Systems thinking in project management : theoretical framework and empirical evidence from Polish companies

This research examines new directions in project management and systems thinking theory and practice. Relevant literature is synthesized to provide a holistic picture of current knowledge of the topic, highlighting meanings, principles, prerequisites, process and consequences. The major aim of the research is to investigate the nature of systems thinking in project management. The research methodology was divided into two phases: (1) designing a theoretical framework for applying systems thinking into project management; (2) evaluating project management practices of enterprises in Poland, to identify their approaches, actions, methods and problems related to the application of systems thinking in project management. Conducted research has shown that there is a gap in the field of systems thinking in project management, which can be seen in the divergence of expectations of executive management with management practices in this regardPrzedmiotem opracowania są nowe kierunki badań w zarządzaniu projektami oraz myśleniu sieciowym. Przedstawiono wyniki badań literaturowych ukazujących całościowy przegląd aktualnej wiedzy z przedmiotowego zakresu, wyjaśniając podstawowe pojęcia, reguły, przesłanki, procesy oraz ich konsekwencje. Podstawowym celem opracowania jest określenie istoty myślenia systemowego w zarządzaniu projektami. Postępowanie badawcze podzielono na dwie podstawowe części: (1) zaproponowanie koncepcji teoretycznego modelu wykorzystania myślenia systemowego w zarządzaniu projektami, oraz (2) ocenę praktyki zarządzania projektami w polskich przedsiębiorstwach, ukierunkowaną na identyfikację stosowanego podejścia, działań, metod i problemów związanych z aplikacją myślenia systemowego w zarządzaniu projektami. Przeprowadzone badania potwierdziły występowanie luki w stosowaniu myślenia systemowego w zarządzaniu projektami, związanej z rozbieżnością pomiędzy oczekiwaniami naczelnego kierownictwa a praktyką działań kierowniczyc

Learning systemic management practice

Systems thinking has been proposed as an answer to the question of how management practitioners can best equip themselves to tackle the complexity of management practice. As a body of work intended to transcend disciplinary silos, systems thinking pursues the ideal of generating comprehensive descriptions of real situations. It seeks to do this by embracing a variety of systems approaches and ideas to explain patterns and hypothesise causes of observable empirical events. As systems thinking is a diverse field, there are many knowledge areas and perspectives available to programme designers to facilitate teaching and the learning of systems thinking for management practice. The purpose of this study is to examine students' experience of learning events in the context of an interdisciplinary course designed for the development of management practice through systems thinking. Data was collected from three cohorts of students by observing lectures and class-based group work; and conducting interviews using conversational repertory grid techniques. The interview responses were analysed using grounded theory principles. Based on the findings derived from this qualitative analysis, the process of learning of systems thinking is outlined as a practice involving the selection and interpretation of events which evolve from the starting out phase, where students become interested in learning, and then outlines progress through the phases of assimilation and, changes in knowledge, culminating in more complex learning phases described as integration and adaptation. The synthesis of these phenomena as a theory provided an answer to the primary research objective of investigating how students experience learning events designed to develop systemic management practice. Critical realism, following Bhaskar's philosophy, is used to frame explanations to extend the grounded theory analysis, seeking to account for generative mechanisms that enable and constrain student experience with respect to systems thinking development. As a secondary contribution, this informed the identification of possible mechanisms and emergent properties at the level of the course through an analytical separation of the academic and work environments. These included the discourse of the context of application, academic discourse and professional identity. In combination, these findings make a contribution to understanding the learning of systemic management practice. In addition, applications for this research are suggested for educators, managers and organisations. These applications include: 1) a framework to help educators design meaningful experiences for learners; 2) a basis for understanding what constitutes systemic management practice and explaining differential development; 3) establishment of a basis for understanding what is needed for organisations to support the development of systemic management practice

