Unicist Corporate University


Unicist Functionalist Approach

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Unicist Functionalist Approach

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The Unicist Educational Program for Partners and Associates

This educational program for partners and associates is a sort of short doctorate. It assumes that the education happens in a field of expertise of the partners and associates in industries they manage.
This implies that they have sound technical knowledge of the problems that are managed, and they learn to manage the concepts and fundamentals to manage functional design, binary actions, catalysts, and business objects. It is an action-reflection-action education where all happens in the field of real value adding actions.

This program is based on:

1) The development of 5 research cases or pro-bono business applications. In both cases, they need to work. The applications are micro-clinics with real clients where a problem is solved. This activity implicitly opens new clients, where the pro-bono applications are developed.

Expertise to be acquired: The Research Associate participates in a fully sponsored learning program that includes the following expertise to be acquired within three months:

1) Unicist Functional Design
2) Unicist Conceptual Engineering
3) Unicist Logic
4) Unicist Binary Actions
5) Unicist Catalysts
6) Unicist Objects

2) The use of a Counseling System based on tickets that are posed to solve application problems.

3) A weekly Question and Answer session to clarify all the questions participants have, being they theoretical or applicative. No commercial questions are answered.

4) The possibility of participating in the weekly Open Counseling Meetings with the creator of the unicist approach. These meetings are for the community which, obviously, includes partners and associates.

5) The fulfillment of the 5 researches or business applications is required for graduation in this program.

6) The program ends strictly after the 3 months concluded, with or without graduation.

This educational system has been designed to ensure the quality of the insourcing processes with clients.

Diana Belohlavek
Dean
Unicist Corporate University

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Unicist Talent Development: Research on the Genesis of the Strategic Style

The research works carried out at The Unicist Research Institute on the roots of human intelligence included the study of the behaviors that define the different functionalities of intelligences in the adaptation to the environment. This work included not only the research on the nature of the Strategic Intelligence, but also included the research on the nature of Ethical Intelligence and the Type of logical thinking an individual uses to apprehend the nature of a reality.

Functionality of the strategic intelligence

The different types of strategic intelligence define the way individuals adapt to the environment. The higher the maturity, the higher their learning orientation and adaptation capacity.

The life history of volunteers was researched seeking how they had developed their strategic style. We were surprised when we found out that the individuals’ strategic style began with their first adaptive actions when they were born.

A just-born child enters a hostile environment where he/she has to find the way to find a place and evolve. All the places in the world have an owner. That is why they have to find a way take their own.

The just-born develops a personal characteristic to search for a place. The approach he/she uses to search for a place is the strategic style. In order to approach hostile environments adults use the same strategic style they developed when just born.

This research opened new adjacent questions that influence the adaptive process of the just born. Is he/she the first child? If he/she has an elder brother there is a place that has been already occupied. Then he/she needs a different one. Is he/she a “expected” child or not? Are their parents living together?

There are countless circumstances the just-born child has to face to find a way to develop. Strategic styles define the way individuals adapt to conflictive environments. Operationally, they take different shapes. But their objective is unique: to ensure an adapted place in the world.

The Strategic Styles

Strategic styles are related to life plans. Each individual has a natural objective in life. When an individual matures in a specific field he complements with others to confront difficulties in the search of his plan. Nevertheless, if he cannot overcome the difficulty, he returns to his natural strategic style.

Now the functional strategic styles will be described:

Freedom fighter

The freedom fighter is a utopia-driven individual, highly individualistic. He looks for a “pertaining group”. From his point of view institutions are utopias, but groups are not. Freedom fighters are change agents in institutions. They oppose to existing ethics proposing a new ethical approach to reality. Freedom fighters are usually leaders that are followed by those who share their utopia.

Flank Defendant

It is an individual that uses his judgment to generate the need for a new solution and, having found the solution, occupies the empty space opened by his judgment. He is an excellent professional when he has the will to learn and keep himself updated in his field of action. In this case, his knowledge enables him to propose new solutions and innovations to improve an organization.

Frontal

The frontal style is naturally functional to the institution he integrates: he is an “institutionalizer”. He looks for effective operational solutions using a direct approach to the environment. He delivers a high added value in situations where results depend on human actions.

Empty-space occupier

The empty-space occupier is the one who procures to add value in a field no one is doing so. It is a necessary approach for entrepreneurs, successful innovators and creators.

Conclusion

The research work showed that individuals’ behavior include all the strategic styles. But in case of extreme stress, individuals use their natural dominant style.

