Edwards, M. G. (2005). The integral holon: A holonomic approach to organisational change and transformation. Journal of Organizational Change Management, 18(3), pp. 269 - 288. Retrieved on June 5, 2010 from http://www.emeraldinsight.com.ezproxy.usq.edu.au/Insight/viewPDF.jsp?contentType=Article&Filename=html/Output/Published/EmeraldFullTextArticle/Pdf/0230180305.pdf
Introduction
Theory in organisational studies has presented us with several models from which we can interpret, or analyse, the nature of transformation. The perspective (e.g. frame of mind) of theorists is a contributory factor to the focus research will take. Deconstructing models broadens perspective when viewed as component insights to the environment. Currently there is no adaptive or flexible framework that takes into consideration all aspects of practising global communities. Edwards proposes using Koestler 1967, and Wilber 1995 to build the integral holon.
Arthur Koestler's holon
The easiest way to imagine interlinked communities, or groups, of an organisation is to visualise a constellation pattern where stars (e.g. teams) are connected by intangible knowledge networks. Depth can be measured in terms of hierarchical levels, and span covers all groups of a level. No team is exactly the same owing to its position, location and purpose. As each team looks across the space between communities, RPL (e.g. collective knowledge of team members, reputation) and interaction build up interpersonal congruence. Mutual co-dependence develops. Teams are developed to interact with others. While focus has been on internal organisation structure, the theory of holonomics draws the focus away from organisational detail to organisational purpose.
A word of caution about holism: when using holonomics to describe psychological phenomena, it is vital to acknowledge that attitudes and views range across a scale (e.g. similar to positive - negative scales) without considering the multi-level framework of hierarchy that distorts the lens.
Holonomics is a model that understands evolution and transformation. It applies to the analysis of individuals and collectives, and was expanded into the knowledge of "General properties of open hierarchical systems (OHS)" (pg. 2). Therefore the holon can be regarded as the basis "for a more humane and developmental social science". Holonomics can be added to existing structures or models to explain emergent behaviour. Interaction becomes part of group function and existence that has a documented history. The concept of holonomics indicates that tracking changes, "transcend-and-include", develops best practice policy in evolutionary progress of the social holon.
Ken Wilber's AQAL model and the 20 tenets of holons
AQAL is the acronym for 'all quadrants, all levels' that frames integral theory. The quadrants represent domains that undergo transformation and evolution. They represent the interior-exterior and individual-collective dimensions that must be considered socially contrived to understand that subjective experience is based on the intangible that relates to objective observable, or tangible, behaviour. Historically, subjective-objective research reveals that it is an analytical and flexible tool for exploring multi-paradigm systems.
The model includes a spectrum of consciousness that identifies human progress in stages from infancy to sophistication of intellect. It is a categorisation of personal development that includes chronological development and frames the multi-paradigmatic, multi-level development of social activity.
Koestler's theory of holonomics is more concerned with the temporal nature of relationships, while AQAL places emphasis on the structural elements of development, where the tenets of holonomics (e.g. patterns or laws that are chronic in holon activity) converge on relational processes. Comprehensively, both models integrate to explain perceived social realities.
Paradigms in organisational change
Edwards introduces the suitability of integral holonomics to study evolution in organisations.
Building the integral holon
1. Multi-paradigm capacity
Using an integral approach permits alternate theoretical views that add to the growing understanding of social integration. Holonomics draws diverse dimensions into contact, which in turn generate new understanding and practice.
2. Multi-level adaptability
As social interaction is based on activity, holonomics views patterns of activity that are inter-connected and contribute to hierarchical process.
3. Qualitative (stage-based) change or transformation
Theorists identify a distinct difference between transformation and change. Transformation occurs when organisations shift epistemological and ontological belief to adapt and survive economic demand (e.g. Nike). Redefinition categorises the developmental stage of an organisation. Although stages or levels are predictable, there is no direct correlation to indicate sequential progression.
Transformation includes dynamics and situational factors that complicate learning trajectories of individuals and groups. In situations of unplanned spontaneous growth, dissociation from the environment may result. The structure of holonomics allows epistemic understanding of social phenomena and organisational health.