Systems thinking for project management: implications for practice and education

Deriving from a critique of the theory of management that has influenced the practice of project management, this article explores an alternative paradigm in the form of systems thinking. The known multi-disciplinary usefulness of systems thinking is proposed as a means of reconsidering project planning, implementation and control, leading to potential implications for the education of project managers. The appropriate selection of systems approaches for use in the planning and control of complex projects in any development sector, including construction, is considered. Although the specific details of any specific ‘process-based’ systems approaches are not presented, the conceptual rationale for such approaches to project planning and control is presented. This is done within a framework of critical consideration of those factors that are argued to contribute to failure to meet key project outcomes, especially in complex projects. Contemporary literature (extensively referred to in this article) increasingly suggests that there are limits to the established ‘rational-oriented’ approaches to project management. The current body of practice knowledge requires the addition of complementary, ‘process-based’ approaches for a new generation of strategic project managers. Specific recommendations for educational development in this regard are made. This article explores the influence of contemporary organisational theory on project management and hence the need to add critically necessary soft skills capacity to the current body of knowledge

Applying self-organised learning to develop critical thinkers for learning organisation: a conversational action research report.

The information explosion characteristic of a knowledge-based economy is fuelled by rapid technological changes. As technology continues to permeate our lives, there will be fresh demands upon the conduct of learning and teaching to ensure that learners are equipped with new economy skills and dispositions for creating significant and relevant meaning out of the large chunks of transmitted data. In the spirit of building learning organisations, this paper proposes that a two-pronged strategy of promoting self-organised learning (SoL) amongst educators and students be adopted. As an enabling framework based on social constructivism, the model of SoL, originally developed by Harri-Augstein & Thomas, is described and applied to an educational setting. For educators engaged in action research, SoL is suited as an approach for managing and reflecting upon change. The use of two such thinking tools, the Personal Learning Contract and the Purpose-Strategy-Outcome-Review (PSOR) reflective learning scaffolds are considered. For students who are now expected to learn independently in situations requiring problem-solving skills, much akin to real life contexts, this article also considers the application of Learning Plans as a conversational tool for personal project management. The authors conclude that SoL promotes skilful critical thinking through a systems thinking process of continuous reflective learning. It is proposed that these are essential qualities for citizens working in a technological age. Case study samples of the thinking tools used in this action research project are included as appendices and evaluated in this article

Dynamic Capabilities for Sustainability: Revealing the Systemic Key Factors

By applying systems thinking theory to capabilities literature, this paper examines the factors that support the development of dynamic capabilities towards sustainable management. For such, we conducted an in-depth single case study using Soft System Methodology (SSM) in an energy organisation from an emerging economy. Our analysis of the last twenty years of operation revealed that the organisation has developed new ways to change and adapt in a disturbing environment by integrating sustainability into three factors: (1) integrative strategy (green products, biodiversity, organic processes and self-sufficient electricity), (2) sustainable culture (sustainable mindset, environmental awareness, learning orientation and decision-making processes) and (3) organisational routines for innovation (new green processes and products, partnerships/alliances and knowledge management). Our results extend the literature by raising a conceptual framework of the fundamental dimensions of dynamic capabilities for sustainability. This is the first study that connects systems thinking and dynamic capabilities theories applied to sustainable management

The Knowledge Application and Utilization Framework Applied to Defense COTS: A Research Synthesis for Outsourced Innovation

Purpose -- Militaries of developing nations face increasing budget pressures, high operations tempo, a blitzing pace of technology, and adversaries that often meet or beat government capabilities using commercial off-the-shelf (COTS) technologies. The adoption of COTS products into defense acquisitions has been offered to help meet these challenges by essentially outsourcing new product development and innovation. This research summarizes extant research to develop a framework for managing the innovative and knowledge flows. Design/Methodology/Approach – A literature review of 62 sources was conducted with the objectives of identifying antecedents (barriers and facilitators) and consequences of COTS adoption. Findings – The DoD COTS literature predominantly consists of industry case studies, and there’s a strong need for further academically rigorous study. Extant rigorous research implicates the importance of the role of knowledge management to government innovative thinking that relies heavily on commercial suppliers. Research Limitations/Implications – Extant academically rigorous studies tend to depend on measures derived from work in information systems research, relying on user satisfaction as the outcome. Our findings indicate that user satisfaction has no relationship to COTS success; technically complex governmental purchases may be too distant from users or may have socio-economic goals that supersede user satisfaction. The knowledge acquisition and utilization framework worked well to explain the innovative process in COTS. Practical Implications – Where past research in the commercial context found technological knowledge to outweigh market knowledge in terms of importance, our research found the opposite. Managers either in government or marketing to government should be aware of the importance of market knowledge for defense COTS innovation, especially for commercial companies that work as system integrators. Originality/Value – From the literature emerged a framework of COTS product usage and a scale to measure COTS product appropriateness that should help to guide COTS product adoption decisions and to help manage COTS product implementations ex post