Being aware of one’s strategic intelligence makes complementation with others easier. Avoiding uncertainty permits avoiding stereotypical behaviors.

Models, like this one, facilitate a logical but imperfect approach to reality. Thus, uncertainty is transformed into a manageable risk. This way, individuals can empower their skills and complement with others.

More information on the Roots of Human Behavior:
http://www.unicist.org/repo/#Intelligence

Diana Belohlavek

NOTE: The Unicist Research Institute was the pioneer in complexity science research and became a private global decentralized leading research organization in the field of human adaptive systems.

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Learning by researching: A back to basics that empowers learning

“Insanity is doing the same thing over and over
and expecting different results.”

Attributed to Albert Einstein

The same way a residency in medicine is focused on learning through diagnosing and curing a real patient´s problem, business superior education is focused on learning by researching, diagnosing and solving real organizational problems.

But in the name of security, the educational systems often overate and reward the replication of the already known, hindering the path to new discoveries. In this sense, case studies replicate the logic of “autopsies” of problems that have already been solved, being functional for a first level in the approach to learning businesses, but dysfunctional for introducing innovations.

Some may benefit from this in the short term, but they are all victims of remaining in a comfort zone and pay the price with stagnation. In this context, fostering learning by researching proposes an upgrade and at the same time a back to basics for those that lead, focusing on adding value in changing environments.

Diana Belohlavek

NOTE: The Unicist Research Institute (TURI) is a world leader in its segment. Since 1976, it has been specialized in complexity sciences applied to the research on the roots of evolution and its application to social, institutional, business and individual evolution.

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Adaptive Systems have no variables, they are driven by objects

Unicist ontology-based technologies are materialized in objects that are installed within processes to produce optimized results.

Nature is organized by objects. It is these objects of nature that establish evolution’s point of reference. The appearance of new species, the disappearance of others, changes, evolution, and mutation of species are nothing but aspects of nature that may be approached today as of the Unicist Ontology of Evolution which is based on the discovery of the Ontogenetic Intelligence of Nature.

Complexity Science Research

For this approach to be economic, possible and certain as far as results go, it is necessary to have the appropriate knowledge. This knowledge may be either diffuse or structured in objects. When it is diffuse, it is permanently being scrutinized. When it is structured, it establishes cognitive landmarks that change as new operational knowledge is gained.

Humans use mental “pre-built” structures to approach reality. Object driven thinking is human’s natural approach to reality. Human mind approaches reality using cognitive objects.

A cognitive object is a structure that contains knowledge, an action procedure, the groundings of such object, and the opinion on which it is based.

When the conceptual knowledge of a given reality is reached, we can structure cognitive objects that remain throughout the times and evolve slowly.The Unicist Ontology of Evolution lays the necessary conceptual ground to construct stable and safe cognitive objects, which are required to forecast the reality whose knowledge they structure.

These cognitive objects allow the building of systemic, functional and operational objects to be installed within business processes. The cognitive objects also allow the adaptation process of objects to different non-compatible environments.


Unicist Press Committee

NOTE: The Unicist Research Institute has been, since 1976, the pioneer in complexity science research to deal with adaptive entities and became a private global decentralized leading research organization in the field of adaptive systems and environments. It was one of the precursors of the Industry 4.0 concept

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Unicist Residencies

The participants in unicist residencies develop real solutions for the organizations they belong to. They assume the responsibility for developing functional solutions to the problems they are dealing with.

Participants use the Unicist Reflection Process and its implicit pilot testing technologies to develop solutions in the unicist residency. Unicist counselors support this solution building process.

The access to the root causes of problems requires the use of an action-reflection-action process to apprehend the concepts and fundamentals of the problems. This is a pilot test driven reflection that allows accessing structural sustainable solutions.

These solutions are built using the unicist strategy driven root cause management that allows finding the root causes of problems, defining a solution and developing destructive and non-destructive pilot tests until the functionality has been confirmed.

Unicist Residencies are homologous to Medical Residencies

The development of unicist residencies was influenced by medical education because both approaches deal with complex environments. Medical residencies deal with the cure of patients in the Teaching Hospitals while the “residents” learn to manage an expertise.

The activities of Teaching Hospitals in Medicine and the Teaching Hospitals in Business have the same goal, solving problems, but are totally different in their operation because the unicist residencies need to deal with the concepts and fundamentals of the problems to access their root causes, which is not the case in Medicine.

