DOCSLIB.ORG

(Or Harm) Recipient Creativity? the Role of the Direction of Feedback Flow

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
(Or Harm) Recipient Creativity? the Role of the Direction of Feedback Flow r Academy of Management Journal 2020, Vol. 63, No. 2, 584–612. https://doi.org/10.5465/amj.2016.1196 DOES NEGATIVE FEEDBACK BENEFIT (OR HARM) RECIPIENT CREATIVITY? THE ROLE OF THE DIRECTION OF FEEDBACK FLOW YEUN JOON KIM University of Cambridge JUNHA KIM Ohio State University Negative feedback alerts recipients to a creativity–standard gap, and thus may offer an opportunity to improve creativity. However, existing theories and empirical evidence are contradictory, with the literature containing evidence of positive, negative, and null relationships between negative feedback and recipient creativity. The goal of our re- search is twofold: first, to organize the contradictory theories under a comprehensive theoretical framework, and, second, to resolve the inconsistency between negative feedback and recipient creativity. Across two studies—a quasi-field experiment and a laboratory experiment—we find that the direction of feedback flow determines the na- ture of the relationship between negative feedback and recipient creativity, via two distinct mechanisms: task processes and meta-processes. Negative feedback increases recipient creativity in the bottom-up feedback flow (from followers to supervisors), be- cause it heightens the recipients’ focus on task processes, whereby the recipients focus on the generation of better task strategies to close the creativity–standard gap. In con- trast, in the top-down (from supervisors to followers) or lateral (between peers) feedback flows, negative feedback heightens the recipients’ focus on meta-processes—a psycho- logical state in which recipients feel threatened by negative feedback—and thus hinders recipient creativity. Employee “creativity”—defined as the production provide other organizational members with negative of ideas that are both novel and useful (Amabile, feedback to create dissatisfaction with the status quo 1983; Oldham & Cummings, 1996)—is a foundation or the current levels of creativity (Ilgen, Fisher, & of organizational success (Anderson, Potocnik,ˇ & Taylor, 1979). Negative feedback highlights problems Zhou, 2014). It allows organizations to continually with current creativity, generating awareness of a gap produce innovative products and keep them com- between current creativity and the standards. Once petitive in the market. Accordingly, understanding the gap is recognized, employees may be motivated to how to improve employee creativity has been a close the gap by improving their current creativity. longstanding preoccupation of management scholars However, this argument has received limited em- (e.g., George, 2007; Perry-Smith, 2006). Since crea- pirical support. In fact, the evidence is completely tivity involves a departure from the current ways of equivocal. Some scholars suggest that negative feed- thinking and behaving, employees often attempt to back has no direct effect on recipient creativity (Fodor & Carver, 2000; George & Zhou, 2001), while We wish to thank our editor Jill Perry-Smith and three others suggest that negative feedback inhibits it anonymous reviewers for their insightful and constructive (Ilies & Judge, 2005; Van Dijk & Kluger, 2011; Zhou, feedback. We also thank Angelo DeNisi, Matthew Fein- 1998). We know of only three studies (Fang, Kim, & berg, Soo Min Toh, Jacob Hirsh, Geoffrey Leonardelli, Milliken, 2014; Ford & Gioia, 2000; Vuori & Huy, Andrew Hayes, and Sojin Park for their constructive 2015) that provide evidence to support that negative feedback. Yeun Joon Kim led the entire process of pub- feedback might be positively associated with recipi- lishing this article. Junha Kim mainly contributed to liter- ature review and Study 2. Correspondence concerning this ent creativity. Such perplexing empirical evidence article should be addressed to Yeun Joon Kim, Judge indicates that a basic question remains unanswered: Business School, University of Cambridge. e-mail: y.kim@ “How and why does negative feedback influence jbs.cam.ac.uk. creativity?” 