Systemic Method for Analysis of Reality ESPG -

MGAE

INTRODUCTION

L
Systemic Methodology as a new approach
that, with the systems approach and the
intertransdisciplinarity, form the three sets
that interact forming a system that integrates the
fundamental basic concepts for development
of the study and application of systems. In the present
the work explores the different concepts, their
characteristics, the types of systems and their processes.

The methodological emphasis is detected from the beginning.

of systemic movement, but perhaps due to lack of
clarity of the concepts and the supposed greater
ease of understanding and application, the activities
academic and professional focused on development,
the application and dissemination of systems have given different
emphasis aims to become the new paradigm
of science.

We can conclude that the best

The way to know reality is by building.
models, replicas of reality.

The systemic methodology through analysis

systemic, as a prerequisite for the construction of
model, will allow us to understand a system and the
future phenomena that it may produce. The more
exactly be the model, with more approximation it
will predict.

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THE SYSTEMIC METHOD

1. CONCEPT

The Systemic Method is one of the most contemporary logical instruments.

in the area of methodology, oriented towards a holistic (total) perception of the
reality from which the own problem and the solutions will be extracted
corresponding. For example, if there is an educational problem in the country
for which there is too much school dropout. The Systemic Method begins
to operate by identifying the system in which dropout is immersed
school

Discover that this system has components such as the teacher, the school,
the classmates, the courses, and the study plans. As we continue
appreciating in reality, establishes that the teacher, their educational technology and the
the course content is not attractive at all and provokes rejection from
student; therefore, to eradicate dropouts, changes must be made
drastically these sub-systems and components of education.

If factorialist, elementalist, and mechanistic methods had been used,

the problem would be the dropout student and not the anachronistic and little system
national education competitive, thus failing the diagnosis and
therefore the cure (recommendations, corrective measures or alternatives
of solution) since instead of modifying the aforementioned subsystems, if
they would be giving directives and drastic measures to discipline the students
deserters, so the problem of desertion would never be resolved.

For the Systemic Method to work, a mindset is required.

systemic, a mindset that is used to "look at the forest through
the trees" and not to "look at the tree without realizing the forest."

At the same time, this Systemic Mentality must be supported for its enrichment.
in the general theory of systems, whose founder BERTALANFFY (1968) expresses:

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“La vida humana y el universo constituyen un sistema; ningún componente se

loose in the earth or in the Universe of Systems study the
interactive sets from very different angles: in their structures,
functions, relationships and environments; in the past, in the present and in their
prospective projections; from phylogenetic and ontogenetic points of view,
epistemological, gnoseological, axiological, etc.; based on their
determinations, conditions and purposes; in their physicochemical, biological levels,
anthropological and cosmological; in its individual and social aspects.

Being an open theory, non-dogmatic, any perspective is admissible.

But its function, as a general theory, is to integrate, as much as possible, those
perspectives, offering coherent overviews of the general state of the
knowledge in each era.

The General Theory of Systems should not be considered interdisciplinary but rather
transdisciplinary, since its greatest value is instrumental in the broadest sense
sense, like linguistics, logic, semantics, or mathematics.

Within the conceptual scope of General Theory, there are the disciplines
focused on aspects of intrasystemic relationships and integrity of the
flows, of Evolution, etc. In this sense, it operates as an "intellectual algebra"
in which the most diverse systems are expressed in a unified manner.

2. CHARACTERISTICS

The characteristics that can be applicable to any system are:

The interrelation of its components (relationship between the parts and the whole).

The systems are arranged in a hierarchy.

The parts of a system are not equal to the whole.

The limits of systems are artificial.

Systems can be open or closed - depending on the influence with the

environment.

Every system has inputs, processes, outputs, and feedback loops.

The forces within a system tend to be opposed to each other.

(feedback) to maintain balance

Entropy.

