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Learning
Activities Using This Resource Kit: General Learning Activities, Demonstrations, Games, Etc.
Multiple Perspectives
Step 1: Setting the Context and Identifying the Agents in the CAS Begin with a
discussion about the issue that needs analysis. Typically, this would
have been agreed upon prior to the group meeting and will be an issue
with which everyone is familiar. The discussion is just to make sure
that everyone understands the context before delving into the exercise.
For example, the issue might be "Sharing financial gains from improvement
activities with physicians." Next, agree
on the key agents in the CAS. These might be specific individuals, like
the Medical Director, or the CEO; or they might be groups, such as Cardiologists,
nurses, and managers. Some of the agents might actually be a part of
the learning group. If so, make it clear that the ground rules are that
this is a "safe" discussion. Participants must be open to
learning how others see them, and committed to sharing honestly how
they see others. There is always
some judgment needed about how many agents to identify. We do not want
to make a rule here, use you good sense and your understanding of what
the phrase "key agents in the CAS" means in your context.
Of course, the more agents you identify, the longer the discussion will
take and the more confusing it might become. But, if you leave someone
out who is truly key, you sacrifice the reality and value of the exercise. Write the individual
or group names on separate cards and put up an easel sheet for each
one. Step 2: Constructing the Mental Models Shuffle the
cards and pass them out. If you have more cards than participants, pass
one card to each person and just keep the left overs for the next shuffle.
If you have more participants than cards, involve different people in
each rounds such that everyone shares equally in the work. Each person
takes the card they have been dealt and goes to the easel sheet for
that agent. They have two minutes to complete the sentence "From
the perspective of this agent, the critical elements within this situation
are..." Participants are to respond as if they were the person
or group on the card. In essence, we are capturing our mental models
of other's mental models. No one is allowed to pass. Participants
should not be influenced by what is already written. It is OK if your
response contains elements already mentioned by others. The redundancy
serves to illustrate how widely held the belief is. If you get a
card, you must respond as you think that person would respond. If you
are the person or a member of the group, be honest in sharing your understanding
of your own mental models. But this response is not the final word.
Other should honestly share their models about you, even after seeing
your response. Continue cycling
through card shuffles and two minute periods of writing until each easel
sheet has at least 3-6 listings under it. If you have more cards than
participants, you can remove cards from circulation at some point after
the easel sheet gets full. This period
of card shuffling and writing should be very active. Make participants
walk around to get to the easel sheets. Talking is OK. But keep the
pace lively by holding to the two minute rule. Step 3: Discussion About the Mental Models Now spend 3-5
minutes looking at each easel sheet one at a time as a full group. If
practical, do this standing up, moving from sheet to sheet. Others who
didn't get a chance to write on the sheet can add additional insights
to the sheet if they wish. The purpose
of the discussion is to create a complex picture both of that agent's
mental models, and others' mental models of that agent's mental models.
The point is that in a CAS both are relevant. Each agent's actions are
influenced by what they really think, by what they think others think,
and by what they think others think about them. Everything on the easel
sheet is therefore important. It is not necessary to sort it out nor
get to some conception of "truth." It is just all there. Throughout the
discussion, the one facilitating the activity should pay attention to
the need to "tune to the edge." Keep the information flowing.
Stress that every bit of information is relevant, diversity of viewpoint
is good. Don't allow power plays or statements that imply that someone
"really knows' what the agent thinks or what they will do. Point
out that anxiety is good and there is no need to resolve anything, but
don't let the anxiety cause the information flow to shut down. Step 4: Implications for Systems Behavior With a loose
understanding of the agents and the mental models that are active in
the system, turn the group's attention now to a discussion of the potential
behavior of the CAS. Point out that while it is impossible to predict
the detailed behavior of a CAS, we are often able to make general observations
that can give us insight. Begin the discussion
with a "Suppose we did X" scenario statement. For example,
"suppose we said we were going to offer physicians who served on
improvement teams a 20% share of the documented cost savings from that
team?" Ask for comments on what other agents might think, feel,
and do. Participants will likely speak up naturally for certain agents,
if not pick an agent at random and inquire about their potential actions.
Play out the scenario chronologically and explore multiple "what
if?" branches. From time to time, return to the base of the scenario
and propose an entirely different beginning. It is impossible
to explore all the potential branches. And, of course, no one can know
what will really happen. Just keep the conversation moving and go down
as many diverse paths as you can in the time you have. About 15 minutes
before you must break up the group, cut off the exploration and turn
attention to reflecting on what you have learned. Ask simply, "So
what do we think we have learned about the issue and the CAS we have
been exploring?" Anything goes here. There may be thoughts about
the need to better understand some of the agents. There may be ideas
about new options to explore. The group may see the need for more information
or more dialogue with key agents before taking any action. Capture the
group's thoughts on an easel sheet. The group and
the person who organized the session must, in the end, use some intuition
about what to do next. It may be important to note for the group that
taking no next steps is doing something from the perspective of the
CAS. The CAS will react to no new action. The system will keep on happening,
whether we like it or not. This is a complex learning exercise. It requires a high degree of dialogue skills and tolerance for anxiety. However, it can profoundly deepens participants understanding of the specific CAS under consideration, and CAS in general.
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Paul E. Plsek & Associates, |