Alex Bennet KMME 2013

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MULTIDIMENSIONALITY Building the Mind/Brain Infrastructure for the Next Genera�on Knowledge Worker

Dr. Alex Bennet Mountain Quest Ins�tute

March 2013

MULTIDIMENSIONALITY

Accelerating Change

Rising Uncertainty

Exploding Complexity

Ubiquitous Anxiety

Adaptability (The ability to change to fit a specific use or situa�on) Flexibility (Capable of bending/ changing; openness to new ideas) Quick Response (Capable of reac�ng quickly when needed) Resiliency (The ability to recover readily; resume original performance)

ROBUSTNESS (The capacity to respond to a broad range of requirements; having resources available)

Con�nuous Learning

Sustainability Factors CUCA

Knowledge

As the environment shi�s, the nature of learning, knowledge and ac�on shi�.


Sustainable Knowledge

Capacity is receiving, holding or absorbing a poten�al for accomplishment …

Knowledge is a CAPACITY …the human capacity (poten�al & actual ability) to take effec�ve ac�on in varied and uncertain situa�ons.

  All knowledge is context-‐sensi�ve and situa�on-‐dependent.

  To be sustainable knowledge must maintain its capacity to take effec�ve ac�on.

  Knowledge is composed of: …awareness, understanding, meaning, insight, crea�vity, ideas, intui�on, judgment, and an�cipa�ng the outcome of your ac�ons.

Tenet 1: In a CUCA environment capacity is more important than capability for sustainability over �me.


KNOWLEDGE (INFORMING)   The informa�on part of knowledge; it could

be implicit, explicit, tacit or any combina�on of these.

  Represents insights, meaning, understanding, expecta�ons, theories and principles that support or lead to effec�ve ac�on.

  When viewed separately this is informa�on that may lead to effec�ve ac�on. However, it is considered knowledge when it is used as part of the knowledge process.

  Expanding

KNOWLEDGE (PROCEEDING)   Represents the process and ac�on part of

knowledge.   The process of selec�ng informa�on

relevant to a situa�on at hand and mixing it with internal informa�on from memory (associa�ve pa�erning) in order to take effec�ve ac�on.

  Individuated

Aspects of Knowledge

Levels of Knowledge

Surface knowledge

Shallow knowledge

Deep knowledge

SURFACE SHALLOW

DEEP

OLD PARADIGM: PRIMARY LOCAL IDEA RESONANCE

SURFACE SHALLOW

DEEP

NEW PARADIGM: PRIMARY GLOBAL IDEA RESONANCE

Figure 1. A nominal graph illustrating the historic (2000) level of knowledge achieved by knowledge workers. Note that these levels are consistent with the level of decisions made in an organization (Bennet and Bennet, 2008).

Figure 2. A nominal graph illustrating the future (2020) level of knowledge achieved by knowledge workers. The increase in shallow knowledge is a result of consistent expanded interactions via social media. (Data from Tapscott, 2008)

Levels of Knowledge Levels of Knowledge

Tenet 2: Through con�nuous connec�vity and engagement in conversa�on and dialogue (a search for meaning), the Net Gen is

developing a wide array of shallow knowledge.

There is a shi� underway expanding the individual’s depth of knowledge.


Tenet 3: Knowledge workers coming of age in the global world are mentally s�mulated by interac�ons involving diverse views, perspec�ves, concepts and cultures and are not bounded by local ideas.

Collabora�ve entanglement represents the con�nuous interac�on, movement of informa�on, and the sharing and learning of knowledge resul�ng in a community movement toward a higher level of awareness, understanding and meaning.

Tenet 4: Thoughts and feelings can nurture, develop, and change the infrastructure of the mind/brain/body system.

 Language and social rela�onships build and shape the brain. This significantly impacts the sensing aspect of concrete experience and the concepts, ideas, and logic of abstract conceptualiza�on.

 Effec�ve a�unement contributes to the evolu�on and sculp�ng of the brain.

Effec�ve a�unement involves a mentor, coach, or another significant individual who is trusted and capable of resonance with the learner. As new pa�erns are created in the mind, they in turn impact and change the structure of the brain.

 An enriched environment increases the forma�on and survival of new neurons.

This environment influences both the nature of the experience of the learner and his or her learning efficacy. As Begley (2007) describes, “exposure to an enriched environment leads to a striking increase in new neurons, along with a substan�al improvement in behavioral performance.”


VALUES* Integrity … empathy …

transparency … participation … collaboration …

contribution … learning … creativity

CAPACITIES Learning How to Learn … Embracing Alignment …

Shifting Frames of Reference … Comprehending Diversity … Exploiting Idea Resonance … Engaging Tacit Knowledge …

Employing Invariant Symbols … Orchestrating Drive

INTEGRATIVE COMPETENCIES Knowledge Management … Information Literacy …

Relationship Network Management … Systems Thinking … Complexity Thinking … Pattern Thinking

FUNCTIONAL AND OPERATIONAL COMPETENCIES

SUSTAINABILITY CHARACTERISTICS Flexibility … Quick Response … Resilience … Robustness … Continuous Learning

Characteristics required for long-term high performance in a CUCA environment Expressions of preference and choice [Local and Situational; Organizational and Individual] Knowledge and processes that support and cross functional and operational competencies [Enhance organizational strength and performance] Building the infrastructure of the mind/brain in support of sustainability characteristics [Enhance mental strength] Preferences that set the conditions for creating value through effective action [Core and Operational; Organizational and Personal; Source of long-term high performance]

*Values detailed in Avedisian and Bennet (2010), “Values as Knowledge: A New Frame of Reference for a New Generation of Knowledge Workers” in The New Horizon.