4. The subjective-objective (interior-exterior) dimension
Subjective-objective studies have been linked to the theory of holonomics since Koestler. Holarchic structure allows both dimensions to be understood in terms of paradigm studies, clinical approaches to organisational change, subjective values and perspectives, organisational perspectives, and voluntarism-determinism.
5. The agency-communion dimension
One of the issues in collective transformation addresses the changing paradigm of current need. Concepts of hierarchy are flattened. Reality is no longer limited to the physical as intangible connections to knowledge networks become the dominant social construct.
Perspectives on organisational change in research are divided. It is viewed as either a function of the community's standardisation and control, directive management, and transformative leadership; or, it is seen through power relationships, communal networks and cultural identity. Meta-paradigmatic perspectives consolidate events and processes to capture sources of affective power and relation. Holonomics appreciates both sides of the scale, and is a strategic framework from which to view issues.
Organisational change requires directed goal-setting to unite members in a manner that nurtures the network. Often disguised as masculine or feminine attributes, holonomics facilitates conceptualisation of hierarchy and dynamic action with empathic social behaviour.
6. Integral perspectives
Holons are case sensitive (e.g. able to distinguish between levels of individuality, groupness, and community), thus research on directed action of self-verification processes viewed through an holonomic lens reveals the focus of the researcher.
7. Developmental dynamics
Organisations can be seen as self-contained, ecological communities.
Holonomics recognises the dichotomy of organisational dynamics where changes occur continuously, or transforms the community suddenly. Historically, focus has been on increasing performance at individual level. Transformative dynamics views the community as an interlinked structure that faces turbulence, subsequently upsetting culture. Holonic terminology addresses progression, sustainability and support as evolutionary and involutionary dynamics. Sustainable development can only occur when there is a balance between internal and external growth that is a result environmental requirement.
8. Developmental lines and the consciousness, behavioural, cultural and social quadrants
Constructs and concepts in literature (e.g. Bloom's Taxonomies, Gardner's Multiple Intelligences) decode aspects of self-development that have been used to distinguish development from transformation.
Group development processes are similar to individual process. As each holon is representative of a stage of development, it should be viewed as part of the integrated whole. As progress very rarely occurs in a specific sequential fashion, various stages of development occur concurrently. The ability to understand developmental lines is critical when theorising transformation and consequent complexities.
9. The integral cycle and organisational learning
Organisational learning is pivotal in the process of change, and facilitating the approach to group tranformative learning. Double-loop or triple-loop learning is the integral cycle of learning, where each pass or wave represents an hierarchical level of learning.
10. Activity and communication
Cultural-historical activity theory (CHAT) relies on artefacts generated by the community as a means of gaining insight into the process of learning how goals are perceived, activated and achieved. Activity system, or activity triad, is the foundation of CHAT. As an individual, or group, or community work towards manifesting goals, the approach taken will lie in epistemic belief or alignment to culture (e.g. in archived transactions). Exchanges are viewed as indicators of behaviour, alignment with community and culture, developmental stages, learning trajectories and dynamics. Also taken into consideration are learning activities and process, interpersonal congruence, and the technology used to create the artefacts.
Holonomics provides an elaborate and functional framework to describe communities of practice and the various forms of creativity and innovation in conforming to standards, and the interpersonal congruence that marks the identity of group culture. As a result of analysis, empathic communication may be realised.
Summary
Edwards has presented an overview and structure of holons and the holonomic framework to explore the multitude in perspectives. Investigating the process of self-verification leads to better knowledge-gathering and a more complete understanding of the permutations of social interaction. Edwards poses the following questions:
- How does organisational learning relate to the qualitative shift that is definitive of transformative change?
- How does the transformation of organisational culture relate to technological development at multiple levels across an organisation?
Ala-Mutka, K., Punie, Y. and Ferrrari, A. (2009). Review of Learning in Online Networks and Communities. EC-TEL 2009, LNCS 5794, pp. 350–364. Retrieved on April 24, 2010 from http://springerlink.metapress.com.ezproxy.usq.edu.au/content/
966w5h5538027703/fulltext.pdf
Introduction
Cumulative research on lifelong learning suggests that it has significant impact upon contemporary society. Jobs and skills are being redefined and Ala-Mutka, Punie and Ferrari acknowledge that by 2020, Europe's labour market will be under qualified.
