Section (A)
Q1. List the five features for each of "first Order" processes and "Second Order" process while
engaging with process design for emergent outcomes.
First-order processes:
Assume data describes a 'system' as if it was an objective set of operations functioning independently of its
historical and social creation and, change takes place in terms of identifiable objects with well-defined
properties. A first order understanding is gained by accepting that there are general rules that apply to
situations in terms of the identifiable objects and well-defined properties. By applying the rules logically to the
situation, we can draw conclusions about how something has come about or what should be done. Here
learning and action are based on the belief in a single reality (a real world) which can be approached and
known objectively. First order understandings have been characterized by a reliance on a high level of
disciplinary knowledge and a 'fix' mentality – expose the breakdown and attempt to fix it. In first-order R&D,
the problem is clearly defined, the solution is a technological one, and the barriers to adopting the solution
are placed fairly and squarely with the end-user community. A practitioner practicing in it 'mode' is minimally
aware of how the context actively shapes any experience and especially how the act of observation and
participation determines the actual experience. The attitude to knowledge is predominately one of believing
in the possibility of an 'objective' knowing of the world. This tradition is characterized by concerned
intervention, the definition of clear goals, the naming of the problem, and the proposal of a rational solution. It
can be used for hard structured situation.
Second-order processes:
Utilize data that takes as its starting point first-order data such as descriptions of physical, biological, and
psychological events with specific reference to a person’s experience of gathering and working with, the said
data. In order to achieve second order change it is necessary to step outside the usual frame of reference
and take a meta-perspective. This perspective seeks to avoid being either subjective (particular to the
individual) or objective (independent of the individual) and recognizing that the objects of our actions and
perceptions are not independent of the very actions perceptions that we make. Problems and improvements
are both generated in the conversations that take place between the key stakeholders and do not arise, or
exist, outside of such engagement. Second-order R&D is built on the understanding that human beings
determine the world they experience. It characterized by the experience of 'awareness' of being the agent in
generating key distinctions, e.g. what is the situation under study (sys. Of interest), what is focused on and
what is marginalized, what is the problem or opportunity and what might be an improvement, and especially,
that the objects and events that we perceive are only knowable through the action of the person perceiving –
the 'observer'. It can be used for soft structured situation.
The 4 stages involved in designing a process for emergent outcomes are (for any sys. To be active this 4
stages have to be followed):
Stage 1: Bringing the system of interest into existence (i.e. naming the system of interest).
Stage 2: Evaluating the effectiveness of the system of interest as a vehicle to elicit useful understanding
(and acceptance) of the social and cultural context.
Stage 3: Generation of a joint decision-making process (a problem-determined system of interest) involving
all key stockholders
Stage 4: Evaluating the effectiveness of the decisions made (i.e. how has the action taken been judged by
stockholders?)
1
Q2. Discuss the connections between "values", "beliefs" and "Circumstances". Also discuss how
this connection is relevant to sustainable development situation; you may enrich your explanation
through suitable illustrations.
Value ‫ = القيم‬refer to value as meaning something that an individual or group regards as something good or
that gives meaning to life.
Belief ‫ = االتعققداا‬an intellectual starting point for a sequence of reasoning.
Circumstances ‫الحيمةي‬
‫ = الظيوف‬refer to personal factors, such as experience and role. That affect how a
situation is perceived.
In any situations, there will be many different perspectives, depending on values, beliefs and circumstances.
Appreciating different perspectives, and accordingly recognizing the values, beliefs and circumstances that
determine them, is an essential skill for a systems practitioner. Values, beliefs and circumstances all
determine our perspectives that in turn affect the way that we conceptualize the world-our worldviews. There
are connections between these values, beliefs and circumstances. But as Values in particular are often
hidden and seen to be more to do with our emotional than intellectual ways of knowing, these connections
are not easy to rationalize. Beliefs, on the other hand, as intellectual starting point seem to be more subject
to reason. Values do not just contribute to beliefs but also to judgments, which unlike beliefs, are formed with
reference to certain criteria. As, judgment is something for which we must be prepared to take responsibility
and which we must stand ready to defend and therefore a means by which we create our own identities.
