Chapter 8 Complexity, learning and innovation

innovation and change are seen as routine and as inputs for further learning

governing ideas

arrangements of interacting interdependent parts that produce emergent behavior

1. richly interconnected2. non linear3. dynamic

system elements are connected in many different ways

output is not directly proportional to input

output is directly proportional to input

systems have capacity to change and can influence present events

tendency for interventions to be delayed, diluted, or defeated by the response of the system to the intervention staff

when organizations operate at edge of chaos, new ideas, products, practices can spontaneously emerge

arises from the number of constituent elements of a system or number of interrelationships that might exist among them

two operation of feedback loops

1. reinforcing feedback loop 2. balancing feedback loop

amplify or intensify whatever is happening in a system, drive system toward disequalibrium

counteract or oppose whatever is happening in a system, drive system toward equalibrium

1.

permit controlled experimentation, enabling managers to test strategies and learn more rapidly than the real world permits2. simulations relax the performance pressure of the real world, creating a safe environment to explore "what if" scenarios

involves the acquisition of knowledge or skills through study, instruction, or experience. it is a feedback process

relatively simple error and correction process whereby problem solvers look for solutions within an organization's policies, plans, values and rules

problem solvers attempt to close the gap between desired action and actual states of affairs by questioning and modifying those polices, plans, values and rules

problem solvers adjust their behavior and work processes in response to changing events or trends, promoted by single loop learning

attempt to solve problems by changing the underlying structure of a system, promoted by double loop learning

1. systems thinking2. personal mastery3. mental models4.

shared vision5. team learning

discipline of seeing wholes, perceiving the structures that underlie dynamically complex systems and identifying high-leverage change opportunities

discipline of individual learning, involves continuously clarifying our individual sense of purpose and vision, and continuously learning how to see the world as it is without distortion

constantly surfacing, testing and improving assumption about how the world works

generating an answer to the common question "what do we want to create?" connects people through common aspiration and drives motivational power by tapping peoples personal visions

creating alignment such that team members think insight fully about complex problems, synergize knowledge and skills, and produce coordinated action

1. learning is an individual activity2. linear process involving a one way transfer of knowledge and best practice3. repetition is the path to best practice4. learning occurs through error detection and correction

1.

individual, group, and organization activity2. cyclical process involving knowledge interpretation, application, feedback, reinterpretation, and refinement3. repetition is necessary4. occurs through error detection and correction

idea or practice or object that is perceived as new by an individual or unit adopting it

tendency to infer specific characteristics of a person or organization from our overall impressions

one stage follows another in a predictable, orderly fashion

Minnesota Innovation Research Project

innovators learn about possible action alternatives, outcome preferences, and contextual factors

1.

direction2. boundaries3. permission4. resources

1. rapid experimentation using prototypes, pilot programs and computer simulations2. knowledge brokering - making connections between ideas3.

alliances with existing and potential customers and other firms 4. regular and internal meeting to engage in cross functional dialogue

"in fields of observation, chance favors the prepared mind"

1. potential gain to the potential cost2. test core assumptions that drive large numbers of decisions3. conditions have changed