1、天天文档在线 联系qq：744421982Guidelines for Drawing Causal Loop DiagramsGuidelineExampleSelecting Variable Names1. When choosing a variable name, use nouns. Avoid verbs and action phrases since the action is conveyed in the arrows. For example, “Costs” is better than “Increasing Costs,” since a decrease in
2、Increasing Costs is confusing. The sign of the arrow (“s” for same or “o” for opposite) indicates whether Costs increase or decrease relative to the other variable.Litigation Costs Increasing Costs2. Variables should be something that can be measuredquantities that can vary over time. It does not ma
3、ke sense to say that “State of Mind” increases or decreases. A term like “Happiness,” on the other hand, can vary.Rewards HappinessState of Mind3. Choosing the “positive” sense of a variable name is preferable. An increase or decrease in “Growth” is clearer than an increase or decrease in “Contracti
4、on.”DemandGrowthContractionLoop Construction4. For every course of action included in the diagram, think of the possible unintended consequences as well as the expected outcomes. An increase in “Production Pressure” may increase “Production Output,” for example, but it may also increase “Stress” and
5、 decrease “Quality.”S-Production OuputProduction PressureS-StressO-Quality5. All balancing loops are goal-seeking processes. Try to make goals driving the loop explicit. For example, Loop B1 may raise questions as to why increasing “Quality” would lead to a decrease in “Actions to Improve Quality.”
6、By explicitly identifying “Desired Quality” as the goal in Loop B2, we see that at the “Gap in Quality” is really driving improvement actions.Desired QualityS6. Distiguishing between perceived and actual states, such as “Perceived Quality” vs. “Actual Quality,” is important. Perceptions often lag re
7、ality, and mistaking the perceived status for current reality can be misleading and create undesirable results.7. If there are multiple consequences of a variable, start by lumping them into one term while finishing the rest of the loop. For example, “Coping Strategies” can represent many different
8、ways we respond to stress (exercise, meditation, alcohol use, etc).8. There are almost always differing long-term and short-term consequences of actions. Draw loops with increasing radius as they progress from short-term behavior of using alcohol to combat stress. Loop R1, however, draws out the lon
9、g-term consequences which will actually increase stress.General Tips9. If a link between two terms is not clear to others and requires a lot of explaining, the variables probably need to be redefined or an intermediate term needs to be inserted. “Higher Demand” leading to lower “Quality” may be less
10、 obvious than when “Production Pressure” is inserted in between.ODemand-Quality SODemand-Production Pressure-Quality10. A short-cut to determining whether a loop is balancing (B) or reinforcing ( R ) is to count the number of “os” in the loop. An odd number of “os” indicates a balancing loop, an eve
11、n number (or none) means it is a reinforcing loop. CAUTION: After labeling the loop, you should always talk yourself around the loop and make sure the story agrees with your R or B label.醌!醌購購購購貍!跩醌!跹醌騐貍!跊醌貍!趫醌!趻醌貍貍趌醌!趜醌!趬醌!趼醌!跌醌!跜醌!跬醌鴀貍貍貍!跭醌踐貍趮醌貍!跾醌貍貍!路醌蠐貝!鶸醌!鷈醌!鷘醌!鷨醌!鷸醌餐貝貝貝鷙醌言貝騀貝貝!鷚醌貝!鶫醌貝貝貝鶜醌貝貝貝鶍醌
12、!鶝醌!鷭醌踐貝鸀貝鶾醌!鷎醌貝鶟醌各怰恐脀怀恐恐酐鄀恠恠怐灠腠瀀怐灐怀恐恀灰偰恰瀐怀恐偰倐怠怀鉐偠偠酠倐恠偠恀偰灀偐恀偀灐偐恠偐偀灰偀倰恀怐偀偐恠瀀偐偠恐偠偠恐偐偐恀恐偐恐偀偠怰恠恀恐恐恠酠鄀倀爁天天文档在线 联系qq：744421982Company DDDProject FASTCurriculum PlanI.IntroductionTable of ContentsII.Executive SummaryIII.Purpose of TrainingIV.Training Needs AssessmentV.Course Module OutlinesVI.Matching Cour
13、se Modules to Target Audience GroupsVII.Training ScheduleVIII.Assumptions / CommentsIX.AppendicesA.Instructional Design MethodologyB.Sources of InformationI. IntroductionProject FAST is a company-wide initiative to redesign Financial and Human Resources processes and provide a technical infrastructu
14、re to enable Company DDD to gather and utilize financial and employee information more accurately and efficiently. This Curriculum Plan outlines plans to address the training needs of Company DDD employees with regard to the new Finance processes and systems.This document consists of the following s
15、ections:Executive SummaryThis section summarizes the Curriculum Plan, highlighting the training scope and responsibilities, strategy, target audiences, course modules, and schedule.Purpose of TrainingThis section discusses the importance of training. In addition, it contains matrices that map the co
16、urse objectives to the process goals defined for The Company.Training Needs AssessmentThis section identifies target audience groups and their respective training needs resulting from the new processes and systems. It lists their job skill requirements and indicates areas where training will be need
17、ed.Course Module OutlinesThis section contains outlines of each course module. The outlines include the module name, objectives, description, intended audience groups, proposed delivery method, estimated length of time, and any prerequisites.Matching Course Modules to Target Audience GroupsThis sect
18、ion contains a matrix that maps the course modules to their intended audience group(s). This section also includes diagrams indicating recommended training sequences for each target audience group.Training ScheduleThis section contains a general timeline for planning the finance process and system t
19、raining at each Operating Unit. It also identifies the preparation needed at each Operating Unit prior to Project FAST training. As the Project FAST implementation schedule becomes more defined and Operating Unit training participants are confirmed, the schedule will be updated. Assumptions / Commen
20、tsThis section lists assumptions under which the training plans will be implemented.AppendicesThe appendices contain background information on the plans outlined in this document. The first appendix describes the instructional design methodology used by the Training Team as a guide for training desi
21、gn and development. The second appendix indicates sources of project information that provided input into the Curriculum Plan.This Curriculum Plan was prepared by the Project FAST Training Team with assistance from process team members from Company DDD and Andersen. The Training Team will review this document with Corporate Department executives and Operating Group Controllers and Human Resources executives. In the event that the Project FAST Team later defines
