Complex Problem Management


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 Education: The Adults’ learning process in complex adaptive environments

The learning context provides the framework that allows building a guiding idea to begin a learning process. The construction of the guiding idea of learning processes is the first stage to be fulfilled in order to make a learning process begin. Unfortunately, many adults prefer judging instead of assuming the role of a learner. Learning requires a personal decision that cannot be forced because adult people only learn what they need.

Learning ContextThe generation of a guiding idea requires that people are exposed to real value-adding actions and discover that they cannot achieve the necessary results with what they have.

The exposure of individuals to value-adding actions implies two alternative situations:

a) The individual can generate the necessary value.

b) The individual cannot generate it.

If the individual cannot solve the problem, there are two alternatives:

1) The individual is in a comfort zone and is not interested in acquiring a new knowledge to solve the problem.

2) The person needs and wants to learn to solve the problem.

Only the case b) 2) drives to a learning process. The design of learning processes needs to follow the unicist ontology of learning, which defines that, prior to a learning process, an individual needs to be exposed to a meaningful value generation process in order to be able to reflect on that experience and decide to learn or not to learn.

Unavoidably, the learning process in complex environments requires an action-reflection-action process that begins when the guiding idea of the learning objective has been defined. Meaningful guiding ideas sustain the success of learning processes.

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


Wisdom vs. Erudition: Wisdom is a pathway with many masters

The extreme confrontation of erudition with wisdom (but not vice versa) has been discovered in the research developed during more than 10 years in the field of Talent Development. The research was led by Peter Belohlavek.

Wisdom can be defined as the capacity of an individual to integrate idealism and realism with value adding actions. The characteristic of individuals who achieved wisdom is that they had multiple masters that had an authoritative role in their lives. These roles are still in force and they still admire them.

Admiration and functional envy are the concepts that allow achieving wisdom. Individuals who admire others’ achievements and deeds have the opportunity to achieve wisdom, but only if they pursue the objective of adding value in an environment. Functional envy drives individuals to achieve goals.

Individuals with conflictive relations with authority can never achieve wisdom. They might be extremely erudite, extremely hard workers but they will never be able to integrate idealism and realism with a value adding attitude in their environment.

The apparent paradox of wisdom is the need of multiple masters. It is said that disciples are those learners who overcome their masters. But wisdom, defined as the space where an individual has been able to integrate idealism and realism with value adding actions, cannot be overcome. What is the difference between Wisdom and Erudition?

Wisdom

Wisdom is a state that requires focusing on specific aspects of reality using questions to apprehend their nature, having the necessary conscious knowledge of the environment in order to generate value.

Wisdom cannot be overcome because the nature of some aspect of reality has been apprehended and can be managed.

But it has to be considered that wise people do not consider competing with others to have a place in the world. They earned it and have it. That is why they remain masters in the field they are wise.

Erudition

Erudition is an addiction that drives people to build a parallel hypothetical reality where they consider themselves wise. It is a frequent addiction of rationally gifted individuals.

They are driven by envy which makes them accumulate data they use to judge the originators of the data while they try to demonstrate to others that they are wise.

This allows them confronting with others in their hypothetical reality to feel that their judgments make them wise.

They need to manipulate in order to make their hypothetical reality prevail over actual facts.

Opinators: The pseudo-erudites

Opinators are individuals whose goal is to impose their opinions in their area of influence in order to obtain full recognition for their personal opinions.

OpinatorsThey use their pre-concepts to deal with reality and blame others for all what becomes dysfunctional when failure follows their groundless opinions.

Erudites are their implicit role model, although they do not have the energy to acquire the knowledge in order to have the rational information.

They suffer from innovation blindness, therefore they disregard any information that endangers the validity of their pre-concepts.

Opinators are fundamentalists in their field of influence who install “suspicion and doubt” on any action that endangers their subjective dominant position. When they are very smart, they are notorious manipulators.

Conclusions

Competing with a master in a field where s/he is wise is a demonstration of the prevalence of the need to gain over the need to add value. Multiple masters make wisdom accessible.

Erudition is not analogous to wisdom; it might be different or a fallacious “version” of wisdom. Wisdom implies action while erudition does not.

Achieving wisdom cannot be a goal for a wise person; wisdom is the consequence of the action of an individual but does not cause it. It is unwise to try to achieve wisdom.

That is why wisdom is a pathway with multiple masters. Masters are ordinary or extraordinary people who have achieved wisdom in some field. Look for them while you continue adding value.

