Snowden David J
Cynefin Centre for Organizational Complexity, UK.
Inform Prim Care. 2005;13(1):45-54. doi: 10.14236/jhi.v13i1.578.
Imagine organising a birthday party for a group of young children. Would you agree a set of learning objectives with their parents in advance of the party? Would those objectives be aligned with the mission statement for education in the society to which you belong? Would you create a project plan for the party with clear milestones associated with empirical measures of achievement? Would you start the party with a motivational video so that the children did not waste time in play not aligned with the learning objectives? Would you use PowerPoint to demonstrate to the children that their pocket money is linked to achievement of the empirical measures at each milestone? Would you conduct an after-action review at the end of the party, update your best practice database and revise standard operating procedures for party management? No! Instead, like most parents, you would create barriers to prevent certain types of behaviour, you would use attractors (party games, a football, a videotape) to encourage the formation of beneficial largely self-organising identities; you would disrupt negative patterns early, to prevent the party becoming chaotic, or necessitating the draconian imposition of authority. At the end of the party you would know whether it had been a success, but you could not have defined (in other than the most general terms) what that success would look like in advance.
想象一下为一群小孩子组织一场生日派对。你会在派对前与他们的父母商定一套学习目标吗？这些目标会与你所属社会的教育使命声明相一致吗？你会为派对制定一个项目计划，设定与成就实证衡量标准相关的明确里程碑吗？你会在派对开始时播放一段激励视频，以免孩子们在与学习目标不符的玩耍中浪费时间吗？你会用幻灯片向孩子们展示他们的零花钱与每个里程碑的实证衡量标准的达成情况相关联吗？你会在派对结束后进行一次事后评估，更新你的最佳实践数据库，并修订派对管理的标准操作程序吗？不会！相反，像大多数父母一样，你会设置障碍来防止某些类型的行为，你会使用吸引物（派对游戏、一个足球、一盘录像带）来鼓励形成有益的、很大程度上自我组织的身份认同；你会尽早打破消极模式，以防止派对变得混乱，或需要严厉地施加权威。在派对结束时，你会知道它是否成功，但你无法提前（除了最笼统的表述外）定义那种成功会是什么样子。
