DOCSLIB.ORG

The Effects of Higher-Order Thinking Dispositions, Job-Related Learning and Creativity on Innovation Behaviour

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Effects of Higher-Order Thinking Dispositions, Job-Related Learning and Creativity on Innovation Behaviour The Effects of Higher-Order Thinking Dispositions, Job-Related Learning and Creativity on Innovation Behaviour Mark Kong Chew Loon (BABA, MBA, DBA) Doctor of Philosophy in Management December 2015 Statement of Originality The thesis contains no material which has been accepted for the award of any other degree or diploma in any university or other tertiary institution and, to the best of my knowledge and belief, contains no material previously published or written by another person, except where due reference has been made in the text. I give consent to the final version of my thesis being made available worldwide when deposited in the University’s Digital Repository**, subject to the provisions of the Copyright Act 1968. ------------------------ Mark Loon December 2015 Acknowledgements and Dedications I would like to thank my wife Jo Bridge for all her support and understanding. In addition, I am grateful for my supervisor, Dr Gian Casimir’s help and support. He went well above the call of duty. It is his contributions that have given this study its merits, all limitations are mine alone. I would like to thank my father, Loon Weng Cheun, sisters, Thirza and Inez Loon, brother-in-law, Derrick Yeoh, and nieces Madison and Alexandra Yeoh. This dissertation is in my memory of late mother Dorothy Loon. Table of Contents Abstract ............................................................................................... xi 1.0. Chapter One – Introduction to the Research Project ............ 1 1.1 INTRODUCTION ................................................................................... 1 1.2 BACKGROUND AND CONTRIBUTION OF THE RESEARCH..................... 1 1.3. JUSTIFICATION FOR THE RESEARCH PROJECT ................................... 3 1.3.1. Theoretical Perspective ....................................................................... 3 1.3.1.1. Adam Smith’s Invisible Hand ....................................................... 4 1.3.1.2. Kondratieff Waves ........................................................................ 4 1.3.1.3. Schumpeter’s Creative Destruction .............................................. 7 1.3.1.4. Science, Research and Development ............................................ 8 1.3.1.5. Technological Advancement: Invention, Innovation and Diffusion11 1.3.1.6. Resource-Based View of the Firm .............................................. 14 1.3.1.7. Theoretical Justification of the Research ................................... 18 1.3.2. The Value of Innovativeness and Innovation Behaviour in Practice 23 1.3.2.1. Improving Performance .............................................................. 23 1.3.2.2. Enhanced Competitiveness ......................................................... 24 1.3.2.3. Managing Change: Adapting to and Shaping Change ............... 26 1.3.2.4 Human Capital and Innovation ................................................... 30 1.3.2.5 Summary ...................................................................................... 31 1.4. RESEARCH OBJECTIVES, QUESTIONS AND HYPOTHESES ................ 32 1.5. RESEARCH METHODOLOGY............................................................. 35 1.6. MAJOR FINDINGS ............................................................................. 37 1.7. LIMITATIONS AND FUTURE RESEARCH ........................................... 37 1.8. STRUCTURE OF THE DISSERTATION ................................................. 38 2.0. Chapter Two – Literature Review ......................................... 40 2.1 INNOVATION ..................................................................................... 40 2 41 2.1.1.1. Pragmatism ................................................................................. 41 2.1.1.2. Praxis and Praxeology ............................................................... 44 2.1.2. Definitions of Innovation .................................................................. 46 2.1.3. Innovation Outcomes ........................................................................ 50 2.1.3.1. Product Innovation ..................................................................... 50 2.1.3.2. Service Innovation ...................................................................... 52 2.1.3.3. Process Innovation ..................................................................... 63 2.1.3.4. Marketing Innovation ................................................................. 73 2.1.3.5. Technological Innovation ........................................................... 81 2.1.3.6. Management/ Organisational Innovation................................... 