Talent development

The Unicist Functionalist Principles of Personality Trends that Establish the Framework for Vocations.

July 23, 2023 in Unicist Corporate University tagged Functionalist Principle / Peter Belohlavek / Talent development / The Unicist Research Institute / Unicist Logic by The Unicist Research Institute

The research on the instinctive adaptive behavior of people developed at The Unicist Research Institute allowed defining the functionalist principle that defines spontaneous non-conscious adaptive actions. The functionalist principle of people’s adaptability is defined by a people orientation, deeds orientation, and power orientation.

These characteristics are integrated defining a purpose, an active function, and an energy conservation function of each individual. The dominant characteristic of individuals defines their purposes. The balance of these characteristics varies from person to person. Naturally, a person has a dominant life orientation that guides their actions. It defines their natural vocation.

People-orientation drives personal empathy.
Deeds-orientation makes individuals doers.
Power-orientation makes individuals leaders.

People orientation, deeds orientation, and power orientation are three instinctive trends of human behavior. They define the basic attitudes when dealing with the real world.

These three orientations shape how individuals interact with and navigate the world around them. Each orientation provides a different lens through which people perceive and respond to their environment. Their integration defines the adaptability of the actions.

People-Orientation: People-oriented individuals prioritize relationships and interactions with others. They are more likely to approach situations from a relational perspective, considering how actions and decisions might impact other people. Their primary focus is on understanding, relating to, and communicating with others.

Deeds-Orientation: Deeds-oriented people are action-oriented and pragmatic. They approach situations with a focus on what needs to be done and how to do it most effectively. They have a strong bias toward action and are often focused on results. For these individuals, success is often measured in terms of concrete achievements.

Power-Orientation: Power-oriented individuals focus on influence and control. They approach situations by considering how they can shape outcomes. These individuals are often driven by a desire to lead, make decisions, and affect change. They are strategic and tend to be very focused on goals and objectives.

These orientations can provide a framework for understanding how individuals are likely to behave in different situations, but it’s also crucial to recognize that adaptive people integrate these orientations according to external circumstances.

Artificial Intelligence Interpretations

Bard-Google Interpretation

The instinctive personality trends that establish the framework for vocations are people orientation, deeds orientation, and power orientation. These three orientations shape how individuals interact with and navigate the world around them. Each orientation provides a different lens through which people perceive and respond to their environment.

People-oriented individuals prioritize relationships and interactions with others. They are more likely to approach situations from a relational perspective, considering how actions and decisions might impact other people. Their primary focus is on understanding, relating to, and communicating with others.

Deeds-oriented people are action-oriented and pragmatic. They approach situations with a focus on what needs to be done and how to do it most effectively. They have a strong bias toward action and are often focused on results. For these individuals, success is often measured in terms of concrete achievements.

Power-oriented individuals focus on influence and control. They approach situations by considering how they can shape outcomes. These individuals are often driven by a desire to lead, make decisions, and affect change. They are strategic and tend to be very focused on goals and objectives.

The integration of these three orientations defines the adaptability of the actions. Adaptive people are able to flexibly use their different orientations depending on the situation. For example, a person who is primarily people-oriented may also be able to be deeds-oriented when necessary, such as when they need to take decisive action in a crisis.

The three orientations can also be seen as a framework for understanding different vocations. For example, people-oriented individuals might be drawn to careers in counseling, social work, or education. Deeds-oriented individuals might be drawn to careers in business, engineering, or the military. Power-oriented individuals might be drawn to careers in politics, law, or management.

Of course, there is no one-to-one correspondence between these orientations and specific vocations. There are many other factors that can influence a person’s choice of career, such as their interests, skills, and values. However, the three orientations can provide a useful starting point for thinking about different vocations and how they might fit with an individual’s personality.

It is important to note that these orientations are not fixed. They can change over time, as individuals gain new experiences and develop their skills. Additionally, the relative strength of each orientation can vary from person to person. Some people may be very strongly people-oriented, while others may be more evenly balanced between the three orientations.

Ultimately, the three orientations provide a framework for understanding how individuals interact with and navigate the world around them. They can also be used to think about different vocations and how they might fit with an individual’s personality. However, it is important to remember that these orientations are not fixed and can change over time.

