Introduction
Putnik proposes chaordic theory as a perspective from which to understand how communities of practice function during turbulent times.
Complexity management framework following CST
The state of complexity can be described as the normal working functions of large organisations. Organisations are made up of internal and external connections, represented as group interaction. Interaction forms the substance of acquiring knowledge. Complexity theory views organisations as chaordic enterprise (CE). This metamodel is an "inherently self-sustaining and ultimately self-transcending system" (pg. 2). Putnik and van Eijnatten propose that a learning organisation could self-regulate and transform during turbulence.
There are five chaordic properties to CST:
- Consciousness. A rational state of mind that recognises cognitive processes as the creativity to spark internal motivation.
- Connectivity. Chaordic system works very much like memetics in that an organisation cannot be self-sustaining without integration. As entities are organic (e.g. derived from living organisms), complexity theory highlights the significance of communication and discourse as a means to harness and reproduce creativity.
- Indeterminacy. CST adapts the principles of cause and effect. Every action has a consequence, thus management systems learn to view the past as a memory, the future as a vision, and the present as a means to create the link to the vision. Planning strategies, therefore, should not look to control the future, but to prepare for it.
- Dissipation. CST view the duality of organisational creation and destruction as the flexibility to change and adapt to new practice. In order to sustain stability in turbulence, high-functioning teams are deconstructed, trained in 'unlearning', and re-fashioned to ignite creativity.
- Emergence. Members who are self-regulated and actualised subsequently raise the levels of congruence and complexity of communities.
This approach places individuals at the forefront of activity, with communication and interaction seen as the pre-cursor to an outcome. Emergent sustainable practice relies on strong interior development.
Five papers - a secondary analysis
Integrative metatheory contains all four quadrants of developmental areas:
- collective - internal;
- individual - internal;
- collective - external;
- individual - external.
However, organisations are rational and sequential, individual group members notwithstanding. The complexity of management systems and organisational science suggest that cognitive assumption and human behaviour require a cohesive integration to function holistically. As the intellectual capacity of transactive memory is raised, a sense of ownership develops in group members that results in creativity envisioning corporate direction.
To enable a decentralised task force (e.g. independent group members who are committed to performance), organisations require autonomous and integrated employees. By developing embedded learning systems, the organisation learns from the bottom up, generating continuous waves of fresh input as novice members gain seniority.
Individuals align to culture through embedded activity that reinforces learning through integration. Metatheory links competence and competence development to individual and collective interaction. Embedded activity draws members closer, irrespective of identity (e.g. age, gender). To support a decentralised community, members sustain each others' competence leading to self-regulated autonomy and the clarity for forward thinking.
Senior community members responsible for controlling organisational strategy face certain challenges as research constructs knowledge from the bottom up. Rationalising the deconstruction of a community revolves around four constructs that show different meaning when viewed from individual and collective perspectives:
- the tension between freedom and control;
- the formation of research strategies;
- the practicability of applying business management models to research organisations; and
- the meaning of structural changes.
Community spirit generates the connection for open communication between group members, making it easier for senior members to adopt active listening. Role models need to take on a more accessible position where communication becomes uni-directional (e.g. individual-collective-senior).
The individual-collective-external relations are also vital components of sustainable communities. External relations vary in intensity. Some individuals prefer attending to external relations than to internal communication. While external communication is significant to the existence of the community, it should be viewed as a complementary process to internal development. Highly specialised teams that are in conflict with management may break internal links to form new associations.
Conclusions
Complexity theory clearly has the feasibility to aid organisational theory. Learning and growth occur naturally, and archives create multiple-loop learning systems. However, in order to progress ecologically, we the community can apply learning processes that lead to creative use of technology and tools.
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