88 2.1.3.7. Business Model Innovation ......................................................... 91 2.1.4. Innovativeness: Innovation Behaviours ............................................ 99 2.2. HIGHER-ORDER THINKING DISPOSITIONS ..................................... 102 i 2.2.1. Mental Processes: Intelligence, Cognition and Thinking ................ 102 2.2.1.1. Intelligence and Cognition ........................................................ 102 2.2.1.2. Higher-Order Thinking ............................................................. 110 2.2.2. Socio-emotional Processes: Personality, Traits and Dispositions ... 114 2.2.2.1. Individual Differences and Personality .................................... 114 2.2.2.2. Traits and Dispositions ............................................................. 116 2.2.3. An Integrated View .......................................................................... 124 2.2.3.1. Good Thinking........................................................................... 126 2.2.3.2. Typical Intellectual Engagement (TIE) and the Adult Intelligence Development Theory ............................................................. 130 2.2.3.3. Subjectively Assessed Intelligence (SAI) ................................... 132 2.2.3.4. Trait Complexes ........................................................................ 134 2.2.3.5. The intelligence-as-Process, Personality, Interests, and intelligence-as-Knowledge (PPIK) model ............................. 136 2.2.3.6. Extracognition ........................................................................... 139 2.3. CRITICAL THINKING ...................................................................... 143 2.3.1. Critical Thinking Skills.................................................................... 143 2.3.1.1. Biases, Fallacies and Heuristics ............................................... 143 2.3.1.2. Definitions and Elements of Critical Thinking ......................... 150 2.3.1.3. Measures of Critical Thinking Skills ......................................... 158 2.3.2. Critical Thinking Dispositions ......................................................... 160 2.4. PROBLEM SOLVING ........................................................................ 168 2.4.1. Overview .......................................................................................... 168 2.4.1.1. Identifying the Problem ............................................................. 168 2.4.1.2. Solving the Problem .................................................................. 171 2.4.2. Problem Finding .............................................................................. 173 2.4.3. Solving the Problem ........................................................................ 175 2.4.4. Solutions Implementation ................................................................ 177 2.4.5. Concepts of Problem Solving .......................................................... 178 2.4.5.1. Resolve, Solve and Dissolve ...................................................... 178 2.4.5.2. Complex Problem Solving ......................................................... 179 2.4.5.3. Social Problem Solving ............................................................. 181 2.4.6. Operationalising Problem Solving Disposition ............................... 181 2.4.6.1. Positive Problem Solving Orientation ...................................... 182 2.4.6.2. Rational and Systematic Problem Solving ................................ 183 2.4.7. Effective Problem Solving at the Organisational Level .................. 184 2.5. METACOGNITION SELF-CONSCIOUSNESS ...................................... 187 2.5.1. Overview and Definition of Metacognition ..................................... 187 2.5.2. Antecedents of Metacognition ......................................................... 193 2.5.3. Impact of Metacognition Self-Consciousness ................................. 196 2.5.3.1. Affective States .......................................................................... 196 2.5.3.2. Critical Thinking ....................................................................... 197 2.6. SYSTEMS THINKING ....................................................................... 198 ii 2.6.1. The Concept of Systems .................................................................. 198 2.6.2. General Systems Theory ................................................................. 203 2.6.3. System Dynamics and Cybernetics ................................................. 207 2.6.4. Hard and Soft System Methodologies ............................................. 209 2.6.5. Systems Thinking Skills .................................................................. 215 2.6.6. Systems Thinking in the Workplace ............................................... 216 2.6.7. Systems Thinking Dispositions ......................................................