Diana Belohlavek

NOTE: The Unicist Research Institute was the pioneer in using the unicist logical approach in complexity science research and became a private global decentralized leading research organization in the field of human adaptive systems. It has an academic arm and a business arm

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Building the Guiding Idea in Adults´ Learning Process

The Research on the Ontology of Human Learning developed at The Unicist Research Institute showed that the development of the guiding idea in the learning process of adults is the decisive step to begin the learning process. If there is no clear guiding idea, the learning process does not even start.

The Unicist Ontology of the Guiding Idea of Adults' Learning

The guiding idea of what is being learned is defined by providing an essential answer to the following questions in relation to the object of learning:

What is it?

The definition of the category of the “thing” that needs to be apprehended is the first step to apprehend its nature.

What is it for?

The “What for” of a concept that an adult aims to learn sets the functionality of what is being learned. If the learner truly understands the “what for” of something, the information on this functionality could be used in the future as it would be stored in the long-term memory associated with a concrete use and added value.

What is the differentiation within the category?

Once the essence of an object of learning is apprehended (what is it?) and the functionality of this concept is known (what is it for?), then the individual needs to approach the differentiation of this object of learning with other objects within the same category. Adults are only willing to learn if they know that the solution is “the best of the class”.

The Building of the Guiding Idea: The Key to Learning

The building of the guiding idea is the starting point for any learning process. Learning is one of the most freedom oriented actions. No one can truly force anyone to learn, no one can truly stop anyone from learning. For this learning process to take place, the learner makes an individual decision.

When the guiding idea is not defined, the learning does not begin, when the 3 questions are not validated, and are taken as truths, preconcepts and fallacies prevail, but when they are answered and taken in functional terms, a new door opens for the learning of adults.

And as Sun Tzu stated: Every battle is won or lost before it is even fought. The answer given to the essential questions of “What is it?”, “What is for?” and “What is the difference with others in the same category?” define the success or failure of the learning process.

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Conceptual Management – A Logical Approach to Businesses

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The conceptual approach to business requires that people need to know “why” something is happening. This is unnecessary at an operational level, but is a basic question when dealing with strategic approaches. The “know why” is driven by a logical approach to businesses that allows managing their concepts making them reasonable, understandable and provable.

Unicist Ontology of Conceptual ThinkingWhen the boundaries of a business are being expanded, individuals need to apprehend the concept that is behind its operational aspects in order to influence a new environment. This implies apprehending the ontology (nature) of its concept and its dynamics.

On the one hand, the conceptual approach to business became possible based on the discovery of the structure of concepts, defined by a purpose, an active and entropic function and an energy conservation function, which allowed apprehending the nature of facts and actions (unicist ontology).*

On the other hand, the discovery that the concepts people have in mind work as behavioral objects that drive their behavior made this conceptual approach necessary to deal with strategic approaches.

The Origin of Conceptual Thinking

The endless “Why?” question posed by children (nearby 3 years old) is what allows establishing the neural network needed by a person to apprehend and manage concepts. This process starts when children begin to look for the origin of those things they are interested in.

This endless “why” questioning has three main benefits:

  1. It sustains the development of the neural network that allows dealing with the origin of things and not only with the operational aspects.
  2. It expands the language of the child driving her/him to deal with an implicit integrative, fuzzy and predicate logic.
  3. It provides the “why” that allows children to approach their games, which develop their systemic thinking approach.

Conceptual diagnoses, conceptual design and conceptual management became possible using the unicist logical approach, which made “concepts” tangible and provided the structural functional approach to develop business diagnoses, strategies and architecture.

*Based on the research on Conceptualization developed by Peter Belohlavek at The Unicist Research Institute.

The Unicist Research Institute

NOTE: The Unicist Research Institute was the pioneer in using the unicist logical approach in complexity science research and became a private global decentralized leading research organization in the field of human adaptive systems. It has an academic arm and a business arm.
https://www.unicist.org/talents/wp-content/uploads/2016/03/turi.pdf

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Unicist Conceptual Knowledge Catalyzes Businesses

Operational knowledge unavoidably competes with the knowledge of the participants. Unicist conceptual knowledge widens the field of action and thus provides additional value of aspects that exceed the field of operational work problems.

It necessarily begins being opaque for operational use until people begin to perceive that it is extremely useful to expand the possibilities of businesses and allows multiplying the successful experiences and inhibiting the repetition of failures.

Accessing unicist conceptual approaches requires exposing their logical structures, going beyond intuition, by using a “drop by drop” communication until some of the drops become necessary.

From that moment on the same communication is perceived as a systematic value adding process.

