emergent practices_masters literature review_theory of practice

ENABILING CREATIVE AND EMERGENT CONDITIONS

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Enabling Creative and Emergent Conditions: Is it Skill or Will?

Rae Stacy

September 2, 2012

Seattle University, Seattle

Organization Systems Renewal

Correspondence concerning this article should be addressed to Rae Stacy.


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Abstract

This paper explores the ways in which creativity and emergence are interrelated. The guiding

research question was: What qualities enable creative and emergent conditions in groups, teams,

and organizations? Additional questions were: As leaders deliberately set out to establish

conditions and circumstances that are different from what they are now, what series of actions

produce a result, state, or outcome that did not already exist? When individuals, groups, teams,

or organizations engage in creativity, who or what creates? How might Organizational

Development practitioners utilize training in the arts to be more effective in their work? Three

primary elements exist within creative emergent conditions, along with four sequential

conditions. When leaders effectively apply specific strategies, qualities, skill, behaviors, and

beliefs engaging with the elements of interaction, correlation, and unpredictability, along with

the conditions of entering disequilibrium, encourage novelty, sensemaking, and stabilizing

feedback, new order results. Capitalizing upon human strengths is fundamentally tied to creating

organizational environment that encourage generative dynamics. Emergence generates new

patterns, and new organizational strategies that support and celebrate creativity, inspiration, and

growth. The encouragement of coherence, facilitation of wholeness, and embracing ‘no one is in

charge,’ are necessary in enabling these desired emergent dynamics. Leaders influence

networks, by encouraging the formation of interconnectivity among groups, teams, departments,

and others in a way that allows innovations, and the dissemination of information in order for the

organization to remain fit.


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Table of Contents

Title Page ....................................................................................................... Error! Bookmark not defined.

Abstract ......................................................................................................................................................... 2

Table of Contents .......................................................................................................................................... 3

Introduction ................................................................................................................................................... 4

Literature Review .......................................................................................................................................... 5

Overview ................................................................................................................................................... 5

What is Creativity. ................................................................................................................................ 5

What is Emergence. .............................................................................................................................. 7

Qualities That Enable Creative and Emergent Conditions ....................................................................... 9

Strategies for Leading. .......................................................................................................................... 9

Other Qualities for Leading. ............................................................................................................... 17

Key Learnings ............................................................................................................................................. 19

My Fundamental Learning ...................................................................................................................... 19

Desire to Hone Leadership Skills. ....................................................................................................... 21

Desire to Hone and Develop Additional Creativity Skills. ................................................................. 21

Desire to Hone Self as Instrument. ..................................................................................................... 21

Implications for Action ........................................................................................................................... 22

Learn the Domain. .............................................................................................................................. 22

Connect to the Field. ........................................................................................................................... 22

Become an Aligned Person. ................................................................................................................ 23

Conclusion .................................................................................................................................................. 23

References ................................................................................................................................................... 25


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Introduction

What qualities enable creative and emergent conditions in groups, teams, and

organizations? As Ieaders deliberately set out to establish conditions and circumstances that

are different from what they are now, what series of actions produce a result, state, or

outcome that did not already exist? When individuals, groups, teams, or organizations engage

in creativity, who or what creates? How might Organizational Development practitioners utilize

training in the arts to be more effective in their work? These questions are at the heart of what

drew me to exploring the topics of creativity and emergence.

In the journey over the course of my first year in as a graduate student of Organizational

Systems Renewal, I became increasingly fascinated with two concepts: complex adaptive

systems, along with the underlying influences of quantum physics, and how learning, and

development are enhanced when integrating multiple learning styles, creative arts in particular.

Through initial explorations of both concepts, I discovered emergence and creativity were

where my talents and passions intersect with a need in the world. This paper is my initial

attempt to answer the questions by exploring the differences, similarities, and linkages

between creativity and emergence. The objective of the paper is to provide an overview of the

literature, and synthesize the ways in which leading creativity and emergence intertwine.

The paper begins with a literature review covering the study of creativity as well as

emergence, these topics and key terms are defined, qualities for enabling creative and

emergent conditions in groups, teams, and organizations are discussed. I then discuss my key

learnings and the implications for action. I conclude with initial ideas of my future work in the

world.