ChatGPT Interpretation

The concept presented about instinctive adaptive behaviors serves as a foundational understanding of how individuals naturally lean towards particular actions or reactions. To further delve into the applicability of these orientations, let’s discuss the implications of these instinctive personality trends in the context of vocations and careers:

People-Orientation and Vocations:

Careers: Social work, counseling, teaching, nursing, and customer service are examples of professions where a people-orientation can be beneficial. In these vocations, understanding, empathy, and effective communication are key.

In the Workplace: People-oriented individuals are often the glue that holds teams together. They are good listeners, mediators, and team players. They can create a positive, inclusive workplace culture.

Deeds-Orientation and Vocations:

Careers: Project management, engineering, construction, and software development are fields where a deeds-orientation might thrive. In these vocations, the emphasis is on getting things done efficiently.

In the Workplace: Deeds-oriented individuals often excel in roles that require practical problem-solving, time management, and a focus on deliverables. They are usually the ones who drive projects to completion and ensure tasks are executed correctly.

Power-Orientation and Vocations:

Careers: Management roles, business leadership, politics, and entrepreneurship are areas where a power-orientation can be advantageous. These roles often require strategic decision-making and leadership abilities.

In the Workplace: Power-oriented individuals are typically the decision-makers. They can set the direction for teams, ensure alignment with organizational goals, and motivate others.

Integrating the Orientations:

It’s important to recognize that most individuals do not strictly belong to one category. Instead, they might possess a dominant trait but also exhibit characteristics of the other orientations. This adaptive behavior allows them to shift and adjust based on the situation, making them versatile in the workplace.

For instance, a manager (typically power-oriented) might also need to be people-oriented to understand team dynamics and deeds-oriented to ensure projects are executed. Likewise, a teacher (typically people-oriented) may need to exhibit power-oriented traits when setting classroom rules and deeds-oriented traits when planning lessons.

In the context of vocations, understanding these orientations can be invaluable. For recruiters and HR professionals, this framework can guide candidate selection for specific roles. For career counselors, it can help in steering individuals towards professions where they’re likely to succeed and find fulfillment. For individuals, recognizing their dominant orientation can aid in making informed career decisions, ensuring alignment with their natural inclinations and strengths.

The Unicist Research Institute

Unicist Reflection-Driven Education in Teaching Hospitals in Business

April 25, 2023 in Unicist Corporate University tagged Fundamental Analysis / Peter Belohlavek / Talent development / The Unicist Research Institute / Unicist Corporate University / Unicist Evolutionary Approach / Unicist Standard by The Unicist Research Institute

Unicist Reflection-Driven Education is an educational approach that is based on the principles of the Unicist Theory, which is a theory of complexity that studies the evolution of adaptive systems, including human beings and their learning processes. It is used in Teaching Hospitals in Business where graduate participants solve problems while they learn.

Unicist Reflection-Driven Education emphasizes the importance of reflection as a cognitive process that allows individuals to integrate new knowledge and experiences into their existing mental models, or cognitive frameworks. Reflection involves critical thinking, analysis, and synthesis, and it enables learners to make sense of information, extract meaning, and apply knowledge in real-world contexts.

In Unicist Reflection-Driven Education, the learning process is designed to foster reflection as a central aspect of learning. Learners are encouraged to actively engage in the learning process, critically evaluate information, relate it to their existing knowledge, and apply it in practical situations. This approach aims to develop learners’ ability to think independently, critically, and creatively, and to foster their capacity for lifelong learning and adaptability in complex and changing environments.

Unicist Reflection-Driven Education also acknowledges the importance of emotions and values in the learning process. It recognizes that learners’ emotions, motivations, and values influence their cognitive processes and learning outcomes. Therefore, this approach seeks to integrate emotional and value-based aspects into the educational process to enhance learners’ engagement, motivation, and personal development.

Overall, Unicist Reflection-Driven Education is a functionalist and integrative approach to education that emphasizes the development of learners’ cognitive, emotional, and value-based competencies through reflection, critical thinking, and application of knowledge in real-world contexts. It aims to prepare learners to thrive in complex and dynamic environments by nurturing their capacity for adaptive learning and reflection.

