Munaker S: The great aha! a path to transformation.
Dissertation Abstracts International 57(11-A), Humanities and Social Sciences: 4823, 1997.
Abstract: The driving belief behind this work is that transformation of individuals, groups and organizations is possible. We encounter events that transform us. We may believe these are out of our control until we understand the process. By modeling what occurs in transformations that occur outside of consciousness, we can consciously choose to transform ourselves and our social institutions. This work explores and integrates various views about the concept of transformation as it applies to Organization Behavior and Development. Underlying assumptions about transformation are explored within the paradigm of the new sciences, such as chaos theory and systems thinking. Added to the mix are cognitive, developmental, and rational theories drawn from adult learning and accelerated learning theorists and practitioners, transformation as defined, and how these are similar and different. Included are working definitions of systems learning and transformation. Transformative skills are accessible and learnable. One example is the ability to recognize the tacit, unconscious, intangible, implicit, implicate, knowing parts of ourselves and our organizations. A second and key skill is learning to build rapport between the tacit and the explicit, conscious, tangible, or explicate. In this sense learning is enfolded into the transformation process. A typology model of transformation is presented. A set of steps and the dynamic relationships between them are explored in individual and organizational examples. Core concepts for achieving transformation include: meaning making (which includes attention, maps or mental models, habit, purpose, will, alignment), metaknowing (metacognition), and safety. A case study of a major corporation examines the potential for a learning organization and is applied to the model, A Path to Transformation. Results of an experiment are presented. The experiment attempts to reconcile two accelerative learning models: NeuroLinguistic Programming (NLP) and Integrative Learning SM (IL). In addition to a synthesis of wide ranging paradigms and theories, the study involves intense reflection by a practitioner who has worked as a community worker, teacher, craft union member, corporate executive, NLP trainer and organization consultant. (PsycINFO Database Record (c) 2005 APA, all rights reserved).