For any issue of real interest to people involved in it, a large number of ideas would arise. Many will be good and usable ideas; some will be weak ideas; others will be irrelevant or just bad ideas: it is very important to take up all ideas presented from all genuine stakeholders and to ‘integrate’ them effectively into the ‘Action Planning’  Good ideas should appear in the final Action Plan for the Mission  Weak ideas should be strengthened  Bad ideas should be modified or removed The OPMS is a ‘system’ designed to ensure all of this!

13. Organizing/ ‘structuring’ ideas - 1: Construct models showing “contributions” To give due weight to the ideas of all stakeholders - students, teachers, parents, others (2) To discover who the real stakeholders are in each different educational sector (1) “may contribute” (c) GS Chandy13 Underlying OPMS Prose Translation: “To discover who the real stakeholders are “MAY CONTRIBUTE” to give due weight to the ideas of all stakeholders…”

14. (c) GS ChandyUnderlying OPMS14 “should contribute” To ensure that the real stakeholders in education have a real voice” (3) To discover who the real stakeholders are in each different educational section (1) To give due weight to the ideas of all stakeholders (2) 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 reading standard prose! Prose translation: ~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ This is a ‘representation’ of the mental model of the specific persons who considered 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 people involved reflect their own reality. And other people could see the whole thing quite differently). 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 OPMS process enable people to arrive at a true consensus. Organizing/ structuring ideas - 2: Develop models

15. (c) GS ChandyUnderlying OPMS15 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!

16. (c) GS ChandyUnderlying OPMS16 We continue exploring the ‘deep logic’ hidden in the ‘structure’ of those elements in the system… “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 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

17. (c) GS ChandyUnderlying OPMS17 To understand my own heart and mind correctly To become clear in my mind what I want to do with myself in career and in life To ensure I take the right decision for myself To discuss the issue with real friends “may contribute” To evaluate systematically all advice to me, based on my own real values To ensure I do not get confused between various pieces of conflicting advice! Translating models created into standard prose is VERY important!

18. (c) GS ChandyUnderlying OPMS18 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. 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: Models constructed using the above algorithm 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.

19. (c) GS ChandyUnderlying OPMS19 Using this algorithm, we’ve used the OPMS software to create a model comprising over 20-odd elements (next slide). Time taken to create this model: about 10 minutes (by an individual). A diverse group of 8-10 people interested in the issue of creating effective educational systems for India might take about 2-4 hours – or longer - to create a ‘consensus model’.

20. (c) GS ChandyUnderlying OPMS20 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

21. (c) GS ChandyUnderlying OPMS21 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” …but we display the model from top to bottom, next slides: This is the way the model should be read…

22. (c) GS ChandyUnderlying OPMS22 TOPMOST LEVEL OF MODEL “may contribute”

23. (c) GS ChandyUnderlying OPMS23 SECOND LEVEL OF MODEL “may contribute”

24. (c) GS ChandyUnderlying OPMS24 THIRD LEVEL OF MODEL “may contribute”

25. (c) GS ChandyUnderlying OPMS25 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” Complete model constructed using the OPMS prototype software. Write to gs_chandy@yahoo.com to get your copy of OPMS software! gs_chandy@yahoo.com Prose translation (reading 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) which in turn “MAY CONTRIBUTE … … …” [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].

26. (c) GS ChandyUnderlying OPMS26 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 each and every element in the structure 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 any ‘contribution structure’ – check it out for yourself! UP the model to find out “WHY?” DOWN the model to find out “HOW?”

27. (c) GS ChandyUnderlying OPMS27 The model illustrated in the previous slides is a representation of the ‘mental model’ of the people 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 ‘consensus 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 John N. 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.

29. (c) GS ChandyOPMS General Presentation29 Apart from ISM, Warfield has created another powerful modeling tool, ‘Field Representation and Profiling Method’ (FR) designed to help us ‘cluster’ 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…

30. (c) GS ChandyOPMS General Presentation30 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 ‘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” 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 Etc, etc. Our first example of FR follows… We shall now use the Field Representation process on this diverse list to clarify things a bit – illustrate how to represent a ‘system’ (so that we can explore inter-relationships …

31. (c) GS ChandyOPMS General Presentation31 In your opinion, is “----------” (element 2) similar to (/in the same category as) “------------” (element 1) [keeping in mind the kind of organizational structures that may be needed to accomplish the specific Mission] ? The first step of the FR process involves inserting the ‘elements’ into categories/’similarity classes’ A: Dimension 1 ● To become a top-level software designer We start by inserting the first element into a blank ‘Dimension’, as illustrated below… …and then we ask ‘modeling questions’, as shown, next … General ‘modeling question’, for creating Field Representations… First element inserted in Dimension 1

