Managing Complex Issues through Evolutionary Learning Laboratories

Abstract

Policy makers, managers and leaders in organizations, governments and business institutions are under increasing pressure to make the right management decisions in the face of a continually changing political and socio‐economic landscape. To make matters more challenging, the complex environmental, socio‐economic, business‐financial issues that decision makers need to deal with tend to transcend the jurisdictions and capacities of any single organization. There is a multitude of difficult, long‐term global challenges ahead, almost all of which are coupled with the most pressing concerns of different countries at national and local levels. Despite many efforts to deal with these complex issues facing our society, the solutions so far have seldom been long lasting, because ‘treating the symptoms’ and ‘quick fixes’, using traditional linear thinking, are the easiest way out, but do not deliver the solutions. This paper describes the processes for unravelling complexity through participatory systems analysis and the interpretation of systems structures to identify leverage points for systemic interventions. It further demonstrates the promotion of effective change and the enhancement of cross‐sectoral communication and collaborative learning. This learning focuses on finding solutions to complex issues by applying an iterative, systems‐based approach, both locally—Evolutionary Learning Laboratory (ELLab)—and globally—Global Evolutionary Learning Laboratory (GELL). A generic framework and processes for implementing and institutionalizing ELLabs are described, and how these become part of the GELL for managing complex issues is explained. Four case studies are used to demonstrate diverse examples of the application and implementation of the ELLab approach. Copyright © 2013 John Wiley & Sons, Ltd.

The Effect of a Structured Method on Mental Model Accuracy and Performance in a Complex Task

“…Despite this previous work and the widespread use of systems thinking (e.g., [27,28]), there has been a more recent call for empirical work to analyze the relationship between systems thinking and mental models or decision-making processes [29]. The current study addresses this empirical research gap by examining a specific structured method of thinking as an iterative approach to learning about and dealing with a complex task.…”

“…These two levels are linked by two further levels: first, the systemic structure shows the relationships of the different components. Second, the patterns of a larger set of behaviors are deduced from past behaviors or outcomes [28]. The proposed research model in Figure 1 specifies a mediation model, where Hypothesis 1 indicates a direct effect, while Hypotheses 2 and 3 together constitute an indirect effect of the CPA cycle on performance in the complex task.…”

Designing and Developing a Reflexive Learning System for Managing Systemic Change

“…King and Frick [16] describe systems thinking as a difficult skill to acquire and as not commonly taught. There are fortunately some exceptions [17]; the ISSS (International Society for the Systems Sciences) has attempted to maintain an ongoing conversation about systems education (see [18]) as has IFSR (the International Federation for Systems Research) through conversations devoted to the topic [19].…”

“…Many models and frameworks have been developed that help to conceptualise this relationship (see [17]) including some of those included in TU812. Our experience with TU812 affirms earlier experiences we have had that when engaged with rigorously within an appropriately designed learning system, systems thinking and practice can orchestrate effective, reflexive, transdisciplinary praxis.…”

Systems Thinking Education—Seeing the Forest through the Trees

“…Formal education in systems thinking has become essential. Many efforts are being put into ways to "infiltrate" the traditional teaching of disciplines as isolated units and to apply the systems approach in schools, universities and informal teaching programs (e.g., [25][26][27][28][29][30]). These programs can contribute significantly to the efforts of the systems community in making systems thinking and systems education become integrated into society.…”