2014|Facilitator’s Guide
SYSTEMS THINKING
This publication was made possible in part through the support provided by the United States
Agency for International Development (USAID). The opinions expressed herein are those of the
author(s) and do not necessarily reflect the views of the USAID or the US Government. USAID
reserves a royalty-free nonexclusive and irrevocable right to reproduce, publish, or otherwise use,
and to authorize others to use the work for Government purposes.
SEAOHUN One Health Course - Facilitator’s Guide
Preface
“One Health” is an important global activity based on the concept that
human, animal and environmental/ecosystem health are interdependent, and
professionals working in these areas best serve the population by collaborating
to better understand all the factors involved in disease transmission, ecosystem
health, the emergence of novel pathogens and emerging zoonotic agents, as
well as environmental contaminants and toxins that are capable of causing
substantial morbidity and mortality, and impacting on socioeconomic growth,
including in less developed countries.
This SYSTEMS THINKING Module is part of a complete series of One
Health educational and training documents designed to be used in whole or in
part, and to be modified as needed to serve as a context- and culturallyrelevant source of information for teaching undergraduate students and
university graduate students, and for training workshops focused on One
Health professionals responsible for human, domesticated animal, wildlife and
ecosystem/environmental health. The goals are to:

increase exposure to and improve cross-sectoral and inter-professional
collaboration on key disease surveillance and disease outbreaks;

provide practical strategies useful for field investigations of disease
outbreaks, and a realistic exposure for students and faculty interested
in emerging infectious diseases, including emerging zoonotic
infectious agents, newly identified infectious agents capable of causing
pandemic threats, disease management and public awareness
campaigns, environmental and ecosystem health; and

