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advantages of the scenario can be seen on Fig. 2. Although the symptoms go through a decrease when fixes are applied, the overall crisis threshold rises. [ 4 ] [ 5 ] Fig. 2: Behavior over time A representation with a stock and flow diagram of this archetype is on Fig. 3. Fig. 3: Stock and flow diagram The fix influence... | https://en.wikipedia.org/wiki/Fixes_that_fail | Fixes that fail - Wikipedia | en.wikipedia.org | cc_by_sa | false | 0.345 | 0.86 | ["communication", "crisis"] | 432 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.612034 | [
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o consequences that are addressed with a new fix. Maximizing ROR [ 1 ] Situation : A manufacturing company becomes successful with high-performance parts, and its CEO wants to maximize the ROR . Fix : Refusal of investment in expensive, new production machines. Consequences : The product quality drops and therefore the... | https://en.wikipedia.org/wiki/Fixes_that_fail | Fixes that fail - Wikipedia | en.wikipedia.org | cc_by_sa | false | 0.329 | 0.854 | ["communication", "philosophy"] | 452 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.612503 | [
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From Wikipedia, the free encyclopedia System archetype Fixes that fail is a system archetype that in system dynamics is used to describe and analyze a situation, where a fix effective in the short-term creates side effects for the long-term behaviour of the system and may result in the need of even more fixes. [ 1 ] Th... | https://en.wikipedia.org/wiki/Fixes_that_fail | Fixes that fail - Wikipedia | en.wikipedia.org | cc_by_sa | false | 0.389 | 0.868 | [] | 466 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.612673 | [
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] It resembles the Shifting the burden archetype. [ 4 ] Description [ edit ] In a "fixes that fail" scenario the encounter of a problem is faced by a corrective action or fix that seems to solve the issue. However, this action leads to some unforeseen consequences . They form then a feedback loop that either worsens th... | https://en.wikipedia.org/wiki/Fixes_that_fail | Fixes that fail - Wikipedia | en.wikipedia.org | cc_by_sa | false | 0.339 | 0.878 | ["philosophy"] | 473 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.612804 | [
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this is described by a circles of causality (Fig. 1) as a system consisting of two feedback loops. One is the balancing feedback loop B1 of the corrective action, the second is the reinforcing feedback loop R2 of the unintended consequences. These influence the problem with a delay and therefore make it difficult to re... | https://en.wikipedia.org/wiki/Fixes_that_fail | Fixes that fail - Wikipedia | en.wikipedia.org | cc_by_sa | false | 0.34 | 0.862 | ["communication", "crisis"] | 461 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.612950 | [
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o the fix factor and the problems to be resolved. When activated by the action variable, the fix lowers the problems, thus creating a balancing loop. However, each fix also starts a delayed consequence which adds to the problems proportionally to the consequence factor and the fix applied. Combined, these create a grow... | https://en.wikipedia.org/wiki/Fixes_that_fail | Fixes that fail - Wikipedia | en.wikipedia.org | cc_by_sa | false | 0.4 | 0.88 | [] | 512 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.613062 | [
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and thereby also give the tools to change these patterns. In the case of "Fixes that fail", the warning sign is a problem which reappears although fixes were applied. It is crucial to recognize that the fix only adds to the overall deteriorating state and does not solve the problem. To identify this pattern, it is need... | https://en.wikipedia.org/wiki/Fixes_that_fail | Fixes that fail - Wikipedia | en.wikipedia.org | cc_by_sa | false | 0.387 | 0.884 | ["management", "crisis", "networking", "war_conflict"] | 510 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.613208 | [
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this can be present as a "hero-scapegoat" cycle. While the manager who applied the fix gets promoted for diminishing the problem. A new manager must face the returning problem symptom and may be punished for failing to do his job. Then a new hero is found who temporarily solves the problem symptoms. The delay of the re... | https://en.wikipedia.org/wiki/Fixes_that_fail | Fixes that fail - Wikipedia | en.wikipedia.org | cc_by_sa | false | 0.347 | 0.856 | ["management", "crisis", "career"] | 456 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.613336 | [
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ied to the symptoms and the new problems arising. What then seems to be a series of successes in short-term then are steps towards failure on the long-term. [ 5 ] Some typical ways of thinking associated with the pattern are: "It always seemed to work before; why isn't it working now?" [ 1 ] "This is a simple problem a... | https://en.wikipedia.org/wiki/Fixes_that_fail | Fixes that fail - Wikipedia | en.wikipedia.org | cc_by_sa | false | 0.38 | 0.896 | ["war_conflict"] | 511 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.613479 | [
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a warning that this archetype is present or will be. If this pattern is recognized, then there are multiple possibilities how to react, depending on which leverage point is addressed: Focus on the long-term and if a fix is inevitably needed, use it only to buy time to work on the long-term remedy. [ 1 ] Raise awareness... | https://en.wikipedia.org/wiki/Fixes_that_fail | Fixes that fail - Wikipedia | en.wikipedia.org | cc_by_sa | false | 0.512 | 0.87 | ["war_conflict", "communication"] | 492 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.613616 | [
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ut consequences or with limited long-term impact. [ 2 ] Find a way to measure the intended and also unintended consequences of the solutions by learning also from the past fixes. [ 4 ] Change the performance review time so that the long-term progress becomes visible. [ 5 ] Examples [ edit ] A few common examples of the... | https://en.wikipedia.org/wiki/Fixes_that_fail | Fixes that fail - Wikipedia | en.wikipedia.org | cc_by_sa | false | 0.401 | 0.868 | ["communication", "education", "philosophy"] | 468 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.613742 | [
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money. Fix : Decrease the amount of maintenance . Consequences : More breakdowns of the equipment, higher costs and cost-cutting pressure. Quest for water [ 6 ] Situation : Farmers are confronted with water shortage. Fix : Drilling new wells or making the old ones deeper. Consequences : The water table drops. Cash shor... | https://en.wikipedia.org/wiki/Fixes_that_fail | Fixes that fail - Wikipedia | en.wikipedia.org | cc_by_sa | false | 0.306 | 0.878 | ["salary"] | 475 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.613876 | [
