Although feedback plays out very differently in simple and complex systems, the basic principles of feedback is similar. The difference is that in simple systems, feedback is understood to be linear, predictable and consistent. In complex systems, feedback "is about the consequences of non linear, random changes over time" (Byrone 1998 cites in Ramaligam 2008).
Munro in her Review of Child Protection uses this concept to explain how a system learns and how it is monitored. In her first report she introduced the concepts of single and double loop learning which distinguishes atomistic (isolated) from holistic (reflective) approaches to understanding child protection work.
Her diagram of single loop learning illustrates how a system is regulated for compliance to performance targets in child protection. Although in linear terms compliance to these targets is desirable, inevitably these targets and the approach used ripples through the system producing effects that were not intended.
"Ripple effects such as this are not ‘side effects’, in that they are no less ‘effects’ than those originally intended. What they are is effects that the changes were not meant to produce but which do result from the complex connections in the system. They are unintended consequences" (Munro 2010).Munro then goes on to produce a series of complicated diagrams of feedback loops which illustrates organisational addiction to prescription. Perceived failures in linear approaches are hidden and critical reflective learning (and the need for variety in approaches) does not take place.