584 Copyright of the Academy of Management, all rights reserved. Contents may not be copied, emailed, posted to a listserv, or otherwise transmitted without the copyright holder’s express written permission. Users may print, download, or email articles for individual use only. 2020 Kim and Kim 585 To answer this question, the present research mindsets (Keltner, Gruenfeld, & Anderson, 2003; draws upon feedback intervention theory (Kluger & Magee & Galinsky, 2008). Researchers have found that DeNisi, 1996) to derive a parsimonious and coherent power asymmetry leads the powerful (e.g., supervisors) theoretical account of the link between negative to be approach oriented (vs. inhibition oriented) toward feedback and creativity. Feedback intervention the- negative evaluations by the powerless (e.g., followers), ory argues that negative feedback makes feedback while the powerless become inhibited by negative recipients aware of the gap between their current level evaluations by the powerful (Keltner et al., 2003). In of creativity and the standards (the “creativity– addition, the powerful tend to maintain high levels of standard gap”) and that such awareness leads the re- task focus in the face of task-related criticisms and care cipients to engage in one of two functionally opposite less about their social relationships with feedback mechanisms in response to the negative feedback. senders, whereas the powerless behave in an op- The first mechanism concerns “task processes,” posite way (Galinsky, Magee, Gruenfeld, Whitson, whereby recipients make constructive improvements & Liljenquist, 2008; Smith, Jostmann, Galinsky, & by engaging in the process of generating better task Van Dijk, 2008; Steele, Spencer, & Aronson, 2002). strategies. They identify problems with their current Based on these findings, we expect that negative behavior in creativity tasks, design more useful and feedback increases recipient creativity via task novel strategies for their creativity tasks, and im- processes in the bottom-up feedback flow and de- plement those strategies. The second mechanism creases recipient creativity via meta-processes in involves “meta-processes,” and refers to the psy- the top-down feedback flow. chological state in which recipients feel threatened The relationship between the feedback sender and by negative feedback. Feedback recipients who en- the recipient in the lateral feedback flow is qualita- gage in meta-processes feel that their ego, or self- tively different from that in the bottom-up and top- concept, is threatened by the negative feedback, down feedback flows. A peer relationship does not deterring them from experimentations and creative involve differential social power. Instead, this rela- attempts to improve their creativity. Despite its tionship is characterized by rivalry, or competition, usefulness in illustrating why negative feedback is given that organizational resources (e.g., promotions inconsistently related to recipient creativity, a no- and pay increases) are limited. Thus, employees table limitation of feedback intervention theory is strive to stand out among their peers and become that it does not elaborate on when negative feedback increasingly concerned about the possibility of lag- recipients attend to either of the two processes. ging behind them (Bandura, 1977; DeNisi, Randolph, The main objectives of this paper are to organize & Blencoe, 1983; Festinger, 1962). Peer competition the inconsistent theories and empirical findings sometimes produces positive organizational out- under the two mechanisms—task processes and comes (for a review, see Birkinshaw, 2001). How- meta-processes—and to resolve the inconsistency ever, regarding negative feedback between peers, between negative feedback and recipient creativity evidence has shown that the competitive and non- by introducing an important, but neglected, bound- hierarchical nature of a peer relationship leads em- ary condition: the direction of feedback flow. The ployees to interpret lateral negative feedback as an direction of these flows include bottom up (i.e., from attempt to downplay their ability and an attack on followers to supervisors), top down (i.e., from su- their self-esteem. For this reason, those who receive pervisors to followers), and lateral (i.e., from peers to lateral negative feedback have reported that they feel peers). We suggest that, in the bottom-up feedback threatened, distracted, and discouraged (Brett & flow, negative feedback increases recipient creativ- Atwater, 2001; DeNisi et al., 1983; Druskat & Wolff, ity through task processes, whereas, in the top-down 1999; Rogers & Feller, 2016). That is, negative feed- and lateral feedback flows, negative feedback de- back from peers distracts recipients from creativity creases recipient creativity through meta-processes. tasks—low task processes—and causes them to pay In organizations, supervisors have asymmetric con- greater attention to meta-processes, which reduces trol over valuable organizational resources, such as their creativity. monetary rewards, promotions, training opportuni- The current research tests these hypotheses in two ties, and budgets and materials for completing tasks. studies: Study 1 is a quasi-field experiment at a Ko- Followers do not have such control, and their super- rean company and Study 2 is a laboratory experi- visors determine their access to organizational re- ment at a large North American university. By sources. This power asymmetry often causes these two demonstrating consistent support for our hypotheses parties
Load more

Recommended publications
  • What Is a Complex Adaptive System?