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Literature Review

Overview

Emergence, as a field of study applied to organizations, is relatively new, and is still

being formulated, studied, and understood (Holman, 2010). This literature review explores the

interactions between creativity and emergence, and focuses on identifying leadership qualities,

strategies, and behaviors that enable conditions for organizational learning, adaptability, and

sustainability. Anyone in an organization can enact emergence through their behaviors, as

behaviors trigger conditions for emergence (Lichtenstein & Plowman, 2009). As such,

Leadership emerges everywhere. Individuals, guided by their heads and hearts,

act as “free agents.” They speak from their full voices. When that voice resonates

with others, as if some universal truth were being spoken, people follow. What is

a leader after all, but someone who speaks a truth so compelling it inspires others

to join him or her? When this opportunity is widely available, a powerful and

fluid field of leadership emerges in the collective (Holman, Devane, & Cady,

2007, p. 616).

Leaders, then, trigger new interactions and interdependency, which adds dynamic tension within

groups, team, and organizations. Through intentional leadership of emergence, interrelationships

between members and formal organizational structures are managed. This involves utilizing

authority, ensuring access to resources, and providing guidance to keep the two systems working

in tandem (Uhl-Bien et al., 2007, p. 311).

What is creativity. Mihaly Csikszentmihalyi, suggests the term creativity is so

widespread and used in so many contexts, that the meaning of the word can be unclear (1996).

To address this challenge, Csikszenthihalyi proposes three modes of creativity. The first mode,


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brilliant, refers to someone who is generally described as creative. The second mode, personally

creative, refers to individuals that view the world through varied lens, leading to unique

perceptions. The third, creative, refers to individuals whose achievements impact and change our

culture or society. Individuals’ contributions exist in a unique realm of originality and are found

operating in direct synthesis with social influences (1996, pp. 25-26).

Research regarding creativity confirms that creativity is a socially influenced process,

versus an isolated individual process (Watson, 2007). Another aspect of creativity to consider;

who or what creates? Watson answers: an individual who engages in creativity, the small group,

the social unit, or the organization creates. Watson outlines four categories of social creativity:

an individual, an individual with others, groups, and organizations (2007, pp. 427-428).

Researchers use the following terms for measuring creativity,

• fluency, the number of ideas generated in response to a problem;

• flexibility, how differentiated ideas are from each other; and

• novelty, originality based within the context of previously known ideas (Leung et al.,

2012, p. 503; Tadmor, Satterstrom, Jang, & Polzer, 2012, p. 387; Watson, 2007, p. 424).

Csikszenthihalyi states, “creativity does not happen inside people’s heads, but in the

interaction between a person’s thoughts and a sociolcultural context. It is a systematic rather than

an individual phenomenon” (1996, p. 23). When the interactions change the culture, three social

forces become a system

• the domain, rules or procedures;

• the field, all of the individuals that steer the domain; and

• the person, working within the principles of the domain (Csikszenthihalyi,1996, pp. 27-

30).


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Therefore, domains influence creative individuals and one another by determining such things

as: appropriateness, value, subjective acceptance, social usefulness, or appeal (Watson, 2007, p.

434).

Creativity in the workplace is gaining increased attention of researchers, with direct

application to Organizational Development and Human Resources Development (Leung et al.,

2012, p. 502; Watson, 2007, p. 438). Workplace creativity is seen in the following contexts

• products, or creative outcomes;

• person, or characteristics or tactics of creative individuals;

• process, or habits or patterns underlying it;

• persuasion, convincing others something is creative, and

• place, or environment (Watson, 2007, p. 424).

In recognizing alternate manners in which creativity play out, the understanding and

interpretation of creativity expands (Watson, 2007, p. 427).

What is emergence. Emergence is based upon complexity theory and complex adaptive

systems (CAS). Emergent change processes are “methods that engage the diverse people of a

system in focused yet open interactions. These methods catalyze unexpected and lasting shifts in

perspective and behavior” (Holman, 2010, p. xii). CAS are dynamic and non-linear, and are

rarely explained by simple cause-effect relationships. Interactions across groups, members,

networks, or organizations behave in unpredictable ways which change conditions and the

environment. As a collective, CAS mutually influence and co-generate new behaviors in

response to changes. CAS oscillate between stability and instability and are capable of highly

complex behavior (Holman 2010; Marion & Uhl-Bien, 2001; Lichtenstein & Plowman, 2009;

Plowman et al., 2007; Uhl-Bien, Marion, & McKelvey, 2007). Simply stated, emergence


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involves “the reformulation of existing elements to produce outcomes that are qualitatively

different from the original elements and self-organizing” (Uhl-Bien et al., 2007, p. 308).