The Learning Process Precedes the Teaching Process

In Unicist Education, the active function is attributed to the learning process, while the energy conservation function is attributed to the teaching process. This means that the emphasis is placed on the learner’s active engagement in the learning process as the primary driver of knowledge acquisition and integration.

Unicist Education recognizes that learning is an active, dynamic, and personal process that involves the learner’s active participation, reflection, and integration of new knowledge into their existing mental models. The learner is seen as an active agent in the learning process, rather than a passive recipient of information.

The role of the teacher, on the other hand, is seen as a facilitator or guide who creates the conditions for learning, provides resources, and supports the learner’s active engagement. The teacher’s role is not just to transmit information, but to create an environment that fosters reflection, critical thinking, and the application of knowledge.

Active learning is considered a crucial step in the Unicist Education process because it enables learners to construct their own understanding of the subject matter, relate it to their existing knowledge and experiences, and integrate it into their cognitive frameworks. Through active learning, learners become active participants in the educational process, developing their cognitive, emotional, and metacognitive skills.

Once the learner has actively engaged in the learning process and has constructed their understanding of the subject matter, the teacher’s role becomes meaningful in the energy conservation function. The teacher helps to reinforce and consolidate the learner’s understanding, clarify misconceptions, and provide feedback and guidance to further enhance the learning process.

Overall, Unicist Education emphasizes the active engagement of learners in the learning process, recognizing it as the primary driver of knowledge acquisition and integration, with the teaching process playing a supportive role in energy conservation and further enhancing the learning experience.

Unicist Reflection and Pilot Tests Drive the Learning Processes

Unicist reflection is a specific type of reflection that is driven by pilot tests, which are practical experiments or applications of the acquired knowledge in real-life situations. It is a dynamic and active form of reflection that involves actively testing and applying the concepts and principles learned in order to gain insights and refine understanding.

In the Unicist approach, reflection is not a passive process of abstract thinking or contemplation, but rather an active and practical process of testing and verifying the validity of the acquired knowledge in real-life situations. Pilot tests are used as a feedback mechanism to validate or invalidate the hypotheses derived from the acquired concepts, and to continuously refine the understanding and application of the knowledge.

Pilot tests can take various forms, such as real-world applications, simulations, case studies, or practical exercises, depending on the context and nature of the learning. They are designed to provide learners with opportunities to apply their knowledge, test their assumptions, and learn from the results. The feedback obtained from pilot tests serves as the basis for reflection and further learning, allowing learners to continuously improve their understanding and capabilities.

Unicist reflection, driven by pilot tests, is a powerful learning approach that combines theory and practice in a dynamic and iterative process. It allows learners to develop a deep and comprehensive understanding of the concepts and principles, while also gaining practical skills and capabilities through real-world application. By actively engaging in pilot tests and reflecting on the results, learners are able to integrate their acquired knowledge into their practical repertoire and achieve meaningful and sustainable learning outcomes.

The Need for Value Generation is the Context of Unicist Education

In Unicist Learning, the context is driven by the learner’s need to solve a real problem or effectively manage a situation for which they lack the necessary knowledge or skills. Unicist Learning is problem-driven and practical-oriented, emphasizing the application of knowledge in real-world contexts.

The learning process in Unicist Education is contextually relevant and focused on addressing real challenges and situations that learners encounter in their personal or professional lives. Learners are encouraged to identify, define, and analyze real problems or challenges that they need to solve or situations that they need to manage.

The contextual relevance of the learning process in Unicist Education serves several purposes. First, it motivates learners by making the learning process personally meaningful and relevant to their immediate needs and interests. Learners are more engaged and motivated when they can directly apply the knowledge and skills they are acquiring to solve their own problems or address real-life situations.

Second, the contextual relevance helps learners to develop practical and problem-solving skills, as they are encouraged to analyze, evaluate, and apply the knowledge in a real-world context. This allows learners to develop a deeper understanding of the subject matter and its practical implications, beyond mere theoretical knowledge.

Third, the contextual relevance of the learning process in Unicist Education fosters a learner-centered approach, as learners are actively involved in identifying their own learning needs, setting learning goals, and taking ownership of their learning process. This promotes self-directed and autonomous learning, which is essential for lifelong learning and adaptability in complex and changing environments.