    PROJECT GUTS What is a Complex Adaptive System? Introduction During the last three decades a leap has been made from the application of computing to help scientists ‘do’ science to the integration of computer science concepts, tools and theorems into the very fabric of science. The modeling of complex adaptive systems (CAS) is an example of such an integration of computer science into the very fabric of science; models of complex systems are used to understand, predict and prevent the most daunting problems we face today; issues such as climate change, loss of biodiversity, energy consumption and virulent disease affect us all. The study of complex adaptive systems, has come to be seen as a scientific frontier, and an increasing ability to interact systematically with highly complex systems that transcend separate disciplines will have a profound affect on future science, engineering and industry as well as in the management of our planet’s resources (Emmott et al., 2006). The name itself, “complex adaptive systems” conjures up images of complicated ideas that might be too difficult for a novice to understand. Instead, the study of CAS does exactly the opposite; it creates a unified method of studying disparate systems that elucidates the processes by which they operate. A complex system is simply a system in which many independent elements or agents interact, leading to emergent outcomes that are often difficult (or impossible) to predict simply by looking at the individual interactions. The “complex” part of CAS refers in fact to the vast interconnectedness of these systems. Using the principles of CAS to study these topics as related disciplines that can be better understood through the application of models, rather than a disparate collection of facts can strengthen learners’ understanding of these topics and prepare them to understand other systems by applying similar methods of analysis (Emmott et al., 2006).
    [Show full text]
  • The Effects of Feedback Interventions on Performance: a Historical Review, a Meta-Analysis, and a Preliminary Feedback Intervention Theory
    Psychological Bulletin Copyright 1996 by the American Psychological Association, Inc. 1996, Vol. II9, No. 2, 254-284 0033-2909/96/S3.00 The Effects of Feedback Interventions on Performance: A Historical Review, a Meta-Analysis, and a Preliminary Feedback Intervention Theory Avraham N. Kluger Angelo DeNisi The Hebrew University of Jerusalem Rutgers University Since the beginning of the century, feedback interventions (FIs) produced negative—but largely ignored—effects on performance. A meta-analysis (607 effect sizes; 23,663 observations) suggests that FIs improved performance on average (d = .41) but that over '/3 of the FIs decreased perfor- mance. This finding cannot be explained by sampling error, feedback sign, or existing theories. The authors proposed a preliminary FI theory (FIT) and tested it with moderator analyses. The central assumption of FIT is that FIs change the locus of attention among 3 general and hierarchically organized levels of control: task learning, task motivation, and meta-tasks (including self-related) processes. The results suggest that FI effectiveness decreases as attention moves up the hierarchy closer to the self and away from the task. These findings are further moderated by task characteristics that are still poorly understood. To relate feedback directly to behavior is very confusing. Results able has been historically disregarded by most FI researchers. This are contradictory and seldom straight-forward. (Ilgen, Fisher, & disregard has led to a widely shared assumption that FIs consis- Taylor, 1979, p. 368) tently improve performance. Fortunately, several FI researchers The effects of manipulation of KR [knowledge of results] on motor (see epigraphs) have recently recognized that FIs have highly vari- learning.
    [Show full text]
  • An Analysis of Power and Stress Using Cybernetic Epistemology Randall Robert Lyle Iowa State University
    Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1992 An analysis of power and stress using cybernetic epistemology Randall Robert Lyle Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Educational Psychology Commons, Family, Life Course, and Society Commons, and the Philosophy Commons Recommended Citation Lyle, Randall Robert, "An analysis of power and stress using cybernetic epistemology " (1992). Retrospective Theses and Dissertations. 10131. https://lib.dr.iastate.edu/rtd/10131 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely afreet reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from lefr to right in equal sections with small overlaps.
    [Show full text]
  • “The Action of the Brain” Machine Models and Adaptive Functions in Turing and Ashby
    “The Action of the Brain” Machine Models and Adaptive Functions in Turing and Ashby Hajo Greif1,2 1 Munich Center for Technology in Society, Technical University of Munich, Germany 2 Department of Philosophy, University of Klagenfurt, Austria [email protected] Abstract Given the personal acquaintance between Alan M. Turing and W. Ross Ashby and the partial proximity of their research fields, a comparative view of Turing’s and Ashby’s works on modelling “the action of the brain” (in a 1946 letter from Turing to Ashby) will help to shed light on the seemingly strict symbolic / embodied dichotomy: while it is a straightforward matter to demonstrate Turing’s and Ashby’s respective commitments to formal, computational and material, analogue methods of modelling, there is no unambiguous mapping of these approaches onto symbol-based AI and embodiment-centered views respectively. Instead, it will be argued that both approaches, starting from a formal core, were at least partly concerned with biological and embodied phenomena, albeit in revealingly distinct ways. Keywords: Artificial Intelligence, Cybernetics, Models, Embodiment, Darwinian evolution, Morphogenesis, Functionalism 1 Introduction Not very much has been written to date on the relation between Alan M. Turing and W. Ross Ashby, both of whom were members of the “Ratio Club” (1949– 1958).1 Not much of the communication between the two seems to have been preserved or discovered either, the major exception being a letter from Turing to Ashby that includes the following statement: In working on the ACE [an early digital computer] I am more interested in the possibility of producing models of the action of the brain than in the practical applications of computing.