improve cooperation among national, regional and district-level
government health officials interested in the One Health principle,
along with multilateral health agencies (such as the World Health
Organization [WHO], the Food and Agriculture Organization of the
United Nations [FAO], and the World Organisation for Animal
Health [OIE]), as well as non-governmental organizations (NGOs)
and private industry.
For more information
about this course, contact:
Stanley Fenwick
Regional Technical
Director RESPOND
Stanley_Fenwick@dai.com
Felicia B. Nutter, DVM,
PhD, RESPOND Project
Senior Technical Officer
Tufts University
+1 508 887 4921
Felicia.Nutter@tufts.edu
Roberta Talmage
TRG, Inc.
Arlington, VA 22203
+1 703-875-8909
rtalmage@trg-inc.com
This complete set of One Health modules can be used individually by
professors and trainers, but all users are encouraged to begin the activity by
consulting the introductory module in the One Health series, One Health
Concepts and Knowledge, to provide an appropriate context and background.
All of the training material represents contributions by the faculty and
leadership of the Southeast Asia One Health University Network
(SEAOHUN), and the input of technical and managerial support from the
partners of the USAID’s RESPOND Project, part of the larger Emerging
3|Page
Module: Systems Thinking
Pandemic Threats (EPT) program, including Tufts University, University of Minnesota, Training
Resources Group (TRG), Ecology and Environment, Inc. (E & E), and). Development of these training
materials would not have been possible without the contributions of the following individuals and
groups:
Southeast Asia One Health University Network (SEAOHUN)
 Dr. Abu Tholib Aman, Universities Gadjah Mada, Indonesia
 Mr. Irwin Fernandez Chavez, Mahidol University, Thailand
 Dr. Ede Surya Darmawan, Universitas Indonesia, Indonesia
 Dr. Latiffah Hassan, Universiti Putra Malaysia, Malaysia
 Dr. Nongyao Kasatpibal, Chiang Mai University, Thailand
 Dr. Sumalee Lirtmunlikaporn, Chiang Mai University, Thailand
 Dr. Sarmin MP, Universities Gadjah Mada, Indonesia
 Dr. Mohd Rizal Abdul Manaf, Universiti Kenbangsaan Malaysia, Malaysia
 Dr. Roslaini Bin Abd. Majid, Universiti Putra Malaysia, Malaysia
 Dr. Walasinee Moonarmart, Mahidol University, Thailand
 Dr. Pham Hong Ngan, Hanoi University of Agriculture, Thailand
 Dr. Mohd Sham Bin Othman, Universiti Kenbangsaan Malaysia, Malaysia
 Dr. Surachai Pikulkaew, Chiang Mai University, Thailand
 Dr. Trioso Purnawarman, Bogor Agricultural University, Indonesia
 Dr. Agik Suprayog, Bogor Agricultural University, Indonesia
 Dr. Metawee Thongdee, Mahidol University, Thailand
 Dr. Kriangkrai Thongkorn, Chiang Mai University, Thailand
 Mr. Luu Quoc Toan, Hanoi School of Public Health, Thailand
 Dr. Ronald Enrique Morales Vargas, Mahidol University, Thailand
 Ms. Le Thi Thanh Xuan, Hanoi Medical University/Institute for Preventive Medicine and Public Health,
Thailand
RESPOND Project, USAID Emerging Pandemic Threats (EPT) Program
Development Alternatives International (DAI): Dr. Douglas Hatch, Ms. Pornthip Rujisatian,
Environment and Ecology, Inc. (E&E): Ms. Louise Flynn
University of Minnesota: Dr. Jeein Chung, Dr. Karin Hamilton
Tufts University: Dr. Stanley Fenwick, Dr. Felicia Nutter, Dr. Raymond Hyatt, Dr. Jennifer Steele
Training Resources, Inc. (TRG): Ms. Kimberly Kennedy, Ms. Roberta Talmage
If the modules are used in classrooms, courses or for workshops, we strongly recommend users refer
initially to the introductory module, One Health Concepts and Knowledge, to better understand the
context and background for optimal use. The following attribution should be used by anyone copying
materials or content from the One Health modules series:
One Health Educational Module, Southeast Asia One Health Network (SEAOHUN), 2014
SEAOHUN One Health Course - Facilitator’s Guide
Module: Systems Thinking
Module Description This module provides students with the skills necessary to take a systems
and Learning
thinking approach to emerging pandemic diseases. Key outcomes of this
Outcomes
module are the ability to:
 Use systems thinking to create maps of complex and complicated
systems that include human, animal, environment and ecological
components.
 Operate as part of a One Health team that uses systems maps to
integrate information from multiple disciplines and sectors, to develop
strategies to address One Health challenges and to anticipate and
mitigate potential unintended consequences of One Health actions.
Target Learner
Undergraduate and Graduate University Students; or
One Health Partner, Practitioner and Professional
Learning Map
What is Systems Thinking?
Using Systems Thinking in
One Health
Systems Thinking Terms
and Definitions
Rules for Building
Systems Maps
Examples of
Systems Maps
Habits of a Systems
Thinker
Create One Health
Systems Maps
Use concepts
from"wicked" and "social
messes" problem theory
to define One Health
problems
Using Systems Maps to
Analyze a One Health
Event
5|Page
Module: Systems Thinking
Module Competencies
Competency #1
Describe the elements of
complex problems and
systems thinking.
Learning Objectives to Develop Competency
Understand core concepts of systems thinking and their application
in One Health interventions by:
 Accurately describing key systems concepts (e.g., complex,
complicated and adaptive systems)
 Understanding what is distinctive about systems thinking as
opposed to other forms of thinking (e.g., logical, causal,
etc.)
 Evaluating the advantages and implications of taking a
systems approach to understanding One Health problems.
Competency #2
Create and use systems
mapping to deepen
understanding of One
Health problems.
Learning Objectives to Develop Competency
Create systems maps of One Health problems by:
 Identifying the essential elements of the One Health
problem.
 Identifying the connections between the humans, animals
and the environment.

Competency #3
Partner with One Health
team members to develop
solutions to complex One
Health problems using
systems thinking and
relevant tools/maps.
Module Overview
Mapping the integration points where individual system
elements (e.g., social networks, organizations, government,
communities, ecosystems) interact.
Learning Objectives to Develop Competency
Contribute as a One Health team member to developing solutions
to One Health problems by:

Using concepts from “wicked” problem/“super wicked”
problem theory to better understand how to formulate and
approach One Health challenges

Integrating information and actions across disciplines and
sectors using systems thinking tools.

Identifying leverage points for maximum impact.

Determining and mitigating unintended consequences of
planned interventions.