Load more

Recommended publications
  • AFRI and NIWQP Project Directors Meeting
    AFRI and NIWQP Project Directors Meeting Washington, D.C October 12-13, 2016 United States Department of Agriculture National Institute of Food and Agriculture National Institute of Food and Agriculture Agriculture and Food Research Initiative/National Integrated Water Quality AFRI and NIWQP Annual Project Directors Meeting United State Department of Agriculture National Institute of Food and Agriculture Washington D.C 20024 Welcome to the 2016 AFRI/NIWQP Annual Project Directors Meeting The USDA National Institute of Food and Agriculture (NIFA) welcomes you to the FY 2016 USDA- NIFA AFRI and NIWQP Annual Project Directors’ Meeting. The meeting brings together project directors, co- project directors, graduate students and collaborators from the National Integrated Water Quality Program (NIWQP, FY 2010-2014), the Agricultural and Food Research Initiative (AFRI), Water for Agriculture Challenge Area (FY 2014,-2015), AFRI Foundational RENRE (FY 2011- 2013) program and AFRI Foundational BENRE (FY2014 - FY2015). The purpose of the meeting is for NIFA staff to interact with awardees and learn more about the success of their projects, identify outcomes and learn about current research needs. It will also provide the opportunity for awardees to get the most recent updates on program priorities and new programs. This year we have added additional breakout sessions for more interaction and networking opportunity. We expect that the interaction among awardees will provide the opportunity for collaboration that will help in the development of future NIFA awards. We hope that everyone who attends will be enriched and impressed by the exciting science, innovation and productivity of your fellow awardees. Thank you for coming! Sincerely, James (Jim) Dobrowolski Nancy Cavallaro Dewell Paez Nat’l Program Leader Nat’l Program Leader Program Specialist 202 -401-5016 202-401-5176 202-401-4141 [email protected] [email protected] [email protected] AGENDA Wednesday, October 12, 2016 7:00 a.m.
    [Show full text]
  • Solin JSE February 2017 General
    Journal of Sustainability Education Vol. 12, February 2017 ISSN: 2151-7452 Book Review of Systems Thinking Made Simple: New Hope for Solving Wicked Problems Jeremy Solin (University of Wisconsin-Extension, ThinkWater) [email protected] Abstract: In this book review the author summarized the text, Systems thinking made simple: New hope for solving wicked problems by Derek and Laura Cabrera (2015). In the text, cognitive thought is described as a complex adaptive system and four simple rules of thinking are included as an approach to problem solving. Keywords: cognition, complex adaptive systems, sustainability education, systems thinking, thinking Dr. Jeremy Solin is the Wisconsin Coordinator and National Program Manager of ThinkWater, a national campaign supported by USDA to help people of all backgrounds and ages think and care deeply about water. He’s worked in the environmental and sustainability education fields for the past 20 years. Book Review of Systems Thinking Made Simple: New Hope for Solving Wicked Problems As an educator for the past 20 years, I would have told you that systems thinking was at the core of my approach to teaching – helping people understand things from a critical systems perspective. What I have come to realize is that my understanding of systems thinking was helping people understand systems science, but not using systems science to understand their own thinking. Dr. Derek Cabrera a cognitive and systems scientist at Cornell, and author, along with his partner Laura, of Systems Thinking Made Simple: New Hope for Solving Wicked Problems, helped me to connect systems and thinking. In Systems Thinking Made Simple, the Cabrera’s lay out the case for understanding thinking as a complex adaptive system (CAS).
