Complex Dynamical Systems
Non-linear systems become even more difficult to track and grow in contrast to the linear system. Groups follow the same five principles of complex dynamical systems as whole-school organizations.
Garmston and Wellman (2009) 5 Principles:
Reflection is an important step to explicitly include in individual and group growth, but several aspects of energy also go overlooked. Energy is the unseen force behind all work, it goes beyond just being rested or overly tired. It is the ongoing and sustained focus of high-performance. Garmston and Wellman (2009) identify three energy resources: "staff morale, core values, and a sense of mission" (p. 113). In addition, groups work on "developing five energy sources for sustained high performance: efficacy, consciousness, craftsmanship, flexibility, and interdependence" (p. 113). The more these are explicitly included by the facilitator and the group, the more the group will work to become high-functioning and produce quantifiable results.
For more on the concrete formulas and steps to develop these within a group, I highly reccomend purchasing and reading Garmston and Wellman's The Adaptive School: A Sourcebook for Developing Collaborative Groups
Garmston and Wellman (2009) 5 Principles:
- More data do not lead to better predictions
- Everything influences everything else
- Tiny events create major disturbances
- You don't have to touch everyone to make a difference
- Both things and energy matter
Reflection is an important step to explicitly include in individual and group growth, but several aspects of energy also go overlooked. Energy is the unseen force behind all work, it goes beyond just being rested or overly tired. It is the ongoing and sustained focus of high-performance. Garmston and Wellman (2009) identify three energy resources: "staff morale, core values, and a sense of mission" (p. 113). In addition, groups work on "developing five energy sources for sustained high performance: efficacy, consciousness, craftsmanship, flexibility, and interdependence" (p. 113). The more these are explicitly included by the facilitator and the group, the more the group will work to become high-functioning and produce quantifiable results.
For more on the concrete formulas and steps to develop these within a group, I highly reccomend purchasing and reading Garmston and Wellman's The Adaptive School: A Sourcebook for Developing Collaborative Groups
Garmston, R. J., & Wellman, B. M. (2009). The adaptive school: A sourcebook for developing collaborative groups (2nd ed.). Norwood, MA: Christopher-Gordon Publishers, Inc.