Values are most appropriately construed as “objects of judgment”. The values of an individual are not held in
isolation but in social or organizational context and the values of the individual may differ from the social or
organizational norms. Values often remain at least partly hidden. Because values seem to be more to do
with our emotional rather than our intellectual way of knowing and as such are not easy to rationalize. But
just because they are not easy to rationalize does not mean that they have to remain hidden.
The values of an individual are not held in isolation but in social or organizational context and the values of
the individual may differ from the social or organizational norms.
A systems practitioner will nearly always be operating within a social and/or organizational context. In the
domain of SD, where there are many multiple stakeholder situations, a systems practitioner is also likely to
need to rationalize and defend the values on which their judgments are made and to work out what and
whose values are relevant in a situation.
There are 2 reasons for this previous view, the first concerns action and the second ethics. Ethical meaning
here what ought to be rather than what is. SD is an ethical concept and particular values and beliefs
underpin it.
2
Q3. (a) Explain the following term clearly through example.
i.
System of interest.
ii.
Situation of interest.
iii.
System of inquiry
To discuss such framework, I have to draw the suitable diagrams showing the situation of that and its
improvement. So the below diagrams showing how the system of inquiry in which a system practitioner sues
a system approaches to address a situation of interest and other diagram showing the system of inquiry in
which the systemic role of the system practitioner is explicitly recognized. I have to explain each type as
following:
1. System of Interest: where stakeholder interested their perspective (individual, group of individual) in a
system. For instant in our university the system of interest will be the education system which includes the
tutors, students, study materials, assignments and other supporting items.
2. System of Inquiry: where it can be explained in how you proceed and inquiry about your system and how
you inquire for the part of system. For instant, in the same example of university how to inquire about the
following (Class, PC, Network, Rules and Regulations).
3. Situation of Interest: where in that issue is to find the sum total of system of Interest involved in the
situation, so they named as situation of internet.
3
(b) Distinguish between reflection-before-action, reflection-in-action and reflection-on-action
through suitable example.
Reflection-Before-Action
Reflection-In-Action
Reflection-On-Action
Not a distinction made by Schon
A Distinction made by Schon
A Distinction made by Schon
‫االختالف الفرق لم يصنع بواسطة شون‬
‫االختالف والفرق صنع بواسطة شون‬
‫االختالف والفرق صنع بواسطة شون‬
Takes place simultaneously
Retrospective reflection on
with action as in-action
previous action
reflection made in the heat of
‫متعلق باالنعكاسات الماضية‬
practice
‫للتجارب السابقة‬
Takes place before action
Includes scenario planning,
May take place as pre-verbal
simulations, etc. as forms of
thinking; steers the course of
Involves verbalization and
mental rehearsal
action when action is not going
representation of action
‫التدريب العقلي‬
according to plan
Braids theory-in-use with
Interprets action in terms of
practice
espoused theory
‫استخدام الجدل النظري في الممارسة‬
‫يعتنق النظرية‬
4
Q4. Explain the five issues as discussed in dynamics of shadow?
M. Boeree explain how the shadow interacts with the human consciousness ‫ الوويي البشوري‬the five
issues as discuss in dynamics of shadow as following:
1. Principle of opposites ‫مبدأ النظيرد‬: if I have a good thought, for example, I cannot help but have in
me somewhere the opposite bad thought. In fact, it is a very basic point: in order to have a concept
of good, you must have a concept of bad, just like you cannot have up without down or black
without white. It is the opposition that creates the power of the psyche ‫الونف البشورية‬. It is the contrast
that gives energy, so that a strong contrast gives strong energy, and a weak contrast gives weak
energy.
2. Principle of equivalence ‫مبأ النتكافؤ‬: the energy created from the opposition is 'given' to both sides
equally. So, when I held that baby bird in my hand, there was energy to go ahead and try to help it.
But there is an equal amount of energy to go ahead and crush it. Well, that depends on your attitude
towards the wish that you did not fulfill. If you acknowledge it, face it, keep it available to the
conscious mind, then the energy goes towards a general improvement of your psyche. You grow, in
other words. But if you pretend that you never had that evil wish, if you deny and suppress it, the
energy will go towards the development of a complex. A complex is a pattern of suppressed
thoughts and feelings that cluster – constellate – around a theme provided by some archetype.