Three primary elements exist within emergence: interaction, correlation, and

unpredictability (Marion & Uhl-Bien, 2001). Additionally, four sequential conditions, supported

by specific behaviors, reside in emergence:

• disrupt patterns of behavior, movement away from stability;

• encourage novelty, small changes generate change in unexpected ways;

• sensemaking, members understand and utilize and resources in new ways which improve

system functioning; and

• stabilizing feedback, system messages that dampens amplification and prevents the

change from evolving into chaos (Lichtenstein & Plowman, 2009; Plowman et al., 2007).

Through the dynamic interaction of these elements, conditions, and behaviors, pressures surface

conflicts, resulting in a new innovative order (Marion & Uhl-Bien, 2001).

In emergent systems, dynamics exist allowing some unpredictable change, small frequent

changes, yet are stable enough where major changes are infrequent (Marion & Uhl-Bien, 2001).

Learning how to make such randomness productive is optimum, as an ability to adapt rapidly and

creatively to environmental changes becomes critical (Marion & Uhl-Bien, 2001; Uhl-Bien et al.,

2007). Behaviors and development of members, groups, networks, or organizations produce

emergent creativity and learning. (Uhl-Bien et al., 2007).Therefore, relationships between

workplace creative contexts, i.e. product, process, persuasion, person, place, generates feedback

cycles, or amplification, linking to organizational capacities for setting new visions and adapting

to emergent change (Watson, 2007).


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An organizations’ sustainability is dependent upon its capability to match the level of

environmental complexity. Emergence enhances systems’ capacities for identifying solutions

while optimizing learning, creativity, and adaptability (Uhl-Bien et al., 2007). In order to engage

emergence, a change in thinking is necessary for embracing organizations as CAS, to encourage

coherence, and achieve wholeness. Two philosophies, “no one is in charge,” and “simple rules”

have been identified as the most challenging and imperative to adopt within emergence, as they

“enable complex behavior that is greater than the sum of its parts” (Holman, 2010, p. 22;

Uhl-Bien et al., 2007). For leaders, “in emergent change processes, setting clear intentions,

creating hospitable conditions, and inviting diverse people to connect does the work” (Holman,

2010, p. 22).

Qualities That Enable Creative and Emergent Conditions

Creativity and learning occur when emergence forms a previously unknown solution to a

problem or creates a new, unanticipated outcome (Uhl-Bien et al., 2007, p. 303). A fundamental

foundation exists in enabling creative and emergent conditions, in which leaders play a crucial

role, moving organizations to the edge of chaos, aid learning, and adaptation (Boal & Schultz,

2007; Plowman et al., 2007). When leaders facilitate interaction, correlation, and

unpredictability; along with entering disequilibrium, encourage novelty, sensemaking, and

stabilizing feedback, new innovative order results (Lichtenstein & Plowman, 2009; Marion &

Uhl-Bien, 2001; Plowman et al., 2007). The new innovative order, high involvement, engages

members to change their own approach to improvement. (Holman et al., 2007, p. xiv)

Strategies for leading. Leaders begin the emergence process by facilitating interaction.

Interaction is a constant characteristic among members in emergent organizations and is a

socially influenced dynamic. Interaction generates both stability and change and cannot be


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predicted or controlled (Marion & Uhl-Bien, 2001). Leaders are tasked with fostering interaction

which leads to a productive future, by cultivating the global system focus while largely leaving

the local systems unfocused. Facilitating interaction is the most difficult condition for leaders to

master (Marion & Uhl-Bien, 2001).

Correlation, where common understanding for members is generated through specific and

repeated language, or through the use of symbols, is another characteristic in emergent

organizations (Lichtenstein & Plowman, 2009; Marion & Uhl-Bien, 2001). Leaders can foster

correlation by allowing groups to work through conflicts, constraints, and processes that might

otherwise inhibit needs (Marion & Uhl-Bien, 2001). With correlation comes a level of

predictability, or patterns of behavior which helps the development of structures against which

stability is built (Lichtenstein & Plowman, 2009; Marion & Uhl-Bien, 2001). For leaders, there is

a limited ability to predict and control the impact of correlation on the organization, making

unpredictability another pervasive characteristic.