Overall, the context in Unicist Learning is driven by the learner’s need to solve real problems or manage real situations, which makes the learning process personally meaningful, practical, and learner-centered. It encourages active engagement, problem-solving skills development, and self-directed learning, preparing learners to effectively apply their knowledge and skills in real-world contexts.

Functionality Precedes Operationality

Unicist Education emphasizes the management of the functionality of things, processes, or systems before delving into the operational aspects. This approach is based on the understanding that the functionality of a system, process, or thing determines its performance and results, and it is essential to have a clear understanding of the underlying principles and concepts before engaging in operational details.

Unicist Education recognizes that the functionality of things, processes, or systems is determined by their underlying structure, which includes the principles, concepts, and rules that govern their operation. By understanding the functionality and structure of a system or process, learners are better equipped to manage it effectively and achieve desired results.

The approach of managing the functionality before the operational aspects has several benefits. First, it helps learners develop a systemic and functionalist understanding of the subject matter, going beyond surface-level knowledge and acquiring a deeper comprehension of the underlying principles and concepts. This enables learners to apply their knowledge in a more integrated and coherent manner, leading to more effective management and decision-making.

Second, focusing on the functionality and structure of things or processes allows learners to identify the root causes of problems or inefficiencies, rather than just addressing symptoms or superficial issues. This promotes a more strategic and proactive approach to problem-solving and decision-making, leading to sustainable and long-term solutions.

Third, managing the functionality of things or processes provides a solid foundation for further learning and adaptability. Once learners have a clear understanding of the principles and concepts that govern a system or process, they can more easily transfer their knowledge to different contexts or adapt their approach to changing circumstances.

In summary, Unicist Education prioritizes the management of the functionality and structure of things, processes, or systems before delving into operational details. This approach promotes a systemic understanding, strategic problem-solving, and long-term adaptability, preparing learners to effectively manage complex and dynamic situations in a functionalist and integrated manner.

Managing Functionalist Principles using Conceptual Engineering

Unicist Learning involves accessing the functionalist principles of functions, which are defined by the concepts of what is being done, and then using the Unicist Conceptual Engineering process to design and develop functionalist solutions at both the conceptual and operational levels.

The Unicist Conceptual Engineering process is a methodology that allows learners to understand and manage the underlying concepts that define the functionality of a system, process, or thing. It involves identifying the essential concepts that determine the behavior and performance of the system, process, or thing, and then using these concepts to design functionalist solutions.

The functionalist design process focuses on understanding the concepts that define the underlying principles and rules that govern a system, process, or thing. These concepts are the “genetic code” that determines the nature and behavior of the system or process, and by understanding them, learners can gain deep insights into the functional requirements and possibilities of the system or process.

Once the functionalist principles and concepts have been identified, the Unicist Conceptual Engineering process involves designing and developing operational solutions that align with these principles and concepts. This involves creating operational designs and strategies that are coherent with the underlying functionalist principles and concepts, ensuring that the operational solutions are aligned with the overall functionality of the system or process.

By following the Unicist Conceptual Engineering process, learners are able to design and develop solutions that are not only effective in addressing immediate operational needs, but also aligned with the long-term functionalist principles of the system or process. This approach ensures that solutions are not just superficial fixes, but rather coherent and sustainable solutions that are in harmony with the underlying concepts and principles of the system or process.

In summary, Unicist Learning involves accessing the functionalist principles of functions through the understanding of concepts, and then using the Unicist Conceptual Engineering process to design and develop operational solutions that are aligned with these principles. This approach allows for a deep understanding of the underlying functionality of systems or processes and ensures that solutions are coherent, effective, and sustainable in the long term.

The Unicist Learning Approach is for Doers

In the Unicist approach, the learning process is driven by the feedback obtained from pilot tests. Pilot tests are practical applications or experiments that allow learners to test their understanding of the concepts and principles learned, and to gather feedback on the effectiveness and validity of their hypotheses.

The feedback obtained from pilot tests serves as a critical component of the learning process. It provides learners with real-world data and results that can be analyzed and reflected upon to refine their understanding, identify areas of improvement, and adjust their approach as needed. This feedback loop allows learners to continuously improve their knowledge, skills, and capabilities through an iterative process of application, reflection, and adjustment.