    [Show full text]
  • Detangling the Wicked Problem of Modern Crime
    WEBS OF DECEIT: DETANGLING THE WICKED PROBLEM OF MODERN CRIME drhgfdjhngngfmhgmghmghjmghfmf For: 2016 Fram Applied Critical Thinking Speaker Series PAMELA J. SYDELKO DIRECTOR: SYSTEMS SCIENCE CENTER GLOBAL SECURITY SCIENCES DIVISION ARGONNE NATIONAL LABORATORY Pamela J. Sydelko Education PhD M.S. in Soil B.S. in Botany MBA Candidate Science Systems North Dakota Skills Science University University the State Something aboutUniversity me that of you should know of Illinois of Chicago University Hull, UK 1982 1984 2004 Present Experience Environmental Spatial GIS Integrated Executive Systems Science Modeling M&S Management Science the zero 1985 1988 1994 2003 2004 2014 U.S. Army Argonne Construction National Engineering Laboratory Research Laboratory 2 WHAT IS A SYSTEM? EVOLUTION OF SYSTEMS THINKING Systems HARD AND SOFT SYSTEMS THINKING Thinking CRITICAL SYSTEMS THINKING (CST) RadialSYSTEMIC List INTERVENTION-SmartArt This is example for a subtitle WHAT IS A WICKED PROBLEM? Wicked Problems PROPERTIES OF WICKED PROBLEMS COMPLICATED VS WICKED PROBLEM? Brainstorm OUTLINE The Inter- STOVE-PIPED GOVERNMENT agency GOVERNMENT CZARS AND TASK FORCES Proposal PARTICIPATORY SYSTEMIC PROBLEM STRUCTURING Crime at ANTICIPATORY SYSTEMS the Urban Edge SYSTEMIC ORGANIZATIONAL DESIGN EVALUATION OF METHODS AND PROCESS 3 4 WHAT IS A SYSTEM? . A System is a set of interacting or interdependent components forming an integrated whole and serving a common purpose 5 FOUNDATIONS OF SYSTEMS THINKING? "Modern science is characterized by its ever-increasing specialization, necessitated by the enormous amount of data, the complexity of Ludwig von Bertalanffy techniques and of Systems thinking has theoretical structures “There appear to exist roots in the General within every field. Thus general system laws which apply to any Systems Theory that science is split into was advanced by system of a particular Ludwig von innumerable type, irrespective of the Bertalanffy in disciplines continually particular properties of the1940’s.
    [Show full text]
  • NOT ALL VISUAL MAPS ARE CREATED EQUAL the Cognitive Style of Visual Maps
    NOT ALL VISUAL MAPS ARE CREATED EQUAL The Cognitive Style of Visual Maps is an approximation of describes, summarizes, predicts, and leads to behavior in mental model real world the way you think about the real all or part of the real world situation or environment in which situation or environment in you are working which you are working informs through feedback consequences of which inform adapta- tion; selective effect on viability and on competition among model WHITE PAPER NO. 2 • FEBRUARY 2018 NOT ALL VISUAL MAPS ARE CREATED EQUAL 2 n Why You Should Map: The Science Behind Visual The Cognitive Style of Modern Maps Mapping (#1 in a 3-part series of short white papers) Figure 1 illustrates a few of the most popular approaches to you learned why visual/tactile maps are so critically visual mapping: a) mindmaps, b) concept maps, c) network Iimportant to your success in any domain. But, not all visual maps, and d) dsrp network maps. Underlying each of these maps are created equal. The best maps: visual approaches is an architecture: the implicit or explicit 1. help us align our ideas with the real world and real structure of the map style. This architecture is usually action, and; (although not always) predicated on assumptions about how 2. help us to avoid costly pitfalls associated with forcing the human mind structures information, or inversely how real-world phenomena (square peg) into a particular human knowledge (subject matter, etc.) is structured. cognitive style (round hole). Mind maps (Figure 1a) developed by inventor Tony Buzan It is important to evaluate the cognitive style that underlies rely on an assumption that the underlying structure of visual mapping tools and techniques before using them to human thought is radial (emanating from a central point) have better ideas that lead to better action.
