THE QUESTION
Why do young people leave town to find a job?
Propose what to do, then judge whether each action would move each root.
Sealed 10 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.
Viewing as guest. Enter a handle to join and take part.
Some claims influence each other in a circle
↺ Recruiting takes the owner's evenings → The jobs here do not need what school taught → Careers advice is one afternoon in the final y → One bad placement cost us a week of a supervis → …
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 |
|---|---|---|---|---|
| A driving licence is the real entry requirement and nobody says so | – | – | – | – |
| We asked to visit and never heard back | – | – | – | – |
| Young people leave and do not come back | – | – | – | – |
| We would take four a year if someone organised it | – | – | – | – |
| The last three we trained left within a year | – | – | – | – |
| The school sent us the pupils they wanted out of the building | – | – | – | – |
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? | |||||
|---|---|---|---|---|---|---|
| A driving licence is the real entry requirement and nobody says so | We asked to visit and never heard back | Young people leave and do not come back | We would take four a year if someone organised it | The last three we trained left within a year | The school sent us the pupils they wanted out of the building | |
| Someone to convene the employers here, quarterly discuss | ✓ yes, it reduces this 22 yes / 0 worse / 7 no | ✓ yes, it reduces this 24 yes / 0 worse / 5 no | not decided yet | ✓ yes, it reduces this 27 yes / 0 worse / 2 no | ✗ no, it does not 7 yes / 0 worse / 22 no | ✗ no, it does not 4 yes / 0 worse / 25 no |
| One named person in each school for employers to ring discuss | ✗ no, it does not 2 yes / 0 worse / 27 no | ✗ no, it does not 1 yes / 0 worse / 28 no | not decided yet | ✓ yes, it reduces this 25 yes / 0 worse / 4 no | ✗ no, it does not 4 yes / 0 worse / 25 no | ✓ yes, it reduces this 25 yes / 0 worse / 4 no |
| A shared apprentice pool across small firms discuss | ✗ no, it does not 4 yes / 0 worse / 25 no | ✗ no, it does not 2 yes / 0 worse / 27 no | not decided yet | ✗ no, it does not 2 yes / 0 worse / 27 no | ⚑ the group split 8 yes / 0 worse / 21 no | ✗ no, it does not 3 yes / 0 worse / 26 no |
Highest leverage so far
Someone to convene the employers here, quarterly reduces 3 of 6 root causes
One named person in each school for employers to ring reduces 2 of 6 root causes
THE ACTIONS ON THE MAP
Showing every action the room judged: it acts directly on 4 of the 6 root causes. It does not act directly on 2.
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 Someone to convene the employers here, quarterly
② One named person in each school for employers to ring
③ A shared apprentice pool across small firms
FROM ACTIONS TO A PLAN
The grid judged each action on its own. A plan is a set of them the room would carry out together.
Members put plans together from the actions that reduce a root cause, and the room compares the plans two at a time, at three quarters of the votes cast, as it judged everything else. Each plan shows which root causes it acts on directly, which it does not, and which it makes worse.
The steward can open a plan comparison.
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.
due 24 Mar 2027
actionOne named person in each school for employers to ring
we expectan employer who wants to reach a school knows who to ring
measured byemployers who contacted the school in a term
guessesthe room: 10 (median of 15, spread 3 to 20)