Using Trans-Organizational Development and Complexity Theory Frameworks to Establish a New Early Childhood Education Network

Abstract

Purpose

The purpose of this chapter was to describe the development of an early childhood learning network and to understand that development through the lens of complexity theory and trans-organization development. It explores the unfolding dynamics and emerging meaning that became central to facilitating the design, development, and implementation of the complex multi-stakeholder network.

Design

The chapter identifies 12 implications from complexity theory for practitioners of trans-organization development, and then applies those implications to the process and understanding of development stages of an NP’s early childhood education network.

Findings

The use of complexity theory as a framework allowed for identifying five key observations and conclusions, in particular the significant role that meaning-making dialogue holds as a driver of common understanding and engagement among stakeholders. Additionally, the use of building responsive processes, understanding contextual shift, impact of power as an attractor pattern, and capacity of flexibility and adaptability all become essential elements of complex network leadership.

Originality and value

The findings of this chapter will help trans-organization development practitioners and leaders alike. Both the implications and lessons learned will assist in building the capacity of leaders and practitioners as a means of improving effectiveness in dealing with emerging dynamics and leading in unknown contexts and complex contexts environments.

Citation

Mangiofico, G. (2014), "Using Trans-Organizational Development and Complexity Theory Frameworks to Establish a New Early Childhood Education Network", Building Networks and Partnerships (Organizing for Sustainable Effectiveness, Vol. 3), Emerald Group Publishing Limited, Leeds, pp. 35-63. https://doi.org/10.1108/S2045-0605(2013)0000003006