Creating essential feedback and feed-forward loops.
SEAOHUN One Health Course - Facilitator’s Guide
Time
Topic

30 Minutes
Introduction to Systems Thinking Module






60 Minutes
What is Systems Thinking?:
The Learning Challenge
180 Minutes
What is Systems Thinking?:
The Exploration

What is Systems Thinking?:
Sharing the Learning

60 Minutes








90 Minutes
Wicked Problems: Finding Solutions to One
Health Problems through Systems Thinking




60 Minutes
60 Minutes
Wicked One Health Problems: Sharing
Solutions
Learning Reflections and Evaluation




Materials
Flipchart or whiteboard and
markers
Computer, LCD projector,
screen/blank wall
Module PowerPoint
Internet access
Video clip
Flipchart or whiteboard and
markers
Computer, LCD projector,
screen/blank wall
Module PowerPoint
Student Guide
Internet access
Video clip
Flipchart or whiteboard and
markers
Computer, LCD projector,
screen/blank wall
Module PowerPoint
Materials to create a poster
(flipchart paper, markers)
Tape or stands to secure posters
Flipchart or whiteboard and
markers
Computer, LCD projector,
screen/blank wall
Module PowerPoint
Materials to create a poster
(flipchart paper, markers)
Flipchart or whiteboard and
markers
Computer, LCD projector,
screen/blank wall
Model PowerPoint
Tape or stands to secure poster
Student Guide
Note: Times include in-class assignments. To reduce classroom time, assignments may be given as
homework.
7|Page
Module: Systems Thinking
How to Facilitate This Module
This module teaches systems thinking using a teaching methodology called Problem-Based Learning
(PBL): Students will be presented with a One Health learning challenge and will be asked to solve the
challenge using systems thinking.
PBL requires special teaching techniques in which the teacher facilitates learning by supporting, guiding
and monitoring the learning process. The teacher does not answer questions, but rather poses questions
in a Socratic method so that students discover their next steps. For more about the Socratic method, see
“Using Questions in the One Health Modules,” in the Introduction to the One Health Course. The goals
of PBL are to help the students develop flexible knowledge, effective problem solving skills, self-directed
learning, effective collaboration skills and intrinsic motivation, in addition to domain-specific technical
skills and knowledge.
In a PBL model, students work collaboratively to solve real-world, complex problems. To solve these
problems, students create learning plans for how they will acquire the knowledge and skills necessary to
develop solutions. In seeking solutions, the students interact with academic and technical experts, as well
as a range of stakeholders including business, government, non-governmental organizations and
community-based organizations.
Working in groups, students define the problem and then
identify what they know and what they need to know to solve
the problem. Students identify how and where to access new
information that may help them solve the problem. Typical
PBL problems are “ill-defined” in that students need to clarify
assumptions and test these assumptions by collecting data
from multiple disciplines and perspectives. In many PBL
problems, there is no “one right answer” and many times
solutions must be created with data that are limited.
The problem-solving process can be summarized in seven
steps:
Step One: The group discusses the problem or learning
challenge based on their prior knowledge and experience.
They identify what they know.
Step Two: The group identifies what they need to know to
solve the problem. During this step, the group analyzes and
breaks the problem down into components, discussing
implications, entertaining possible explanations or solutions,
and developing working hypotheses.
Step Three: It is during this step that the team identifies and allocates learning tasks and develops study
SEAOHUN One Health Course - Facilitator’s Guide
plans to discover the needed information. The group develops a plan outlining what further information
or knowledge they need to solve the problem. The plan should include: A list of resources to consult,
including articles, websites, etc., and a list of specific actions that need to be completed and the name of
the individual who will complete them.
Step Four: The students collect information in the classroom through experiments, mini-lectures, etc.,
and outside of the classroom through field trips, interviews, etc.
Step Five: As the group gathers information, they analyze and evaluate the data. Data may confirm or
challenge their working assumptions about the problem and cause the group to reexamine what they
know and what they need to know.
Step Six: The group proposes a solution to the problem or learning challenge.
Step Seven: Communicating their solution is the final step. This allows others to review, confirm or
challenge the findings. Thus, the learning process continues.
9|Page
Module: Systems Thinking
Facilitator Background Resources
Located in the Resource Folder of this Module
Horst, W.J. Rittel and Melvin M. Webber, “Dilemmas in a General Theory of Planning,” Policy Sciences 4,
(1973), (pp. 155–169). Retrieved from http://link.springer.com/article/10.1007/BF01405730.
International Centre for Development Oriented Research in Agriculture. (n.d). Systems Diagrams
Guidelines. Retrieved from http://www.icra-edu.org/objects/anglolearn/Systems_DiagramsGuidelines1.pdf.
International Centre for Development Oriented Research in Agriculture. (n.d), Systems ThinkingApproaches. Retrieved from http://www.icra-edu.org/objects/anglolearn/Systems_ThinkingApproaches.pdf.
International Centre for Development Oriented Research in Agriculture. (n.d). Systems Thinking Key
Concepts. Retrieved from http://www.icra-edu.org/objects/anglolearn/Systems_ThinkingKey_Concepts1.pdf.
Additional Resources: Problem-Based Learning
Abdalla, E. A. and Gaffar, A. M. (2011). The Seven Steps of PBL Implementation: Tutor’s Manual.
Retrieved from:
https://www.academia.edu/1215059/THE_SEVEN_STEPS_OF_PBL_IMPLEMENTATIO
N_TUTORS_MANUAL
Amador, J. A., Miles L. and Peters C.B. (2007). The Practice of Problem-Based Learning: A Guide to
Implementing PBL in the College Classroom. Anker Boston, MA: Anker Publishing Company, Inc.
Barell, J. F. (2006). Problem-Based Learning: An Inquiry Approach. United States of America: Corwin
Press.
Additional Resources: Systems Thinking
Meadows, D. (2008). Thinking in Systems Thinking: A Primer. United States of America: Chelsea Green
Publishing.
Senge, P. (2006). The Fifth Discipline: The Art & Practice of The Learning Organization. New York, New
York: Doubleday Business.
SEAOHUN One Health Course - Facilitator’s Guide
INTRODUCTION TO SYSTEMS THINKING MODULE
Learning Objective:
Type of Learning:
Timing:
Equipment and
Materials:
Give students an overview of the Systems Thinking Module and its
learning objectives.
Lecture; Video Clip
30 minutes
 Flipchart and whiteboard with markers
 Computer, LCD projector, screen/blank wall
 Module PowerPoint
 Student Guide
 Internet access (for facilitator)
 Video clip – Systems Thinking, Australian Research Institute for
Environment and Sustainability
Detailed Facilitator Notes
Lecture
20 Minutes Module Overview
Provide an overview of the module’s competencies and agenda and then
introduce the concept of PBL.
Systems Thinking Module Competencies
 Describe the elements of complex problems and systems thinking.
 Create and use systems mapping to deepen understanding of One
Health problems.
 Partner with One Health team members to develop solutions to
complex One Health problems using systems thinking and related
tools.
Agenda
30 Minutes
Introduction to Systems Thinking Module
60 Minutes
What is Systems Thinking?: The Learning Challenge
180 Minutes
What is Systems Thinking?: The Exploration
60 Minutes
What is Systems Thinking?: Sharing the Learning
90 Minutes
60 Minutes
60 Minutes
Wicked Problems: Finding Solutions to One Health
Problems through Systems Thinking
Wicked One Health Problems: Sharing the
Learning
Learning Reflections and Evaluation
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Module: Systems Thinking
10 Minutes Show learners the following short video clip highlighting what can happen
when you do not look at a One Health issue from a systems perspective. Take
a few minutes for questions or comments.
Video Clip