Pilot tests are designed to be dynamic and adaptable, allowing learners to experiment with different approaches, observe the outcomes, and learn from the results. The feedback obtained from pilot tests can reveal gaps in understanding, highlight areas that need further exploration, and provide insights into the practical application of the acquired knowledge. This feedback is invaluable for learners to refine their understanding and ensure that their knowledge is relevant and effective in real-life situations.

By integrating pilot tests and feedback into the learning process, Unicist education emphasizes a practical and results-oriented approach to learning. Learners are encouraged to actively apply their knowledge, gather feedback from real-world applications, and use this feedback to continuously improve their understanding and capabilities. This iterative feedback-driven process enables learners to achieve meaningful and sustainable learning outcomes that are directly applicable to their real-life situations.

Conclusion

Unicist learning is indeed focused on practical application and problem-solving in real-life situations. It is designed for individuals who have a genuine need to understand and manage the functionality of systems, processes, or things in order to achieve specific results or solve real-world problems. The emphasis is on developing practical skills and capabilities that can be applied in a professional or organizational context.

Unicist learning is not recommended for individuals who do not have a practical need or motivation to apply the acquired knowledge in real-life situations. It is not simply a theoretical or academic pursuit, but rather a pragmatic approach to learning that is intended to drive tangible results and outcomes. Therefore, if an individual does not have a genuine need to apply the acquired knowledge in practice, the learning experience may not be as meaningful or effective.

The Unicist learning approach is designed to engage learners in a process of meaningful rationalization, where they actively apply their acquired knowledge to real-world situations, analyze and reflect on the results, and continuously refine their understanding and skills. This practical application and feedback loop is a key component of Unicist learning, as it enables learners to develop a deep and comprehensive understanding of the underlying principles and concepts, and how they apply in practice.

In summary, Unicist learning is recommended for individuals who have a genuine need to apply their knowledge in real-world situations and are motivated to achieve tangible results. It is a pragmatic approach to learning that emphasizes practical application and problem-solving, and may not be as meaningful or effective for individuals who do not have a genuine need for real application.

Developed at The Unicist Research Institute
with the support of the Unicist Virtual Advisor

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

October 25, 2020 in Talent Development / Unicist Behavioral Tools / Unicist Cobots / Unicist Corporate University / Unicist Learning / Unicist Strategy tagged Adaptive Systems / Complexity Sciences / Human Behavior / Learning Process / Strategic Intelligence / Talent development / Unicist Evolutionary Approach / Unicist Learning by The Unicist Research Institute

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 intelligence in the adaptation to the environment. This work included not only research on the nature of Strategic Intelligence but also included research on the nature of Ethical Intelligence and the Type of logical thinking an individual uses to apprehend the nature of reality.

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 to 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 an “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 individuals mature in a specific field they complement with others to confront difficulties in the search of their plan. Nevertheless, if they cannot overcome difficulties, they return to their natural strategic style.

In the following lines a synthetic description of the functional strategic styles will be described:

Freedom fighter

The freedom fighters are utopia-driven individuals, highly individualistic. They look for a “pertaining group”. From their 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. They are usually leaders that are followed by those who share their utopia.

Flank Defendant

Frank defendant individuals use their judgment to generate the need for a new solution and, having found the solution, occupy the empty space opened by their judgment. They are an excellent professional when they have the will to learn and keep themselves updated in their field of action. In this case, their knowledge enables them to propose new solutions and innovations to improve an organization.

Frontal

The frontal individuals are naturally functional to the institution they integrate: they are an “institutionalizer”. They look for effective operational solutions using a direct approach to the environment. They deliver a high added value in situations where results depend on human actions.

Empty-space occupier

The empty-space occupier is the one who aims at adding 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.

