THE QUESTION
Why is there no work here for those finishing school?
Propose what to do, then judge whether each action would move each root.
Sealed 18 days ago: this room no longer knows who sat in it; only its steward is still named. What it concluded stays.
30 at the table (29 simulated) · 3 actions proposed against 6 root causes. Add one, then judge whether each action moves each cause.
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Some claims influence each other in a circle
↺ The careers website is a list of jobs, not of → The only people who told me to stay had alread
A circle can be a real finding — a cycle that feeds itself — or a link whose direction was never really settled. The map treats the group as one node, so nothing inside it is a root on its own. If it is the second, the pair is worth putting back to the room.Score the roots first
why
The method's own practice, before any action is proposed: each root cause is scored 1–5 on how feasible it is to address, how much impact addressing it would have, and how likely it is to resolve by itself with no intervention. Priority goes to roots with high impact, high feasibility and low likelihood of fixing themselves — priority = impact + feasibility − likelihood. Scores are averaged across the group and shown with how many scored.
1 = low, 5 = high. Your own scores; the group's averages beside them.
| root cause | feasible | impact | fixes itself | priority |
|---|---|---|---|---|
| Everyone I know who did well left | – | – | – | – |
| The application asked for experience I could not have had | – | – | – | – |
| Careers advice is one afternoon in the final year | – | – | – | – |
| My teachers were proud of me for going and sad for the town | – | – | – | – |
| Nobody in a position to hire ever visits a classroom | – | – | – | – |
| I did not know that job existed until I met someone doing it | – | – | – | – |
Would each action move each root cause?
Down the side: the actions people proposed. Across the top: the root causes the map found. Every square is one vote on one question — would this action significantly reduce that cause? One side has to reach 75% of the votes cast to settle it; short of that the square stays split. Each square shows how its votes fell — yes / worse / no — and a square is settled when one of those reaches three quarters of them.
why
Answered at 75% of votes cast, like every other question here. Split means people voted and neither side reached that bar — it is a result, not a queue, and it stays split until enough people change their minds. A square nobody settles stays undecided; it never turns into a no. Judging each pair on its own is what stops a popular action being credited with fixing things it does not touch.
| ACTION | ROOT CAUSES · does the action on the left reduce it? | |||||
|---|---|---|---|---|---|---|
| Everyone I know who did well left | The application asked for experience I could not have had | Careers advice is one afternoon in the final year | My teachers were proud of me for going and sad for the town | Nobody in a position to hire ever visits a classroom | I did not know that job existed until I met someone doing it | |
| Publish what every local job pays, by name discuss | ✗ no, it does not 2 yes / 0 worse / 27 no | ✗ no, it does not 4 yes / 0 worse / 25 no | ✗ no, it does not 5 yes / 0 worse / 24 no | ✗ no, it does not 6 yes / 0 worse / 23 no | not decided yet | ✗ no, it does not 4 yes / 0 worse / 25 no |
| Placements chosen by the pupil, not allocated discuss | ✗ no, it does not 4 yes / 0 worse / 25 no | ✗ no, it does not 6 yes / 0 worse / 23 no | ✗ no, it does not 2 yes / 0 worse / 27 no | ✗ no, it does not 5 yes / 0 worse / 24 no | not decided yet | ✗ no, it does not 5 yes / 0 worse / 24 no |
| One adult each leaver can ask, for two years after leaving discuss | ✓ yes, it reduces this 28 yes / 0 worse / 1 no | ✗ no, it does not 3 yes / 0 worse / 26 no | ✗ no, it does not 7 yes / 0 worse / 22 no | ✓ yes, it reduces this 24 yes / 0 worse / 5 no | not decided yet | ✗ no, it does not 5 yes / 0 worse / 24 no |
Highest leverage so far
One adult each leaver can ask, for two years after leaving reduces 2 of 6 root causes
THE ACTIONS ON THE MAP
Showing every action the room judged: it acts directly on 2 of the 6 root causes. It does not act directly on 4.
Read from the squares the room settled at Actions, nothing else. A root in green is reduced by at least one of the shown actions; in grey, none of them acts on it directly; a red outline means one of them makes it worse.
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Each number on the map marks a root cause that action reduces.
① Publish what every local job pays, by name
② Placements chosen by the pupil, not allocated
③ One adult each leaver can ask, for two years after leaving
What we expect to follow
Predictions about the actions: what each should change, how to measure it, and when to check. On the date, someone who was in the room writes what actually happened beside it.
why
A map says which actions move which causes. It does not say whether anyone did them, or whether anything changed. An entry here is a prediction with a date and something to measure, written after the map settled. When the date comes, what actually happened is written beside it and the prediction stays as it was: a wrong one is the useful kind. Nobody voted on any of this and it changes nothing the room found.
as expected
actionPublish what every local job pays, by name
we expecta young person can tell what a job pays before applying
measured by% of local vacancies advertised with the pay named
guessesthe room: 50 (median of 15, spread 25 to 75)
what happenednothing