By Karl J. Klimek
The authors reveal tips on how to faucet into an organization's collective intelligence via generative management. The version contains accomplishing own mirrored image, selling expert conversations, and harnessing creativity.
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Additional info for Generative Leadership: Shaping New Futures for Today's Schools
41) What are the organizational equivalents of the natural living system properties listed above? Wheatley (2005, adapted below) shows that the essential conditions needed for organizations to self-organize and function like living systems fall into three domains: identity, information, and relationships. Just like the foundational elements that make up generative leadership, these domains actually operate in a dynamic cycle and are so richly intertwined that the distinctions between them blur.
Most of the scientists and engineers from this group went on to become pioneers in computers, cognitive research, and artificial intelligence, but a few took a different route. They decided after the war to explore whether the engineering insights they had gained could help corporations solve their own complex, dynamic problems. The Sloan School of Management was established at MIT specifically to bring the focus and methods of engineering to the problems of companies and other organizations. Starting in the late 1950s, the Sloan group’s work began to produce important new insights about how a scientific understanding of complex, dynamic systems can help people in companies, civic organizations, and education.
Copyright © James E. Zull. Published by Stylus Publishing, LLC. Reprinted with permission of the author. , Begley, 2007; Gardner, 1985, 1993; Goleman, 2006; Gopnik, Meltzoff, & Kuhl, 1999). The translation of key findings from this research into practical guidance for other professional fields is also expanding. , National Research Council, 1999; Caine & Caine, 1991; Hart, 1998; Jensen, 1995; Restak, 2003; Sylwester, 2005; Zull, 2002). These works, individually and together, demonstrate clearly that the scientific evidence is more than sufficient to justify significant change in educational practice.