3. Principle of entropy ‫مبدأ اميردااالنقا د‬: this is the tendency for oppositions to come together, and
so for energy to decrease over a person's lifetime. If you have, for example, a hear source in one
corner of the room, the whole room will eventually be heated. When we are young, the opposites
will tend to be extreme, and so we tend to have lots of energy.
4. Complex ‫لنتعيردأ‬: a complex is pattern of suppresses thought and feelings that cluster – constellate
–around a theme provided by some archetype. If you deny ever having though about crushing the
little bird, you might put the idea into the form offered by the shadow (your dark side). Or if a man
denies his empotinal side, his emotionality might find its way into the anima archetype and so on.
5. Transcendence ‫لنتفوقا والنسمو‬: As we get older, most of us come to be more comfortable with our
different facets. We are a bit less naively idealistic and recognize that we are all mixtures of good
and bad. We are less threatened by the opposite sex within us and become more androgynous. Even
physically, in old age, men and women become more alike. This process of rising above our
opposites, of seeing both sides of who we are, is called transcendence.
5
Q5. Discuss the concept of "communities of practice". Also describe the three features of
"communities of practice".
The concept of communities of practice has been set out by Etienne Wenger. It looks for at the
concepts of community and practice and their interactions. The idea of a community of practice
draws on the concepts embedded in each of theses terms. A community of practice: is a group of
people who share a common understanding of their roles, talk about their work and their roles, and
for whom shared knowledge and coordinated action is taken for granted between the. Wenger
characterize a community of practice as holding in common:
1. Mutual engagement ‫لالرتبدا ا والنمادار النمتباةند‬: practice does not exist in the abstract. It exists
because people are engaged in actions whose meanings they negotiate with one another. In this
sense, practice does not reside in books or in tools, though it may involve all kinds of artifacts.
Practice resides in a community of people and the relations of mutual engagement by which they
can do whatever they do. The community itself cannot be taken for granted. It is maintained of
social exchange, by members who participate in the community in both formal and informal ways.
The community is thus sustained by a network of relationships which is both diverse and complex.
2. Joint Enterprise
‫لنمادارع النمادت‬: it is the result of a collective process of negotiation that
reflects the full complexity of mutual engagement. It is defined by the participants in the very
process of pursuing it. It is their negotiated response to their situation and thus belongs to them in a
profound sense, in spite of all the forces and influences that are beyond their control. It is not just a
stated goal, but creates among participants relations of mutual accountability that become an
integral part of the practice.
3. Shared Repertoire
‫لألةولرالنمادت‬: the repertoire of a community of practice included routines,
words, tools, ways of doing things, stories, gestures ‫إشوارات‬, symbols, genres ‫روايوات‬, actions, or
concepts that the community has produced or adopted in the course of its existence, and which have
become part of its practice. The repertoire combines both reificative and participative aspects. It
includes the discourse ‫ معالجة طويلوة‬by which members create meaningful statements about the world,
as well as the styles by which they express their forms of membership and their identities as
members. Wenger draws attention to the 'reificative and participative' aspects of the shared
repertoire. If Open University students have a shared repertoire, its reificative aspects might
include, TMAs, course materials, and other physical objects that represent common elements. The
participative aspects are those shared events that have familiar routines associated with them.
Neither mutual engagement, joint enterprise, nor shared repertoire need be explicitly stated or
discussed. Nor need community of practice imply harmony and collaboration. A community of
practice may be confining to individuals but many practices nonetheless take their meaning from
the processes of participation.
6
Section (B)
Case Study: BMW Brand in North America
For the year 2007, BMW of North America (BMW LLC), the North American arm of a leading
German luxury car manufacturer BMW AG, reported sales of 293,795 BMW branded vehicles.
This represented a growth of 7.1 percent compared to 2006. Even in 2006 the BMW branded
vehicles had posted a growth of 3 percent compared to 2005. These were good figures for a brand
that many industry-watchers felt was not as big in North America as it was in Europe. In fact,
between 2001 and 2005 the sales of BMW branded vehicles in North America had increased 62
percent, far more that any competitor and its new products were also well received. So, when the
management at BMW LLC started on effort to reposition the BMW brand in North America with a
new promotional campaign, it took many analysts by surprise.