3. TYPES OF SYSTEMS1
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GENERAL AND CONCEPTUAL FRAMEWORK OF AUDIT FOR THE
IMPROVEMENT OF THE QUALITY OF HEALTH CARE, from the guidelines

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When looking for a relationship between organizational theory and systems theory.
The following types of systems are proposed: rational, natural, and open. The
the first two, the rational and the natural tend to see the organization as
closed systems, that is, separated from the environment, in contrast, the system
open goes to the receptive and dependent organization of the environment, there is a
connection between internal and external components.

a) Closed Systems:

In this approach, closed systems are independent of the

influences of the environment. Emery and Trist suggest that a closed system
it allows your problems to be analyzed with reference to their structure
internal and without reference to its external environment. The focus on closed systems
they are their internal components which are size, technology,
location, properties, management strategies, and leadership style. Thus,
this approach can be applied at the technological level of the organization
because this requires reduced uncertainty. However, nature
The organization should not be isolated but rather more dependent on the environment.
Negandhi has proposed that closed systems emphasize principles
internal organization, operating on subsequent failures in its development and
knowledge of feedback processes which are essential
to survive (1972).

A closed system includes rational and natural systems. Scott defines the
rational systems as 'systems in which the community is
oriented towards a given purpose, for which specific objectives are established
they are explicit, clearly defined and provide unambiguous criteria
for the selection of alternative activities. He also explains: "the systems
Rationales are collectivities that exhibit a high degree of formalization; the
cooperation towards the participants is conscious and deliberate; the structure of
explicit relationships and can be deliberately constructed and
reconstructed.

Some natural systems are service organizations oriented towards the customer.
for example, call centers, alternative schools, and food cooperatives
production. Rothschild - Whitt suggest that these systems deny authority
from the office, they seek to minimize the promulgation of roles and procedures,
they try to eliminate degrees and emphasize differentiation by roles and
specialization of functions. In natural systems, individuals and their
Personal qualities are very important. Scott defines a natural system.
as "an organization whose participants have a common interest in the
survival of the system and those who engage in collective activities,
informal structures, trust is the goal. In this way, in these

methodological guidelines for the implementation of the Audit Guidelines from the Ministry of the
Social protection.

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organizations work in teams and the focus is on the

structure of behavior

b) Open Systems:

Scott proposes that "all systems are characterized by a combination of

parts whose relationships are interdependent but they also suggest that
the foundations for the differences are also possible.” The parts of the system are
very complex and variable, from this approach the systems move from
the mechanical towards organic - social systems. Norbert Wiener describes
this connection of variables in a system like "those organizations in the
which parts are interdependent on each other but this
interdependence has degrees.” Boulding classified several systems by the level
of the complexity of its parts and the nature of the relationships between the parts:

Structure: System understood by static structures such as the

anatomy of an animal.

Mechanism: Simple dynamic systems with predetermined

movement, such as the clock and the solar system.

Cybernetic Systems: Systems capable of self-regulating in response to some

externalities established based on certain criteria, such as a
thermostat.

Open systems: Systems capable of self-maintenance based on

a relationship of resources from its environment, such as life
cell phone

Fingerprint system - growth: Systems that replicate but

not by duplication but by the production of seeds or eggs that
they contain preprogrammed instructions for development, for example
the egg-chicken system.

Image system - internal Systems capable of detailed

knowledge of the environment, in which the information is received and
organized internally as a whole, such as the animal function.

Systems that process symbols: Systems that possess self-awareness and

they are also capable of using languages. The human function is part of
at this level.

Social systems: Multi-cephalic systems including actors

functioning in a social and cultural order. Social organizations
they operate at this level.

Transcendental systems: Systems composed of the unknown.

(Boulding, 1956: 200 – 207)

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Levels 1–3 include physical systems, levels 4–6 biological systems, and levels 7 and
8 social and human systems. Progressing from level 1 to 8 at each level.
successively is more complex, less formal, more dependent on flows
of information, open to growth and change and open to the environment. (The
level 9 includes the possibility of new possibilities.

[Link] DEL METODO

1st PHASE I: Refinement of Systems

Once the topic has been put to debate, or the problem that
apparently exists, it is under discussion, the analyst must proceed to
place this topic in the context of a SYSTEM.