An overarching goal for leaders fostering creative emergent conditions is to enable

informal creativity and emergence, while coordinating the contexts within which they occur

(Uhl-Bien et al., 2007). The leader’s leadership style impacts creativity and emergence within

organizations (Lichtenstein & Plowman, 2009; Marion & Uhl-Bien, 2001; Watson, 2007). Two

broad categories of leadership commonly described in the literature are: administrative, the

traditional structure of hierarchy and control; and adaptive, also referred to as transformative or

enabling, where generative dynamics underlie emergent change activities and structures, and

conditions are used to optimally allow creative problem solving, adaptability, and learning

(Lichtenstein & Plowman, 2009; Marion & Uhl-Bien, 2001; Uhl-Bien et al., 2007).

Transformational styles are identified as having greatest generation of creativity, while


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encouraging social influence across interactions (Watson, 2007). According to Uhl-Bien,

Marion, and McKelvey, adaptive leadership must be embedded to generate emergent conditions

(2007).

Utilizing an adaptive leadership style frees leaders to disrupt patterns of behavior,

encourage novelty, make sense of emerging events for members, and stabilize feedback

(Plowman et al., 2007). Cultivating these mechanisms in creative and emergent organizations

inspires innovations leading to productive unpredictable future states (Plowman et al., 2007).

Within disrupting existing patterns there are two identified actions: acknowledge uncertainty and

surface and highlight conflict (Lichtenstein & Plowman, 2009; Plowman et al., 2007). When

leaders acknowledge and embrace uncertain situations the entire system can honestly assess

issues, examine choices, and articulate various outcomes. Various methods to surface conflict

can be implemented, such as, opening communications through meetings, public forums, inviting

new members into the system, or engaging various media. Open and active dialogue, soliciting

opinions, introducing the concept of uncertainty and conflict, continues to disrupt the patterns of

behaviors and assists in embracing unpredictability (Plowman et al., 2007).

As the system addresses conflict, the likelihood of identifying novel approaches and

solutions is increased (Lichtenstein & Plowman, 2009). Novelty can come from any member of

the system, and when novelty emerges adaptive leaders engage in the transformation taking place

(Plowman et al., 2007). Encouraging novelty involves four actions:

• allow experiments and fluctuations,

• encourage rich interactions through a culture of relational space,

• support collective action, and

• establish simple rules (Lichtenstein & Plowman, 2009; Plowman et al., 2007).


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By allowing experiments and fluctuations, change is initiated and new interactions can lead to

unexpected outcomes (Lichtenstein & Plowman, 2009).

Leaders further encourage experiments through facilitating individuals and groups in

developing relational space while promoting non-liner interactions (Lichtenstein & Plowman,

2009; Plowman et al., 2007). Such interactions build respect, trust, understanding of

environmental contexts, and a sense of psychological safety, furthering amplification affects. The

more trust and respect established among the members, the more potential for collective action to

occur (Lichtenstein & Plowman, 2009). Collective action, also called swarm like behavior,

influences the system through cohesion, and shared vision. Swarm like behavior creates

environments where remarkable accomplishments can be achieved, in a seemingly chaotic

fashion without supervision (Lichtenstein & Plowman, 2009; Plowman et al., 2007). Leaders

become enablers of non-linear, collective action by encouraging creativity and innovation

through establishing simple rules; where there is tenacious rigidity to the principle and complete

flexibility regarding how members carry out the principle (Plowman et al., 2007, p. 350).

As collective action builds, the need for sensemaking grows. Two actions comprise

sensemaking: recombine resources and leaders accept the role of tag, which increases correlation

(Lichtenstein & Plowman, 2009; Plowman et al., 2007). Recombining is a form of

self-organization where new patterns of interaction between members, groups, and resources,

tend to improve functioning. Recombining resources can include capital, space, buildings, or

other key resources. A willingness to try new combinations, to mix things up, and to shed what is

not working, assists in the self-organizing principle (Lichtenstein & Plowman, 2009).