YouTube – Systems Thinking, Australian Research Institute for
Environment and Sustainability, Macquone University
http://www.youtube.com/watch?v=jmnKM2jcXds
SEAOHUN One Health Course - Facilitator’s Guide
WHAT IS SYSTEMS THINKING?
The Learning Challenge
Learning Objective:
Type of Learning:
Timing:
Create a learning plan to learn about systems thinking.
Problem-Based Learning (PBL)
60 Minutes
Equipment and
Materials:







Pre-Class
Assignment:
Flipchart or whiteboard with markers
Computer, LCD projector, screen/blank wall
Module PowerPoint
Internet access (for facilitator)
Student Guide
Video Clip – Simplifying Complexity, Eric Berlow
Read – “Systems Thinking - Key Concepts”, (International Centre for
development oriented Research in Agriculture Learning Resources)
Detailed Facilitator Notes
Have students read the following article before class:
 “Systems Thinking - Key Concepts”, ICRA Learning Resources
Pre-work
5 minutes
Session Introduction
Give learners the following introduction to systems and systems thinking:
When you begin to learn about a system, its complexity may be a bit
overwhelming. A systems thinking approach allows us to begin to
understand the complexity and use it to find answers that matter. For a
bit of inspiration, let’s take a few minutes to watch a TED Talk by Eric
Berlow, an ecologist and network scientist who is recognized for his
research on food webs and ecological networks and for his creative
approaches to complex problems.

