This task involved mapping out the capabilities required to implement innovation and change successfully in an organisational context. Below is a dynamic visualisation of these (sounds much more impressive than it actually is) done in Kumu, which you should be able to click through (details on each capability and its relevance are in the description of individual nodes).

The task asked for capabilities separated into four domains – personal, social, strategic and learning and reflection – but to me they are inextricably linked. The colour coding on the map reflects this and also some of the interconnections.

I feel like I didn’t do a particularly effective job of this task – cognitive load was at a premium this month, workload demands were high and I wasn’t able to devote much attention in this direction. I did do a lot of reading and learned a lot of critical things, but wasn’t able to capture this in a really effective narrative. I suspect, though, that learning to be ok with compromise is part of the journey.

An additional thing I did this month, which is related but not actually part of this exercise, is finally begin to capture my thinking around the potential emergent space of organisational learning design – you can read the post here.

Argyris, C. & Schön, D. (1978). Organizational learning. Reading, Mass Addison-Wesley Pub. Co
Armour, C. (2018). Leaders Who Ask. Bacca House Press.
Banathy, B. H. (1999). Systems thinking in higher education: learning comes to focus. Systems Research and Behavioral Science: The Official Journal of the International Federation for Systems Research, 16(2), 133-145.
Byrne, D. (2014). Thoughts on a pedagogy of complexity. Complicity: An International Journal of Complexity and Education, 11(2).
Cooksey, R.W. (2011). Yours, mine or ours: What counts as innovation? Journal of Agricultural Education and Extension, 17(3), 283-295.
Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative science quarterly, 44(2), 350-383.
Edmondson, A. C. (2002). Managing the risk of learning: Psychological safety in work teams (pp. 255-275). Cambridge, MA: Division of Research, Harvard Business School.
Edmondson, A. C. (2003). Psychological Safety, Trust, and Learning in Organizations: A Group-level Lens.
Flood, R. L., & Romm, N. R. A. (1996). Contours of diversity management and triple loop learning. Kybernetes, 25(7), 154-163. Retrieved from
Gibbons et al (1994). The New Production of Knowledge: The Dynamics of Science and Research in Contemporary Societies . London: Sage.
Goldstein, J., Hazy, J.K. & Lichtenstein, B.B. (2010). Introduction: A new science of leadership. In Complexity and the nexus of leadership: Leveraging nonlinear science to create ecologies of innovation. New York: Palgrave Macmillan, 1-17.
Hase, S., & Kenyon, C. (2007). Heutagogy: A child of complexity theory. Complicity: An international journal of complexity and education, 4(1).
Hase, S., & Kenyon, C. (Eds.). (2013). Self-determined learning: Heutagogy in action. A&C Black.
Hazy, J. K., & Uhl-Bien, M. (2013). Changing the rules: The implications of complexity science for leadership research and practice. Oxford handbook of leadership and organizations.
Ison, R. (1999). Applying systems thinking to higher education. Systems Research and Behavioral Science: The Official Journal of the International Federation for Systems Research, 16(2), 107-112.
Kahneman, D. (2011). Thinking, fast and slow. London: Penguin.
Kegan, R. and Lahey, L. (2002). How the Way We Talk Can Change the Way We Work: Seven Languages for Transformation. San Francisco: Jossey-Bass
Lichtenstein, B. B., Uhl-Bien, M., Marion, R., Seers, A., Orton, J. D., & Schreiber, C. (2006). Complexity leadership theory: An interactive perspective on leading in complex adaptive systems. Emergence: Complexity and Organization 8:4
Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization. Broadway Business.
Tank, A. (2018). Why the world needs deep generalists, not specialists. Retrieved from
Tversky, A., & Kahneman, D. (1974). Judgment under uncertainty: Heuristics and biases. science, 185(4157), 1124-1131.
Van Quaquebeke, N and Felps, W. 2018. Respectful Inquiry: A Motivational Account of Leading Through Asking Questions and Listening.
Academy of Management Review 43:1, 5-27
Whitchurch, C. (2008). Shifting identities and blurring boundaries : the emergence of Third Space professionals in UK higher education. Higher Education Quarterly , 62 (4) pp. 377-396.

Leave a Reply

Your email address will not be published. Required fields are marked *