    [Show full text]
  • HOMEOSTASIS: Negative Feedback and Breathing
    HOMEOSTASIS: Negative Feedback and Breathing Homeostasis refers to the maintenance of relatively constant internal conditions. For example, your body shivers to maintain a relatively constant body temperature when the external environment gets colder. These body responses are an example of negative feedback. Negative feedback occurs when a change in a regulated variable triggers a response which reverses the initial change and brings the regulated variable back to the set point. Here is an experiment to better understand homeostasis and negative feedback mechanism. Your brain regulates the rate and depth of your breathing to match the needs of your body for O2 intake and CO2 removal. Breathing rate refers to the number of breaths per minute. Depth of breathing refers to the amount of air taken in with each breath. Developing Your Experimental Procedures For a scientific investigation to yield accurate results, students need to begin by developing reliable, valid methods of measuring the variables in the investigation. Divide into groups where each group has at least four students. Each person in your group of four students should get an 8 gallon plastic bag (can be a garbage bag). Your group will also need some way to time 30 second intervals during the experiment. During the experiment, you will need to breathe into the bag while holding it in a way that minimizes any tendency of the bag to flop over your nose or mouth as you breathe in. To accomplish this, open your bag completely and swish it through the air until the bag is nearly full of air; then gather the top of the bag in both hands and use your finger to open a small hole in the center just big enough to surround your nose and mouth; hold this opening tightly over your nose and mouth.
    [Show full text]
  • History of Cybernetics - R
    SYSTEMS SCIENCE AND CYBERNETICS – Vol. III - History of Cybernetics - R. Vallee HISTORY OF CYBERNETICS R. Vallée Université Paris-Nord, France Keywords: Autopoiesis, cybernetics, entropy, feedback, information, noise, observation, variety. Contents 1. Origins of Cybernetics 1.1 Contemporary Initiators 1.2 Past Contributors 2. Basic Concepts 2.1 Foundations 2.1.1.Retroaction 2.1.2.Information 2.2 Other Important Concepts 2.2.1.Variety 2.2.2.Observers 2.2.3.Epistemology and Praxiology 2.2.4.Isomorphism and Multidisciplinarity 3. Links with Other Theories 4. Future of Cybernetics Appendix Glossary Bibliography Biographical Sketch Summary The most important initiator of cybernetics was Norbert Wiener (l894–1964) with his book “Cybernetics or Control and Communication in the Animal and the Machine”. The contribution of Warren S. McCulloch (1898–1969) may be compared to that of Wiener. Cybernetics UNESCOhas also had precursors such as– A. M.EOLSS Ampère who introduced the word cybernétique as well as B. Trentowski who did the same in Polish. H. Schmidt, S. Odobleja in the 1930s, and P. Postelnicu in the early 1940s recognized the general importance of the idea of negative feedback. SAMPLE CHAPTERS The basic concepts of cybernetics are negative feedback and information. A famous example of negative feedback is given by Watt’s governor, the purpose of which is to maintain the speed of the wheel of a steam engine, at a given value, despite perturbations. The theory of information, mainly due to Claude E. Shannon, gives a measure of the unexpectedness of a message carried by a signal. Other traits of cybernetics must be noted, such as the “principle of requisite variety” introduced by W.