TED Talk – Eric Berlow, Simplifying Complexity
http://www.ted.com/talks/eric_berlow_how_complexity_lea
ds_to_simplicity.html
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Module: Systems Thinking
Individual
Activity
25 minutes Developing Your Systems Thinking Learning Plan
Begin the activity by
tasking students to write
their name on a flipchart
or whiteboard.
Underneath their names,
create two columns with
titles “Things I Know
about Systems Thinking”
and “Things I Do Not
Know about Systems Thinking.” Then ask the students to create a list in each
column.
25 minutes Have the students walk around and review one another’s lists. Then, have them
form teams of 3 or 4 with other students whose lists are most complementary
Small Group
to their own (i.e., pair individuals who know things that their partners do not
Activity
know).
Each team will complete the first two columns of the Systems Thinking
Learning Plan table in the Student Guide. They will then create their plan for
learning about systems thinking. This plan should aim to fill any gaps in
knowledge that the team has and ensure that they have a comprehensive
understanding of systems thinking. Teams should consider the following
questions before completing the third column of the table:
 What do you need to know about systems thinking in order to use a
systems thinking approach in addressing One Health problems?
 In what order should you research the items identified in the
previous question?
 What are the primary resources that you will use?
 What will you do when you cannot find the information that you
want?
 What will you do when you have questions?
 How will you know when you have enough information?
Systems Thinking Learning Plan
Things we know
about systems
thinking
Things we do
not know about
systems thinking
Plan for learning
more about what
we do not know
SEAOHUN One Health Course - Facilitator’s Guide
 Note: If your students say that they do not know anything about systems
thinking, then ask: “When a topic is new to you, what do you do first to
learn something about it?” Solicit answers and then say: “For the next
hour, carry out your plan to learn something new. Then, stop and make a
list of what you know now and what you still need to find out.”
Remember, PBL is an iterative process and students should be going back
to their chart and updating what they know and what they do not know.
Once teams have completed the table, tell students that they will use the
learning plans to complete an assignment during the next session.
5 minutes
Habits of a Systems Thinker
In closing, review and discuss the PowerPoint slide: “Habits of a Systems
Thinker.”
Poster from http://wizzyschool.com/cosmiceducation/environsustainabilitycurriculum.php
15 | P a g e
SEAOHUN One Health Course - Facilitator’s Guide
WHAT IS SYSTEMS THINKING?
The Exploration
Learning Objective:
Type of Learning:
Timing:
Equipment and
Materials:
Pre-Class
Assignment:
Understand core concepts of systems thinking and their application in One
Health interventions by:
 Accurately describing key systems concepts (e.g., complex, complicated
and adaptive systems).
 Understanding what is distinctive about systems thinking as opposed
to other forms of thinking (e.g., logical, causal, etc.).
 Evaluating the advantages and implications of taking a systems
approach to understanding One Health problems.
Problem-Based Learning (PBL)
180 Minutes