The catalyzing process is produced by the possibility of accessing a superior level of knowledge that provides a logical structured context of an activity. Without this logical structure any superior knowledge is perceived as opaque and unbearable.

This possibility of widening the boundaries is the catalyst in itself.

Diana Belohlavek

NOTE: The Unicist Research Institute was the pioneer in using the unicist logical approach in complexity science research and became a private global decentralized leading research organization in the field of human adaptive systems. It has an academic arm and a business arm. http://www.unicist.org/repo/#Unicist

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Unicist Superior Education in Business

“It is easier to avoid complex problems than to learn to manage them.”

Superior Education deals with adults

A learning context is required before a learning process begins. Learning processes in adults require the existence of a real problem to be solved. When there is no real problem to be solved, the learning process has no substance and the “knowledge” cannot be stored in the long term memory because it is meaningless.

Adults Learnng ContextThe maximal strategy of a learning process is given by the need of improvement. The existence of a driver and the real need for improvement provides the will the individual “uses” as a catalyst in order to face and solve the problems of his/her learning process.

Achieving the minimum strategy implies paying the prices to ensure learning. The price to be paid is that the individual needs to leave things aside in order to access the comprehension of a new approach.

Learning implies leaving things aside. If the problem can be solved using the preexisting knowledge, there is no need for learning because the problem does not exist.

Therefore, it is implicit in a learning process for unsolved problems that the individual leaves aside the preexisting approach and enters the comprehension of the new approach without cutting it down to what s/he knew.

Adults only do so when they really need to solve a problem. Improvement is the active function and learning the energy conservation function.

Only people who need to improve will be able to learn. People who enter in a learning process without having a real need to improve in order to solve real problems just enter in self-fulfilling activities.

Conclusions

When these conditions are unfulfilled, learning processes are driven by evaluation and qualification systems, substituting the goal of improving real actions by overcoming an obstacle in order to obtain a personal benefit.

When these conditions are given a genuine learning process can begin.

Peter Belohlavek

NOTE: The Unicist Research Institute was the pioneer in using the unicist logical approach in complexity science research and became a private global decentralized leading research organization in the field of human adaptive systems. It has an academic arm and a business arm.
https://www.unicist.org/talents/wp-content/uploads/2015/12/turi.pdf

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Active inaction destroys relationships and businesses

Active inaction works as an “ethical business virus” that destroys any productive relationship in organizations. Active inaction is a natural defense in the case of cultures and people who are not able or willing to assume the responsibility for generating added value. It is part of the lifestyle in underdeveloped environments. See:
http://www.unicist.org/complexity-sciences/index.php/unicist-papers-search/4-human-intelligence-and-behavior/52-conceptual-structure-of-active-inaction

Active InactionA paradigmatic trigger for active inaction is “innovation blindness”. People who are affected by “innovation blindness”, need to install the virus of “active inaction” to blame others for what they cannot “see”. See:
http://www.unicist.org/complexity-sciences/index.php/unicist-papers-search/4-human-intelligence-and-behavior/177-conceptual-structure-of-innovation-blindness

It adopts infinite shapes that are driven by the need of avoiding responsibility for results and are sustained by the actions of transferring costs and risks to others.

As it is known, people who do not manage the concepts of what they are doing cannot know what is possible to be achieved. Therefore, they cannot assume the responsibility for producing results.

Active inaction destroys personal relationships in organizations and works as an “ethical business virus” that seeks for the destruction of the ethics of an organization. Those individuals that install this “virus” have the feeling of impunity that is sustained by the fact that “they did nothing”. See:
http://www.unicist.org/complexity-sciences/index.php/unicist-papers-search/8-business-and-institutions/179-conceptual-structure-of-business-viruses

To sustain their impunity, they seek for accomplices in order to demonstrate that their inaction is not their problem, but a problem of the organization. Through this “accomplice pact” the virus can expand instantaneously in organizations.

It needs to be clarified that inaction, in a world that is moving, is an action in itself. It is the unique action that produces an extreme friction provoking the “implosion” of what is being done and the destruction of the ethics of the organization.

All actions, with exception of the “active inaction”, can be “lubricated” in order to have a smooth productive process. It is impossible to support something that is not being done.

That is why “active inaction” is unacceptable in the business world.

Diana Belohlavek

NOTE: The Unicist Research Institute was the pioneer in using the unicist logical approach in complexity science research and became a private global decentralized leading research organization in the field of human adaptive systems. It has an academic arm and a business arm.
https://www.unicist.org/talents/wp-content/uploads/2015/10/turi.pdf

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