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new loan to pay the interest (a new credit card). Consequences : There is more interest to pay next time. Tax revenue shortage [ 6 ] Situation : A government is not satisfied with its tax revenues . Fix : Increase the cigarette tax to raise more taxes. Consequences : Smuggling of cigarettes develops and reduces the num... | https://en.wikipedia.org/wiki/Fixes_that_fail | Fixes that fail - Wikipedia | en.wikipedia.org | cc_by_sa | false | 0.46 | 0.868 | ["salary", "governance"] | 482 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.614003 | [
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fection on some plants. Fix: Use more fungicides. Consequences: Fungus develops fungicide resistance, and the quantity to apply becomes even higher. See also [ edit ] The Fifth Discipline System Dynamics Organizational learning Limits to Growth References [ edit ] ^ a b c d e f Senge, Peter M., "The Fifth Discipline" (... | https://en.wikipedia.org/wiki/Fixes_that_fail | Fixes that fail - Wikipedia | en.wikipedia.org | cc_by_sa | false | 0.552 | 0.846 | ["education"] | 438 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.614147 | [
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-05-09 at the Wayback Machine Isee systems, 2006. Retrieved 2011-11-01 ^ a b Flood, Robert L., "Rethinking The Fifth Discipline: learning within the unknowable" (1999). ISBN 0-203-02855-4 p. 19 ^ a b c d Braun, William (2002). "System archetypes" (PDF) . Archived from the original (PDF) on 2005-10-25 . Retrieved 2011-1... | https://en.wikipedia.org/wiki/Fixes_that_fail | Fixes that fail - Wikipedia | en.wikipedia.org | cc_by_sa | false | 0.555 | 0.698 | ["education"] | 438 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.614278 | [
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er," The Systems Thinker Newsletter, Vol. 10, No. 3 (Apr., 1999) ^ a b c d e Fixes That Fail Archetype SystemsWiki, October 2010. Retrieved 2011-11-01 v t e Systems science System types Art Biological Complex Coupled human–environment Ecological Economic Information Multi-agent Nervous Recommender Social Concepts Doubl... | https://en.wikipedia.org/wiki/Fixes_that_fail | Fixes that fail - Wikipedia | en.wikipedia.org | cc_by_sa | false | 0.578 | 0.84 | ["philosophy"] | 512 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.614400 | [
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e Living systems Sociotechnical system Systemics Urban metabolism World-systems theory Analysis Biology Dynamics Ecology Engineering Neuroscience Pharmacology Philosophy Psychology Theory ( Systems thinking ) Scientists Russell L. Ackoff Victor Aladjev William Ross Ashby Ruzena Bajcsy Béla H. Bánáthy Gregory Bateson St... | https://en.wikipedia.org/wiki/Fixes_that_fail | Fixes that fail - Wikipedia | en.wikipedia.org | cc_by_sa | false | 0.577 | 0.824 | ["llm", "philosophy"] | 475 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.614648 | [
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g Murray Bowen Kathleen Carley Mary Cartwright C. West Churchman Manfred Clynes George Dantzig Edsger W. Dijkstra Fred Emery Heinz von Foerster Stephanie Forrest Jay Wright Forrester Barbara Grosz Charles A. S. Hall Mike Jackson Lydia Kavraki James J. Kay Faina M. Kirillova George Klir Allenna Leonard Edward Norton Lor... | https://en.wikipedia.org/wiki/Fixes_that_fail | Fixes that fail - Wikipedia | en.wikipedia.org | cc_by_sa | false | 0.535 | 0.686 | ["war_conflict"] | 451 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.614828 | [
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rovic James Grier Miller Radhika Nagpal Howard T. Odum Talcott Parsons Ilya Prigogine Qian Xuesen Anatol Rapoport John Seddon Peter Senge Claude Shannon Katia Sycara Eric Trist Francisco Varela Manuela M. Veloso Kevin Warwick Norbert Wiener Jennifer Wilby Anthony Wilden Applications Systems theory in anthropology Syste... | https://en.wikipedia.org/wiki/Fixes_that_fail | Fixes that fail - Wikipedia | en.wikipedia.org | cc_by_sa | false | 0.578 | 0.84 | ["war_conflict", "resume", "llm"] | 512 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.615033 | [
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gineering Subfields Aerospace engineering Biological systems engineering Cognitive systems engineering Configuration management Earth systems engineering and management Electrical engineering Enterprise systems engineering Health systems engineering Performance engineering Reliability engineering Safety engineering Soc... | https://en.wikipedia.org/wiki/Fixes_that_fail | Fixes that fail - Wikipedia | en.wikipedia.org | cc_by_sa | false | 0.574 | 0.554 | ["management", "philosophy"] | 511 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.615240 | [
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Wolt Fabrycky Barbara Grosz Arthur David Hall III Derek Hitchins Robert E. Machol Radhika Nagpal Simon Ramo Joseph Francis Shea Katia Sycara Manuela M. Veloso John N. Warfield Related fields Control engineering Computer engineering Industrial engineering Operations research Project management Quality management Risk ma... | https://en.wikipedia.org/wiki/Fixes_that_fail | Fixes that fail - Wikipedia | en.wikipedia.org | cc_by_sa | false | 0.548 | 0.67 | ["management", "war_conflict", "crisis"] | 512 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.615536 | [
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and neuroscience research, and suggests research questions that have the potential to both advance systems education practice and elucidate under-researched capabilities of the mind. An instrument to quantify how well students can recognize feedback loops in narratives and its use for evaluating pedagogical strategies ... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.616 | 0.818 | ["education"] | 418 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.825155 | [
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Fostering Feedback Loop Thinking Overview Feedback loops are systems in which an initial action triggers a chain of influences that either amplifies or counteracts the initial action. Feedback loops are important for understanding emergent system behavior across a range of STEM and liberal arts fields, including the st... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.407 | 0.692 | [] | 512 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.825409 | [
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nd, and climate stability), and the growth, collapse, and instability that result from positive feedback loops (as in compound interest, pandemic disease spread, climate change, nuclear chain reactions, and viral marketing). Because feedback loops arepowerful elements of so many important systems, feedback loop thinkin... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.445 | 0.846 | [] | 512 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.825532 | [
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used narrowly, merely to explain one phenomenon of importance in the course, such as the ice-albedo feedback loop that contributes to global climate change in an environmental science course. We developed a suite of mini-lessons that can be adopted/adapted for any course in which at least one feedback loop is currently... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.363 | 0.848 | [] | 484 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.825640 | [