Flipchart or whiteboard with markers (for each student)
Computer, LCD projector, screen/blank wall
Module PowerPoint
Student Guide
Materials to create a poster (flipchart paper, markers)
Read “Systems Diagrams Guidelines” (ICRA Learning Resources)
Read “Systems Thinking: Approaches” (ICRA Learning Resources)
Detailed Facilitator Notes
Have students read the following to articles prior to class:
 “Systems Diagrams Guidelines” (ICRA Learning Resources)
 “Systems Thinking: Approaches” (ICRA Learning Resources)
Pre-work
 Note: This session can be started during a class meeting and then
completed as homework, or can be done over a series of class meetings.
80 Minutes Creating a Systems Thinking Map
Direct students to use the systems thinking learning plans created in the last
class to create a poster using systems mapping techniques that:
Small Group
 Define systems thinking.
Activity
 Summarize key systems thinking concepts.
 Explain the distinctive elements of systems thinking as opposed to
other forms of thinking.
 Demonstrate how to create a systems map.
 Evaluate the advantages and implications of taking a systems
approach to understanding One Health problems.
17 | P a g e
Module: Systems Thinking
 Note: In this session, teams will research and educate themselves about
systems thinking. As the facilitator, you will help the learning process by:
 Listening to students and reflecting back what you heard.
 Asking questions to stimulate discovery.
 Directing students to resources.
See the Facilitator Quick Notes on the next page of this guide and
the assigned readings for information on systems, systems thinking
and systems mapping.
SEAOHUN One Health Course - Facilitator’s Guide
Facilitator Quick Notes - Systems, Systems Thinking and Systems Mapping
Retrieved from various sources.
Characteristics of a System
 Integrity or wholeness
 Adaptive
 Resilient
 Evolutionary
 Goal-seeking
 Self-preserving
 Self-organizing
 With boundaries
Additional Descriptions of a System
 An interconnected set of elements that is coherently organized in a way that achieves something.
(Donnella H. Meadows, 2008)
 A set of elements that interact over time in accordance with simple rules that leads to patterns of
behavior. (Peter Coleman, 2011)
 A system is composed of parts with links or interrelationships between the parts that hold them
together, and a boundary, or the limit defines what is inside and outside of the system (Williams,
2011)
 All the parts of a system must be related (directly or indirectly), else there are really two or more
distinct systems.
 Every system has a boundary and the boundary is a decision made by the observer or group of
observers.
 A system can be nested inside another system, or can overlap with another system.
 A system receives input from and sends output into the wider environment.
 Information, energy, and/or material continuously flow among the different elements that
compose a system and also flow from the surrounding environment into the system via semipermeable membranes or boundaries.
 A system has history and the past is integrated with the present; the elements evolve with one
another and with the environment, and evolution is irreversible. (Snowden and Boone, 2007)
 Composed of entities seeking equilibrium, but can exhibit oscillating, chaotic or exponential
behavior.
 Changes to a system are often non-linear. There can be a ripple effect or changes can be delayed
or not visible.
 The impacts do not necessarily add up; rather, impacts “interact out” in a dynamic relationship
with other parts of the system.
 Simple Systems have high levels of certainty and predictability, as well as cause-effect relationships
that are known. The right answer is often self-evident and undisputed and there is general
agreement about how a problem can be solved. (Quinn and Patton 2011)
 Complicated Systems may contain multiple right answers. While there is often a clear relationship
between cause and effect, not everyone can see it. This is the realm of “known, unknowns.”
(Snowden and Boone 2007)
19 | P a g e
Module: Systems Thinking


Complex Systems are characterized by high levels of uncertainty and lack of agreement. They
involve large numbers of interacting elements and the interactions are nonlinear. Minor changes
can produce disproportionally major consequences. Complex contexts are in the domain of
unknown unknowns. (Snowden and Boone 2007)
Adaptive Systems are sets of interacting or interdependent entities forming an integrated whole
that together responds to changes in the environment or to changes of one or more of the
interacting parts. Feedback loops are key features of adaptive systems. Examples of adaptive
systems are ecosystems, individual organisms, human communities, human organizations and
human families. The individual and collective behaviors of the entities mutate and self-organize
corresponding to the change-initiating micro-event or a collection of events.
Three Characteristics of a Systems Thinking Approach (Peter Sange, 2012)
1. A very deep and persistent commitment to real learning.
2. Be prepared to be wrong: An individual’s own way of thinking can be limiting; willingness to
challenge own mental model.
3. Triangulate: Need people who can look at something from different points of view to work
collectively.
Retrieved from: http://www.youtube.com/watch?feature=player_embedded&v=HOPfVVMCwYg
Systems Maps (Systems Maps at The Open University, www.open.ac.uk)
 Used as thinking tools
 Communication tools
 Formed of blobs and words
 Show the structure of a system of interest
 Show the structure as a hierarchy of groupings
Building a Systems Map (Systems Maps at The Open University, www.open.ac.uk)
Top-Down Approach:
 Identify a clear purpose for your system of interest (Title of System Map).
 Draw boundary.
 Identify subsystems.
 Consider what subsystems and components might be needed in each subsystem.
 Continue moving down levels.
 Might be useful if designing a subsystem from scratch.
Bottom-Up Approach:
 Useful if undecided about the purpose of your system of interest but where you can identify the
elements that can combine to make it up.
 Begin with the components that your system will include.
 Group the components.
 Continue grouping until you have a boundary.
 Identify the purpose of your bounded system and insert the title.
SEAOHUN One Health Course - Facilitator’s Guide
Other Types of Related Diagrams/Maps
 Concept Map: A diagram that depicts relationships between concepts and is used to organize and
structure knowledge.
 Mind Map: A diagram used to visually outline information. It is often created around a sign word
or text, placed in the center, to which associated words and concepts are added. Major categories
radiate from a central node and lesser categories are sub-branches of larger branches. Categories
can represent words, ideas or tasks. (John W. Budd, 2004)
 Spray Diagram: Similar in look to a mind map, but used for representing the structure of an
argument, to encapsulate the relationship between ideas of others or for note-taking.
 Rich Picture: Provides a mechanism for learning about complex or ill-defined problems by
drawing detailed “rich” representations of them. There is no agreed-upon syntax, and consists of
symbols, sketches or doodles.
 Flow Chart: A diagram that shows a step-by-step progression through a procedure or a system
with a set of conventional symbols.
 Causal Loop Diagram: Aids in visualizing how different variables in a system are interrelated.
The diagram consists of a set of notes and edges.
Systems Thinking Maps of Systems Thinking (Examples)
21 | P a g e
SEAOHUN One Health Course - Facilitator’s Guide
WHAT IS SYSTEMS THINKING?
Sharing the Learning
Learning Objective:
Type of Learning:
Timing:
Equipment and
Materials:
Understand core concepts of systems thinking and their application in One
Health interventions by:
 Describing accurately key systems concepts (e.g., complex, complicated,
and adaptive systems, etc.).
 Understanding what is distinctive about systems thinking as opposed to
other forms of thinking (e.g., logical, causal, etc.).
 Evaluating the advantages and implications of taking a systems
approach to understanding One Health problems.
Peer Learning (Poster Session)
60 Minutes