An increase in social computing platforms provide greater access to connect with each other. A variety of collaborative initiatives are used for activities that span across work, leisure, learning and civic domains. Innovative approaches to learning are emerging. The authors question what leads to the emergence and success of learning in ICT and how can it promote quality and innovation for lifelong learning.
Relevant Theories and Concepts
Learning through communities or technology is not a new phenomenon Ala-Mutka, Punie and Ferrari state. The novelty lies in opportunity that is no longer restricted to physical access.
Learning in social context
Constructivist theories are supported with an emphasis on active learning and interaction with the environment. Assimilation of new knowledge and accommodation of existing knowledge gives structure to new situations. The authors refer to Kolb who describes learning as an ongoing cycle of a sequence of phases where concrete experiences generate an opportunity for observation and reflection.
- Networked learning - the process of knowledge construction through social activity. Highlights the importance of discussion and the creation of shared meaning. The 'zone of proximal development' describes knowledge that is gained through expert guidance. Shared culture and language supports the process. Through tangible communication, meaning is negotiated. The authors emphasise Bandura's work on observation and modelling of behaviours. Experience can be gained through observation.
- Situated learning - results from learning through activity, context and culture and may occur unintentionally. Participation is a process of appropriation and transformation. Joint activities can influence modes of understanding and participation. Novice learners acquire useful strategies and knowledge.
- Informal settings - learning is the responsibility of the individual. Intrinsic motivation is reliant upon metacognition and strategic action. Personal goals promote learning, but may be in opposition to the goals of the environment.
Approaching learning in online networks
Traditional learning theories were developed pre-ICT and consequently do not take account of a network as the basis for learning processes. This age of information requires individuals to update knowledge through building, maintaining and using connections.
Ala-Mutka, Punie and Ferrari use Communities of Inquiry (COI) as a framework to develop online collaborative learning processes. Based on Dewey's problem-based learning cycle, three elements (social, cognitive and teaching presence) are key to encourage interaction and structure. Reflective discussions are required when developing approaches to real inquiries.
The authors include activity theory as a complementary framework to approach online collaboration. Actions and interactions are viewed from historical and cultural perspectives. The division of labour, rules and instruments actively engage a transformation process. Analysis of elements and relationships facilitates understanding and development of the activity holistically.
Emerging Online Networks and Communities
The widespread use of ICT has enabled opportunities for individuals to express and build identity through connection and mutual reliance of others. Ala-Mutka, Punie and Ferrari review current literature that suggests three elements that drive participation:
- common interest;
- common activity;
- social connection.
A common interest
Communities form for various reasons - topics may relate to professional interests, personal well-being, culture and learning interests. Connection to similar others increases support and knowledge not only for novices, Ala-Mutka et al. suggest. Participation promotes updated information and facilitates informed decision-making processes.
A common activity
Situated and social learning through use of interactive tools to perform a joint task provides a platform for creating and building the collaborative product or resource. Communities offer members the skills to perform. Experts in the communities are used as models for practice and feedback.
Social connection
Ala-Mutka, Punie and Ferrari indicate from their review that most individuals join communities to express themselves and to be with others. Media sharing, social networking, gaming and blogs are popular choices for pursuing personal objectives. Social computing is beneficial for developing and sharing knowledge.
Closed and open communities
Organisations facilitate work processes and social integration by providing online platforms. It is generally understood that learning in organisations is conducted through informal transactions. Closed communities can enhance efficacy and trust through sharing. Open communities have a more diverse range of participants allowing contribution to the development of creativity in innovation and ideas. Both methods share the objective of personal development and community development to achieve a collective goal.
Learning in Online Networks and Communities
Ala-Mutka, Punie and Ferrari suggest that while the individual is not motivated to join a community from a desire to learn, transformation occurs from meaning-making processes and enhanced skill sets. Connection to others provides strong emotional and cognitive support that increases effectiveness.
Online collaboration and networking incorporates learning key competencies for lifelong learning. Apart from increasing collaborative and analytical skills, individuals learn how to be part of a community that requires a skill set and knowledge of values, practices and attitudes.