    [Show full text]
  • Systems Thinking in the Forest Service: a Framework to Guide Practical Application for Social-Ecological Management in the Enterprise Program
    Portland State University PDXScholar Dissertations and Theses Dissertations and Theses 10-27-2016 Systems Thinking in the Forest Service: A Framework to Guide Practical Application for Social-Ecological Management in the Enterprise Program Megan Kathleen Kmon Portland State University Let us know how access to this document benefits ouy . Follow this and additional works at: http://pdxscholar.library.pdx.edu/open_access_etds Part of the Forest Management Commons, and the Management Information Systems Commons Recommended Citation Kmon, Megan Kathleen, "Systems Thinking in the Forest Service: A Framework to Guide Practical Application for Social-Ecological Management in the Enterprise Program" (2016). Dissertations and Theses. Paper 3312. 10.15760/etd.3292 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. For more information, please contact [email protected]. Systems Thinking in the Forest Service: A Framework to Guide Practical Application for Social-Ecological Management in the Enterprise Program by Megan Kathleen Kmon A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science in Systems Science Thesis Committee: Wayne Wakeland, Chair Martin Reynolds Joe Fusion Portland State University 2016 Abstract The U.S. Forest Service (USFS) Enterprise Program (EP), which provides fee-for- service consulting services to the USFS, is interested in integrating systems thinking into its service offerings. Despite there being several excellent sources on the range and diversity of systems thinking, no single framework exists that thoroughly yet concisely outlines what systems thinking is along with its deep history, theoretical tenets, and soft and hard approaches.
    [Show full text]
  • Fostering System-Level Perspective Taking When Designing for Change in Educational Systems
    TechTrends https://doi.org/10.1007/s11528-020-00529-w ORIGINAL PAPER Fostering System-Level Perspective Taking when Designing for Change in Educational Systems Steven Weiner1 & Melissa Warr2 & Punya Mishra 2 # Association for Educational Communications & Technology 2020 Abstract A core element of systems thinking is perspective taking. Perspectives help people distinguish between salient and irrelevant information, take particular types of actions, and make sense of the world. In this article, we consider what systems thinking and perspective taking means for designers in education. First, we present a framework, the five spaces for design in education,to illustrate design work in education. The framework presents five spaces for design: artifacts, processes, experiences, systems, and culture. We claim that most—if not all—educators participate in design work; however, the design spaces they work in vary. Consequently, educational designers often fail to consider the perspectives of those working in different spaces, resulting in failed reform efforts. We illustrate this concept through the technology integration attempts of the Los Angeles Unified School District. We argue more effective design in education occurs when designers both recognize their own design perspective and are aware of other perspectives. Keywords Design theory . Systems thinking . Perspective-taking . Complex social systems In Spring 2012, then-superintendent John Deasy started to improprieties in the bidding process, and content inaccuracies plan an ambitious, $1.3 billion transformation of the Los in the software led to a firestorm of public disapproval, even- Angeles Unified School District (LAUSD). The goal was to tually resulting in the resignation of Superintendent Deasy. provide all of the district’s roughly 500,000 students with Under the guidance of a new superintendent, the program iPads pre-loaded with educational software geared towards was redesigned with a more intentional focus on teacher in- mastering Common Core standards (Gilbertson 2014).
    [Show full text]
  • Systems Thinking in the Forest Service: a Framework to Guide Practical Application for Social-Ecological Management in the Enterprise Program
    Portland State University PDXScholar Dissertations and Theses Dissertations and Theses Fall 10-27-2016 Systems Thinking in the Forest Service: a Framework to Guide Practical Application for Social-Ecological Management in the Enterprise Program Megan Kathleen Kmon Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the Forest Management Commons Let us know how access to this document benefits ou.y Recommended Citation Kmon, Megan Kathleen, "Systems Thinking in the Forest Service: a Framework to Guide Practical Application for Social-Ecological Management in the Enterprise Program" (2016). Dissertations and Theses. Paper 3312. https://doi.org/10.15760/etd.3292 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. Systems Thinking in the Forest Service: A Framework to Guide Practical Application for Social-Ecological Management in the Enterprise Program by Megan Kathleen Kmon A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science in Systems Science Thesis Committee: Wayne Wakeland, Chair Martin Reynolds Joe Fusion Portland State University 2016 Abstract The U.S. Forest Service (USFS) Enterprise Program (EP), which provides fee-for- service consulting services to the USFS, is interested in integrating systems thinking into its service offerings. Despite there being several excellent sources on the range and diversity of systems thinking, no single framework exists that thoroughly yet concisely outlines what systems thinking is along with its deep history, theoretical tenets, and soft and hard approaches.
