Proceedings of the 12th European Conference on Knowledge ...

John T Young
Owners; those who have <strong>the</strong> power to modify or stop <strong>the</strong> system
Environmental Constraints; constraints within <strong>the</strong> environment <strong>of</strong> <strong>the</strong> system.
The above elements are used to develop <strong>the</strong> root definitions that describe <strong>the</strong> problem under
consideration.
2.8 Stage 4 Conceptual Models
Conceptual models are derived directly from <strong>the</strong> root definitions and will define <strong>the</strong> minimum activity
for <strong>the</strong> human activity system under consideration. Checkland (2000, p16) defines <strong>the</strong> building <strong>of</strong>
conceptual models as: “A systemic account <strong>of</strong> a human activity system, built on <strong>the</strong> basis <strong>of</strong> <strong>the</strong>
system’s root definition, usually in <strong>the</strong> form <strong>of</strong> a structured set <strong>of</strong> verbs in <strong>the</strong> imperative mood……”
His emphasis is on <strong>the</strong> minimum number <strong>of</strong> verbs necessary to enact <strong>the</strong> tasks described by <strong>the</strong> root
definition. All <strong>the</strong> elements identified in <strong>the</strong> CATWOE must be included for <strong>the</strong> transformation to be
complete. The models need to be kept relatively simple. Patching (1990) advises no more than ten
activities, with considerable emphasis on <strong>the</strong> ‘what’ ra<strong>the</strong>r than <strong>the</strong> ‘how’.
2.9 Stage 5: Comparing Models with Reality
At this stage a level <strong>of</strong> debate is introduced to compare <strong>the</strong> model or models with <strong>the</strong> real world
situation and to highlight possible changes. The discussion should focus on whe<strong>the</strong>r or not <strong>the</strong>
various perceptions are being met and if <strong>the</strong>re are any discrepancies. The comparison can be carried
out in a number <strong>of</strong> ways such as by interviews or benchmarking (Checkland and Scholes 1998).
2.10 Stage 6: Defining <strong>the</strong> Changes
At this stage <strong>the</strong> debate focuses on which changes are feasible, taking into consideration <strong>the</strong> cultural
and political environment. The participants <strong>the</strong>n need to come to an agreement or consensus as to
which changes are systemically desirable. This may require some iteration <strong>of</strong> <strong>the</strong> process and
revisiting earlier stages. Checkland suggests a return to <strong>the</strong> CATWOE elements to ensure <strong>the</strong>re are
no areas <strong>of</strong> contradiction or physical and financial constraints. A review <strong>of</strong> assumptions can also be
revealing in creating a larger range <strong>of</strong> possibilities. Checkland (2000) identifies three principal areas
<strong>of</strong> change, namely: structural change, procedural change and attitudinal change. He fur<strong>the</strong>r suggests
that <strong>the</strong> changes considered should meet two main criteria: <strong>the</strong>y must be systemically or logically
desirable and <strong>the</strong>y must be culturally feasible.
2.11 Stage 7: Taking Action
This is <strong>the</strong> stage where <strong>the</strong> accepted changes are put into action. The implementation may still
require convincing senior levels <strong>of</strong> authority, however, <strong>the</strong> participants will have gained confidence
from <strong>the</strong> continuous learning process <strong>of</strong> <strong>the</strong> methodology and from <strong>the</strong> reduced levels <strong>of</strong> uncertainty.
They will have clarified and explored future options and will have gained a broader worldview <strong>of</strong> <strong>the</strong>
organisation and its participants. As <strong>the</strong> changes are implemented, a new dynamic will result and <strong>the</strong>
process <strong>of</strong> continuous refinement can continue.
3. Selection <strong>of</strong> Cases and Data Ga<strong>the</strong>ring
Cases were selected on <strong>the</strong> basis <strong>of</strong> access to <strong>the</strong> organisation and <strong>the</strong> participants. The cases
presented in this paper reflect <strong>the</strong> successful application <strong>of</strong> SSM. Data for <strong>the</strong> study was ga<strong>the</strong>red by
two primary means, by interview to ga<strong>the</strong>r verbal data, and by direct observation to ga<strong>the</strong>r
behavioural data. The interview process used is <strong>the</strong> semi-structured interview process, which is
utilized to give a frank open and interactive mode <strong>of</strong> communication.
3.1 Case study 1
3.1.1 Background and Problem Identification
Local municipal authorities in <strong>the</strong> state <strong>of</strong> Victoria, Australia are democratically elected authorities for
<strong>the</strong> governance and management <strong>of</strong> <strong>the</strong>ir district. They are a subsidiary part <strong>of</strong> <strong>the</strong> Victorian state
government and are <strong>the</strong> responsibility <strong>of</strong> <strong>the</strong> Minister for Local Government. Traditionally <strong>the</strong>y had
existed in every major town or city. They operated from <strong>the</strong> town hall and provided a range <strong>of</strong>
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