Getting to know the M-ball: Managing

(Activity 2.31 based on Ison (2010, Chapter 8))

The M-ball is for Managing.  Ison says it is:

about how the practitioner is Managing their involvement with the situation (page 58)

I have to say that I found Chapter 8 quite difficult to work with.  It was not the individual paragraphs or the concepts being introduced or used.  I just found it really difficult to get the overall thread, thrust and argument of the chapter.  There are sections that do not flow from their own headings (or at least how I understand/understood those headings).  And I lost track of how the juggler and the balls ‘worked’ for Managing.  But, this is after all an inquiry – it was up to me to take responsibility for understanding the discord I was (am!) experiencing.  So before I look at the particular concepts highlighted in activity 2.31, I want to summarise where that inquiry has brought me so far.

Continue reading

Getting to know the C-ball: Contextualising

(Activity 2.30 based on Chapter 7, Ison (2010))

The C-ball is for Contextualising. Ison (2010) summarises it as:

symbolises the act of Contextualising a particular approach to a new situation (page 58)

So it includes choosing methods, tools and techniques and adapting the use of them to the situation as part of Practice Continue reading

Getting to know the E-ball: Engaging

(Activity 2.29, based on Chapter 6, Ison (2010))

The E-ball is for Engaging.  It is about the choice we make for Engaging with a situation.  Ison (2010) summarises it as:

symbolises the characteristics ascribed to the ‘real-world’ situation that the juggler is Engaging with (page 58)

Most of the concepts and ideas about Situations in the Chapter were familiar to me already – from management, development management and Systems courses.  However, reading the Chapter reminded me of the feeling I had moving from O’level to A’level Biology – I had to revisit what I thought I knew and learn a whole new level of subtlety. Continue reading

Getting to know the B-ball: Being

(Activity 2.28 based on Chapter 5, Ison (2010))

The B-ball is for Being.  Ison (2010, 58) says it

“symbolises the attributes of Being a practitioner with a particular tradition of understanding”.

To me it entails touching base with the relationship I (the practitioner) have with my framework of ideas.  Those ideas are grounded in my experiences to date – experiences that have come from my history. Continue reading

Juggling the four balls in my studying practice

(Activity 2.25)

How do each of the juggling balls manifest in an aspect or activity in my life?

I am going to consider this in relation to my practice as a student engaged in studying/learning – because I am doing it now so it should be relatively easy to reflect on (famous last words…) Continue reading

Juggling as a metaphor

(Activity 2.20, 2.22)

Updated 29 December 2010

I do use the metaphor of juggling in relation to the competing priorities in my life – being at work; being an OU student; domestic life; spending time with my husband; getting to see our wider family; organising holidays; my allotment; my other hobbies.  When any one of these ‘balls’ is active, there is another sub-set of tasks to juggle – so the allotment ball opens up a series of other balls – plant potatoes; dig in compost; sow leeks and so on. Continue reading

What makes my practice a systems practice

(Activity 2.13)

Ison (2010, 19) says that what constitutes systems practices arises in social relations – if an observer attributes the adjective ‘systemic’ to behaviour they observe or the writings of another.  The observer could be the practitioner themself or another party.

So when I am ‘doing systems practice’ what is it that marks out that behaviour for me?  What makes me feel I am doing it for ‘real’? Continue reading

Worldview and theories of change

(Activity 2.10)

TU812 study guide (p 67/68) says that individuals will have different understandings or theories of change linked to their different Worldviews.

It goes on to list seven elements of a theory of change.  I am going to use these elements to consider the shift I perceive (or blindly hope!) is happening at the moment – in doing so I am aware of the generalisations but I think it is a useful exercise all the same. Continue reading

To institutionalise…or not to institutionalise?

Ison (2010, 9) highlights his concern that – to date – we have failed to institutionalise systems thinking and practice in society in general and in organisational practices in particular.  I noticed that some of my student colleagues have commented on the course forum or their own blogs about whether ‘institutionalisation’ is desirable or not – this resonated with my gut reaction.

Is this really something we want for systems thinking and practice? Continue reading

A Systems perspective on health and wellbeing

The other evening, I went out with a colleague and friend of mine – T. Well I say colleague, we used to work for the same organisation – now we work for different organisations but within the same partnership arena.  When we worked together, we routinely had a friday night drink during which we discussed society, organisations, management and so on – at the time he had just finished a social policy PhD and I was embarking on my MBA.

It’s been a while since we have seen each other outside formal meetings.  In our conversation the other evening, we started talking about complexity.  T has an emerging interest in the complexity of individual’s lives and the tension created when organisation’s have to be accountable for the ‘outcomes’ they achieve through their interventions.  Entire voluntary sector funding regimes are founded on organisations making claims for the outcomes they can create.

Contemporary public health research has an underpinning systems perspective.  The most reproduced model is that by Dahlgren and Whitehead which shows a series of influences on the health and wellbeing of an individual.  In Newcastle upon Tyne, I have been involved in work to raise awareness of this ‘holistic perspective’, most notably with our Mythbuster brochure.

What my discussion with T made me realise, is that to date, I have not seen health theory expressed using the language of Systems (the academic/intellectual discipline).  So here is my first iteration…

Continue reading