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e concept applicable across multiple disciplines. Learning Goals for Feedback Loop Thinking The focus of this website is on the transition from ignorance of feedback loops to a broad, useful, conceptual understanding that we call "feedback loop thinking." Feedback loop thinking will help all learners, regardless of car... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.574 | 0.824 | ["career", "education"] | 419 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.825771 | [
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counter in their personal and professional lives. For students who go on to specialize in disciplines that use systems dynamics, these learning goals will lay the foundation for more sophisticated study of systems, including the use of systems modeling software. More specifically, feedback loop thinking means: Students... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.503 | 0.858 | ["war_conflict", "education", "career"] | 512 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.825894 | [
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ooking for feedback loops in their personal and professional lives. Students will gain an understanding of how positive feedback loops can generate growth or decay and how negative feedback loops can generate stable or oscillating behavior. Students will recognize feedback loops when they are encountered in familiar an... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.535 | 0.858 | ["career", "philosophy"] | 512 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.826056 | [
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systems , and reason with those diagrams to generate explanations or predictions, Students will use feedback loop thinking to propose system modifications that will strengthen loops with desirable outcomes and disrupt loops with undesirable outcomes. Feedback Loop Instructional Activities FEEDBACK LOOP SORTING The Feed... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.573 | 0.696 | ["philosophy"] | 512 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.826177 | [
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s contexts throughout nature and in human-made systems. Students are presented with 12 narratives that represent positive feedback (reinforcing) loops, negative feedback (balancing) loops, and non-feedback loops with examples of all three types having desirable or undesirable outcomes. Students sort the narratives into... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.571 | 0.86 | ["decision_making", "philosophy"] | 512 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.826295 | [
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ction of responses that contain all possible combinations of loop type and outcome type. The goal of the activity is to have students be able to distinguish between positive and negative feedback loops and desirable and undesirable outcomes. Successful sorting requires students to identify loops in narratives about dif... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.541 | 0.844 | ["innovation"] | 512 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.826422 | [
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e Commons Attribution-NonCommercial-ShareAlike license http://creativecommons.org/licenses/by-nc-sa/3.0/ You may reuse this item for non-commercial purposes as long as you provide attribution and offer any derivative works under a similar license. FIND and MAP THE LOOP IN POPULAR MEDIA This activity is designed to buil... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.513 | 0.818 | ["innovation", "education"] | 428 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.826542 | [
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t they encounter in real life, outside of school. Students read an instructor-provided article from the popular media that is relevant to the course content, and includes a feedback loop. They create a graphic model (causal loop diagram) that depicts the working of the feedback loop in the article. Finally, they write ... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.391 | 0.854 | ["education"] | 457 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.826669 | [
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larger system within which the loop is embedded. We provide a rubric for scoring student products, some suitable readings, and materials for instructing students on how to construct loop diagrams. × Two different causal loop diagrams, with differing levels of detail, created in response to the same reading passage in t... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.544 | 0.85 | ["innovation"] | 511 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.826788 | [
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n-NonCommercial-ShareAlike license http://creativecommons.org/licenses/by-nc-sa/3.0/ You may reuse this item for non-commercial purposes as long as you provide attribution and offer any derivative works under a similar license. CAUSAL LOOP DIAGRAMMING This student activity provides introductory practice in the use of C... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.532 | 0.838 | ["innovation"] | 512 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.826906 | [
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ative description of a feedback loop accompanied by a partially-completed CLD. Their task is to complete the CLD and the narrative. Challenge level ramps up from the beginning to end of the activity: from completed examples, through highly-scaffolded instances, to slightly-scaffolded instances. We also provide an optio... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.527 | 0.828 | ["crisis", "war_conflict", "philosophy"] | 431 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.827024 | [
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ks one at a time before tackling multi-link CLDs. × Show caption Hide Two items from the warm-up activity for the "Causal Loop Diagramming" activity; answers are shown in red. This optional activity builds fluency in the graphic language of causal loop diagrams and challenges students to attend closely to the nature of... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.514 | 0.854 | ["innovation", "crisis", "war_conflict", "philosophy"] | 512 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.827144 | [
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Commercial-ShareAlike license http://creativecommons.org/licenses/by-nc-sa/3.0/ You may reuse this item for non-commercial purposes as long as you provide attribution and offer any derivative works under a similar license. × Show caption Hide Item from the main “Causal Loop Diagramming” activity; answers are shown in r... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.398 | 0.842 | ["crisis", "innovation"] | 511 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.827273 | [