    [Show full text]
  • A Conceptual Framework for the Implementation of Systems Thinking in Development Aid Programming
    How to improve systems thinking in aid: A conceptual framework for the implementation of systems thinking in development aid programming A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy Mihaela Balan MBA, Open University Business School MSSc (IUEM), RMIT University B.Sc. (Engineering), University Alex. I. Cuza School of Global, Urban and Social Studies College of Design and Social Context RMIT University May 2019 Declaration I certify that, except where due acknowledgement has been made, the work is that of the author alone; the work has not been submitted previously, in whole or in part, to qualify for any other academic award; the content of the thesis is the result of work which has been carried out since the official commencement date of the approved research program; any editorial work, paid or unpaid, carried out by a third party is acknowledged; and ethics procedures and guidelines have been followed. I acknowledge the support I have received for my research through the provision of an Australian Government Training Program Scholarship. Mihaela Balan May 2019 i Acknowledgements First, thanks to my dear Dan, who has provided inspiration, love, devotion, sacrifice, encouragement and support during this long endeavour for so many years. To Teodora: for foregoing times together in order for me to complete this research and for being supportive in your little way. I look forward to making up for lost time. To Mom: for instilling in me an appreciation for the value of trying new things, being innovative, and curious. To my supervisors: Professor Simon Feeny, Associate Professor Dave Mercer and Associate Professor Paul Battersby.
    [Show full text]
  • 'Systems Thinking' by D. Cabrera Et
    Open Research Online The Open University’s repository of research publications and other research outputs Response to paper ’Systems Thinking’ by D. Cabrera et al.: Systems thinking from a critical systems perspective Journal Item How to cite: Reynolds, Martin (2008). Response to paper ’Systems Thinking’ by D. Cabrera et al.: Systems thinking from a critical systems perspective. Journal of Evaluation and Program Planning, 31(3) pp. 323–325. For guidance on citations see FAQs. c [not recorded] Version: [not recorded] Link(s) to article on publisher’s website: http://dx.doi.org/doi:10.1016/j.evalprogplan.2008.04.004 Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online’s data policy on reuse of materials please consult the policies page. oro.open.ac.uk Reynolds, M. (2008). Response to paper "Systems Thinking" by D. Cabrera et al.: systems thinking from a critical systems perspective. Journal of Evaluation and Program Planning, 31, 323-325. ISSN: 0149-7189 Response to paper “Systems Thinking” by D. Cabrera et al.: Systems thinking from a critical systems perspective1 Martin Reynolds Open Systems Research Group, The Open University, Walton Hall, Milton Keynes, UK. MK7 6AA Tel.: (+)44 (0)1908 654894. E-mail: [email protected]. 1 Perspectives on systems thinking 1.1 Inviting other perspectives Inviting further perspectives is both welcome and consistent with the rules on systems thinking presented in this significant and thoughtful paper, Systems Thinking. ‘Perspective-taking’ is the last of the four rules of DSRP following Distinction, Systems-making, and identifying Relationships.