DNA of Leadership: Breakthrough in the Research of Behavior

October 25, 2014 in Unicist Binary Actions / Unicist Cobots / Unicist Corporate University / Unicist First Principles / Unicist Object Driven Organization / Unicist Object driven Technologies / Unicist Ontogenetic Maps / Unicist Ontology of Evolution / Unicist Standard / Unicist Strategy / Unicit Tweetinar tagged Diana Belohlavek / DNA of Leadership / Leadership / Talent development / The Unicist Research Institute / Unicist Evolutionary Approach / Unicist Object driven Technologies / Unicist Standard by Diana Belohlavek

The discovery of the unicist ontological structure describes what can be defined as the genome (DNA) of leadership. The knowledge of its structure and the different categories of leaders allow defining the functionality of the leadership style of an individual and how s/he complements and supplements with others.

Leadership is based on the need to sustain one’s authority. But the participation of others is a condition of leadership. A leader is such because s/he is followed. Therefore, in terms of the unicist logic, participation is the active function of leadership and the energy conservation function is given by the power a leader has to impose her/his authority.

Shared objectives are the driver of leadership. Shared objectives precede the leader’s activity. Exceptions are new groups with no objectives. In this case, a creative leader is needed. Shared objectives are synthesized in the vision of a company or of a group.

Both the creative and the constructive leadership types are functional to develop maximal strategies. Maximal strategies requires democratic, authoritative and exemplarity driven leadership.

Both the authoritarian and the charismatic leadership types are functional to develop minimum strategies. Minimum strategies require a dualistic approach which includes authoritarian, charismatic and laissez faire leadership.

Authoritative paternalistic leadership is the catalyst for minimum strategies. When the catalyst is missing it works as an inhibitor of minimum strategies driving towards failure or inaction.

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.
www.unicist.org/turi.pdf

The Power of Freedom: External freedom to do

December 2, 2013 in Unicist Binary Actions / Unicist Cobots / Unicist Corporate University tagged Business Architecture / Human Intelligence / Human Resources / Leadership / Peter Belohlavek / Strategy Building / Talent development / Unicist Evolutionary Approach by Diana Belohlavek

Individuals have two types of freedoms that they need to manage: inner freedom, in order to expand who they are, and external freedom, to expand what they do.

External freedom needs inner freedom to exist. Nobody can have the power of external freedom without having achieved inner freedom first. The pathway towards external freedom requires having achieved inner freedom and being able to manage time.

External freedom implies assuming the responsibility to do while being conscious of the actions that need to be done to adapt to the environment. This is the definition of free will which is a basic condition for democratic environments.

Free will can only be exerted by individuals who are adapted to the environment, have assumed a responsibility in the environment and are conscious of their actions. Freewill cannot mean doing what one wants to do. It necessarily implies the integration of the needs of all the participants in an environment. Absolute free will is an anarchic / individualistic behavior.

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/2013/12/turi-1.pdf

In life do you focus on finding answers or questions?

December 10, 2012 in Unicist Binary Actions / Unicist Cobots / Unicist Corporate University tagged Diana Belohlavek / Human Learning Processes / Human Resources / Peter Belohlavek / Talent development / The Unicist Research Institute / Unicist Confederation / Unicist Corporate University / Unicist Evolutionary Approach / Unicist Strategy / Unicist Thinking by The Unicist Research Institute

Focusing on answers is adequate to deal within the boundaries you manage. But if you want to expand your activities and grow you need to find the questions that are needed.

No one will teach you how to do this, there are no recipes. You need to learn it.

But “Teaching vs. Learning” is a fallacious option. While teaching provides a secure environment for individuals, learning, on the other hand, is based on the internal freedom of individuals.

The model “theory – practice” is the natural model for teaching. The unicist path “action-thought / reflection – action” is the natural approach to learning.

The 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.

“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.

If you are interested in thematic learning you need to find the answers a specific approach provides. If you are trying to solve problems you need to find the questions that drive you towards the solution.

Access a synthesis on the “Discovery of the Unicist Ontology of Human Learning” that is available at the Scientific Dissemination Program. You will find there other syntheses that might be of your interest: https://www.unicist.org/talents/wp-content/uploads/2012/12/ontology_learning_en.pdf

Diana Belohlavek

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. http://www.unicist.org

Unicist Thinking: Apprehending the Nature of Leadership

November 23, 2012 in Unicist Cobots / Unicist Corporate University tagged Business Architecture / Diego Belohlavek / Fundamental Analysis / Ontogenetic Intelligence of Nature / Peter Belohlavek / Talent development / Unicist Approach / Unicist Evolutionary Approach / Unicist Strategy / Unicist Thinking by Press Committee

This is just an example to explain how to emulate a given reality in mind using the unicist thinking capacity in order to apprehend its nature.