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e”) outcome for the person experiencing the loop. Provenance: Courtney Sheckler, Temple University Reuse: This item is offered under a Creative Commons Attribution-NonCommercial-ShareAlike license http://creativecommons.org/licenses/by-nc-sa/3.0/ You may reuse this item for non-commercial purposes as long as you provid... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.526 | 0.83 | ["innovation", "education", "philosophy"] | 511 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.827392 | [
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soning to identify the key attributes, the causal structure, that make a feedback loop positive (by amplifying/accelerating the effect) or negative (by moderating/dampening the effect). INTERVENING IN THE SYSTEM Teaching students to identify leverage points within a system empowers them to think critically about the ro... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.584 | 0.822 | [] | 412 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.827497 | [
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nd probe more deeply into feedback loop thinking. By engaging in a structured writing assignment that asks them to analyze a single positive feedback loop - a vicious cycle critical to learning in your course - students are challenged to move beyond surface-level solutions and explore deeper, more transformative interv... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.434 | 0.848 | ["strategy", "crisis", "education", "philosophy", "rhetoric"] | 505 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.828434 | [
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ll as develop persuasive argument writing skills. Students must not only dissect the structure and dynamics of a feedback loop but also construct well-reasoned, evidence-based arguments for meaningful change, incorporating both scholarly sources and Meadows' (1999) hierarchy of leverage points. In doing so, they learn ... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.434 | 0.83 | ["philosophy", "rhetoric", "innovation"] | 473 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.828641 | [
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or change with intellectual rigor and creativity. This approach equips students with the mindset and tools to become thoughtful change agents in their academic and civic lives. FEEDBACK LOOPS IN THE FIELD The Feedback Loops in the Field activity is an opportunity for students to apply both content knowledge and underst... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.546 | 0.862 | ["innovation", "education"] | 500 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.828794 | [
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in a selected field setting (e.g. an urban park). The activity includes 1) an ungraded "pre-test" to assess prior knowledge, 2) one-page reading for feedback loop self-education, 3) student observation of feedback loops in the field, and 4) reflection on the activity and feedback loop learning. Feedback Loop Presentati... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.537 | 0.834 | ["education", "communication"] | 452 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.828938 | [
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rove, and convey mental models of feedback loops. Presented by Kim Kastens at the 2025 Gordon Research Conference on Visualization in Science and Education . Kastens_GRC_VSE_2025_Final.pdf (Acrobat (PDF) 7.4MB Jul29 25) Kastens_GRC_VSE_2025_Final.pptx (PowerPoint 2007 (.pptx) 46.8MB Jul29 25) Cognitive analysis of a sy... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.6 | 0.684 | ["education"] | 482 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.829060 | [
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e 2025 International System Dynamics Conference . KastensShipley_ISDC2025_2aug2025.pdf (Acrobat (PDF) 1.6MB Aug11 25) KastensShipley_ISDC2025_Final.pptx (PowerPoint 2007 (.pptx) 5.6MB Aug11 25) Feedback Loop Substack " Loops behind the News ," written by Kim Kastens and Tim Shipley, provides essays about systems that a... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.545 | 0.672 | [] | 433 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.829166 | [
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hat are current in the news or broader zeitgeist. The essays can be read on a web browser or can be received by email subscription; either way, access is free. Feedback Loop Papers Cognitive Analysis of a Systems Thinking Educational Assignment: Find & Map the Feedback Loop in Popular Media Articles (Acrobat (PDF) 870k... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.635 | 0.862 | ["education"] | 512 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.829285 | [
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m: Systems thinking draws on complex cognitive processes. Many instructors of systems thinking and systems dynamics lack expertise in cognitively-informed pedagogy, and thus may be misunderstanding their students' struggles or missing opportunities to build their students' strengths. Approach to the work: Cognitive tas... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.559 | 0.822 | ["philosophy"] | 459 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.829419 | [
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nding while completing an instructional activity. We have analyzed an assignment in which students identify a feedback loop in a reading from popular media, draw a causal loop diagram, write a narrative that describes how the loop works, and articulate the impact of the loop on the larger system within which the loop i... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.42 | 0.868 | ["philosophy"] | 512 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.829538 | [
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the A → B links of the diagram, facility with switching between parts and wholes at all steps of the assignment, use of external visualizations to relieve load on working memory and make essential aspects of the loop more salient, and use of sophisticated linguistic structures to convey conditionality while writing the... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.384 | 0.712 | ["education"] | 512 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.829656 | [
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wherever they may encounter them in their personal and professional lives. Our motivation in explicating the cognitive processes required to reach this learning goal is that instructors will be better equipped to craft effective lessons, diagnose their students' difficulties, and recognize their students' cognitive acc... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.588 | 0.834 | ["education", "motivation", "crisis", "career"] | 504 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.829774 | [
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national Systems Dynamics Conference 2024: Kim A. Kastens, Wayne Wakeland & Thomas F. Shipley Abstract: We have developed and field tested an educational rubric for instructors who are using causal loop diagrams (CLD) in undergraduate science and social science courses. Given a student's CLD and accompanying explanator... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.397 | 0.852 | ["education", "philosophy"] | 512 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.829891 | [