To achieve wisdom you need to abandon your modesty and expand your humbleness.  Wise people do not need to be right, just functional.

Unicist  Press Committee 

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/2015/03/turi.pdf


Using foundations to empower conscious adaptive decisions

The objective of the Unicist 5 Why Method is to install an approach to foster conscious decision in adaptive environments. It uses the development of foundations to foster conscious adaptive decisions.

Pyramid Five WhyIt is based on “positive thinking” that implies solution thinking and using the conjunction “and” to integrate the different aspects that allow emulating the concept of what is being done while apprehending its double dialectical logic.

This method is a step by step process that empowers the capacity of focusing on solutions and catalyzes the evolution of the ethical intelligence. Depending on the individual, this process might demand months or years.

But the unique cost is investing a couple of minutes defining the foundations of a decision. The benefits depend on the discipline of making the exercises.

The 5 Why Method describes the foundations (Why) of actions. It does not deal with their justifications (What for).

The method is based on answering 5 questions on the groundings of the decisions:

1)      Why does it work?
2)      Why is the solution functional?
3)      Why will the results be produced?
4)      Why will it be adaptive?
5)      Why will it work considering the context?

This method fosters the freedom of individuals. That is why it is self-administrated and cannot include coaching or support. The exchange with colleagues is what allows having support without including authoritative roles.

Diego 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. http://www.unicist.org


Personal freedom requires dealing with Problematic Learning

Thematic approach vs. Problematic approach

Teaching vs LearningThe teaching approach, based on previous theoretical knowledge, necessarily leads to actions where the thematic approach precedes the problematic application.

This approach is functional to simple problems solutions.

When we are fostering talent empowerment, solving problems with complex components, the thematic approach is less functional than the approach “problem – theme – problem”.

“Focus” is vital for complex problems solutions. Learning fosters focusing on problems. The process begins and ends working with a problem and measuring the results.

Diana Belohlavek

NOTE: The Unicist Research Institute was the pioneer in using a logical approach to deal with evolution and became a private global decentralized world-class research organization in the field of human adaptive systems.  http://www.unicist.org


Teaching vs. Learning: the use of Unicist Learning Objects

Teaching is the cost of education and learning is the generated value. The use of unicist learning objects diminishes the cost and increases the value of what is being learned. A positive side effect is that learners assume the responsibility to adapt to the environment and not only to the teacher.

Learning ObjectsThe purpose of a learning object is to install an adaptive knowledge object in the mind of the learner. Learning objects build a bridge and integrate theory with practice that allow individuals to use them and recycle them if necessary.

This implies that the learning objects drive the accommodation process to accept new aspects that were not managed before and integrate these new aspects in mind through an assimilation process which requires storing this integration in the long term memory of individuals.

Learning objects are complex adaptive systems that have been designed to drive the learning processes of the learner without needing external support when working within functional learning environments.

A functional learning environment exists when there is a need of a specific knowledge to do something, the necessary capacities of an individual are available and accessible and the objects have the necessary authoritative role to be accepted.

Learning objects cannot work when these conditions are exceeded and then the participation of a counselor becomes necessary to substitute these objects by personal action. This is homologous to the autopilot of an airplane which needs to be substituted by the pilot when the conditions of the external environment exceed the possibilities of the object.

Diana Belohlavek

NOTE: The Unicist Research Institute was the pioneer in complexity science research and became a private global decentralized world-class research organization in the field of human adaptive systems.
http://www.unicist.org


Unicist reflection changed the approach to complex problems

Before the Unicist Approach complex problems were approached dividing them into parts to transform them into systemic problems that could be managed through direct actions.

The Unicist Approached introduced the management of complex problems as unified fields based the knowledge of their ontogenetic maps and the technical analytical aspects that need to be considered after the fundamental solution has been found. This required developing a unicist reflection process to apprehend the nature of a problem and define the concept of its solution.

“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 solution1 – Dealing with projections
– Destructive pilot tests
2 – Dealing with Introjections
– Non-destructive – Destructive pilot tests
3 – Dealing with integration
– Non-destructive pilot tests
4 – Dealing with communion
– Results validation
5 – Dealing with the unified field”

Access it at: www.unicist.com/books-pages/en/unicist_reflection_en16s.php
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NOTE: The Unicist Research Institute was the pioneer in complexity science research and became a global decentralized world-class research organization in the field of human adaptive systems. https://www.unicist.org/talents/wp-content/uploads/2012/04/turi.pdf