A tag is a symbol, generated by correlation, which acts as an identifier for a valued set of

behaviors (Lichtenstein & Plowman, 2009). Tags focus member attention on important concepts,


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giving meaning to interactions that might otherwise go unnoticed, and catalyze behaviors. Tags

can be new technology, an idea, a symbol, a symbolic act, a group myth, uniforms, ranks, status,

trademarks, brands or certifications, beliefs, or a leader (Boal & Schultz, 2007; Lichtenstein &

Plowman; Marion & Uhl-Bien, 2001; Plowman et al., 2007) . When a leader accepts the role of

tag, they become a symbol for a creative and emergent process and this generates a higher

likelihood for increased recombination in the system (Lichtenstein & Plowman 2009; Plowman

et al., 2007). Tags draw people together and assist information flow (Boal & Schultz, 2007;

Marion & Uhl-Bien, 2001).

The fourth mechanism of creative and emergent organizations is stabilizing feedback.

There is one action in stabilizing feedback: integrate local constraints. In the rapid growth

periods, constraints help stabilize the system. Leaders provide specific focal points, preventing

members, groups, and the organization from traveling into territory the system is incapable of

handling. Incorporating appropriate structures around the desired outcomes ensures stability

(Lichtenstein & Plowman, 2009).

Leaders achieve a balance between transformational leadership and generate conditions

for creative and emergent organizations when they foster all these characteristics and

mechanisms through purposeful action (London, Sobel-Lojeski, & Reily, 2012). As Lichtenstien

and Plowman state,

Initiating emergence is hard, not only strategically but in the demands for personal and

professional growth that it makes on us. In addition, the potential outcomes of emergent

leadership are mostly out of our control...leadership of emergence is multi-faceted,

iterative, and deeply connected to each members' perceptions of the situation at hand-


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surely a challenge. And yet, the process can produce outcomes far beyond the ideas of

any one agent (2009, p. 626).

Skills for leading. As initiating creative and emergent conditions require personal and

professional growth, additional skills surface for leaders to develop and apply. Three identified

skills are, group development, setting vision, and utilizing change methods (Boal & Schultz,

2007; Holman et al., 2007; London et al., 2012). Facilitating group development aids in the

formation of collective action and is a generative process. The group's development is beneficial

to the organization as it supports balance over time. According to London, Sobel-Lojeski, and

Reily, there are four dimensions to consider with team development:

• goal setting, balancing interests with creating a shared vision and goals;

• sensemaking, analyzing and conceptualizing what is learned;

• involvement, a way to simultaneously empower the group to shape its purpose and guide

toward the future state; and

• purposeful action, an intentional balancing of taking action versus reflecting (London et

al., 2012, p. 34).

When a team is well formed, the qualities of group energy, intrinsic motivation, and emotional

engagement emerge, amplifying the effects of interaction, correlation, and unpredictability

(Holman et al., 2007). “Group energy is contagious, it can be highly effective in replicating its

benefits, through creative and collaborative peer-to-peer interactions that capitalize on the

momentum created by the peer support and coaching provide.” (Holman et al., 2007, p. 7)

Group development assists in producing outcomes appropriate to the vision of the

organization (Uhl-Bien et al., 2007). Vision setting channels member knowledge about

organizational identity. This knowledge surfaces through dialogue. Dialogue identifies thoughts,


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assumptions, and helps create new ideas initiating collective action. Dialogue is crucial in

ensuring members understand issues, and generates opportunities for innovative future states

(Boal & Schultz, 2007).

“The practices for engaging emergence are rooted in skills of everyday conversation”

(Holman, 2010, p. 44). Effective conversations can be very brief, from a few seconds, or may

take longer, even months. Ford and Ford outline four different phases of a conversation that

collectively, produce change:

• Initiative, a claim, assertion, directive, or something that focuses attention on a need;

• Understanding, regarding a claim, evidence and testimony are given, and conditions of

satisfaction are agreed upon for evaluative purposes;

• Performance, focused on intended change results; and

• Closure, a form of acknowledgement that releases members from the change effort,

allowing for entrance into the new state (Ford & Ford, 1995, p. 546).

Conversations may go through several iterations, they are not always linear, they sometimes

repeat, and they can have many transitions. Within each conversation breakdowns can occur

where a lack of clarity or specificity exists (Ford & Ford, 1995).