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the CLD, (2b) Narrative description of causal links, (2c) Connection of links to the real-world system, (3a) Diagram depiction of feedback loop, and (3b) Understanding of impact of this loop on the broader system within which it is embedded. The field test involved four geoscientists and 17 undergraduate psychology stu... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.556 | 0.702 | ["networking"] | 506 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.830034 | [
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and wrote an accompanying explanatory narrative. Among the scientist-participants the weakest performance was on rubric element (3b). Among the undergraduate participants, notably poor performance was on rubric element (2c). Note that both these areas of poor performances lay in making the analogical mapping between mo... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.554 | 0.836 | ["philosophy"] | 487 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.830154 | [
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the rubric and accompanying instructional video. How does the Human Mind Think and Learn about Feedback Loops? Systems Dynamics Society Conference 2023: Kim A. Kastens & Thomas F. Shipley Abstract: This paper considers how concepts and approaches from cognitive and learning sciences might shed light on how humans think... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.376 | 0.852 | ["education", "philosophy"] | 510 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.830215 | [
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tendencies to perceive covariation that is direct rather than inverse, to overweight information about presence rather than absence, to weight a plausible mechanism over empirical evidence, and to fail to account for what other influences might matter. Cognitive limitations that might compromise one's ability to merge ... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.362 | 0.702 | ["negotiation", "philosophy"] | 512 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.830262 | [
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nations of phenomena at the level of components, and difficulty comprehending exponential growth. On the more optimistic side, cognitive affordances that make feedback loop thinking possible include analogical reasoning, language and categorization, ability to create runnable mental models, and distributed cognition. T... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.558 | 0.842 | ["crisis", "education", "philosophy"] | 511 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.830309 | [
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ociety Conference 2022: Kim A. Kastens, Thomas F. Shipley, Rebekah Banerjee, Alexandra Davatzes & Logan Brenner Problem Statement: The first step in applying one's knowledge of feedback loop dynamics to a novel situation is to recognize that the situation that one is confronting is a feedback loop--even though the supe... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.354 | 0.856 | ["education"] | 512 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.830369 | [
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oal that "learners can recognize feedback loops when they encounter them in familiar and unfamiliar context," comparable to the "Identifying Feedback" construct in the systems thinking assessment frameworks of Stave & Hopper (2007) and Plate & Monroe (2014) and the "causal loop inclusion" attribute of Plate (2010). Add... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.567 | 0.704 | [] | 512 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.830412 | [
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instructional settings, and be useable in any discipline where at least one feedback loop was being taught. Feedback Loop Workshops and Webinars Although these workshops have passed, many of the teaching materials are still available on the associated SERC websites. Wrapping your Head around Environmental Problems by L... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.373 | 0.85 | [] | 512 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.830455 | [
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rticipants developed an expansive sense of the power of the feedback loop concept for explaining phenomena across both natural and human-made systems, and considered how the attributes of the human mind both enable and challenge feedback loop thinking. On Day 2, participants practiced teachable strategies for detecting... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.559 | 0.708 | ["crisis"] | 512 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.830515 | [
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dents to depict and explain the system of influences by which positive feedback loops cause growth or collapse and negative feedback loops cause stability or oscillation. On Day 3, participants practiced ways to have students use feedback loop thinking and leverage point strategies to evaluate and propose interventions... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.429 | 0.692 | [] | 465 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.830555 | [
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then feedback loop thinking in their own courses. Thinking and Teaching about Feedback Loops NAGT 2022: Kim Kastens & Thomas Shipley Positive feedback loops are familiar to most Earth and environmental scientists as amplifiers of global climate change -but did you realize that this same causal structure drives hostilit... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.542 | 0.854 | [] | 512 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.830606 | [
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id you realize that the same causal structure also controls body temperature, composition of blood, and water level in your toilet? Workshop participants learned ways to help their students understand feedback systems in the geosciences and then go beyond the course content to use feedback loop thinking to solve proble... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.541 | 0.85 | ["education"] | 511 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.830655 | [
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a Davatzes & Kelcey Wallens-Logan Participants in this workshop explored cognitive and practical obstacles to teaching and learning about FLs and practiced three different teaching strategies for building students' facility with FLs: kinesthetic learning, mutual alignment analogy, and use of static and dynamic visualiz... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.562 | 0.836 | ["education", "strategy"] | 500 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.830719 | [
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s, and reflected upon in small group discussions. Examples spanned life sciences, earth sciences, and social sciences. Working in breakout groups clustered by topic or audience, participants drafted a student activity using one of the three strategies. Acknowledgments This work was made possible by funding through NSF ... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.536 | 0.848 | ["war_conflict", "education"] | 512 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.830775 | [