32. (c) GS ChandyOPMS General Presentation32 In your opinion, is “To double organizational turnover within 1 year” (element ‘2’) similar to (/in the same category as) “to become a top-level software designer” (element ‘1’) [keeping in mind the kind of organizational structures that may be needed to accomplish the specific Mission] ? More specifically (in this case): Response Is “NO”, so this element goes into a different category as shown, next slide…

33. (c) GS ChandyOPMS General Presentation33 Here’s how the Field Representation develops: A: Dimension 1B: Dimension 2 ● to become a top-level ● To double organizational software designer turnover within 1 year In your opinion, is “Garibi Hatao!” (element ‘3’) similar to (/in the same category as) “to become a top-level software designer” (element ‘1’) [keeping in mind the kind of organizational structures that may be needed to accomplish the specific Mission] ? Response: “NO”, so new question asked… In your opinion, is “Garibi Hatao!” (element ‘3’) similar to (/in the same category as) “To double org. turnover within 1 year?” (element ‘2’) [keeping in mind the kind of organizational structures that may be needed to accomplish the specific Mission] ? Next trigger 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 trigger question: If the response to a modeling question is “NO”, the question is asked again w.r.t. the elements in the next Dimension, or a new Dimension is created and the question-element is inserted there. If the response is “YES”, then the question-element is inserted in the same Dimension and the next element is taken up… Second element in Dimension 2 The ‘Field Representation’ (FR) that develops is illustrated (in outline) next slide

34. (c) GS ChandyOPMS General Presentation34 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

35. (c) GS ChandyOPMS General Presentation35 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

36. (c) GS ChandyOPMS General Presentation36 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’!

37. (c) GS ChandyOPMS General Presentation37 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 …

38. (c) GS ChandyOPMS General Presentation38 All the Missions in the ‘Individual Missions’ category (and many others besides) have been successfully worked on by various persons Many have successfully worked on their Missions after the prototype software was created – a few were able to do this even before the software was developed!

39. (c) GS ChandyOPMS General Presentation39 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 …

40. (c) GS ChandyOPMS General Presentation40 A few of the Missions in the ‘Organizational Missions’ category have been successfully worked on at different levels. We have been conducting OPMS workshops for organizations only after the prototype OPMS software had become available.

41. (c) GS ChandyOPMS General Presentation41 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)” …

42. (c) GS ChandyOPMS General Presentation42 Thus far, I’ve not managed to get any group, or any government or NGO organization, to take up any of the many potential ‘societal Missions’ that OPMS could be used for. I have identified a huge number of potential projects – even a quick glance through any day’s news will fetch at least 10 potential projects that are crying out for the OPMS treatment!

43. (c) GS ChandyOPMS General Presentation43 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 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’… The ‘SYSTEM TIE-LINE’ stands for any of the relationships that may be inherent in the system under consideration

44. (c) GS ChandyOPMS General Presentation44 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 Check out ‘understandability’ of the system as it appears now against the original list of objects (reviewed, next slide). Dimensions ‘D & ‘E’ are needed to create a useful ‘system’

45. (c) GS ChandyOPMS General Presentation45 Some 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 Etc, etc We claim that a significant enhancement in understanding develops through FR categorization – just review that Field Representation! (Reviewed, next slide)

46. (c) GS ChandyOPMS General Presentation46 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

47. We’ve just illustrated how ideas may be usefully ‘clustered’ (for various purposes) Field Representation (FR) Method: helps create ‘clusters’ of elements based on the ‘similarities’ perceived between elements / ‘categories’ discovered in the system (c) GS Chandy47Underlying OPMS

48. (c) GS ChandyOPMS General Presentation48 So, let’s recap WHY we do this ‘clustering’ or ‘categorization’ The mind is able to get a better ‘overview’ picture of the whole by looking at a few categories rather than looking at a large number of disparate elements We can start understanding the relationships between the factors in the system when we look at those categories rather than the disparate elements in the list (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

49. (c) GS ChandyUnderlying OPMS49 We’ve learnt over millennia to categorize factors of systems in ways that are useful to enable our 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, turn out to be models that satisfy this fundamental law of systems: “Ashby’s Law of Requisite Variety” (explained, next slides) WHY ‘cluster’ or ‘categorize’?

50. (c) GS ChandyOPMS 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 ANY day - and you will see scores (if not hundreds) of examples to validate the claim just made – and to demonstrate the desperate need for practical means to ensure that our systems are designed to satisfy Ashby’s Law!

