Proceedings of the 8th International Conference on Intellectual ...

Rajendra Chetty
existed and been required to adapt. In a university for example, <strong>the</strong> way issues are formulated, <strong>the</strong>
terms <strong>of</strong> reference <strong>of</strong> committees, <strong>the</strong> mindsets <strong>of</strong> <strong>the</strong> people involved and <strong>the</strong> network <strong>of</strong> working
relationships between <strong>the</strong>m all serve to keep <strong>the</strong> existing structures and processes in place.
S<strong>of</strong>t Systems Methodology (SSM) is a structured way to establish a learning system for investigating
messy problems. It is a methodology that aims to bring about improvement in areas <strong>of</strong> social concern
by activating in <strong>the</strong> people involved in <strong>the</strong> situation a learning cycle which is iterative. Learning takes
place through <strong>the</strong> never-ending, but ever-refining process <strong>of</strong> using systems concepts to reflect upon
and debate perceptions <strong>of</strong> <strong>the</strong> real world, taking action in <strong>the</strong> real world, and again reflecting on <strong>the</strong>
happenings using systems models. The key value <strong>of</strong> S<strong>of</strong>t Systems Methodology for this study is its
ability to bring to <strong>the</strong> surface different perceptions <strong>of</strong> <strong>the</strong> problem and structure <strong>the</strong>se in a way that all
involved find fruitful and also to consider stakeholder ownership <strong>of</strong> improvements as an essential
prerequisite for change. The latter value supports <strong>the</strong> implicit premise <strong>of</strong> SSM that action learning and
organizational development are parallel and interconnected processes (Checkland 1981).
In <strong>the</strong> postmodern systems methodology <strong>the</strong>re is <strong>the</strong> assumption that <strong>the</strong> real-world is constructed in
such a way through discourse that particular groups/individuals are marginalized. Intervention in <strong>the</strong>
problem situation is designed to reveal who is marginalized by existing power/knowledge structures.
Diverse forms <strong>of</strong> pluralism are used to surface subjugated discourses, allow marginalized voices to be
heard, allow relevant stakeholders to express <strong>the</strong>ir diversity and, possibly, grant ‘consent to act’.
Quantitative analysis is unlikely to be used except as part <strong>of</strong> <strong>the</strong> process <strong>of</strong> deconstruction. The
process <strong>of</strong> intervention takes <strong>the</strong> form <strong>of</strong> local strategizing and subversion in an endeavour to promote
diversity and <strong>the</strong> intervention is conducted in such a way that conflict is reclaimed, and diversity and
creativity are encouraged. Changes are evaluated on <strong>the</strong> basis <strong>of</strong> exception and emotion. (Jackson
2003:311).
2. Viable systems methodology
Stafford Beer (a cybernetician working in <strong>the</strong> field <strong>of</strong> operational research and management sciences)
posited <strong>the</strong> Viable System Model (VSM) which draws correspondence between ‘management and
organisation’, and human brain structure and function. The VSM stipulates rules whereby an
organisation (biological or social) is ‘survival worthy’ – it is regulated, learns, adapts and evolves. Beer
invented team syntegrity to complement <strong>the</strong> VSM when applied in organizational contexts, adding his
statement <strong>of</strong> participatory democracy (Flood 2003:4). In Cybernetics and Management (1959) Beer
outlines three main properties <strong>of</strong> a cybernetic system: exceedingly complex, probabilistic, and selfregulatory.
They are also purposive, meaning that from a particular viewpoint <strong>the</strong> system is organised
to achieve some end. Cybernetic systems are characterized by feedback and control that guide <strong>the</strong>
purposive system (Flood 2003:37).
The VSM enabled me to see <strong>the</strong> Teacher Education system from an objective perspective. Teacher
Education is just one part <strong>of</strong> <strong>the</strong> educational system and <strong>the</strong>re are a multitude <strong>of</strong> links with society, <strong>the</strong>
school system and <strong>the</strong> state. The essential components <strong>of</strong> <strong>the</strong> VSM that underpin this study are
complexity and recursivity. The educational system, similar to all living systems, consists <strong>of</strong> a series <strong>of</strong>
sub-systems that have self-organising and self-regulatory characteristics. The VSM structures <strong>the</strong>
functions and interactions <strong>of</strong> policy, intelligence and control in such a way to make paradigm shifts
more effective. The parts within <strong>the</strong> system must be highly interconnected, interact effectively and
information loops must be open for each o<strong>the</strong>r.
Two key factors in <strong>the</strong> effective working <strong>of</strong> organizations that <strong>the</strong> VSM addresses are control and
communication. In order to effectively implement a normative management approach in <strong>the</strong> institution,
we need to achieve <strong>the</strong> cohesion <strong>of</strong> <strong>the</strong> whole system as well as <strong>the</strong> autonomy <strong>of</strong> <strong>the</strong> individual in it.
Every component <strong>of</strong> <strong>the</strong> system must consider <strong>the</strong> needs <strong>of</strong> all <strong>the</strong> stakeholders and <strong>the</strong> key
stakeholder, <strong>the</strong> customer (<strong>the</strong> student in this context), must be seen as <strong>the</strong> centre <strong>of</strong> <strong>the</strong>ir activities.
They must also balance this with <strong>the</strong> maintenance <strong>of</strong> <strong>the</strong>ir autonomy, not in a self interested manner,
but ra<strong>the</strong>r in a manner that creates value for <strong>the</strong> student. Management relies on departments like
Finance, Research and Marketing to address operational problems in <strong>the</strong> academe. Unless <strong>the</strong>re is a
shared understanding <strong>of</strong> customer value, each <strong>of</strong> <strong>the</strong>se departments will work as a functional silo. The
VSM structures <strong>the</strong> functions and interactions <strong>of</strong> policy, intelligence and control in such a way to make
normative management more effective.
116