Foundations of Systems Engineering

Part 2 is a guide to knowledge associated with systems , particularly knowledge relevant to systems engineering . Part 2 elaborates on the underlying systems ideas upon which the following parts of the SEBoK are based, thus providing a foundation for the remainder of the SEBoK. Part 2 also defines the key principles of a Systems Approach, which will be referred to directly in explaining the practices of systems engineering.

Knowledge Areas in Part 2: Systems

Part 2: Systems contains the following knowledge areas:

• Systems Thinking
• Systems Sciene
• Representing Systems with Models
• Systems Approach
• Systems Challenges

Scope of Part 2

Part 2 of the SEBoK contains a guide to knowledge about system, which is relevant to a full understanding of Systems Engineering. As such it deals with both abstract [[Concepts (glossary)] about systems and practical Principles (glossary) which guide the use of these concepts to underpin the understanding, creation, management and use of (socio-technical) Engineered Systems (glossary). • Concepts are sub divisions of knowledge that describe a single idea or property of things. • Principles are statements which guide the way we might think or act in a given situation, as a consequence of one or more concepts.

For example, the concept of Openness states that some systems must exchange energy, information or material with their environment to exist and function. Principles based on this concept include that an open system can only be fully understood in its environment, or that changes to the environment may change how a system behaves.

The following diagram summarises the way in which the knowledge in SEBoK Part 2 is organised.

Our aim with this model is to provide a guide to the major aspects of systems knowledge in such a way that it can be useful to Systems Engineering in 2 ways: • To define an underlying theory for Systems Engineering standards and descriptions. • To describe a fundamental way of thinking about complex situations as systems, which should guide the way in which people apply System Engineering practices to best effect.

Each part of this diagram is explained in more detail below. The model is divided into three sections, describing how we have treated system knowledge in the SEBoK. • In the System Science Knowledge Area we have provided an overview of the most influential movements in Systems Science. This section explores the chronological development of systems knowledge and discusses some of the different approaches taken in applying it to real problems. This is useful background knowledge of general interest to Systems Engineers, in particular those involved in development of Systems Engineering standards and descriptions. • In the Systems Thinking Knowledge Area we have extracted the key concepts shared across systems research and practice and organised them as a system of related ideas. Understanding of this way of thinking should be a key competence for anyone undertaking systems research or practising Systems Engineering. • In the Systems Approach Knowledge Area we have defined a structured problem solving approach based on elements of systems science. Our intention is that this section will provide principles that can map directly to Systems Engineering practice.

Systems Thinking The origins of Systems Thinking come from attempts to better understand complex situations in biology, organisation, control, etc. From this comes a set of fundamental concepts defining the idea of an Open System and associated principles such as Holism, Emergence, etc. which become the foundations of System Thinking.

Over time Systems Thinking has been extended and refined by the creation of a set of abstract System Models and a System of Systems-Concepts, which apply to all systems independent of domain.

System Science is a community of research and practice which is based Systems Thinking; and which adds to and evolves the System Thinking Body of Knowledge.

Systems Thinking stands alone as a way of thinking which “Systems People” can use to gain a fuller understanding of any situation and through this guide a wide range of human activity.

Checkland (Checkand 1999) discusses the use of Systems Thinking to both understand and intervene in a Problem Situation. Lawson (Lawson 2010) defines three related contexts in which System Thinking can be used: 1. To better understand a current real world situation by defining an abstract Situation System. 2. To describe the Respondent system we might use to Understand, Use, Manage, Sustain or Change the Situation System. 3. One or move System Assets which need to be acquired, modified or created to achieve the purpose of the Respondent System.

Systems Science

Systems Science is a collective name for a community of system researchers who perform research based on Systems Thinking.

Many Systems Science practitioners also develop System Methodologies that provide a framework of concepts and principles for tackling specific aspects of system problems.

These Methodologies are grouped around a set of paradigms which define particular world views or ways of thinking about systems, e.g. hard systems, soft systems, system dynamics, etc.

Another output of System Science is the emergence of a Theory of Problem Solving (also referred to as a theory of Engineering, Design, Intervention, etc.). Some of this theory is published, and some is embedded in the methodologies.

The work of Systems Science expands our shared understanding of Systems and is fed back to evolve the body of knowledge of Systems Thinking both in expanding the System-concepts and in creating new models or modelling notations.

The conduct of Systems Science should be conducted by researchers whom are themselves competent in systems thinking. As discussed above this will include understanding of situation system under study; creation of a research resolution system and the understanding of any research system assets needed.

Systems Approach

SE Lifecycle and Process definitions, standards and guides are underpinned by aspects of Systems Science and make use of System Methodologies, but this is often not done in a rigorous or consistent way. Those conducting SE are often simply following process definitions and are not aware of the fundamentals and relevance of Systems Thinking. We defined a Systems Approach (SA), synthesising elements of Systems Science to create: • A Framework of Activities that can be applied to complex situations requiring Engineered System based solutions. • System Principles within each activity that relate back to the Systems Thinking models and concepts.

The Activities and Principles of the Systems Approach can be mapped onto the Processes of SE to increase the System Science foundations of SE.

This mapping will provide guidance on which system-concepts should be considered when applying a process and which system models can be used to support process activities.

The conduct of Systems Engineering should be by practitioners who are themselves competent in systems thinking. As discussed above this will include understanding of problem or opportunity situation system; creation of a respondent system and the understanding of life cycle management any system products or services assets.

References

Works Cited

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