(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
(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
(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
(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
(Activity 2.20, 2.22)
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
(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
(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
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
(Activity 2.8)
Ison* (2010, chapter 13) discusses a systems view of valuing and evaluation. Before, I try and summarise these views, I thought it would be good to take stock of where my understanding is starting from. Continue reading
(Activity 2.6)
It seems it is important that I get my head around this question. I have decided to do it through iterative questioning – in problem solving, there is a way of looking at causes called the 5 Whys – essentially you keep asking why to every level of answer. I am going to use a similiar approach but ask “And, what do I do when I do that?” to see how far I get. Continue reading