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ory (Award: 2141939), Thomas Shipley (PI) and Alexandra Davatzes (Co-PI) at Temple University (Award: 2142010), and Logan Brenner at Barnard College (Award: 2141982). We would also like to acknowledge Mansi Shah's work implementing feedback loop thinking into neuroscience classrooms and our advisory board memebers: Ded... | https://serc.carleton.edu/teachearth/feedback_loops/index.html | Fostering Feedback Loop Thinking | serc.carleton.edu | unknown | false | 0.397 | 0.802 | ["war_conflict", "education"] | 369 | Systems Thinking Leadership | topic | 2026-04-15T00:23:58.830828 | [
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is true for wasting time on brainless activities. We all still have this tendency, though, because we just haven’t had enough time (and probably will never have) to evolve further to cope with the changed environment. This, without exaggeration, is one of the biggest struggles of the modern society. It’s no wonder that... | https://enterprisecraftsmanship.com/posts/short-term-vs-long-term-perspective/ | Short-term vs long-term perspective in software development · Enterprise Craftsmanship | enterprisecraftsmanship.com | unknown | false | 0.348 | 0.846 | [] | 436 | Systems Thinking Leadership | topic | 2026-04-15T00:23:59.034004 | [
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is one of the best predictors of success in life. Short-term thinking in software development When it comes to software development, the situation is different but the dichotomy between short-term and long-term perspectives is there nonetheless. One of the most infamous examples of it is Technical Debt - the metaphor c... | https://enterprisecraftsmanship.com/posts/short-term-vs-long-term-perspective/ | Short-term vs long-term perspective in software development · Enterprise Craftsmanship | enterprisecraftsmanship.com | unknown | false | 0.563 | 0.84 | ["war_conflict"] | 422 | Systems Thinking Leadership | topic | 2026-04-15T00:23:59.034376 | [
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Short-term vs long-term perspective in software development August 17, 2017 In this post, I’d like to talk about what I think is one of the most damaging attitudes a company or a person can have in the field of software development: short-sighted perspective. Short-term perspective in the real world In an ideal world, ... | https://enterprisecraftsmanship.com/posts/short-term-vs-long-term-perspective/ | Short-term vs long-term perspective in software development · Enterprise Craftsmanship | enterprisecraftsmanship.com | unknown | false | 0.376 | 0.856 | ["war_conflict", "decision_making"] | 465 | Systems Thinking Leadership | topic | 2026-04-15T00:23:59.034523 | [
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se regularly, constantly improve our skills, etc. Unfortunately, we don’t always prioritize the long-term goals these activities bring us. In fact, we often do the opposite of that. This makes perfect sense when you look at it from the evolutionary biology perspective. We as humans are evolved this way. When you sit in... | https://enterprisecraftsmanship.com/posts/short-term-vs-long-term-perspective/ | Short-term vs long-term perspective in software development · Enterprise Craftsmanship | enterprisecraftsmanship.com | unknown | false | 0.536 | 0.872 | [] | 486 | Systems Thinking Leadership | topic | 2026-04-15T00:23:59.034648 | [
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rst opportunity and do that as often as possible. On the other hand, it also makes sense not to waste your energy on thinking unless you have an emergency. It’s a matter of survival. The problem, however, is that in the today’s world, this behavior is not perfectly aligned with our long term goals. Taking an excessive ... | https://enterprisecraftsmanship.com/posts/short-term-vs-long-term-perspective/ | Short-term vs long-term perspective in software development · Enterprise Craftsmanship | enterprisecraftsmanship.com | unknown | false | 0.331 | 0.852 | ["crisis"] | 441 | Systems Thinking Leadership | topic | 2026-04-15T00:23:59.034775 | [
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work done and make the software do what you want. It’s much harder to do the same in a way that doesn’t impede your ability to get the work done in the future. Crappy design decisions tend to pile up. And they decrease your programming capacity over time. When those decisions are deliberate (as in "We don’t have time f... | https://enterprisecraftsmanship.com/posts/short-term-vs-long-term-perspective/ | Short-term vs long-term perspective in software development · Enterprise Craftsmanship | enterprisecraftsmanship.com | unknown | false | 0.559 | 0.87 | ["decision_making", "war_conflict"] | 492 | Systems Thinking Leadership | topic | 2026-04-15T00:23:59.034946 | [
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term ones (getting the future work done quickly). This whole tendency can be summarized with the following diagram: Short-term vs long-term perspective If your planning horizon is short (for example, you know that the software under development will not be actively developed in the future), you are good having the shor... | https://enterprisecraftsmanship.com/posts/short-term-vs-long-term-perspective/ | Short-term vs long-term perspective in software development · Enterprise Craftsmanship | enterprisecraftsmanship.com | unknown | false | 0.446 | 0.862 | ["strategy", "war_conflict"] | 495 | Systems Thinking Leadership | topic | 2026-04-15T00:23:59.035075 | [
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e should you adhere to "proper" design practices. However, if your planning horizon is far beyond the so called Point X, you are screwed. Note that the short-term perspective is not necessarily harmful per se. It only becomes harmful when it contradicts your long-term plans. When the technical debt is a calculated, pru... | https://enterprisecraftsmanship.com/posts/short-term-vs-long-term-perspective/ | Short-term vs long-term perspective in software development · Enterprise Craftsmanship | enterprisecraftsmanship.com | unknown | false | 0.383 | 0.874 | ["strategy", "decision_making", "war_conflict"] | 512 | Systems Thinking Leadership | topic | 2026-04-15T00:23:59.035197 | [
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ng run if failing to ship it early means bankruptcy for your company. No design, however good it is, will help that company to get back to life. That’s right, technical debt can be both beneficial and harmful to your long-term goals. Short-term vs long-term focus on the learning curve Technical debt is not the most int... | https://enterprisecraftsmanship.com/posts/short-term-vs-long-term-perspective/ | Short-term vs long-term perspective in software development · Enterprise Craftsmanship | enterprisecraftsmanship.com | unknown | false | 0.362 | 0.874 | ["education", "war_conflict"] | 502 | Systems Thinking Leadership | topic | 2026-04-15T00:23:59.035346 | [
