Learning in and about complex systems

Abstract

Change is accelerating, and the complexity of the systems in which we live is growing.Increasingly change is the result of humanity itself. As complexity grows so do the unanticipated side effects of human action, further increasing complexity in a vicious cycle.Many scholars call for the development of 'systems thinking' to improve our ability to manage wisely. But how do people learn in and about complex dynamic systems? Learning is a feedback process in which our decisions alter the real world, we receive information feedback about the world, and using the new information we revise the decisions we make and the mental models that motivate those decisions. Unfortunately, in the world of social action various impediments slow or prevent these learning feedbacks from functioning, allowing erroneous and harmful behaviors and beliefs to persist. The barriers to learning include the dynamic complexity of the systems themselves, inadequate and ambiguous outcome feedback, systematic 'misperceptions of feedback' where our cognitive maps omit important feedback processes, delays, stocks and flows, and nonlinearities that characterize complex systems, inability to simulate mentally the dynamics of our cognitive maps, poor interpersonal and organizational inquiry skills, and poor scientific reasoning skills. To be successful methods to enhance learning about complex systems must address all these impediments. Effective methods for learning in and about complex dynamic systems must include (1) tools to elicit participant knowledge, articulate and reframe perceptions, and create maps of the feedback structure of a problem from those perceptions; (2) simulation tools and management flight simulators to assess the dynamics of those maps and test new policies; and (3) methods to improve scientific reasoning skills, strengthen group process and overcome defensive routines for individuals and teams. D-4428

Evaluation of the Adequacy and Utilization of Contingency Fund in Building Projects in Nigeria

“…Several studies such as [5] [9]- [12] have confirmed that contingency is not managed or reported by project and cost managers. This is due to the challenges associated with the [12] and [13] submitted that the problem of incorporating project complexity into actual management is affecting the construction contingency management.…”

“…This is due to the challenges associated with the [12] and [13] submitted that the problem of incorporating project complexity into actual management is affecting the construction contingency management. [2] also confirmed that project complexity and inherent uncertainty of the financial performance of constructed facilities, development funding, control of cost and schedules make exact budget needs impossible to forecast accurately.…”

Learning ecosystem complexity: a study on small-scale fishers’ ecological knowledge generation

“…Cognition and learning of complex systems "Complex systems are commonly found in natural and physical sciences" (Hmelo et al, 2000, p. 247), and there is an increasing interest in researching cognition and learning about natural complex systems, such as the respiratory system, Earth system and ecosystems, in the last twenty years (e.g., Salner, 1986;Sterman, 1997;Goldstone & Sakamoto, 2003;Hmelo et al, 2000Hmelo et al, , 2004Hmelo et al, , 2008Ben-Zvi-Assaraf et al, 2005;Magntorn et al, 2007;Booth-Sweeney & Sterman, 2007).…”

“…Research on environmental education focusing on ecological knowledge held by local users is limited to a few examples (i.e., Reid et al, 2002Reid et al, , 2004, as is research in the cognitive and learning sciences regarding people's understanding of natural complex systems (e.g., Salner, 1986;Sterman, 1997;Goldstone & Sakamoto, 2003;Ben-Zvi-Assaraf et al, 2005;Magntorn et al, 2007;Booth-Sweeney & Sterman, 2007), and in particular on ecosystems' complexity (e.g., Hmelo et al, 2000;Hmelo-Silver et al, 2004;Hmelo-Silver et al, 2008). Research on workplace learning and the human-nature relationship concerning informal learning in contexts of natural resource management is non-existent.…”

Fostering Complexity Thinking in Action Research for Change in Social–Ecological Systems

“…No one-not scientists, professionals, or lay peopleis immune to the consequences of this realization. Nonetheless, a complexity view of the world is rare (Sterman 1994, Morin 2008, and the majority of professionals, disciplinary scientists, and lay stakeholders/decision makers whom one-and certainly the authors-engages when conducting action research have yet to encounter complexity thinking/science. They display all the distinctly reductionist habits of expecting to come to "know" the problem and objectively find the "right" solution by dividing the problem into discrete elements to be tackled by experts who "know" how to do it (Zellmer et al 2006).…”