scholarly journals Assessment of workforce systems preferences/skills based on employment domain

2020 ◽  
Author(s):  
Raed Jaradat ◽  
Erin Stirgus ◽  
Simon Goerger ◽  
Randy Buchanan ◽  
Niamat Ullah Ibne Hossain ◽  
...  
Keyword(s):  
Complex System ◽  
Systems Thinking ◽  
Thinking Skills ◽  
System Of Systems ◽  
Research Show

Given the growing demand for a workforce with an understanding of system of systems, there is a need to assess an individual’s systems thinking skills. This research was undertaken to address this need by measuring an individual’s inclination to work on complex system problems based on their systems thinking score. This article investigates the correlation between employment domains and an individual’s systems thinking preferences/skills. Results of this research show that each employment domain is significantly different in their systems thinking preferences/skills profiles as well as significantly different in how the employment domains perceive change and their system’s worldview.

scholarly journals An Assessment of Individuals’ Systems Thinking Skills via Immersive Virtual Reality Complex System Scenarios

Systems ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 40
Author(s):  
Vidanelage L. Dayarathna ◽  
Sofia Karam ◽  
Raed Jaradat ◽  
Michael A. Hamilton ◽  
Parker Jones ◽  
...  
Keyword(s):  
Complex System ◽  
Virtual Reality ◽  
Systems Thinking ◽  
Thinking Skills ◽  
Work Effort ◽  
System Usability Scale ◽  
Efficacy Measures ◽  
Perceived Workload ◽  
Nasa Tlx ◽  
User Friendly

This study utilized the application of authentic Virtual Reality (VR) to replicate the real-world complex system scenarios of a large retail supply chain. The proposed VR scenarios were developed based on an established systems thinking instrument that consists of seven dimensions: level of complexity, independence, interaction, change, uncertainty, systems’ worldview, and flexibility. However, in this study, we only developed the VR scenarios for the first dimension, level of complexity, to assess an individual’s Systems Thinking Skills (STS) when he or she engages in a turbulent virtual environment. The main objective of this study was to compare a student’s STS when using traditional ST instruments versus VR scenarios for the complexity dimension. The secondary aim was to investigate the efficacy of VR scenarios utilizing three measurements: Simulation Sickness Questionnaire (SSQ), System Usability Scale (SUS), and Presence Questionnaire (PQ). In addition to the three measures, NASA TLX assessment was also performed to assess the perceived workload with regards to performing the tasks in VR scenarios. The results show students’ preferences in the VR scenarios are not significantly different from their responses obtained using the traditional systems skills instrument. The efficacy measures confirmed that the developed VR scenarios are user friendly and lie in an acceptable region for users. Finally, the overall NASA TLX score suggests that users require 36% perceived work effort to perform the activities in VR scenarios.

scholarly journals Measuring Individuals’ Systems Thinking Skills through the Development of an Immersive Virtual Reality Complex System Scenarios

2020 ◽  
Author(s):  
Raed Jaradat ◽  
Michael Hamilton ◽  
Vidanelage Dayarathna ◽  
Sofia Karam ◽  
Parker Jones ◽  
...  
Keyword(s):  
Complex System ◽  
Virtual Reality ◽  
Systems Thinking ◽  
Thinking Skills ◽  
Immersive Virtual Reality

scholarly journals Beyond the Central Dogma: Model-Based Learning of How Genes Determine Phenotypes

2016 ◽  
Vol 15 (1) ◽  
pp. ar4 ◽  
Author(s):  
Adam Reinagel ◽  
Elena Bray Speth
Keyword(s):  
Case Studies ◽  
Molecular Genetics ◽  
Systems Thinking ◽  
Protein Function ◽  
Model Building ◽  
Thinking Skills ◽  
Skills Acquisition ◽  
Model Based ◽  
Scaffolded Instruction ◽  
Introductory Biology Course

In an introductory biology course, we implemented a learner-centered, model-based pedagogy that frequently engaged students in building conceptual models to explain how genes determine phenotypes. Model-building tasks were incorporated within case studies and aimed at eliciting students’ understanding of 1) the origin of variation in a population and 2) how genes/alleles determine phenotypes. Guided by theory on hierarchical development of systems-thinking skills, we scaffolded instruction and assessment so that students would first focus on articulating isolated relationships between pairs of molecular genetics structures and then integrate these relationships into an explanatory network. We analyzed models students generated on two exams to assess whether students’ learning of molecular genetics progressed along the theoretical hierarchical sequence of systems-thinking skills acquisition. With repeated practice, peer discussion, and instructor feedback over the course of the semester, students’ models became more accurate, better contextualized, and more meaningful. At the end of the semester, however, more than 25% of students still struggled to describe phenotype as an output of protein function. We therefore recommend that 1) practices like modeling, which require connecting genes to phenotypes; and 2) well-developed case studies highlighting proteins and their functions, take center stage in molecular genetics instruction.