According to Holman, Devane and Cady, The Change Handbook, originally published in

1999, described eighteen types of conversations, or change methods that have been successfully

utilized, supporting creative and emergent teams, groups, and organizations (2007). The second

edition, published in 2007, includes sixty change methods. Detailed descriptions,

recommendations for getting started, considerations for roles, responsibilities, and relationships,

conditions for success, ways to sustain results, and burning questions are provided. Common

elements of successful change methods are:


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• contributing to a meaningful purpose compels people into action,

• the power of the individual contribution is unleashed,

• the whole person, head, heart, and spirit, is engaged,

• knowledge and wisdom exist in the people in the organization,

• the methods create a whole system view among members of the organization, and

• change is a process, not an event (Holman et al., 2007, p. 12).

Embedded in the change methods described by Holman et al. are a wide range of

techniques or modalities of engaging members in the dialogues (2007). Narrative is one

technique that has several potential forms, such as storytelling, music, theater, and poetry. These

forms of narrative incorporate sensory and expressive knowledge into dialogue, benefiting

members through an aesthetic, or felt experience (Pruetipibultham & Mclean, 2010). Engaging in

various narrative techniques, allows for deeper levels of sensemaking to be achieved, tags can be

formed, and vision-setting can be managed (Boal & Schultz, 2007; Pruetipibultham & Mclean,

2010).

Storytelling gives life to the information and knowledge being generated and shared

(Boal & Schultz, 2007). Storytelling makes history available, helping members learn from the

past, linking to the present, and makes the continuity of change appear more doable. It assists

members understand situations or patterns of behavior (Boal & Schultz, 2007). Music as

narrative can come in many forms, such as, organization spirit songs, theme songs, or ceremonial

songs (Pruetipibultham & Mclean, 2010). Musical lyrics can be a key platform for discussing

accounts of an organization. Music can move and influence members, while allowing them to

feel the culture of an organization (Pruetipibultham & Mclean, 2010). Theater and theatrical

techniques is perceived as effective for unlocking and developing members' intuition, insight,


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and creative thinking (Pruetipibultham & Mclean, 2010, p. 10). Drama can be used to teach

skills of organizational improvisation, a tool to help members respond to situations in the

moment without preconceived plans (Pruetipibultham & Mclean, 2010). Poetry can help

members relate to ideas symbolically and can be a way to delve into thoughts on change, and

illustrate emotional and interpersonal contexts of organizational life (Pruetipibultham & Mclean,

2010).

Intentional change is a deliberate act that can change a social structure (Ford & Ford,

1995). It has been stated, three forces: domain, field, and person; become a social system whose

interactions change the culture (Csikszenthihalyi, 1996). Utilizing narratives tools, a rationale

for actions and a perspective that guides future behaviors is provided (Boal & Schultz, 2007). By

capitalizing on social dynamics through effective change methods, leaders can focus on global

interactions and lead those versus local interactions (Marion & Uhl-Bien, 2001).

Other qualities for leading. As leaders focus on global interactions, other qualities, such

as philosophical beliefs, thinking, perspective, and ways of being, come to the forefront in

driving the sustainability for creative and emergent conditions of groups, teams, and

organizations (Lichtenstein & Plowman, 2009; Marion & Uhl-Bien, 2001; Watson, 2007). This

is where the head, heart, and spirit connect to guide us. When acting from our center, differences

cease to be barriers and become gifts that attract new connections.” (Holman et al., 2007, p. 616).

The encouragement of coherence, facilitation of wholeness, and embracing ‘no one is in charge,’

are necessary in enabling these desired emergent dynamics (Uhl-Bien et al., 2007). The future

state is controlled by these dynamics, which determine the conditions. Leaders influence

networks, by encouraging the formation of interconnectivity among groups, teams, departments,


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and others in a way that allows innovations, and the dissemination of information in order for the

organization to remain fit (Marion & Uhl-Bien, 2001, p. 391).

“The collective regularly connects with itself by reflecting together, remembering the

meaning and purpose that nourishes the web of community. The resulting coherence supports

individuals and groups in taking responsibility for what they love.” (Holman et al., 2007. p. 616).

Coherence is a “differentiated wholeness, because it exists when there is space for the individual

and the collective, the inner life and the outer life “(Holman et al., 2007. p. 616). An adaptive

leadership style can be effective in managing the dynamics of entanglement, a component of

organizational fitness (Uhl-Bien et al., 2007).