    [Show full text]
  • Page 1 of 7 … Thinking Skills Organization The
    http://www.idsrp.com/ … Thinking skills organization The Creative Attitude … Roger Schank Learning to ask and answer the right questions Creativity is a game of making and testing hypotheses, taking them as far as they can be taken, then watching them crumble and wondering, why. There are three very common scenarios for discouraging creative thinking, which are: Formulaic thinking …Believes there is an answer for every question Reinventing the wheel syndrome … if you want to be creative, you must not be afraid to reinvent the wheel Tripping on the prototype … we go no future than what we remember in the past of a similar experience. Scripts are formula’s for living. Children are rapid script learners and script formers. Its what grounds the child as they grow. Scripts and the learning cycle; What happens when thing don’t follow our internal script? You do three things Notice the anomaly Ask a question Find an explanation Understanding something means either determining that what we have witnessed is consonant what our expectations, in which case the cycle simply finishes, or else determining that an event has failed your expectations. If your expectations have not been satisfied, you must wonder why and demand an explanation from others or create one on your own. An important questions is, What becomes of your new explanation? There is a critical step in the normal understanding cycle: Alter the failed expectation. The part of understanding that relates to learning is what we do when our scripts fail. We look back in our memory for an explanation, but scripts are in essence old, fossilized explanations.
    [Show full text]
  • The Open Cybernetics & Systemics Journal
    Send Orders for Reprints to [email protected] 20 The Open Cybernetics & Systemics Journal, 2018, 12, 20-28 The Open Cybernetics & Systemics Journal Content list available at: www.benthamopen.com/TOCSJ/ DOI: 10.2174/1874110X01812010020 REVIEW ARTICLE A Social Cybernetic View of Violence and Some Paradoxes of Working with Violent Abusers Victor MacGill* University of the Sunshine Coast, 90 Sippy Downs Dr, Sippy Downs QLD 4556, Australia Received: December 22, 2017 Revised: February 02, 2018 Accepted: February 12, 2018 Abstract: This paper commences with a theoretical underpinning of the nature of violence from a social cybernetic perspective, exploring the interactions between parts and wholes where boundaries are transgressed or vital flows are disrupted. A case study of Rangi, a perpetrator of family violence, who is a hypothetical composite of people the author has worked with over the years, demonstrates how cybernetic principles can be used to understand the nature of human violence on an individual level and inform ways of working with clients aiming to reduce the frequency and severity of violence in their lives and the people around them. The focus then shifts to structural violence imposed on the parts of the system by the whole. First, this is examined at a societal level, then returning to the case study of Rangi, there is an exploration of structural violence within the criminal justice system revealing paradoxes to be confronted in working with violent clients. Keywords: Cybernetics, Violence, Boundary, Recursive, Structural violence, Complex adaptive systems. 1. INTRODUCTION As in many other countries, violence is a serious problem in New Zealand.
    [Show full text]
  • Developing an Understanding of Violence Using the Dsrp Theory As a Framework
    DEVELOPING AN UNDERSTANDING OF VIOLENCE USING THE DSRP THEORY AS A FRAMEWORK Victor MacGill 8 Cornwall Place Stoke Nelson New Zealand University of the Sunshine Coast ABSTRACT This paper uses the DSRP model to understand human violence. When a boundary is set by a distinction, inside and outside is created. That which is excluded becomes the other and is often disowned, demonised and marginalised making violence or abuse towards the other more likely. Sometimes parts of a system invade other parts disrupting the functioning of the whole system, reducing requisite variety. The relationships between parts can be distorted. Each part has its own perspective excluding other perspectives. Violence is thus latent in all complex systems. Violence is explored from a variety of perspectives. It is fractal appearing from the individual and family level through to national and global manifestations. It can be overt or covert and often becomes transgenerational. Systems thinking can be a powerful tool for restoring balance and resilience to human social systems and reduce the level of violence and abuse in society. Keywords: DSRP, violence, abuse, CAS, boundary Introduction This paper explores violence in social settings using the DSRP model (Cabrera & Cabrera, 2015) as a framework. First, there is an outline of the DSRP model leading to a definition of violence in systems terms. The nature of human violence is then explored from several perspectives. Shannon’s theory of communication (Shannon, 1948) is followed by Maturana’s (Maturana & Verden-Zoller, 2008) concepts of relational dynamics. This leads into an investigation of the process of othering through which individuals or groups are marginalised and disowned leading to violence.
    [Show full text]