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o put their focus in terms of the learning curve. Let me explain what I mean by that. When it comes to using a piece of software, there’s a dichotomy between how easy it is to start using it (barrier to entry) and how easy it is to continue using it when you get familiar with the technology (maintenance cost). It’s oft... | https://enterprisecraftsmanship.com/posts/short-term-vs-long-term-perspective/ | Short-term vs long-term perspective in software development · Enterprise Craftsmanship | enterprisecraftsmanship.com | unknown | false | 0.346 | 0.872 | ["war_conflict", "education"] | 449 | Systems Thinking Leadership | topic | 2026-04-15T00:23:59.035468 | [
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requires from you to keep using it in the future. It works like a slider: Barrier to entry vs maintenance cost The more emphasis you put on lowering maintenance costs, the harder it becomes to learn for newcomers. Likewise, reducing the barrier means higher maintenance costs. Great software helping you solve complex pr... | https://enterprisecraftsmanship.com/posts/short-term-vs-long-term-perspective/ | Short-term vs long-term perspective in software development · Enterprise Craftsmanship | enterprisecraftsmanship.com | unknown | false | 0.457 | 0.844 | ["war_conflict"] | 432 | Systems Thinking Leadership | topic | 2026-04-15T00:23:59.035621 | [
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f abstraction below what you are doing currently. Related posts Stages of competence: 2 ways of learning Trying to impress people with your code ← Always valid vs not always valid domain model Value Object: a better implementation → Subscribe Comments comments powered by Disqus Top | https://enterprisecraftsmanship.com/posts/short-term-vs-long-term-perspective/ | Short-term vs long-term perspective in software development · Enterprise Craftsmanship | enterprisecraftsmanship.com | unknown | false | 0.539 | 0.792 | ["education"] | 282 | Systems Thinking Leadership | topic | 2026-04-15T00:23:59.035742 | [
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to learn it before you become productive with it. So what you can see is that vendors try to attract new clients by lowering the bar. They try to do all the hard lifting themselves and hide the underlying complexity from the customer. It works great for a while and you are usually able to start doing some useful stuff ... | https://enterprisecraftsmanship.com/posts/short-term-vs-long-term-perspective/ | Short-term vs long-term perspective in software development · Enterprise Craftsmanship | enterprisecraftsmanship.com | unknown | false | 0.356 | 0.874 | [] | 479 | Systems Thinking Leadership | topic | 2026-04-15T00:23:59.035853 | [
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part. Microsoft is especially notorious for that. ASP.NET WebForms was an attempt to attract desktop developers to the Web and make it seem as though web development is very similar to the desktop one. It completely ignored the difference between stateless and stateful models. It worked great at the beginning until you... | https://enterprisecraftsmanship.com/posts/short-term-vs-long-term-perspective/ | Short-term vs long-term perspective in software development · Enterprise Craftsmanship | enterprisecraftsmanship.com | unknown | false | 0.31 | 0.7 | ["philosophy"] | 439 | Systems Thinking Leadership | topic | 2026-04-15T00:23:59.035991 | [
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rol by its Id in JavaScript? Nope, can’t do that. Render this JavaScript on the server side because all client ids are also generated on the server. What to put more than one form on a page? Nope, can’t do that either. Entity Framework 1.0 was another example. It made object-relational mapping look easy by introducing ... | https://enterprisecraftsmanship.com/posts/short-term-vs-long-term-perspective/ | Short-term vs long-term perspective in software development · Enterprise Craftsmanship | enterprisecraftsmanship.com | unknown | false | 0.311 | 0.868 | ["philosophy"] | 500 | Systems Thinking Leadership | topic | 2026-04-15T00:23:59.036178 | [
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verwhelming for any more or less complex project. And the list goes on and on. What’s the reason of this continuous failure to combine low maintenance costs with the low barrier to entry? It’s all because of the Law of Leaky Abstractions . You can’t hide a non-trivial system from the eyes of the users completely, they ... | https://enterprisecraftsmanship.com/posts/short-term-vs-long-term-perspective/ | Short-term vs long-term perspective in software development · Enterprise Craftsmanship | enterprisecraftsmanship.com | unknown | false | 0.358 | 0.892 | ["philosophy", "governance"] | 512 | Systems Thinking Leadership | topic | 2026-04-15T00:23:59.036312 | [
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ing the bar than it is to pretend that system doesn’t exist. To be fair, Microsoft started to depart from this attitude recently. Their focus on open source and the feedback the community provides goes a long way. So, what’s the takeaway here? Focus on the future maintenance cost first . Try to make it as small as poss... | https://enterprisecraftsmanship.com/posts/short-term-vs-long-term-perspective/ | Short-term vs long-term perspective in software development · Enterprise Craftsmanship | enterprisecraftsmanship.com | unknown | false | 0.551 | 0.882 | ["education"] | 492 | Systems Thinking Leadership | topic | 2026-04-15T00:23:59.036428 | [
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brief learning period, it just doesn’t worth it. And if you are a programmer, don’t rely on the technology too much. Try to understand everything at least one level of abstraction below what you are doing currently. If you are a web developer, understand how HTTP/OAuth/etc works, don’t simply count on your framework. W... | https://enterprisecraftsmanship.com/posts/short-term-vs-long-term-perspective/ | Short-term vs long-term perspective in software development · Enterprise Craftsmanship | enterprisecraftsmanship.com | unknown | false | 0.51 | 0.702 | ["education"] | 459 | Systems Thinking Leadership | topic | 2026-04-15T00:23:59.036547 | [
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lling. Use an ORM? Learn the underlying database. This understanding will help you tremendously when you will try to troubleshoot an issue or make a choice between similar technologies. Summary It’s often impossible to lower both the barrier to entry for a technology and the future maintenance costs associated with usi... | https://enterprisecraftsmanship.com/posts/short-term-vs-long-term-perspective/ | Short-term vs long-term perspective in software development · Enterprise Craftsmanship | enterprisecraftsmanship.com | unknown | false | 0.515 | 0.848 | ["decision_making"] | 474 | Systems Thinking Leadership | topic | 2026-04-15T00:23:59.036695 | [
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By Catherine Hobbs and Gerald Midgley. Originally published on the Integration and Implementation Insights blog . Systems leadership involves organisations, including governments, collaborating to address complex issues and achieve necessary systemic transformations. So, if this is the case, how can systems leadership ... | https://realkm.com/2022/08/15/how-systems-thinking-enhances-systems-leadership/ | How systems thinking enhances systems leadership - RealKM | realkm.com | unknown | false | 0.508 | 0.822 | ["leadership", "communication", "innovation", "networking", "governance"] | 460 | Systems Thinking Leadership | topic | 2026-04-15T00:23:59.240534 | [
