Emergent Practices_Masters Literature Review_Theory of Practice

ENABILING CREATIVE AND EMERGENT CONDITIONS
1
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.

2
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.

3
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

4
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.

5
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,

6
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).

7
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

8
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).

9
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

10
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

11
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).

12
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,

13
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-

14
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,

15
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:

16
• 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,

17
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,

18
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

19
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

20
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

21
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

22
(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.

23
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

24
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).

25
References
Boal, K. B., & Schultz, P.L. (2007). Storytelling, time, and evolution: The role of strategic
leadership in complex adaptive systems. The Leadership Quarterly, 18(4), 411–428.
doi:10.1016/j.leaqua.2007.04.008
Csikszenthihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention.
New York, NY: HarperCollins Publishers, Inc.
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:
Berrett-Koehler Publishers, Inc.
Holman, P., Devane, T., & Cady, S. (2nd Ed.). (2007). The change handbook: The definitive
resource on today’s best methods for engaging whole systems. San Fransico, CA: Berrett-
Koehler Publishers, Inc.
Karakas, F. (2011). Positive management education: Creating creative minds, passionate hearts,
and kindred spirits. Journal of Management Education, 35(2), 198–226.
doi:10.1177/1052562910372806
Leung, A.K., Kim, S., Polman, E., Ong, L.S., Qiu, L., Goncalo, J.A., & Sanchez-Burks, J.
(2012). Embodied metaphors and creative "acts." Psychological Science, 23(5), 502–509.
doi: 10.1177/0956797611429801
Lichtenstein, B.B. & Plowman, D.A. (2009). The leadership of emergence: A complex systems
leadership theory of emergence at successive organizational levels. The Leadership
Quarterly, 20(4), 617–630. doi:10.1016/j.leaqua.2009.04.006

26
London, M., Sobel-Lojeski, K.A., & Reily, R.R. (2012). Leading generative groups: A
conceptual model. Human Resource Development Review, 9(1), 3–25.
doi:10.1177/1534484311430628
Marion, R., & Uhl-Bien, M. (2001). Leadership in complex organizations. The Leadership
Quarterly, 12(4), 389–418.
Plowman, D.A., Solansky, S., Beck, T.E., Baker, L., Kulkarni, M., & Travis, D.V. (2007). The
role of leadership in emergent, self-organization. The Leadership Quarterly, 18(4), 341–
356. doi:10.1016/j.leaqua.2007.04.004
Pruetipibultham, O.J., & Mclean, G.N. (2010). The role of arts in organizational settings. Human
Resource Development Review, 9(1), 3–25. doi: 10.1177/1534484309342852
Tadmor, C.T., Satterstrom, P., Jang, S., & Polzer, J.T. (2012). Beyond individual creativity: The
superadditive benefits of multicultural creativity in culturally diverse teams. Journal of
Cross-Cultural Psychology, 43(3), 384–392. doi: 10.1177/0022022111435259
Uhl-Bien, M., Marion, R., & McKelvey, B. (2007). Complexity leadership theory: Shifting
leadership from the industrial age to the knowledge era. The Leadership Quarterly, 18(4),
298–318. doi:10.1016/j.leaqua.2007.04.002
Watson, E. (2007). Who or what creates? A conceptual framework for social creativity. Human
Resource Development Review, 6(4), 419-441. doi: 10.1177/1534484307308255

Emergent Practices_Masters Literature Review_Theory of Practice

Recomendados

Recomendados

Mais conteúdo relacionado

Mais procurados

Mais procurados (19)

Destaque

Destaque (11)

Semelhante a Emergent Practices_Masters Literature Review_Theory of Practice

Semelhante a Emergent Practices_Masters Literature Review_Theory of Practice (17)

Emergent Practices_Masters Literature Review_Theory of Practice