Entanglement is the interrelationships between top-down administrative forces, the social

systems, and bureaucratic functions of the organization. Managing entanglement involves two

leader roles: foster adaptability in places where innovations are needed, and facilitate the flow of

knowledge and creativity between emergent structures and bureaucratic structures (Uhl-Bien et

al., 2007, p. 305). Managing entanglement can increase capacity to embrace different needs

when insights surface that can be integrated for the good of the whole, and as the needs of

members and the collective dissipate, coherence is aided (Holman et al., 2007).

Coherence is sustained through continually tapping the sense of connection. (Holman et

al., 2007). This connection facilitates the sense of wholeness, the understanding that the

organization is greater than the sum of its parts (Holman, 2010). A way of being, a self

awareness, and an awareness of others, are qualities which provide leaders and members abilities

to engage in wholeness. These qualities generate information to track progress, support

openness, drives efficacy and learning, through feedback, and promoting reflective discussions

(London et al., 2012, p. 46-47). Holman et al. offer two reflective questions for engaging


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wholeness: “what is important to me? What do I care about so much that I am willing to take

responsibility for it?” (2007, p. 616).

For leaders to embrace the philosophy ‘no one is in charge’ they need to direct the

situations of complexity more than desired results. Once conditions are created for bottom-up

dynamics, leaders need to leave the system alone to generate positive emergence, yet still

provide general control to keep the system generally focused and to maintain, and further enable

its complex structure (Marion & Uhl-Bien, 2001, p. 403). The best innovations, structures, and

solutions to issues are not necessarily prescribed, but those that are generated when members

collectively work through issues (Marion & Uhl-Bien, 2001). Effectiveness is not about

controlling future states; rather it is about fostering conditions that enable interaction (Marion &

Uhl-Bien, 2001).

Adaptive members adjust focus based on the situational needs of the system. By

developing awareness, self-management, relationships, and self-development, members

contribute to creative and emergent conditions. These four skills, when applied together, help

determine what is needed to maintain balance (London et al., 2012). Capitalizing upon human

strengths is fundamentally tied to creating organizational contexts that unlock generative

dynamics (Watson, 2007). Emergence generates new patterns, new organizational strategies, and

new environments that support and celebrate creativity, inspiration, and spiritual growth

(Karakas, 2011, p. 281).

Key Learnings

My Fundamental Learning


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Creativity and emergence make for very compatible dance partners. They reflect the

other in synchronous ways, just as dance partners do. They are not quite mirror images, although

many fundamental elements are the same, much like footwork of dance partners. The differing

elements enhance and amplify the effects of the other and result in generative outcomes, in line

with turns, spins, and dips between dance partners.

Creativity and emergence require fundamental principles, behaviors, and intentions

acting as the framework in which the forces of interaction, correlation, and unpredictability can

become a system. Some parts of the system need to be stable to support the creative innovators.

(Plowman et al., 2007). The literature review enabled me to identify and understand these

principles, behaviors, and intentions. They will lead me toward what I know is my work in the

world.

My Key Learnings


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Desire to hone leadership skills. My first key learning is that I have an even greater

desire to hone my leadership skills so that I my effectively enable creative emergent conditions.

In reading how an adaptive leadership style best aligns with enabling the dynamics of CAS to

generate innovation and new ways of being, I will continue to expand my understanding of it.

My goal in better understanding adaptive leadership is to become adept at disrupting patterns of

behavior, encouraging novelty, sensemaking, and capitalizing upon stabilizing feedback.

Through developing my own adaptive leadership skills, I can then work to bring members

together, enter into influential dialogue and inquiry, allow the answers to come from the

members, encourage and manage surfacing conflict, capitalize on the diverse talents of members,

unite them around a compelling vision, allowing for collective action.

Desire to hone and develop additional creativity skills. My second key learning is that

creativity is a socially influenced dynamic. This knowledge has convinced me that my innate

talents, skills, and abilities are valuable and should be offered. The use of arts is an effective way

of facilitating change in organizations (Pruetipibultham & Mclean, 2010, p. 19). Different modes

of art can be used to aid in growth and development, helping members realize what they know,

think, and feel (Pruetipibultham & Mclean, 2010, p. 20). I am determined to identify ways I

might offer my unique talents, skills, and abilities in service to the world to systematically affect

positive change. Perhaps I might even earn Csikszentmihalyi’s label creative.