51. (c) GS ChandyOPMS General Presentation51 We illustrate Field Representation (FR) method once again – now with a structure created from the elements in our list of elements created for the Mission of “Developing an Effective Education System for the Nation” Then, we show the Field - on two slides as it does not fit into one screen First, we recap the list

52. (c) GS ChandyUnderlying OPMS52 Elements or factors for educational system: To discover who the real stakeholders are in each different educational sector (1) To give due weight to the ideas of all stakeholders - students, teachers, parents, others (2)... To enable all stakeholders …(2a) To ensure that the real stakeholders in education have a real voice (3) To ensure that all good ideas provided by different groups of people interested in education are properly integrated into our action planning (4)

53. To create educational systems meeting the real needs of those being educated (5) To ensure that truly passionate and committed teachers are available for every educational stream (6) 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) To ensure that students at each level have a proper voice in the educational systems catering to their specific needs (10) To develop effective professional education courses (11) To put into place, at an initial level, effective practical means for people to discuss and resolve issues (12) To ensure that teachers at each level have their proper voice in the actual actioning in the educational system (13) To get stakeholders in education effectively together in various groups, to discuss educational issues and how OPMS could help (14) More ideas: (c) GS Chandy53Underlying OPMS

54. To convince people at large that the conventional mode of prose discussion is not effective for resolving complex issues (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) And still more ideas: (c) GS Chandy54Underlying OPMS We now display the Field Representation constructed from this list, developed from a ‘categorization’ of the elements – two slides

55. (c) GS ChandyOPMS General Presentation55 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) ● To enable all… (2a) 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

56. (c) GS ChandyOPMS General Presentation56 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 (fo r 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.) Model created using the OPMS prototype software. Write to gs_chandy@yahoo.com for information on how to get your copy! gs_chandy@yahoo.com Page 2

57. Page 1 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) (c) GS ChandyOPMS General Presentation57 SYSTEMTIELINESYSTEMTIELINE TIELINETIELINE Field Representation: “System to develop and put into place effective Educational Systems for India at every level in every field SYSTEMTIELINESYSTEMTIELINE 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…

58. (c) GS ChandyOPMS General Presentation58 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 this illustration) Page 2

59. (c) GS ChandyOPMS General Presentation59 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:

60. (c) GS ChandyOPMS General Presentation60 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” Two elements in a single box with bullets before them (as above) means that each holds the specified relationship to the other element in the box 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)

61. (c) GS ChandyUnderlying OPMS61 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) ● To enable all stakeholders to have their proper voice (2a) For instance, Dimension ‘B’

62. (c) GS ChandyOPMS General Presentation62 To ensure that real stakeholders in education have a real voice in the system (2) ● To ensure that teachers at each level have their proper voice in the actual ‘actioning’ in the educational system (13) ● To ensure that students at each level have a proper voice in the educational systems catering to their specific needs (4) ● To enable all stakeholders (parents, management, others) have their proper voice (2a) To ensure that all good ideas provided by different groups of people interested in education are properly integrated into our action planning (4) To give due weight to the ideas of all stakeholders… (3) “should contribute” ISM from elements in Dimension ‘B’: “ Give Stakeholders Their Proper Voice !”

63. (c) GS ChandyOPMS General Presentation63 ‘model of models’ OPMS). Now, we illustrate Field Representation (FR) method once again – now with a quite complex ‘second-order’ model -- a ‘model of models’: this is the ‘One Page Management System’ (OPMS). 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...

64. Finally, integrate all ideas related to your Mission (c) GS Chandy64Underlying OPMS This is a ‘model of models’ comprising of all elements / factors relating to a specific Mission AND all the relational models constructed from those elements – on a single page. Elements in different ‘Dimensions’ are appropriately inter-related: e.g., we can find out specifically how the BARRIERS (for instance) may hinder or prevent accomplishment of various THINGS TO DO – and how to overcome them

65. Advantages: The OPMS process is in fact a ‘systematization’ of the way we naturally think… The OPMS enables us to record all our ideas and to recall specific ideas exactly as and when needed Requires only about 5-10 minutes per day for any specific Mission chosen Huge benefits in systematic, organized thinking, motivation and other desirable outcomes – including accomplishment of your most ambitious Missions! (c) GS Chandy65Underlying OPMS

66. (c) GS ChandyUnderlying OPMS66 Claim: Every successful project is in fact the product of systematic thinking and work of this kind (even if you are not formally using the OPMS)!

67. Difficulties: Requires ‘self-discipline’ to use systematically Unless it becomes a regular practice, the benefits of OPMS will not be understood Initially, it may take about a 1-1 1 /2 months to understand the process, ‘make it a regular practice’ At the start, people may find it difficult to ‘think systematically’ We often find it behaviorally difficult to perceive/understand our own weaknesses, a characteristic we need to overcome to accomplish our Missions effectively (c) GS Chandy67Underlying OPMS

68. Thank you! BUT: if you’re willing to put in that needed 10 minutes a day – you will definitely find the right way to accomplish your most ambitious Missions! (c) GS Chandy68Underlying OPMS Just choose your Mission, start developing your OPMS for it – and very soon you’ll be able to start acting more effectively than ever before to accomplish it!