Tape or stands to secure posters
Detailed Facilitator Notes
60 Minutes
Large Group
Activity
Presenting Your Systems Thinking Map
Secure each of the posters on the wall. Have each group review others’
posters and then give each team 15 minutes to discuss any final revisions they
would like to make to their posters.
Debrief the activity using one of the following methods:
Option 1
Have each team present their poster to the class,
highlighting any revisions they made or things they
learned from others’ posters.
Option 2
Have one group present their poster and then have
other groups add to the poster to create one final
class presentation on systems thinking.
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SEAOHUN One Health Course - Facilitator’s Guide
WICKED PROBLEMS
Finding Solutions to One Health Problems Through Systems Thinking
Learning Objective:
Type of Learning:
Timing:
Equipment and
Materials:
Create systems maps of One Health problems by:
 Identifying the essential elements of the One Health problem.
 Identifying the interconnections among the elements with humans,
animals and the environment.
 Mapping the integration points where individual system elements (e.g.,
social networks, organizations, government, communities, ecosystems)
interact.
Contribute as a One Health team member to developing solutions to One Health
problems by:
 Using concepts from “wicked” problem/“super wicked” problem theory
to better understand how to formulate and approach One Health
problems.
 Integrating information and actions across disciplines and sectors using
systems thinking tools.
 Identifying leverage points for maximum impact.
 Determining and mitigating potential unintended consequences of
planned interventions.
 Creating essential feedback and feed-forward loops.
Problem-Based Learning (PBL)
90 Minutes





Flipchart or whiteboard with markers
Computer, LCD projector, screen/blank wall
Module PowerPoint
Student Guide
Materials to create a poster (flipchart or poster paper and markers)
Detailed Facilitator Notes
20 minutes
Lecture
Systems Thinking - Wicked Problems
Deliver the presentation on Systems Thinking - Wicked Problems. See the
notes section of the PowerPoint for detailed facilitator notes. The following
topics will be covered:
 Wicked Problems: Finding Solutions to One Health Problems
through Systems Thinking
 What is a Wicked Problem?
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Module: Systems Thinking
70 minutes Following the lecture, present the following three One Health challenges:
Small Group
Activity
Wicked One Health Problems
There is an outbreak of influenza-like illness among
Challenge #1
people and animals in a small town in Thailand.
Fifty (50) chickens die before the TET holiday in one
Challenge #2
village in Vietnam.
Three individuals come to a health station showing
Challenge #3 signs and symptoms of dengue fever in a small town in
Indonesia.
Challenge Directions
Have students form teams around the challenge that interests them. If a large
group of students wants to work on the same challenge, divide the group into
two smaller groups. Groups of five to eight participants are optimal.
Students should use systems thinking to explore the challenge they selected.
They should consider the following questions and also propose solutions to
the challenge. Each team should create a poster capturing this information to
present during the next class meeting.