    [Show full text]
  • “Is It Just Me?” : Evaluating Attribution of Negative Feedback As a Function of Virtual Instructor’S Gender and Proxemics
    “Is It Just Me?” : Evaluating Attribution of Negative Feedback as a Function of Virtual Instructor’s Gender and Proxemics Dan Feng David C. Jeong Nicole C. Krämer Northeastern University University of Southern University Duisburg-Essen Boston, MA, USA California Duisburg, Germany [email protected] Los Angeles, CA, USA nicole.kraemer@uni- [email protected] due.de Lynn C. Miller Stacy Marsella University of Southern Northeastern University California Boston, MA, USA Los Angeles, CA, USA [email protected] [email protected] ABSTRACT Keywords Virtual agents are used in a number of different outcome- Verbal and non-verbal behaviour, Human(s)-virtual agent(s) based contexts such as physical and mental health, skill- interaction, Virtual agents in education, Attribution Theory based training, as well as classroom learning and pedagogy. Virtual agents in such applications are largely designed so 1. INTRODUCTION that they project positive attitude and feedback towards the human participant. Human-human interactions, how- Applications of virtual agents (VA) today have become ever, are certainly not exclusively positive in valence. For ubiquitous, and the ability of pedagogical agents to facilitate example, teachers and educators engage in both positive learning has been well-documented [19, 37, 22, 23]. While and negative feedback strategies for pedagogical outcomes. some research focuses on the agent's appearance [2, 23], oth- While the distinct effects of positive and negative feedback ers focus on the nature of the agent's communication. With on learning are well established, few studies have attempted the rapid growth of immersive virtual environment (IVE) to examine the effects of negative feedback across differ- technologies, more researchers have drawn their attention ent combinations of instructor's gender and proxemics-based to studying psychological mechanisms of social interactions, physical behavior.
    [Show full text]
  • Sustainability As "Psyclically" Defined -- /
    Alternative view of segmented documents via Kairos 22nd June 2007 | Draft Emergence of Cyclical Psycho-social Identity Sustainability as "psyclically" defined -- / -- Introduction Identity as expression of interlocking cycles Viability and sustainability: recycling Transforming "patterns of consumption" From "static" to "dynamic" to "cyclic" Emergence of new forms of identity and organization Embodiment of rhythm Generic understanding of "union of international associations" Three-dimensional "cycles"? Interlocking cycles as the key to identity Identity as a strange attractor Periodic table of cycles -- and of psyclic identity? Complementarity of four strategic initiatives Development of psyclic awareness Space-centric vs Time-centric: an unfruitful confrontation? Metaphorical vehicles: temples, cherubim and the Mandelbrot set Kairos -- the opportune moment for self-referential re-identification Governance as the management of strategic cycles Possible pointers to further reflection on psyclicity References Introduction The identity of individuals and collectivities (groups, organizations, etc) is typically associated with an entity bounded in physical space or virtual space. The boundary may be defined geographically (even with "virtual real estate") or by convention -- notably when a process of recognition is involved, as with a legal entity. Geopolitical boundaries may, for example, define nation states. The focus here is on the extent to which many such entities are also to some degree, if not in large measure, defined by cycles in time. For example many organizations are defined by the periodicity of the statutory meetings by which they are governed, or by their budget or production cycles. Communities may be uniquely defined by conference cycles, religious cycles or festival cycles (eg Oberammergau). Biologically at least, the health and viability of individuals is defined by a multiplicity of cycles of which respiration is the most obvious -- death may indeed be defined by absence of any respiratory cycle.
    [Show full text]
  • Gregory Bateson, Cybernetics, and the Social/Behavioral Sciences
    GREGORY BATESON, CYBERNETICS, AND THE SOCIAL/BEHAVIORAL SCIENCES ABSTRACT Gregory Bateson's interdisciplinary work in Anthropology, Psychiatry, Evolution, and Epistemology was profoundly influenced by the ideas set forth in systems theory, communication theory, information theory and cybernetics. As is now quite common, Bateson used the single term cybernetics in reference to an aggregate of these ideas that grew together shortly after World War II. For him, cybernetics, or communication theory, or information theory, or systems theory, together constituted a unified set of ideas, and he was among the first to appreciate the fact that the patterns of organization and relational symmetry evident in all living systems are indicative of mind. Here, we must not forget that due to the nineteenth century polemic between science and religion, any consideration of purpose and plan, e.g., mental process, had been a priori excluded from science as non-empirical, or immeasurable. Any reference to mind as an explanatory or causal principle had been banned from biology. Even in the social/behavioral sciences, references to mind remained suspect. Building on the work of Norbert Wiener, Warren McCulloch, and W. Ross Ashby, Bateson realized that it is precisely mental process or mind which must be investigated. Thus, he formulated the criteria of mind and the cybernetic epistemology that are pivotal elements in his "ecological philosophy." In fact, he referred to cybernetics as an epistemology: e.g., the model, itself, is a means of knowing what sort of world this is, and also the limitations that exist concerning our ability to know something (or perhaps nothing) of such matters.