ICT is a method that enables new ways of encouraging reflection, experimentation and creativity. It supports social experiences that differ from face-to-face encounters and tracks the explicit and implicit knowledge that results.
New ways and skills to learn
ICT is seen to enhance personal creativity and responsibility to learning. Ala-Mutka, Punie and Ferrari see the diverse availability of resources to draft and explore ideas as a means to promote critical and analytical thinking. Global communities encourage an awareness of cultural differences. Participation provides expression to negotiate meaning-making. The authors quote percentages of individuals who are motivated to take action as a result of shared communication. Online profiles provide new platforms for identity building and development. New stories are new sources for reflection and construction of life.
Different social contexts for learning
Technology in social communication allows collaboration on a global scale. Communities of practice enable knowledge gathering for novice practitioners and to connect quickly with experts. Ala-Mutka, Punie and Ferrari propose that traditional education establishments target development and measurement without encouraging informal interaction and collaboration. Online collaborative objectives differ. The goal is to build a joint product, with social interaction seen as a key element and not a result. Professional and personal development skills are gained. Support is crucial to learning and development.
New ways to access and structure learning
Matching personal preferences to learning is enabled by a variety of multimedia resources. Networking opportunities support developing knowledge management skills. Established policies and protocols in communities provide structure for novices. Learning and skills are recognised in members through levels of responsibility within the community. Ala-Mutka, Punie and Ferrari indicate the proportion of members who don't actively participate in discussions still contribute by propagating and transferring knowledge. Observation is significant to active participation.
Challenges
Learning skills for self-regulated learning requires support and structure. With the internet, new opportunities are presented for knowledge gathering and analysis of discourse. Organisations that are able to incorporate these new learning styles are more likely to transform and develop.
Access and skills for digital participation
ICT and internet access remains a problem Ala-Mutka, Punie and Ferrari indicate. A three month study of trends in Europe indicate 62% of EU27 population had accessed these resources. Language is seen to be a barrier, the authors indicate. English is the lingua-franca, education and professional levels of social groups influence acceptance or exclusion from the environment. Ala-Mutka, Punie and Ferrari state that effective participation can only occur when individuals are conversant with digital skills and critical analysis of resources that do not result from basic use of ICT.
Skills and interest for learning
Perceptions of learning may not reflect or correspond to performance. Learners have perceived collaborative knowledge gained in joint productions as ineffective. Ala-Mutka, Punie and Ferrari suggest that individuals join communities without strong self-regulation to learning. Frameworks are needed to provide and support learning interest. Studies indicate learners with low prior knowledge improve when given structure.
Effectiveness of community for learning
Moderated discussion facilitates knowledge construction. The authors state that knowledge that supports identity and practices of the community are more likely to be adopted than knowledge that challenges. Ala-Mutka, Punie and Ferrari suggest dedicated facilitators to ensure the quality of learning in a community to maintain knowledge construction. Further studies on sustaining communities through renewal in structure and content, and in developing effective models are needed to guide novices.
Implications for education and training
Ala-Mutka, Punie and Ferrari propose that as online learning develops competencies and skills that are required for lifelong learning, institutions would benefit from initiating and encouraging active participation as part of self-directed learning. Methods of assessment that measure traditional learning on an individual basis should recognise different ways of recognising competencies.
Conclusions
Online social contexts are significant for supporting the learning of contemporary skills and knowledge. Personal development through collaboration enhances learning of transversal professional skills. Learning trajectories are managed through different networking opportunities. Ala-Mutka, Punie and Ferrari indicate that it is becoming increasingly important for formal education to prepare learners for the relevant capabilities to actively participate.
Basic and advanced digital learning supports people with initial low level skills and learning capacities. Improving awareness and appreciation of learning also supports and encourages developing effective best practice models for novice practitioners. Further study on the limitations and opportunities of online communities will reveal the full extent and potential of online learning networks.
Ala-Mutka, Punie and Ferrari accept that online communities exist separately from formal education although similar topics are covered. Integration of these two entities would require innovative transformation of practice through:
- new technology; and
- valuing different forms of learning.
Teachers are seen as the vital link to support changing education and training practice. Professional communities that support their work and professional development would benefit from special attention.
