3.2 COMPLEXITY THEORY
3.2.11 Societal learning and change (SLC)
To meaningfully address dynamic and changing relationships and social challenges, the societal learning and change (SLC) tool is suggested. The successful management of these fluid relationships, according to Waddell (2005), requires the review of relationships at a macro level between the main systems in a country such as government, civil society and business. Molleman, Quinones and Weissing (2013) support the viewpoint that in relationships there needs to be a structure and realistic ecological patterns for societal learning to occur. Thompsons et al., (2018) contend that soft systems thinking and
societal learning theory help in exposing holes in the assumption that complex systems can be dealt with through the objective observation of processes, given their unpredictable nature. Thompson’s argument highlights the fact that youth development, and therefore the learning that occurs in youth development academies, is a social process where objectives are contested and learning is context driven. This argument provides further insights into adaptive management in a way that focuses on the social processes involved in management and decision-making. It would therefore be safe to assume that an approach to adaptive management should be based on the collaborative effort of achieving a common goal as an emergent property of complex social relationships. In educational management theory Bush (1986; 1995; 1999; 2003) posits that any educational institution should base its management practices on the key objectives and aims of that institution.
The researcher agrees with Thompson’s (2018) central argument proposing that in order to define an adaptive management context and to determine the objectives that are desirable and feasible to the participants, the problem has to be located in its socio- ecological context. Mshangi et al., (2017) had previously contributed to this argument by proposing that actors should undertake collaborative actions that reflect their commitment to the objectives of achieving learning and building socially sustainable organizations.
To this end it is contended that careful management of multi-stakeholder processes that are diabolically conflicting and that often create paradoxical tensions are required.
The SLC framework provides managers and scholars with a focused approach to deal with changing complex issues. To achieve this, Waddell (2005) advocates for a learning and a change management process in organizations. At individual level this calls for the creation of mental models that allow for cognitive, motor and emotional learning to propel change. At a group level, Waddell suggests that learning should be focused on political and socio-economic aspects to better manage interactions between government, business and civil society organizations.
Standing (2010) cited in Xaba (2015) writes about the emergence of the precariat class in society and thus posing substantial dangers to social order if not kept in check. The need for adherence to social order is to be found in Joynt and Webster (2012) who explain that hegemony naturally captures unoccupied space and that the way in which social order executed leads to contestation and challenges by social groups who no longer feel represented, groups who feel excluded and marginalized from the mainstream socio- economic activities in a country. The precariat, which is a product of inequality, is described by von Holdt (2012) as those members of society who are a direct result of the structural socio-economic conditions. This holds true for the role of the traditional leadership where the youth development academies are located. The influence that the local ward councillors wield is consistent with assertions by various writers on the subject (Standing, 2010; Joynt & Webster, 2012; von Holdt, 2012).
Academic writings by a variety of authors (Chirot, 1994; Jaffe, 1990; McMichael, 2000) point to the need for the restructuring of relationships between individuals, groups and organizations so that they are in a position to respond sufficiently to new developmental challenges that confront society. This argument is relevant within the viable constellation model, which can be described as a model driven by complexity and designed to manage multi-functional collaborations within dynamic and complex systems (Surman, 2006;
Hardman, 2015) and as explained earlier on when describing the complex social systems.
The viable constellation model can also be described as a dynamic process that brings together various interested parties who have a common vision and objectives to achieve without having to form new organizations. Initially, the conditions within the model might appear messy and chaotic, but the common vision and objectives hold the parties together. It could therefore be suggested that through carefully managing and balancing the mess with chaos and order, as well as the energy and structure, the model can essentially support a multi-functional cross-partnerships and networks within a complex system. The various parties involved in the management of the youth development academies can best be brought together, it is proposed, by the viable constellation model, which can mainly be used to bring together various role-players to work as a team towards achieving a common objective in a multi-disciplinary manner within a matrix relationship.
Based on the argument presented above, it could therefore be proposed that certain pre- conditions should be met if the constellation model is to be viable and succeed. These are: common vision and objectives; the presence of interested parties who are bound together by common interests; the enabling policy environment for the vision and objectives to find traction; the sustainable structures and management model to drive the vision and objectives and the allocation of resources.
Kisker (2007) employs the network embeddedness theory to examine the processes involved in creating and sustaining partnerships. In particular, this article describes the inherent challenges with partnerships in management and governance.