Complexity, Organizations and Change

Designing information systems requirements in context: insights from the theory of deferred action

“…Emergence is a core feature of complexity science, which views complex systems as a constant 'phase change' arising from emergence. Emergence requires adaptation, resulting in 'complex adaptive systems ' (McMillan, 2004). These systems are often selforganizing in nature.…”

Managing schools as complex adaptive systems: A strategic perspective

“…As a result, administrators should not expect the past issues to repeat identically and should avoid offering inflexible prescriptions previously developed for certain kind of problems in the past. Instead, they should try to understand what is unpredictable and unexpected (MacMillan, 2008) and take the framework of potential changes and pattern options into consideration (MacMillan, 2004). Because making choices regarding the organizational environment might give better results than attempting to directly influence emerging behavioral or interactional patterns (Lissack, 1999).…”

“…Administrators must foster order and disorder as the occasion arises by manipulating interactions between teachers or units, since a new order emerges from uncertainty on the edge of chaos (MacMillan, 2008) for the reason that emergence associates with the frequency of interactions between components. Besides that of complexity, the frequency and variety of emergence increase as interactions between organizations, groups and individuals increase (MacMillan, 2004).…”

“…Hence, MacMillan (2004) advises administrators not to get desirable changes by controlling or directing individuals. On the contrary, people should be encouraged to find their own way (MacMillan, 2004). For example, Steve Jobs remarks it is necessary to show people their unnoticed needs rather than dictating them what to consume by the following statement: "Consumers need to be shown what they want" (Boni, Weingart & Evenson, 2009).…”

“…Complexity introduced by autonomous teams with less hierarchy and rules should be maintained until a new order emerges spontaneously (Grobman, 2005). When that kind of order emerges, the teams should be dismissed and complexity should be maintained (MacMillan, 2004) because disorders, despite uncomfortable and stressful, might be the part of transitions that schools need and offer administrators opportunities to introduce the desirable conditions or relationships. Eventually, transitions include creating new contexts by breaking the power of prevailing attractor patterns in favor of new ones (MacMillan, 2008).…”