For example, the Officers may be unhappy with the presentation of a

Theme of Ascension in such a short time and with the conferences that it requests.
superiority.

In this case, the topic or issue is 'on the table'. We must now proceed to
locate it in its respective system, for which it must be profiled, because of
the opposite would be addressing the issue in a unilateral, traditional way and
elementalist.

The profiling of a system is a process of observation, study and

rational concatenation of elements so that they make sense and have meaning,
going from 'here to there' from the most known to the unknown and from the
elemental to the fundamental.

In the proposed example about the 'ATP Topic', there is disagreement with the
validity of this form of evaluation of the ATP.

a. Close Elements
Regarding the topic of promotion:

There is a legal provision that mandates the submission of the promotion topic.

There is a Permanent Board for Senior Personnel Evaluation.

It is part of a requirement for promotion.

Conclusion:

The topic of promotion is embedded in a promotion subsystem of the

Institution. In turn, this subsystem is connected to the subsystem of
military situation of the Superior Personnel governed by a law; and both sub-
systems (promotions and military status) are a crucial part of the system
military institution.

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b. Location of the System

Having identified the elements closest to the problem and properly

related, the assembly of the system is proceeded. In the example that follows
following:

The System is the Air Force of Peru

Among the subsystems, the problem affects the Promotion subsystem and
to the Military Situation Subsystem.

The issue of promotion is not then a fortuitous occurrence, it is a

mandatory component of both sub-systems.

If one wanted to remedy the problem by eliminating the promotion issue,

both subsystems will be affected and by system impact, the
same Air Force. Consequently, a study must be conducted
Systemic to establish the corrective measure for the case.

2nd PHASE II: Identification of Components

This is a 'bottom-up' process, that is to say, it is an inductive process.

which part of the proposed topic or the discussed problem.

These are its stages:

1. Characterization of the topic or the problem.

2. Nearby elements that compromise the subject.

3. Components that correspond to the distant elements.

4. Sub-systems affected by their components.

5. Systems involved due to the impact on their sub-systems.

In this way, it can be seen that:

A system is composed of sub-systems.

A sub-system is made up of components.

A component consists of elements, one or more elements.

In this phase, then, the task consists of accurately identifying,

clarity and knowledge of cause, the sub-systems that a system has; the
components of the subsystems; the elements of the components up to
arrive at the location of the issue or problem based on the elements that affect it.

3rd PHASE III: Analysis

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The analysis is the most complicated process in this method. It must meet the
next tasks:

1. Establish the nature and characteristics of the elements that have been
committed to the theme or problem.

2. Graph the situation of the system in all its components.

3. Establish the cause and effect relationships between the components of

system.

4. Determine the input, process, and output characteristics of the topic or

problem based on the components of the system, to discover the
phenomenon and establish the causes of the topic or problem.

5. Leave the commitment of the system and subsystems fully established,

components and elements related to the theme or issue.

4TH PHASE IV: Conclusions and Recommendations

This phase is used with the purpose of:

Establish the cause and effect relationships that the topic or problem has with
the components of the system.

2. Accurately determine the systemic causes of the problem,

establishing all possible conclusions related to all the
system components.

3. Infer the alternatives for solutions in the form of recommendations.

4. Implement, plan, or develop each recommendation in a timely manner.

detailed, as a fundamental part of the Systemic Study.

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CONCLUSIONS
The General Theory of Systems starts from the perspective of the Global and the
integrate with the analytical. It is considered that both points of view are
complementary. Analysis and synthesis are two phases of the process of
thought, that they need each other.

2. The systemic method as an integrating instrument of the sciences and

human activities, contributes to achieving a transdisciplinary conception and
unified of the Universe and the entities that inhabit it.

3. The systemic method encompasses all transdisciplinary sectors,

related to systems, such as Communication Theory and
Information, Cybernetics, Ecology, and any other discipline related to
generality or the totality of systems, for example, General Theories
de la Organización, de la Complementariedad de los flujos, de la Evolución, etc.
In this sense, it operates as an 'intellectual algebra' in which they are expressed.
a unified way the most diverse systems.