The Application of System Thinking for Firm Supply Chain Sustainability: The Conceptual Study of the Development of the Iceberg Problem Solving Tool (IPST)

Purpose: The purpose of this paper is to provide academics and practitioners theoretical, and conceptual framework of the Iceberg Problem Solving Tool “IPST” as a generic problem-solving tool for an effective supply chain management process. This leverages Organizational learning, organizational culture and corporate knowledge in implementing changes. The “IPST” is the moderator between the supply chain business process re-engineering of the process changes and systems thinking approach for improvement.Design/Methodology/approach: A theoretical framework is developed from the systems thinking literature; linking integrated system thinking to firm supply chain sustainability. Theoretical versus practical integrated thinking approaches are applied to contrast the rigid management of sustainability with a model that focuses on relationships and broader indicators of societal supply chain business dynamic issues. Illustrations of the conceptualized framework are presented for discussion and for further empirical research.Findings: The (IPST) the Iceberg Problem Solving Tools is a practical tool for the current repetitive events in complex business environments of the supply chain. The tool helps the business management, in seeing the entire effects of the pining emerging events within the firm's supply chain business process; where small changes in the leverage points of the chain business processes or system process lead to tremendous results in the performance of the firm’s supply chain.Practical implications: Potential firms supply chain crises can arise if the daily business events are not well analyzed this will impact the root causes; by taking the right actions for the right causes of the business events to avoid management quick win failures. The implemented action taken will occur by placing the triggers of the supply chain events in its original form; within the main workflow process; this will have the effect of implementing the best results of the “IPST” in any supply chain business scenarios. Routines and practices will be based on cross-function process analysis through the whole system flow chart diagram of the supply chain to avoid the pain points of the business events.Originality/value: Within theoretical roots in systems thinking, this paper contributes to the relatively unexplored area of the iceberg model of the system thinking tools as a practical business problem-solving tool; for the complexity of the supply chain business events.Keywords: System thinking, Iceberg model, Flow Chart, Macro Cross functions, Critical Thinking, Supply Chain events, business process reengineering, business problem-solving

Prairie Protector: student development of systems thinking habits in the context of agroecosystems

Introduction: The Great Plains ecosystem offers an opportunity for young people to gain knowledge about intricate systems through practical learning. The spread of woody plants into grasslands, known as the “Green Glacier,” poses a risk to biodiversity and animal production. Although effective management strategies exist, some land managers are reluctant to use them. It is critical to cultivate a scientifically literate population that can think systematically and make informed decisions based on STEM principles to address such complex agroecosystem problems. Methods: In this study, semi-structured focus group discussions with high school students were analyzed to determine whether Prairie Protector, an educational game, and its associated resources led to evidence of systems thinking habits in student conversation. Results: Analysis of the focus group transcripts revealed that the students developed systems thinking habits through their experience playing Prairie Protector while developing empathy for land managers and others involved in the Great Plains agroecosystem. In general, students found the game enjoyable and a useful tool for learning about agroecosystems, conservation land management, and the spread of invasive species. Discussion: Analysis of the student statements led to the development of a guiding framework to assess and analyze students development of systems thinking habits that could be used to scaffold student learning experiences to explore, understand, and interact with complex systems. Providing simulated environments for students to interact with complex systems should be explored in additional scenarios to support student development of systems thinking skills