Introduction
Organisations implement their strategy by acquiring a venue, and employ staff based on expectations of group values and culture. Staff become representatives of the organisation and continue culture building among new members. New members join the community from a fear of complacency (e.g. seek more balance in life) which motivates an internal desire (Winne & Nesbit, 2010) for change (e.g. lack of inhibition). Empathy towards a structure of similar interest, desire to learn and participate with similar others irrespective of age, race, gender or ability (Riel & Polin, 2004) continues the evolving practice of yoga within the community, and for management learning.
Fair regard for the organisation
Representatives (e.g. employees of the practice) teach their knowledge displayed through their capability and ability (e.g. behaviour) (Proctor & Vu, 2010). As they teach, tacit knowledge becomes explicit knowledge (Ryan & Finn, 2005) and practioners learn from each others strengths. Traditional views of hierarchy are diffused (Johansson & Heide, 2008) and knowledge gathering becomes the interaction of learning (e.g. behavioural output) (Andersson & Hellberg, 2009). The continuous and repetitive actions become more practised and skilled as commitment and dedication to the end result becomes more apparent. Goal setting is significant to ensure short-term, medium-term and long-term objectives are included. Focus is sustained and members achieve some measure of success. Feedback (Dijksterhuis & Aarts, 2010) is necessary to improve performance and self-evaluation. Individual standards mark personal criteria of successful outcomes.
Group culture develops through acceptance of conformity (e.g. the practice of yoga), but individual practice stems from epistemic ontological philosophies (e.g. how the body functions). Integration is seen as acceptance and empathy for differences and diversity. Dysfunction occurs when an individual reaches a block (Shanks, 2010) in output. Limitations stem from a variety of negative sources (e.g. frustration). Often a change in perspective is needed, the ability to reflect on past achievements that have led to the development of being, and the recognition that success is a naturally occuring progression of dedicated embedded practice (e.g. the level of practice at which individuals join the community and the knowing that comes with improvement).
Stability in the Digital Era
Technology has succeeded in extending the reach of physically located entities. To start with, the recruitment pool has shifted to an open market of internationally sourced talent. Opportunities to highlight community activities (e.g. hosting websites) encourages participation. Community spirit (Clark, Dodd & Coll, 2008) is kept fresh as practitioners interact with external sources. Knowledge-based practitioners (e.g. masters) run workshops to disperse knowledge. Individual adaptation to practice depends on environmental demand for survival (Gharavi, Love & Cheng, 2004). Professional and personal identity become an holistic approach to working (e.g. content creation) and reflection on practice provides opportunities that generate further endeavour (e.g. learning trajectories). Situation analysis and monitoring generate impulses in individuals that guide cognitive and associative behaviour. The longer an individual stays in practice, the more likely she is to develop subject matter expertise. Behaviour and identity transform as levels of seniority increase and role function changes. Clarity of individual and group progress, and direction increases individuals levels of participation.
Conclusion
Content and context is important to the discourse of a community. The way in which content is structured invites participation through activities, while contextually speaking instruction must be meaningful to group members (e.g. the reasons why an individual joins a community is tied in to why she stays). Community structure is integral to developing a thriving culture. Practitioners are viewed as role models who perpetuate the meme (Walter, 2007) of yoga. Acknowledgement and value of their skills increases community knowledge. Tensions in identity (Jawitz, 2009) stem from a lack of interpersonal congruence (London, 2003) or honest communication. Paradigm shifts (Jorgensson & Keller, 2008) are needed to alter the perception of social limitations (Pratt, 2005).
Shaolin Monk Balances On Two Fingers
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