4. The systemic method requires a common formalized language that allows for the
scientific communication.

5. The Systemic approach allows for a scientific development of the concept of

totality and power the integration of concepts from different
fields.

6. The systemic method is an open system of thought that is modified

with the progress of human knowledge in any sector. For this reason, it
considera que la crítica fundamentada constituye una aportación muy valiosa a
its evolution.

7. The inherent thought of the systematic methodology is present, each

to a greater extent, in all fields of science. An important task
In this area, therefore, it lies in explicitly perfecting to the maximum the
trends already implicit in the various scientific disciplines.

BIBLIOGRAPHY:

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HOSPITAL MANAGEMENT CENTER (2001) Systemic approach. PDF format.

Consulted on 08.08.2011.

REYES POMA, ROSA ELIZABETH (2006). Método sistémico. Formato on line

[Link]
[Link] 08.08.2011

APPENDIX
THE SYSTEMIC APPROACH

The concept of a system starts from the problem of the parts and the whole, already
discussed in antiquity by Hesiod (8th century BC) and Plato (4th century BC)
However, the study of systems as such is not a concern until the
World War II, when the interest in labor is emphasized
interdisciplinary and the existence of analogies (isomorphisms) in the
functioning of biological and automatic systems. This study would take
nature letter when, in the fifties, L. von Bertalanffy proposes
General Theory of Systems.

The emergence of the systems approach has its origin in the inability
manifesto of science to tackle complex problems. The scientific method,
based on reductionism, repetitiveness, and refutation, it fails in the face of phenomena
very complex for several reasons:

The number of interacting variables is greater than the scientist's.

can control, so it is not possible to make true
experiments.
The possibility that unknown factors influence the
observations is much greater.

As a result, quantitative models are very vulnerable.

The problem of complexity is especially evident in the sciences.

social issues, which must deal with a large number of human factors,
economic, technological, and natural systems are strongly interconnected. In this
if the difficulty is multiplied by the impossibility of carrying it out
experiments and by the very intervention of man as a subject and as
object (rational and free) of the research.

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Most of the problems dealt with by the social sciences are of

management: organization, planning, control, problem solving, decision making
decisions,... In our days these problems appear everywhere: in
administration, industry, economy, defense, health care, etc.

Thus, the systems approach emerges to address the problem of the

complexity through a way of thinking based on wholeness and
its properties that complement scientific reductionism.

FREQUENTLY ASKED QUESTIONS:

What is a System?

We present below the definition of System proposed by several

authors.

L. von Bertalanffy (1968): "A system is a set of units in

interrelation.

System is an organized entirety, made of

solidary elements that can only be defined by each other
relationship to others based on their place in that whole.

What is methodology?
Methodology is referred to as the analysis of the variousproceduresconcrete
that are used in theinvestigationsand the discussion about their
characteristics, qualities and weaknesses. However, it is often used the
word methodology in different senses, sometimes opposed to the previous one: it
speaks like this about "methodology of"the researchto refer to the
steps and procedures that have been followed in a specific investigation,
to designate the specific work models that are applied in a
determineddisciplineor specialty and also to refer to the
set of procedures and recommendations that are transmitted to the
student as part of theteachingin higher studies. They also usually
to designate as methods the peculiar working styles of each discipline
(for example: "themethodanthropological") and the particular forms of
researchthat are used to solveproblemsspecifics of
inquiry, as when one talks about the 'qualitative method', the 'method
"experimental" or the "statistical method".

The methodology aims at the permanent improvement of the

procedures and criteria used in conducting the required inquiry
to answer questions and/or solve problems.
What is systematic?

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Consider that reality is made up of systems and subsystems, it is neither

more or less a way of seeing that reality to which Science invites us
of Systems or Systemic. Reality does not understand those things, it has a
natural way of organizing itself that we, to understand it, say
which is constituted in systems.
A system is nothing more than a part of reality that can be delimited and
which has its own internal functioning characteristics.

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