Holistic and reductionist thinker : a comparison study based on individuals’ skillset and personality types

2021 ◽  
Author(s):  
Morteza Nagahi ◽  
Raed Jaradat ◽  
Safae El Amrani ◽  
Michael Hamilton ◽  
Simon Goerger
Keyword(s):  
Complex System ◽  
Systems Thinking ◽  
Good Accuracy ◽  
Demographic Characteristics ◽  
Personality Types ◽  
Comparison Study ◽  
Complex Environments ◽  
The Relationship

As organizations operate in turbulent and complex environments, it has become a necessity to assess the systems thinking (ST) skills, personality types (PTs), and demographics of practitioners. In this study, we investigated the relationship between practitioners’ ST profile, their PTs profiles and demographic characteristics in the domain of complex system problems. The objective of this study is to address the current gap in the literature – lack of studies dedicated to predicting practitioners’ ST profile based on their PTs and demographics characteristics. A total of 258 practitioners with different demographics and PTs provided the data. The results show that (1) practitioners can be classified based on their ST skills scores into two clusters: holistic and reductionist (that is, ST profile), (2) each cluster has different PTs profiles and demographic characteristics, and (3) practitioner’s ST profile can be predicted, with good accuracy, based on their PTs profile and demographic characteristics.

scholarly journals Enhancement and assessment of students’ systems thinking skills by application of systemic synthesis questions in the organic chemistry course

2016 ◽  
Vol 81 (12) ◽  
pp. 1455-1471 ◽  
Author(s):  
Tamara Hrin ◽  
Dusica Milenkovic ◽  
Mirjana Segedinac ◽  
Sasa Horvat
Keyword(s):  
Organic Chemistry ◽  
Systems Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Assessment Tools ◽  
School Students ◽  
Complex Dimension ◽  
Complex Process ◽  
Different Types ◽  
Teaching Learning

Many studies in the field of science education have emphasized the fact that systems thinking is a very important higher-order thinking skill which should be fostered during classes. However, more attention has been dedicated to the different ways of systems thinking skills assessment, and less to their enhancement. Taking this into consideration, the goal of our study was not only to validate secondary school students? systems thinking skills, but also to help students in the complex process of their development. With this goal, new instructional and assessment tools - systemic synthesis questions [SSynQs], were constructed, and an experiment with one experimental (E) and one control (C) group was conducted during organic chemistry classes. Namely, the instructional teaching/learning method for both E and C groups was the same in processing the new contents, but different on classes for the revision of the selected organic chemistry contents. The results showed that students exposed to the new instructional method (E group) achieved higher performance scores on three different types of systems thinking than students from the C group, who were taught by the traditional method. The greatest difference between the groups was found in the most complex dimension of systems thinking construct - in the II level of procedural systems thinking. Along with this dimension, structural systems thinking and I level of procedural systems thinking were also observed.

Transformational spaces: educators discuss map the system and supporting Canada’s emerging generation of systems thinkers

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Katharine McGowan ◽  
Latasha Calf Robe ◽  
Laura Allan ◽  
Elinor Flora Bray-Collins ◽  
Mathieu Couture ◽  
...  
Keyword(s):  
Systems Thinking ◽  
Social Innovation ◽  
Collaborative Work ◽  
Thinking Skills ◽  
Third Mission ◽  
Content Type ◽  
Post Secondary ◽  
Internal Work ◽  
Treat All ◽  
The Impact