The unicist ontology of leadership describes the nature of leadership in order to be able to use the adequate leadership for any situation.

Understanding the nature of leadership is basic to find the natural place to develop one’s activities. It also helps to understand how to influence people and how to respond to the influence of others.

The basics of leadership

Leadership is based on the need to sustain one’s authority. The participation of others is a condition of leadership. A leader is such because s/he is followed.

Therefore, in terms of the unicist logic, participation is the active function of leadership and the energy conservation function is given by the power a leader has to impose her/his authority. But this is a sort of paradox.

The energy conservation function is given by the power the individual “does not use”. If the power is used it consumes energy and, in fact, a double amount of energy, because:

To impose something there is a need to exert power and consume energy.
When power is exerted, authority is being lost, because it means that the authority of the individual has not been accepted. And in this case, an additional amount of energy must be invested to reconstruct the value of the authoritative role.

Participation poses another paradoxical dilemma:

When the authority of the leader is extreme, for example a religious leader, the participation is not possible.
When the participation is extreme, there is no possibility to accept an authoritative role.

Emulating Leadership in mind

The double dialectical thinking is what allows defining the concept of leadership. The construction is described in the following chart:

To make a valid emulation, the supplementation and complementation needs to be defined.

The preceding structure that defines the nature of leadership has been researched and you can find its abstract at:
https://www.unicist.org/talents/wp-content/uploads/2012/11/unicist_leadership_en.pdf

Unicist Press Committee

Unicist Innovations in Human Resources

June 29, 2012 in Unicist Binary Actions / Unicist Cobots / Unicist Corporate University tagged Fundamental Analysis / Innovation Management / Leadership / Management / Talent development / The Unicist Research Institute / Unicist Evolutionary Approach / Unicist Standard by Diana Belohlavek

The innovation of the unicist approach introduced the possibility of understanding human nature. It allowed defining that the long term memory works based on cognitive objects and that these objects, named concepts, determine the attitudes of people.

On the other hand, the discovery of ethical intelligence allowed discovering where the intentions of individuals come from and how they work. The following description will give the basics of the innovation.

The activities of the Unicist Confederation are expanding based on the introduction of the unicist ontology and business objects driven technologies.

The Object Driven Organization of the adaptive aspects of businesses is the technology included in all the “solutions” for business optimization.

The Confederation itself also uses business objects for its growth. These objects ensure the critical mass of the solutions it provides to the market. Business solutions require the use of driving, catalyzing and gravitational business objects.

1) The business objects are the drivers of the activity providing the solutions that generate significant energy savings and optimization of results to their users.

2) The unicist approach, including diagnoses, strategies and architectures of the solutions is the catalyst of the Confederation’s proposals.

3) The emulation of nature in business is the gravitational object that sustains the activities of the Confederation.

This approach segments the market. Basically, it can be said that the object driven approach is necessary for business expansion and convenient for business administration.

Marathoner or 100-meter sprinter in Business?

August 2, 2011 in Unicist Cobots / Unicist Corporate University / Unicist First Principles / Unicist Ontogenetic Maps / Unicist Strategy / Unicit Tweetinar tagged Talent development / Unicist Evolutionary Approach / Unicist Strategy / Unicist Thinking by Diana Belohlavek

In Sports as well as in Business, competition challenges our capacity of reaction. That’s why focusing on choosing the right competitions for which we are best prepared is basic for our competitive advantage.

If you are a “long-distance runner” in business, this means profiting from your endurance capacity and complementing to solve your urgent conjunctural problems. On the other extreme, if you are “explosive” in your reactions, seizing your talent means taking advantage of your speed and strength in taking opportunities and complementing so that your actions are consistent in the long run. Seizing one’s talent implies identifying and training the strength and complementing one’s weakness. Then, as it’s been said by a famous athlete: “The more I train, the luckier I get”.

