This report examines a detailed action research process, Soft Systems Methodology (SSM) and discusses how the SSM approach might be of real help to managers in planning, resourcing, carryingout, monitoring and controlling new product development.

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Contents

Section

Page

. Introduction

2. The Need for a Methodology

3. Hard and Soft Systems

4. Overview of SSM

4.1 The 7-stage description

4.2 SSM's Strengths

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4

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5. How SSM can aid managers in:

* Planning new product development

* Monitoring new product development

* Controlling new product development

* Resourcing and carrying out new product development

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6. Conclusion

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Bibliography

4

References

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Appendix A

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Abstract

"SSM is not usually concerned with well-defined (often technical) problems in organisations - such as how to maximise the output from a manufacturing facility, but with ill-structured problem situations with which managers of all kinds and at all levels have to cope". Checkland and Holwell (1998). This report examines a detailed action research process, Soft Systems Methodology (SSM) and discusses how the SSM approach might be of real help to managers in planning, resourcing, carryingout, monitoring and controlling new product development.

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Soft Systems Methodology (SSM)

. Introduction

This document investigates Soft Systems Methodology, which is a way of dealing with problem situations in which there is a high social, political and human activity component. SSM varies from other methodologies as it does not deal with the HARD problems that are more technically oriented but instead it deals with SOFT problems as will be discussed in detail later on in this report.

2. The Need for a Methodology

Since SSM is a methodology, the author sees it as crucial to give a brief summary of what the purpose of any methodology is. According to the definition provided by BCS (British Computer Society) Information Systems Analysis and Design Working group in 1998, a methodology is:

"A recommended collection of philosophies, phases, procedures, rules, techniques, tools, documentation, management, and training for developers of information systems." (Information Systems Development: Methodologies, Techniques and Tools, 418, 1995)

A methodology helps us in recognising the key components of a project, which include the following:

* How to break a project into smaller, more manageable stages.

* Determining what the outputs from the system will be

* Tasks that will be carried out at each stage

* Will there be any constraints on the system

* The different categories of users/actors that will be involved with the system

* How the project can be best managed

* What support tools will be required

3. Hard and Soft Systems

A broad classification of problem types can be derived by taking the extremes of the spectrum, which extends from 'hard' to 'soft' and by considering the destination between questions, which are concerned with 'how' an activity should be undertaken as opposed to 'what' the activity is.

'Hard' systems thinking is goal-directed as the particular study begins with the definition of the desirable goal to be achieved. It is essentially concerned with the question of 'how' to achieve a predetermined aim. 'Soft' is concerned with defining the options for improvement thus addressing the 'what to do' question. It is also committed to the examination of human activity, which is the other soft part of the equation.

The analogy by Brian Wilson (1990) considers two examples of problems, between hard and soft systems very clearly. The first problem concerns a flat tyre where the problem and the solution can be defined very clearly and easily. Here the solution will be recognised as such when the desired pressure is maintained in the tyre. This kind of easily defined problem represents one extreme of a problem spectrum, which extends to the kind of problem facing the British Government at the present time i.e. 'What should the UK government do about the Northern Ireland?' It is difficult to envisage a solution to that situation which will be recognised as a solution by all of the concerned parties. Wilson suggests that hard methodologies that may be suitable for solving 'burst tyre type problems' are inappropriate for organisational problem situations. It is not only a question of techniques and tools, but also concepts and languages.

Another difference between hard and soft systems thinking is that in hard systems thinking a goal is assumed. The overall purpose of the methods used by the analyst is to modify the system in some way so that this goal is achieved in the most efficient manner. Whereas hard systems thinking is concerned with the 'how ' of the problem, in soft systems thinking, the objectives of the systems are assumed to be more complex than a simple goal that can be achieved and measured. Every system can be said to have a set of purposes or missions rather than goals. Understanding of soft systems can be achieved through debate with the actors in the systems. Emphasis is placed on the 'what' as well as the 'how' of the system.

4. Overview of Soft Systems Methodology ( SSM )

SSM has had a significant impact on the understanding and development of methods. It is a qualitative methodology and was developed by Professor Peter Checkland and his colleagues at Lancaster University. It applies systems concepts to qualitative research and is particularly suited to the analysis of information systems. It looks at the importance of people in an organisational context and makes sense of the complex human activity systems that are characterised by fuzzy or messy problem situations.
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SSM formalises the process whereby we learn about the world. It is a framework for understanding the world as different perspectives, with different attributes and different artefacts attached to them. It is a framework, which can be used to guide learning, and so used to guide the understanding of information and its management. Once this has occurred the more formal and structured data analysis can follow so that computers can store and process the learning outputs in data form. The methodology allows for learning to be understood as information so that the information can later be considered as ...

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