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DSIYCh0-yQKuEAQYAyABEgIvUPD_BwE ; and, her blog post Adaptive social learning for systemic leadership . Biographies: Catherine Hobbs PhD is an independent researcher located in North Cumbria, as well as being a Visiting Fellow at Northumbria University in Newcastle upon Tyne, UK. She is a social scientist with experien... | https://realkm.com/2022/08/15/how-systems-thinking-enhances-systems-leadership/ | How systems thinking enhances systems leadership - RealKM | realkm.com | unknown | false | 0.576 | 0.83 | ["leadership", "education", "governance"] | 443 | Systems Thinking Leadership | topic | 2026-04-15T00:23:59.240847 | [
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multi-agency strategies in transport and health. She is interested in developing better links between the practice of local governance and scholarly expertise in order to increase capacity to address issues of complexity through knowledge synthesis. She is also interested in the potential of applying and developing a v... | https://realkm.com/2022/08/15/how-systems-thinking-enhances-systems-leadership/ | How systems thinking enhances systems leadership - RealKM | realkm.com | unknown | false | 0.455 | 0.836 | ["communication", "innovation", "education"] | 465 | Systems Thinking Leadership | topic | 2026-04-15T00:23:59.241003 | [
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innovation and design movements in public policy. Gerald Midgley PhD is Professor of Systems Thinking in, and Co-Director of, the Centre for Systems Studies in the Faculty of Business, Law and Politics at the University of Hull, UK. He also holds Adjunct Professorships at Linnaeus University, Sweden; the University of ... | https://realkm.com/2022/08/15/how-systems-thinking-enhances-systems-leadership/ | How systems thinking enhances systems leadership - RealKM | realkm.com | unknown | false | 0.594 | 0.836 | ["education", "innovation", "governance"] | 468 | Systems Thinking Leadership | topic | 2026-04-15T00:23:59.241132 | [
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d Victoria University of Wellington, New Zealand. He publishes on systems thinking, operational research and stakeholder engagement, and has been involved in a wide variety of public sector, community development, third sector, evaluation, technology foresight and resource management projects. Article source: How syste... | https://realkm.com/2022/08/15/how-systems-thinking-enhances-systems-leadership/ | How systems thinking enhances systems leadership - RealKM | realkm.com | unknown | false | 0.695 | 0.826 | ["leadership", "management", "education"] | 455 | Systems Thinking Leadership | topic | 2026-04-15T00:23:59.241277 | [
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ce: Diego Dotta on Open Clipart , Public Domain . Tags complexity governance leadership systemic leadership systems systems thinking i2Insights 15 Aug 2022 1,312 6 minutes read Share Facebook X LinkedIn Share via Email Print | https://realkm.com/2022/08/15/how-systems-thinking-enhances-systems-leadership/ | How systems thinking enhances systems leadership - RealKM | realkm.com | unknown | false | 0.602 | 0.77 | ["leadership"] | 224 | Systems Thinking Leadership | topic | 2026-04-15T00:23:59.241405 | [
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Principles are ways of successfully dealing with reality to get what you want out of life. Ray Dalio, one of the world’s most successful investors and entrepreneurs, cites principles as his key to success. Learn More In 1975, Ray Dalio founded Bridgewater Associates, out of his two-bedroom apartment in New York City. O... | https://www.principles.com/principles/060a4d9c-4fd7-491a-bce8-631ec85bf397/ | Weigh second- and third-order consequences. | principles.com | unknown | false | 0.374 | 0.868 | [] | 512 | Systems Thinking Leadership | topic | 2026-04-15T00:23:59.449522 | [
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ed States (according to Fortune magazine), and Dalio himself has been named to TIME’s list of the 100 most influential people in the world. Along the way Dalio discovered unique principles that have led to his and Bridgewater’s unique success. It is these principles, and not anything special about Dalio, that he believ... | https://www.principles.com/principles/060a4d9c-4fd7-491a-bce8-631ec85bf397/ | Weigh second- and third-order consequences. | principles.com | unknown | false | 0.371 | 0.882 | ["philosophy"] | 512 | Systems Thinking Leadership | topic | 2026-04-15T00:23:59.449686 | [
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for them to judge for themselves and to do whatever they want with them. Life Principle Weigh second- and third-order consequences. Copied to Clipboard! By recognizing the higher-level consequences nature optimizes for, I've come to see that people who overweigh the first-order consequences of their decisions and ignor... | https://www.principles.com/principles/060a4d9c-4fd7-491a-bce8-631ec85bf397/ | Weigh second- and third-order consequences. | principles.com | unknown | false | 0.353 | 0.842 | ["decision_making", "philosophy"] | 512 | Systems Thinking Leadership | topic | 2026-04-15T00:23:59.449743 | [
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ite desirabilities from second-order consequences, resulting in big mistakes in decision making. For example, the first-order consequences of exercise (pain and time spent) are commonly considered undesirable, while the second-order consequences (better health and more attractive appearance) are desirable. Similarly, f... | https://www.principles.com/principles/060a4d9c-4fd7-491a-bce8-631ec85bf397/ | Weigh second- and third-order consequences. | principles.com | unknown | false | 0.353 | 0.848 | ["decision_making"] | 512 | Systems Thinking Leadership | topic | 2026-04-15T00:23:59.449791 | [
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ally want, and sometimes they are the barriers that stand in our way. It's almost as though nature sorts us by throwing us trick choices that have both types of consequences and penalizing those who make their decisions on the basis of the first-order consequences alone. By contrast, people who choose what they really ... | https://www.principles.com/principles/060a4d9c-4fd7-491a-bce8-631ec85bf397/ | Weigh second- and third-order consequences. | principles.com | unknown | false | 0.51 | 0.862 | ["decision_making", "philosophy"] | 470 | Systems Thinking Leadership | topic | 2026-04-15T00:23:59.449855 | [
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t, are much more likely to have successful lives. Life Principle Embrace Reality and Deal with It Weigh second- and third-order consequences. Any person or organization can adopt Principles to better achieve their goals. Learn what Principles are and how they are applied at Principles.com Principles in Action App Get i... | https://www.principles.com/principles/060a4d9c-4fd7-491a-bce8-631ec85bf397/ | Weigh second- and third-order consequences. | principles.com | unknown | false | 0.566 | 0.87 | [] | 512 | Systems Thinking Leadership | topic | 2026-04-15T00:23:59.449906 | [
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