WARNING:
JavaScript is turned OFF. None of the links on this concept map will
work until it is reactivated.
If you need help turning JavaScript On, click here.
This Concept Map, created with IHMC CmapTools, has information related to: systems thinking italy greece, System Dynamics Modelling in the Development of Management and Organisational Theory Emmanuel D. Adamides Section of Management Department of Mechanical Engineering & Aeronautics University of Patras Rion 26504, Greece ???? we learn best from experience but we never directly experience the consequences of many of our most important decisions, multiple perspective -disrupt frames Teacher autonomy VS central control Local connecvtivity where trade offs can occur Co leadership of networked cross school/sector feedback loops culture ???? March 2007 Duncan O’Leary and John Craig Demos www.ncsl.org.uk/publications, KEY ISSUES Values adaptive challenges go beyond current practice autonomous diversity collective decisions based on a shared moral purpose limited scope Identity self review and external assessment long term AND short term Capability knowledge sharing Systems systems thinking need to be able to mobilize, draw on, and reconcile the power, resources and action of the centre on the one side, with the ideas, wisdom, and engagement of the field on the other side. We need a system that mitigates the weaknesses of both central authority and local autonomy as it builds on their combined strengths. ULTIP[LE PERSPECTIVES .participants in systems see issues through frames.is the national strategy wrong or is it simply being implemented poorly Central to overcoming problems within a system is the process of disrupting these frames, or at least making people aware of the existence of multiple perspectives on a problem, and supporting learning over time in order to build the capacity of the system to achieve a goal or set of goals. ‘for years teachers have understood their role through concepts such as “learning”, while social services have concerned themselves with “well-being”, and the police have worked to encourage and enforce “respect for the law”’ (Lownsbrough & O’Leary, 2005). These frames can lead to unproductive relationships if leaders are unable to help bring them together around shared goals and strategies. Building a shared vision, therefore, means bringing different frames or perceptions to the surface and putting together strategies that draw on them, ???? © Crown copyright 2004 Produced by the Department for Education and Skills, Whatever the perspective, the shift from vertical to virtual integration is real and under way. ???? System Dynamics Modelling in the Development of Management and Organisational Theory Emmanuel D. Adamides Section of Management Department of Mechanical Engineering & Aeronautics University of Patras Rion 26504, Greece, Improving Strategic Thinking in Management Education with System Dynamics based ILEs: Reflections on a Case Study Federico Barnabè Department of Social and Business Studies University of Siena, Italy ???? “tacit knowledge is personal, context-specific, and therefore, hard to formalize and communicate. «Explicit» or «codified» knowledge, on the other hand, refers to knowledge that is transmittable in formal, systematic language”, System Dynamics Modelling in the Development of Management and Organisational Theory Emmanuel D. Adamides Section of Management Department of Mechanical Engineering & Aeronautics University of Patras Rion 26504, Greece ???? (a discourse as an institutionalized way of thinking, or as Michel Foucault has viewed as “systems of thoughts composed of ideas, attitudes, courses of action, beliefs and practices that systematically construct the subjects and the worlds of which they speak” (Lessa, 2006)),, In such as setting, theory development is usually conducted within academic premises (universities or research institutes). A Second Order model is constructed and simulated. In fact, these models are abstract representations based on a plausible reconstruction, or integration, of an underlying theoretical narrative as an aid to the process of theory building (Larsen and Lomi, 2002; Malerba, et al., 2001; Péli, et al., 1994; Sastry, 1995). The narratives are the product of intuition and cognitive frames formed by reading the related literature, discussions with colleagues and practitioners, images from visits to places of work, contact with audiovisual materials, even simulation models. Both formalised and tacit knowledge triggers and forms the basis for the production of new knowledge. The system dynamics simulation model is employed for formulating hypotheses that are not purely linear, i.e. they have feedback loops and for describing parameter evolution with time that is not regular. Clearly, even if the knowledge/power relation of the Field is evenly developed, the system dynamics modelling ability, which relates primarily to tacit knowledge, can be a source of exercising symbolic dominance. ???? System Dynamics Modelling in the Development of Management and Organisational Theory Emmanuel D. Adamides Section of Management Department of Mechanical Engineering & Aeronautics University of Patras Rion 26504, Greece, Improving Strategic Thinking in Management Education with System Dynamics based ILEs: Reflections on a Case Study Federico Barnabè Department of Social and Business Studies University of Siena, Italy ???? the acquisition of new knowledge or skills/abilities2 and the relevance assumed by experience/experimentation., System Dynamics Modelling in the Development of Management and Organisational Theory Emmanuel D. Adamides Section of Management Department of Mechanical Engineering & Aeronautics University of Patras Rion 26504, Greece ???? a) the acquisition of skills or know-how, which implies the physical ability to produce some action (operational learning); b) the acquisition of know-why, which implies the ability to articulate a conceptual understanding of an experience (conceptual learning).