The way your muscles are contracted at the time of making an effort, using predominantly slow or fast fiber muscles, defines your predisposition to long-distance races (endurance) or short-distance races (speed). Even though everybody has both types of muscle fibers, recognizing the natural talent that is predominant is the key to seize that talent.

Which types of fibers do you predominantly use: slow twitch or fast twitch fibers?

Slow or Fast twitch fibers?

This distinction seems to influence how muscles respond to training and physical activity. Each fiber type is unique in its ability to contract in a certain way. A marathon runner uses predominantly slow switch fibers, while a 100-meter sprinter puts his fast twitch fibers to test in his competition.

Slow twitch fibers are more efficient at using oxygen to generate more fuel for continuous, extended muscle contraction over a long period of time. They fire more slowly than fast twitch fibers and can go for a long time before they fatigue.

Fast twitch fibers, on the other hand, are much better at generating short bursts of strength or speed than slow twitch fibers. But they fatigue more quickly. They generally produce the same amount of force per contraction as slow muscles, but they are able to fire more rapidly. That’s why having more fast twitch fibers can be an asset to a sprinter since he needs to quickly generate a lot of force.

Maximal and Minimum Strategies: Power and Endurance

Those who use predominantly fast muscle fibers in an activity tend to be good at managing maximal strategies. They are fast at reacting to the environment and therefore generally good at seizing opportunities. Through their explosive reactions they seek to break new “records” or establish new breakthroughs.

When they do not succeed in complementing with structural actions that guarantee their minimal strategy, then the results of their efforts are merely incidental.
Under equilibrium conditions, they take threats as opportunities.

On the other hand, those that predominantly use slow muscle fibers tend to be good at managing minimum strategies, since they have a high level of endurance (resistance to fatigue) that makes them tolerate prolonged efforts.

When they are constant, they are “doers” whose deeds work with the precision of a “swiss watch”. They are predictable and use the less energy they can to achieve their objectives. They are good for building projects whose aim is to last over time.

When they are not complemented or do not seek to cross new barriers, their good management of the minimum strategy is turned against them and takes them to be stagnated.

Taking advantage of what one has is the first step for developing a competitive advantage. Knowing the natural predisposition for a discipline is, in business and in sports, crucial at the time of assessing results. It becomes evident that those that profit from what they have are the ones that can reach a higher goal. Then we come back to the beginning: “The more I train, the luckier I get.”

We invite you to be our guest at the Unicist Library to learn about “Unicist Business Architecture”: http://www.unicist.com

Diana Belohlavek
VP Global Markets
& Market Labs

NOTE: The Unicist Research Institute is a pioneer in complexity science research. More than 4,000 ontological researches were developed since 1976 until July 2011 in the field of individual, institutional and social evolution, including the development of ontology based and business object driven solutions for businesses.

Unicist Object Driven Organization: Upgrading Human Quality

April 21, 2010 in Unicist Cobots / Unicist Corporate University tagged Business Strategy / Fundamental Analysis / Intelligent Systems / Personal empowerment / Talent development / Unicist Evolutionary Approach / Unicist Standard / Unicist Strategy / unicist ontology of evolution by Peter Belohlavek

The use of Unicist Business Objects is only possible for those who are willing to assume the full responsibility for producing results.

All those who do not need or want to assume full responsibility for results feel endangered by using objects because they “substitute” them in their minds. Although this is objectively false, people who just consider their responsibility for being a “mean” in a process, need to avoid the use of objects.

This can be done using an infinite variety of “tricks”: denial, modification, destruction, criticism,” yes, but”, etc.

The use of Unicist Business Objects transforms their users in the “Generals” of their activity, using the objects as their “Soldiers”.

The use of objects is extremely powerful, cheap and effective if an individual needs to produce results. It transforms businesses in simple effective processes driven by objects.

This is what the Unicist Standard is about.

Access the unicist standard contained in the Unicist Business Search Engine:
http://www.unicist.com/

Request more information: n.i.brown@unicist.org

Peter Belohlavek

NOTE: The Unicist Research Institute is the major research organization in the world in its specialty based on more than 3,000 researches in complexity science applied to individual, institutional and social evolution. The applicative researches are based on the discovery of the Ontogenetic Intelligence of Nature and the consequent Unicist Theory of Evolution.

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