The senior management in the company felt that for BMW Ag to realize its ambition of increasing
the global sales of BMW branded vehicles to 1.6 million by 2010, the company's North American
arm had to become a major growth driver they felt that there was tremendous scope for growth
considering that BMW's market share in the automobiles market in North America was less than 2
percent. However, an in-house research conducted by BMW LLC, in 2005 revealed that a large
percentage (75 Percent) of luxury car buyers in the US did not even consider BMW vehicles at the
time of purchase. The management attributed this situation of BMW's overemphasis on
"performance driving" over the last 33 years.
This one dimensional focus on performance had led to the customer perceiving BMW as a brand
that "lack humanity". The management also felt that the brand was still strongly associated it with
the yuppie phenomenon of the 1980s. According to the management, these were major
disadvantages as the buyers were looking for brands that stood for larger values. This insight gained
from the in-house research, promoted BMW LLC to opt for a new advertising agency, GSD&M, in
November 2005. Subsequently, in May 2006, the company launched a new Advertising campaign
to reposition the BMW brand. With the new campaign, the company promoted itself as a "company
of Ideas".
The marketing communication was a huge departure form the company communications in the past.
The series of new ads no longer stressed BMW's performance, but strove to project its design
prowess and corporate culture that fostered innovation. In doing so, the company said that they
wanted to take their brand beyond yuppies and attract a wider section of the affluent class. The ad
campaign was design with the objective of building demand for BMW by reaching out to
consumers who had not until then considered purchasing a BMW vehicle. At the same time. It
wanted to make the existing BMW loyalists proud of the company success story. According to the
company, the dynamic campaign was aimed at the creative class – consumers who shared many of
BMW's principles – an independent spirit, a drive to challenge conventional wisdom, and an
appreciation for a brands' ability to offer both substance and style. Though the ads received rave
review from various quarters, some analysts felt that BMW was losing its soul by moving away
from the theme of "driving" and "performance".
According to marketing expert Al Ries (Ries), BMW owned the word "driving" and this had been
etched in the minds of consumers over a period of three decades with the tagline "the Ultimate
Driving Machine." Critics contended that when a strong niche brand like BMW tries to diversify
and expand its core customer base, it may cause confusion among customers. They felt that in
trying to be everything to everyone, BMW might dilute what its brand stood for. They felt that
BMW should stick to what it was best at – "the ultimate driving machine" and leave the softer
aspects to Mercedes, Lexus and Cadillac.