    [Show full text]
  • Chapter 18: Games As Cybernetic Systems
    Chapter 18: Games as Cybernetic Systems Cybernetics enforces consistency. It permits change, but the change must be orderly and abide by the rules.—Jeremy Campbell, Grammatical Man Introducing Cybernetic Systems Cyberspace. Cyberpunk. A Cyborg Manifesto. The term cybernetic has been appropriated by science fiction and technoculture to mean anything associated with computer technology. In point of fact, the field of cybernetics precedes the advent of digital computers. Mathematician Norbert Weiner coined the term "cybernetics" in his 1948 book Cybernetics or Control and Communication in the Animal and the Machine. The word is derived from the Greek word for steersman or navigator, and appropriately enough, cybernetics studies the regulation and control of systems. Cybernetics grew out of systems theory and information theory, and like these fields, cybernetics studies a range of subjects, from mechanical and electrical systems to social and biological systems. In looking at the basic principles of cybernetics, we are touching on a field filled with great debates and a rich history, a field that greatly influenced contemporary ideas about computer technology and society. This chapter can only offer a brief introduction to cybernetics, focusing on the ways dynamic systems change over time and the formal structures that allow these changes to occur. What are the rule structures that monitor change within a game system? How does a game system adjust to change over time? What constitutes feedback within a game? How can positive and negative feedback loops be used in the design of meaningful play? Within this schema on Games as Cybernetic Systems, we bring cybernetics to bear on these important game design questions.
    [Show full text]
  • Chaos, Complexity, and Creativity
    Bridges 2009: Mathematics, Music, Art, Architecture, Culture Chaos, Complexity, and Creativity Krystyna Laycraft Center for Chaos Studies P.O. Box 373, Nanton, Alberta T0L 1R0, Canada E-mail: [email protected] Abstract During the workshop, we introduce the main concepts and principles of chaos theory (positive and negative feedback, bifurcation points, attractors, complexity, self-organization, dissipative structures) through brief introductions, discussions, and a variety of stimulating and interactive activities like improvisation, active imagination, exercises of self-reflection, and techniques of disappearing. To illustrate some concepts we use the author’s paintings. Then we analyze the process of creativity by applying these concepts. Creativity could be referred to as “self-organizing dissipative structures,” originating spontaneously in far-from-equilibrium conditions. They emerge only through a constant exchange of energy/information with their environment, continuously create bifurcation points of instabilities and fluctuations, and transform themselves into new organization of increased order and complexity. Introduction In this workshop I will introduce the basic concepts of chaos theory and analyze the process of creativity by applying these concepts. I will guide the participants through a variety of stimulating and interactive activities like improvisation, active imagination, exercises of self-reflection, and disappearing techniques designed to assist in understanding and increasing their creativity. During the early
    [Show full text]
  • Society As a Complex Adaptive System
    59. Society as a CompIex Adaptive System WALTER DUCKLEY WE HAVE ARGUED at some length in another place1 istic is its functioning to maintain the given struc- that the mechanical equilibrium model and the ture of the system within pre-established limits. It organismic homeostasis models of society that involves feedback loops with its environment, and have underlain most modern sociological theory possibly information as well as pure energy inter- have outlived their usefulness. A more viable changes, but these are geared principally to self- model, one much more faithful to the kind of regubtion (structure maintenance) rather than adap- system that society is more and more recognized tation (change of system structure). The complex to k,is in process of developing out of, or is in adaptive systems {species, psychological and socio- keeping with, the modern systems perspective cultural systems) are also open and negentropic. (which we use loosely here to refer to general But they are oppn "internally" us well as externally systems research, cybernetics, information and in that the interchanges among their components communication theory, and related fields). Society, may result in significant changr.s in the nature of or the sociocultural system, is not, then, principally the components theinselves with important con- an equilibrium system or a homeostatic system, sequences for the system as a whole. And the but what we shalt simply refer to as a complex energy level that may be mobilized by the system adaptive system. is subject to relatively wide fluctuation. Internal To summarize the argument in ove~lysimplified as well as external interchanges are mediated form: Equilibria1 systems are relatively closed and characteristically by infirmation flows (via chemi- entropic.
    [Show full text]