[Workshop Report] Systems Thinking and Leadership Workshop (Reported by: Yuta Murao, D2, School of Life Science and Technology, ToTAL 6th cohort)

On the first day, we conducted the Beer Game, which simulates a supply chain. Participants took roles such as retailer, wholesaler, distributor, and manufacturer, and made decisions about inventory and ordering. Since each person had limited information, it was difficult to understand the overall situation and make appropriate decisions.

After the game, we reviewed the results of each team and observed the “bullwhip effect” in both teams, where excess and shortage of inventory occurred repeatedly in cycles. This showed that individual decisions can lead to inefficient outcomes for the system as a whole. In fact, many participants said it was difficult to make decisions because they could not communicate with others in different roles and could not see what was happening in the whole system. In the lecture, the instructor explained the system characteristics behind this phenomenon. One important point was that the problem was not caused by individual mistakes, but by the structure of the system itself. This helped us understand the importance of focusing not only on individuals but on the entire system when solving problems. The lecture also introduced the idea that systems thinking is part of the concept of a “learning organization.” A learning organization consists of three pillars and five key disciplines. In this workshop, we mainly focused on “systems thinking,” but also learned about “mental models.” Using the “iceberg model,” we saw that behind visible events, there are patterns of behavior, underlying structures, and people’s assumptions or beliefs (mental models). This helped us understand the importance of looking beyond what we can easily see and focusing on the deeper structure behind it.

On the second day, we learned about “causal loop diagrams,” a tool used to visualize the structure of systems. These diagrams show the relationships between elements in a system by connecting them with arrows, and they are very useful for understanding complex phenomena. There are mainly two types of loops: “reinforcing loops (R)” and “balancing loops (B).” Reinforcing loops amplify changes. For example, an increase in sales leads to more investment, which then leads to further increases in sales (a positive or negative cycle). In contrast, balancing loops work to stabilize the system by reducing changes. For example, an increase in inventory leads to a decrease in orders, which then reduces inventory (moving toward balance). In this way, causal loop diagrams are not just a collection of elements, but a way to understand systems as connected structures. They are useful tools to find the root causes of problems.

After the lecture, each group selected a specific social issue as a theme and created a causal loop diagram. Using examples such as the Beer Game and everyday problems, we discussed which variables were involved and how they influenced each other, and organized them into a structured diagram. During this process, it was interesting to see that the same phenomenon could be represented in different ways, depending on which elements we chose as variables and which causal relationships we focused on. In addition, since group members had different ways of thinking and perspectives, discussing and integrating these ideas led to a broader understanding.

Each group presented their causal loop diagrams and discussed them with all participants. By listening to other groups, we learned new perspectives and ways of understanding the structure we had not noticed before. At the end, we reflected on the workshop and shared the importance of systems thinking in understanding complex problems structurally. In particular, we deepened our understanding that identifying the underlying structure behind visible events leads to more effective problem solving. As the final activity, we experienced “vision work.” Participants closed their eyes for about 3 minutes and imagined in detail the future or state they truly want to achieve. This activity is related to “shared vision,” one of the key elements of a learning organization, and provided a valuable opportunity to reflect on us and clarify our future direction. By combining this with systems thinking, I felt that by reflecting on my own values and goals, I could make more proactive and intentional decisions.