7
‫‪But others felt that there was nothing wrong with BMW trying to expand its customer base. They‬‬
‫‪argued that since BMW held the second position in the luxury car segment in the US market and its‬‬
‫‪sales had been on the rise over the past decade, all those people buying it could not have been only‬‬
‫‪yuppies. With a change in perception, more people would eventually start considering BMW. They‬‬
‫‪felt that as long as BMW did not really change its core philosophy that it builds the ultimate driving‬‬
‫‪machine, it would not los it existing customer base. The debate notwithstanding; the BMW brand‬‬
‫‪continued its growth trend in the North American market in 2006 and 2007. However, with the‬‬
‫‪company remaining tight-lipped regarding the impact of the "company of Ideas".‬‬
‫لعام ‪ ، 7002‬يب ام دبليو من امرياك الشاملية (يب ام دبليو ذ‪.‬م‪.‬م) ‪ ،‬امرياك الشاملية ذراع واحدة من كربايت الاملانيه لصناعة الس يارات الفاخره ىب ام دبليو ايه ىج‬
‫‪ ،‬وأفادت مبيعات يب ام دبليو ‪ 797292‬مركبة ذات العالمات التجارية‪ .‬وميثل هذا المنو من ‪ 2،7‬ىف املائة ابملقارنة مع عام ‪ .7002‬وحىت يف عام ‪ 7002‬يب ام دبليو‬
‫حتمل عالمة املركبات قد جسلت منوا بنس بة ‪ ٪ 7‬مقارنة بعام ‪ .7002‬واكنت هذه الرقام اجليدة لصناعة العالمه التجارية ان العديد من ورأى املراقبون ‪ -‬مل تكن كبرية‬
‫ىف امرياك الشاملية كام اكن يف أورواب‪ .‬يف الواقع ‪ ،‬بني عايم ‪ 7007‬و ‪ 7002‬كام ارتفعت مبيعات س يارات يب ام دبليو حتمل عالمة جتارية ىف امرياك الشاملية قد اادت‬
‫‪ 27‬يف املئة ‪ ،‬الان اكرث من اي منافس واملنتجات اجلديدة ايضا قبوال حس نا‪ .‬ذكل ‪ ،‬عندما ادارة يب ام دبليو يف ذ‪.‬م‪.‬م بدأت اجلهود العادة يب ام دبليو فان العالمه‬
‫التجارية ىف امرياك الشاملية مع محةل تروجييه جديدة ‪ ،‬اختذت العديد من احملللني عىل حني غرة‪.‬‬
‫لتحقيق طموهحا يف اايدة املبيعات العاملية لس يارات ىب ام دبليو حتمل عالمة ‪ 7،2‬مليون حبلول عام ‪AG ، 7070‬الادارة العليا يف الرشكة لريى أن يب ام دبليو‬
‫الرشكة اذلراع امرياك الشاملية قد تصبح منو رئييس السائق ورأت أن هناك جماال اللهاءهل وابلنظر اىل ان منو احلصه السوقية لليب ام دبليو يف سوق الس يارات ىف‬
‫امرياك الشاملية اقل من ‪ .٪ 7‬ومع ذكل ‪ ،‬فان تبادل املعلومات يف البحوث اليت اجرهتا يب ام دبليو ذ‪.‬م‪.‬م ‪ ،‬يف عام ‪ 7002‬كشفت ان نس بة كبرية (‪ )٪ 22‬من‬
‫الس يارات الفاخره واملشرتين يف الوالايت املتحدة ومل تنظر حىت يف س يارات يب ام دبليو يف وقت الرشاء‪ .‬ادارة يعزى هذا الوضع من يب أم دبليو لالالفراط يف‬
‫التأكيد عىل "أداء القيادة" عىل مدى ‪ 77‬عاما املاضية‪.‬‬
‫وأحد هذه الابعاد والرتكزي عىل الاداء قد ادى اىل العميل ادراك يب ام دبليو بوصفه العالمه التجارية ان "عدم وجود الانسانيه"‪ .‬ادارة ويرى ايضا ان العالمه‬
‫التجارية اكن ال يزال يرتبط ارتباطا قواي مع ظاهره املرتف من الامثنينات‪ .‬ووفقا لالدارة ‪ ،‬واكنت هذه املساوئ الرئيس ية كام اكنوا يبحثون عن مشرتين من النوعيات‬
‫& م ‪ ،‬يف ترشين الثاين ‪gsd‬اليت وقفت اىل اكرب للقمي‪ .‬هذا املكتس به من بصريه يف البحث ادلاخيل ‪ ،‬وتعزيز ذ‪.‬م‪.‬م يب ام دبليو عىل اختيار جديد واكةل اعالتانت ‪،‬‬
‫‪ /‬نومفرب ‪ .7002‬ويف وقت الحق ‪ ،‬يف ااير ‪ /‬مايو ‪ ، 7002‬اطلقت الرشكة محةل اعالنيه جديدة العادة يب ام دبليو فان العالمه التجارية‪ .‬مع امحلةل اجلديدة ‪،‬‬