Desire to hone self as instrument. My third key learning is how impactful self

awareness, and awareness of others, is whenever engaged in leading creative emergence. Within

this learning, resides another key quality I learned about; letting the head, heart, and spirit guide

the work is where it all begins. This learning supports and fortifies my personal mastery

practices, focusing on alignment and living in congruence, directly connects mind-body practices


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(whether physical or mental) with increased creative outcomes or capabilities through the further

study of embodied cognition (Leung et al., 2012).

Implications for Action

Learn the domain. I have begun to learn about the domain of creative emergence

through the literature review. I have found this introduction to be invaluable, and I am energized

to continue learning more. I have several avenues of continued exploration that have opened up

to me. I plan on continuing to read and research the topic of creative emergence to broaden and

deepen my understanding and knowledge. Study, and apply various change methods that enable

creative emergence.

I also intend to explore ways that I might bring my artistic and creative talents to the

world. In the near future, after completing graduate school, I plan to continue my professional

and personal development practices. There are areas within my talents and skills I’d like to hone.

This list is one that will provide rich learnings that will last a lifetime. Examples are: drawing,

painting, sculpture, theater, photography, dance, digital imagery, music theory, learning how to

write music, learn to play an instrument, and technological applications for integrating arts into

change methods.

Connect to the field. I have begun to meet individuals that work with creative

emergence, and two individuals have agreed to act as formal mentors, which will provide me

coaching and feedback on my skills and abilities. Through interviewing individuals that are in

the field, I have begun to identify organizations utilizing creative emergent philosophies. I am

currently exploring opportunities to participate in these organizations. This will provide me with

firsthand exposure and opportunities to engage in creative emergence. Lastly, I have renewed my

vow to continue to study and practice inquiry.


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Become an aligned person. I will continue focusing on exploring practices that develop

and increase my own capacity of self awareness, and awareness of others. I am excited to learn

and become familiar with basic Gestalt practices. I will also continue in my personal mastery

work, developing active consciousness, as well as developing my own wisdom. A fundamental

way that I am striving toward these goals is by coming to appreciate my unique perspectives,

quirks, and passions that add value to the world. By weaving personal artistic expression into the

fabric of my being and life, I increase my capacity to center more quickly and easily, and move

into my higher purpose. Through aligning with and embodying active consciousness and

wisdom, I continue to live congruent to my values, while living out my personal vision

statement:

I live congruent to my values and beliefs. I approach life with joyful confidence.

Love flow freely. I am serene in knowing myself, I am amazing just the way I am.

My life is abundant with love and close relationships. I am blessed by a personal

support system that is present and everlasting. I have endless energy for the

passions in my life, people, activities, and vocation. I am love.

Conclusion

Certain leader qualities enable creative and emergent conditions in groups, teams, and

organizations. Creativity and emergence require the integration of fundamental principles,

behaviors, and intentions which act as the framework in which the dynamics of interaction,

correlation, and unpredictability become a CAS. As leaders deliberately set out to establish

conditions and circumstances that are different, a series of actions produce new outcomes.

Leaders have “people confront their own problems and then foster the mobilization of resources

to help them achieve their group-defined directions and goals” (Holman et al., 2007, p.624). It is


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only in a state of instability that novelty emerges. Leaders of creative and emergent conditions,

therefore, create disruptions and encourage self-organization. Leaders encourage novelty and

provide some structure. Through the actions of dialogue and sensemaking, cohesion and

wholeness can be generated. Leaders know that innovation occur through others. The discovery

of the interrelationship between emergence and creativity identifies avenues for continued

explorations for determining how to best meet the needs of the world, and “how to find purpose

and enjoyment in the chaos of existence “(Csikszenthihalyi, 1996, p. 20).


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Ford, J.D., & Ford, L.W. (1995). The role of conversations in producing intentional change in

organizations. The Academy of Management Review, 20(3), 541-569.

Holman, P. (2010). Engaging Emergence: Turning upheaval into opportunity. San Fransico, CA:

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Holman, P., Devane, T., & Cady, S. (2nd Ed.). (2007). The change handbook: The definitive

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