Unicist Business Residencies Use the Unicist Reflection Process to Develop Solutions
Unicist Business Residencies (UBR) are programs where the participants solve a problem of a client. The experts who participate in the Unicist Business Residencies provide the quality assurance to ensure the provision of the necessary solutions.
Participants use the Unicist Reflection Process and its implicit pilot testing technologies to develop solutions in the business residency.
Business Residencies work as Medical Residencies
The resident participants of this program build a business model and the corresponding business processes while they learn to manage unicist logic based and object driven technologies.
Business modeling processes, at an operational level, need to integrate the diagnosis, strategy and architecture of a business.
Designing a business model requires being aware of the concept of the business itself, its restricted context (the market) and the wide context (the environment).
Resident participants start with a hypothetical (provisional) business solution that is used to develop the necessary destructive tests and end with a business model and the operational business processes after the non-destructive tests have been finished.
Unicist reflection is an approach to complex human adaptive systems to understand their nature, define the possibilities to influence them, apprehend the algorithms that allow exerting influence and generate added value.
Unicist reflection has no relationship with other introspective approaches like religious introspection, transcendent meditation, yoga or other technologies that have been developed for different purposes.
Unicist Reflection has been developed to deal with complex human adaptive systems, such as businesses, to develop scenarios, diagnoses and strategies to achieve possible results.
The reflection process can be synthesized in the following steps:
0 – Focus on the solution
1 – Dealing with projections
– Beta brainwaves suffice
– Destructive pilot tests
2 – Dealing with Introjections
– Alpha brainwaves are needed
– Non-destructive – Destructive pilot tests
3 – Dealing with integration
-Theta brainwaves are needed
– Non-destructive pilot tests
4 – Dealing with communion
– Gamma brainwaves are needed
– Results validation
5 – Dealing with the unified field
Unicist Reflection requires having a final picture in mind. It requires positive thinkers; individuals who see the bottle half full, not half empty.
From an essential point of view, this synthesis can be described as
1) It reflects outside
2) It reflects inside
3) The outside vanishes
4) The inside vanishes
5) All is one
Unicist reflection implies assuming full responsibility for results.
Pilot testing provides the information of the validity of the solutions and the results that can be expected when using the solutions. There are two different types of tests:
- Destructive tests are the first tests that need to be developed to find the limits of the validity of a hypothesis. They require expanding the use of the hypothesis until it fails. It requires dealing with the structure of the fundamentals of the problems.
- Non-destructive tests imply using the information of the destructive tests and applying it to the segments that have been defined, measuring the feedback and making the final changes to confirm the effectiveness of the actions.
Teaching Hospitals in Business
The human body is by definition a complex adaptive system. That is why medical practice can be considered a paradigmatic example of complex problem solving. Therefore, medical education can be used as a benchmark in the education of complex problem solving.
There is also no doubt that businesses, when successful, are intrinsically complex and adaptive. Therefore the management of the complex aspects of businesses is homologous to medical practice and the educational models should be homologous too.
Difference between Professional and Superior Education
Unicist education is based on learning processes that are analogous to “teaching hospitals” based on real complex problem solving. The unicist educational model is a superior education model that deals with the learning of logical tools and business objects.
A comparison between Superior Education and Professional Education will clarify the guiding idea, and the difference between the Unicist Education and the Professional Education:
|Educational Framework||Teaching Hospital / Clinics||Workshops / Seminars / Courses|
|Educational Model||Complex Problem Solving||Systemic Problem Solving|
|Problem Solving Approach||Focused on Results||Focused on Objectives|
|Future Forecasting||Logical Inferences / Delphi Groups||Projections / Delphi Groups|
|Knowledge||Logical & Empirical Approach||Empirical Approach|
|Type of Tools||Conceptual Tools||Analytical Tools|
|Business Planning||Strategic Approach||Analytic Approach|
|Dominant type of Analysis||Fundamental Analysis||Technical Analysis|
|Risk Management||Based on Possibilities||Based on Probabilities|
|Business Processes||Adaptive Systems||Operational Systems|
Unicist Teaching Hospitals for Business in the Real World
The activities of Unicist Teaching Hospitals for Business are developed through Business Residencies and need to integrate three roles and one object. The three roles are:
The Chief-Resident is the coordinator of a Business Residency that has the full responsibility for the diagnoses and for achieving the results that have been defined as being possible to be achieved. The participants of the residency also have full responsibility for the results after they agreed that such results are possible.
- The “Fallacy-Shooter” is the person responsible for guiding the action-reflection-action process in order to improve the accuracy of the diagnoses and of the work processes. This guidance is based on the development of destructive tests to confirm the limits of the validity of knowledge and non-destructive tests to validate solutions.
- The “Ombudsman” is responsible for monitoring that the proposals respond to the functional needs of the solutions that are required; she/he is the business coach. The role represents the client as a “function” that is responsible for generating value to the environment. The responsible officers are the “owners” of the functions.
Learning by Teaching
The learning process of the Business Residencies is based on a “Learning by Teaching” model. This model requires that the roles of fallacy-shooting and ombudsman are exerted by the participants of the residency.
The residencies are based on virtual collaboration. As conceptual knowledge is cross-cultural, it allows integrating counselors and experts of different parts of the world to ensure effective solutions and provide the necessary learning context and support to drive and catalyze the activity of the learners.
This requires following the technologies to deal with the nature of each problem and using the unicist superior education technology to manage the learning process of the participants.
Seen from the outside, the process appears extremely simple, because concepts are rationally obvious and the nature of a learning process responds to the nature of human evolution. From the inside, it requires following strict steps without making shortcuts.
These residencies are in fact productive business units that foster the learning of the participants. They are solutions and knowledge factories.
The unicist educational approach has been developed to provide a methodology for superior education.
It is based on the goal of providing a learning process to allow individuals to deal with complex problems in adaptive processes. Adaptiveness is defined as the capacity of an entity to influence an adaptive environment while it is being influenced by it.
The unicist education model is based on five pillars:
- A learning context is required before a learning process begins. Learning processes in adults require the existence of a real problem to be solved.
- An adaptive learning contract that defines the guiding idea of the learning process and the conditions of the teaching and learning activities.
- The development of business residencies, which are homologous to medical residencies, where the unicist reflection methodology is used to develop solutions.
- The use of learning objects that allow managing the personalized learning program of participants.
- The teacher’s role that is focused on ensuring the development of solutions while driving learning activities.