‫والرتوجي للرشكة نفسها بأهنا رشكة "الافاكر"‪.‬‬
‫تسويق اتصاالت خضمة تشلك خروجا رشكة االتصاالت يف املايض‪ .‬سلسةل جديدة من الاعالتانت مل تعد يب ام دبليو وشدد اداء ‪ ،‬وامنا سعى اىل املرشوع وتصمميه‬
‫واملهاره العالية للرشاكت اليت ذذت ققافة الابتاكر‪ .‬وعند القيام بذكل ‪ ،‬وقالت الرشكة ان أرادوا أن يأخذ املرتفون وراء العالمه التجارية واجتذاب اوسع الباب طبقة‬
‫من الاثرايء‪ .‬امحلةل الاعالنيه مع التصممي اكن الهدف من بناء الطلب عىل يب ام دبليو من خالل الوصول اىل املس هتلكني من مل يعترب حىت ذكل احلني رشاء س يارة‬
‫يب ام دبليو‪ .‬يف الوقت نفسه‪ .‬ارادت ان جتعل القامئة املوالني تفخر يب أم دبليو الرشكة قصة جناح‪ .‬ووفقا لرشكة ديناميه هذه امحلةل اليت هتدف اىل ادلرجة الابداع‬
‫‪ -‬يشارك العديد من املس هتلكني للمبادئ يب ام دبليو ‪ --‬روح مس تقةل ‪ ،‬محةل لتحدي احلمكة التقليديه ‪ ،‬وتقدير ملاراكت 'للقدرة عىل طرح املضمون والسلوب عىل‬‫حد سواء‪ .‬عىل الرمغ من الاعالتانت الواردة الهذاين اس تعراض من خمتلف اجلهات ‪ ،‬وبعض احملللني يرى ان يب ام دبليو خترس روهحا من خالل الابتعاد عن‬
‫موضوع "القيادة" و "الاداء"‪.‬‬
‫) ‪ ،‬يب ام دبليو اململوكه لللكمة "القيادة" وهذا قد احملفور يف اذهان املس هتلكني عىل مدى قالقة عقود مع سطر الوصف "أةل ‪Al ries (ries‬ووفقا خلرباء التسويق‬
‫القيادة يف هناية املطاف‪ ".‬النقاد بأن قوي عند العالمه التجارية املتخصصه مثل يب ام دبليو تسعى لتنويع وتوس يع قاعدة الزابئن الاساس ية ‪ ،‬فانه قد يؤدي اىل ارتباك‬
‫فامي بني العمالء‪ .‬ورأت ان حياول ان يكون يف لك يشء عىل امجليع ‪ ،‬يب ام دبليو قد تضعف ما وقفت لعالمهتا التجارية‪ .‬ورأت أن يب ام دبليو ينبغ ان العصا اىل‬
‫ما اكنت عليه يف افضل ‪" --‬أةل القيادة يف هناية املطاف" وترك اجلوانب لينا مرس يدس ‪ ،‬لكزس واكديالك‪ .‬ولكن رأى أخرون انه ليس هناك اي خطأ مع يب ام دبليو‬
‫تسعى لتوس يع قاعدة معالهئا‪ .‬وقالوا أن يب ام دبليو منذ عقد املركز الثاين يف اجلزء الس يارات الفاخره ىف السوق الامريىك واملبيعات اكنت عىل ارتفاع خالل العقد‬
‫املايض ‪ ،‬لك هؤالء الناس رشاء اهنا مل يكن من املمكن الا املرتفون‪ .‬مع تغيري يف التصور ‪ ،‬وعدد اكرب من الناس يف هناية املطاف من شأنه ان يبدأ النظر يف يب ام‬
‫دبليو‪ .‬ورأت انه طاملا أن يب ام دبليو ال يغري حقيقة ان الفلسفه الاساس ية النه يبين أةل القيادة يف هناية املطاف ‪ ،‬فانه لن لوس اهنا قاعدة الزابئن احلالية‪ .‬عىل الرمغ‬
‫فامي يتعلق بتأقري ‪lipped‬من النقاش ؛ ونوع ىب ام دبليو واصلت اجتاه المنو يف سوق أمرياك الشاملية يف عايم ‪ 7002‬و ‪ .7002‬ومع ذكل ‪ ،‬تبقى مع الرشكة ضيقة ‪-‬‬
‫من رشكة "الافاكر"‪.‬‬
‫‪8‬‬
Q1. Give a set of methods HS, SS and VS methods for analyzing the given case to you, which
method(s) you would like to apply in the given case and which you would like to reject? Why?
9
Q2. As the system practitioner, show the reasons of complex cases situation with the use of a Multicause diagram.
10
Q3. Apply One of SSM or VSM method for providing the insights in the case situation. Apply all
the steps involved in the method as relevant.
(Note: as the marks are distributed for the steps involved in a method, so the student are advised to
comment the relevance of these steps with necessary discussion / Model drawing. Don not waste
time in discussion of the stage of the method.
11
12