Who? Who has the disease? Who else does the disease impact? Who
should be on a One Health team?
Where? Where was the first case discovered? Where has it spread?
When? When was the first case discovered? How quickly is it
spreading?
How? How is the disease transmitted? How serious is it? How can
the disease be managed and controlled?
What? What are the implications for human, animal and ecological
health?
Why? Why did the outbreak occur?
 Note: For students with One Health-related experience, you might
provide the above challenges as examples and then have small groups
come up with a One Health scenario that they have faced or are likely to
face.
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SEAOHUN One Health Course - Facilitator’s Guide
WICKED ONE HEALTH PROBLEMS
Sharing Solutions
Learning Objective:
Type of Learning:
Timing:
Equipment and
Materials:
Share solutions to wicked One Health problems.
Peer Learning (Poster Session)
60 Minutes
 Flipchart or whiteboard with markers
 Computer, LCD Projector, screen/blank wall
 Module PowerPoint
 Student Guide
 Tape or stands to put up the posters
Detailed Facilitator Notes
50 minutes
Large Group
Debrief
Poster Presentations: Wicked One Health Problems
Ask each group to explain why they chose their One Health challenge and
their proposed solution. Then have them respond to questions from the
class.
If students selected the same challenge, compare and contrast solutions.
10 minutes
Systems Thinking on Systems Thinking
Show the Systems Thinking Diagram below and in the PowerPoint slides
and ask for final comments on “wicked” One Health problems.
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SEAOHUN One Health Course - Facilitator’s Guide
LEARNING REFLECTIONS AND EVALUATION
Learning Objective:
Type of Learning:
Timing:
Equipment and
Materials:


To reflect on what we learned in the Systems Thinking Module.
To get feedback from participants on what they felt were the
strengths of the module and areas where the module could be
improved.
Individual Assessment; Group Feedback
60 Minutes
 Student Guide
Detailed Facilitator Notes
Ask them to rate their ability to understand, apply and evaluate/create each of
the module’s learning objectives, using the five-point scale displayed below:
Evaluate/
Create
How would you rate your level of the following
Systems Thinking Module competencies:
Apply
Student Self-Evaluation
Once they have completed the assessment, collect the responses to inform
future deliveries of the module.
Understand
Individual
Learning
Assessment
Have your students complete the following learning assessment which is
located in their Student Guide.
Describe the elements of complex problems and systems
thinking.
Create and use systems mapping to deepen understanding of One
Health problems.
Partner with One Health team members to develop solutions to
complex One Health problems using systems thinking and tools.
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Module: Systems Thinking
Write down two or three things that you learned from the session. Think
about the following questions:
 What did you learn in this module that was new to you?
 Have the lessons in this module led you to change any previously held
beliefs?
 What are you still unsure about? Do you have any questions that still
need to be answered?
 What was interesting to you/what would you like to study in more
detail?
 Are there new behaviors that you will try based on this class?
 What topics from the class will you share with others?
10 Minutes In small groups, have each student share:
 His/her key learnings from the module.
Small Group
 How he/she will apply the concepts, knowledge, skills they gained
Discussion
from the module.
Group
Feedback
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10 Minutes Ask the students:
 What is one element of the module that you liked/felt was a strength?
 What is one thing in the module that you suggest be changed?
 Any additional comments?
SEAOHUN One Health Course - Facilitator’s Guide
RESOURCES FOR STUDENTS
Located in the Resource Folder of this Module
Horst, W.J. Rittel and Melvin M. Webber, “Dilemmas in a General Theory of Planning”, Policy Sciences 4,
(1973), (pp. 155-169). Retrieved from http://link.springer.com/article/10.1007/BF01405730.
International Centre for Development Oriented Research in Agriculture. (n.d). Systems Diagrams
Guidelines. Retrieved from http://www.icra-edu.org/objects/anglolearn/Systems_DiagramsGuidelines1.pdf.
International Centre for Development Oriented Research in Agriculture. (n.d), Systems ThinkingApproaches. Retrieved from http://www.icra-edu.org/objects/anglolearn/Systems_ThinkingApproaches.pdf.
International Centre for Development Oriented Research in Agriculture. (n.d). Systems Thinking Key
Concepts. Retrieved from http://www.icra-edu.org/objects/anglolearn/Systems_ThinkingKey_Concepts1.pdf.
Additional Resources
The Open University. Various courses and modules on Systems Thinking and Practice. www.open.ac.uk.
Senge, Peter M. (2006). The Fifth Discipline: The Art and Practice of the Learning Organization. New York:
Doubleday Business.
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