Purpose The purpose of this paper is to explore multiple Canadian educators' experiences with the Map the System (MTS) competition, designed to foster and grow systems thinking capacity among students exploring complex questions. The challenge has been an opportunity for social innovation programs (from the nascent to the established) across Canadian post-secondaries to engage both with their own communities and with social innovators internationally, connecting social innovation spaces as part of their third mission. Across the organizations, students valued the interdisciplinary and systems thinking qualities, and organizations benefited from the external competition, there remain questions about organizational engagement in social innovation as a deeply transformative process internally. Design/methodology/approach All Canadian post-secondary institutions who participated in the 2020 MTS competition (17) were invited to a digital roundtable to discuss their experiences. Ten were able to participate, representing a range of post-secondaries (including large research institutions, undergraduate-only universities and colleges). To facilitate discussion, participants met to discuss format and topics; for the roundtable itself, participant educators used a google form to capture their experiences. These were summarized, anonymized and redistributed for validation and clarification. To reflect this collaborative approach, all participant educators are listed as authors on this paper, alphabetically after the organizing authors. Findings For students participating in MTS, they have built both their interdisciplinary and systems thinking skills, as well as their commitment to achieving meaningful change in their community. But MTS arrived in fertile environments and acted as an accelerant, driving attention, validation and connection. Yet while this might align with post-secondary education’s third mission, educators expressed concerns about sustainability, internal commitment to change and navigating tensions between a challenge approach and collaborative work, and internal work and national competition limitations. This complicates the simple insertion of MTS in a post-secondary’s social innovation-related third mission. Research limitations/implications This study was limited to Canadian post-secondaries participating in MTS, and therefore are not representative of either post-secondaries in Canada, or all the MTS participants although Canada is well represented in the challenge itself. Additionally, while the authors believe their approach to treat all participants as authors, and ensured multiple feedback opportunities in private and collectively, this is a deliberate and potentially controversial move away from a traditional study. Social implications More than half of Canadian universities (a subgroup of post-secondaries) had at least one social innovation initiative, but questions have been raised about whether these initiatives are being evaluated internally, or are triggering the kinds of transformative internal work that might be an outcome. Understanding the impact of MTS one example of a social innovation-related initiative can help advance the broader conversation about the place (s) for social innovation in the post-secondary landscape – and where there is still significant work to be done. Originality/value As Canada has only participated in MTS for four years, this is the first inter-institution consideration of its related opportunities and obstacles as a vehicle for transformational social innovation. As well, educators talking openly and frankly to educators reinforces the collaborative quality of social innovation across the post-secondary landscape.

scholarly journals Sociohydrologic Systems Thinking: An Analysis of Undergraduate Students’ Operationalization and Modeling of Coupled Human-Water Systems

Water ◽  
2020 ◽  
Vol 12 (4) ◽  
pp. 1040 ◽  
Author(s):  
Diane Lally ◽  
Cory Forbes
Keyword(s):  
Systems Thinking ◽  
Undergraduate Students ◽  
Environmental Literacy ◽  
Thinking Skills ◽  
Unintended Consequences ◽  
Written Responses ◽  
System Components ◽  
Student Models ◽  
Written Explanations ◽  
Interdisciplinary Course

One of the keys to science and environmental literacy is systems thinking. Learning how to think about the interactions between systems, the far-reaching effects of a system, and the dynamic nature of systems are all critical outcomes of science learning. However, students need support to develop systems thinking skills in undergraduate geoscience classrooms. While systems thinking-focused instruction has the potential to benefit student learning, gaps exist in our understanding of students’ use of systems thinking to operationalize and model SHS, as well as their metacognitive evaluation of systems thinking. To address this need, we have designed, implemented, refined, and studied an introductory-level, interdisciplinary course focused on coupled human-water, or sociohydrologic, systems. Data for this study comes from three consecutive iterations of the course and involves student models and explanations for a socio-hydrologic issue (n = 163). To analyze this data, we counted themed features of the drawn models and applied an operationalization rubric to the written responses. Analyses of the written explanations reveal statistically-significant differences between underlying categories of systems thinking (F(5, 768) = 401.6, p < 0.05). Students were best able to operationalize their systems thinking about problem identification (M = 2.22, SD = 0.73) as compared to unintended consequences (M = 1.43, SD = 1.11). Student-generated systems thinking models revealed statistically significant differences between system components, patterns, and mechanisms, F(2, 132) = 3.06, p < 0.05. Students focused most strongly on system components (M = 13.54, SD = 7.15) as compared to related processes or mechanisms. Qualitative data demonstrated three types of model limitation including scope/scale, temporal, and specific components/mechanisms/patterns excluded. These findings have implications for supporting systems thinking in undergraduate geoscience classrooms, as well as insight into links between these two skills.

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