Enabling Sustainability

Building the Infrastructure of the Mind/Brain through expanding Knowledge Capaci�es

  Learning How to Learn   Embracing Alignment   Shi�ing Frames of

Reference   Comprehending

Diversity   Exploi�ng Idea

Resonance   Engaging Tacit

Knowledge   Employing Invariant

Symbols   Orchestra�ng Drive


Knowledge Capacity: Shi�ing Frames of Reference

What you see depends on the direction from which you look.

Knowledge Capacity: Shi�ing Frames of Reference

Ability to see/perceive situa�ons and their context through different lenses. Tool Example: Dihedral Group Theory

 Thought processes of entrepreneurs like Steve Jobs follow six dis�nct shi�s in perspec�ve which directly correspond to the six permuta�ons of what is known in mathema�cs as a Dihedral (3) Group.  Each model changes the rela�onship of subject/verb/object, offering

the opportunity to discover hidden connec�ons and unique insights, giving rise to faster innova�on and poten�ally more significant breakthroughs.  This meaning-‐making approach also helps individuals understand

their personal focus, where their awareness is centered.

Dr. Thomas McCabe, Expanded Consciousness, Blurb, 2012


Knowledge Capacity: Engaging Tacit Knowledge

A baseline capacity that improves access to the unconscious. We don’t know what we know. The challenge is to build capacity through increasing connec�ons between the conscious and the unconscious.

Tool Example: Hemispheric Synchroniza�on HS is the use of sound coupled with binaural beat to bring both hemispheres of the brain into unison, crea�ng a whole-‐brain state. What occurs during HS is a physiologically reduced state of arousal while maintaining conscious awareness, and the capacity to reach the unconscious crea�ve state through the window of consciousness.

EMBODIED

AFFECTIVE

INTUITIVE SP

IRITUAL

 Leadership behaviors specific to org  Physical mo�ons on assembly line  Cultural norms such as: preferred approach to interac�ons; appropriate language; subjects that can or can’t be discussed

REQUIRES NEW PATTERN EMBEDDING FOR CHANGE TO OCCUR (COULD TAKE FORM OF PHYSICAL TRAINING OR MENTAL THINKING)

 Hidden in the way things are done

 “Knowing” w

hich decisions are right and which ones are w

rong (not alw

ays right but always w

orth listening to)

NURTU

RED AND DEVELO

PED THROUGH EXPO

SURE, LEARN

ING, PRACTICE

(COMMUNITIES, M

ENTORIN

G, RO

TATIONS, AAL’s, Kn SHARIN

G)

 Approach to risk  Embedded in org processes and knowledge ar�facts  Causes for nega�ve feelings include work overload, value conflicts, poor leadership; Causes for posi�ve feelings include empowerment, successful bid, learning , apprecia�on

REQUIRES NURTURING AND DEVELOPMENT OF EMOTIONAL INTELLIGENCE (LOGIC OF FIVE WHY’S CAN BE USED TO UNCOVER SOURCE OF FEELINGS)

 Purpose, vision, value related to meaning

and mo�va�on

 Decisions �

ed to greater good or

advancem

ent of hum

anity

 Care for environm

ent

CAN BE TAPPED BY ENCOURAGING HOLISTIC REPRESENTATION OF THE INDIVIDU

AL AND

RESPECT FOR A HIGHER PURPOSE

TACIT

E X

A M

P L

E S


(SOURCE)

(LEVEL OF AW

ARENESS)

EXTERNAL INTERNAL

CONSCIO

US

UNCO

NSCIO

US

INDUCING RESONANCE

EMBEDDING TACIT Kn

SURFACING TACIT Kn

SHARING TACIT Kn

Knowledge Capacity: Engaging Tacit Knowledge

In Closing …

 There is a close rela�onship among the characteris�cs of the Net genera�on and those characteris�cs that support survival in a changing, uncertain and complex environment.

 As situa�ons become more complex, the nature of learning, knowledge, and ac�on shi�. Building capacity lays the groundwork for those shi�s.

 As our neurons fire and connect and our brain restructures in a con�nuous loop of learning and changing, we are beginning to understand the importance of our choices and the way we think and act upon the world, both to us as individuals and to the connected reality in which we func�on.


Further Reading

Avedisian, J. and A. Bennet. “Values as Knowledge: A New Frame of Reference for a New Genera�on of Knowledge Workers” in On the Horizon, September 2010. Bennet, A. and D. Bennet. “MULTIDIMENSIONALITY: Building the Mind/Brain Infrastructure for the Next Genera�on Knowledge Worker” in On the Horizon, September 2010. Bennet, A. and D. Bennet. Knowledge Mobiliza�on in the Social Sciences and Humani�es: Moving from Research to Ac�on. MQI Press, Frost, WV, 20087 Bennet, D. and A. Bennet. “The Depth of Knowledge: surface, Shallow or Deep?” in VINE: The Journal of Informa�on and Knowledge Management Systems, Vol. 38, No. 4, 2008. Bennet, D. and A. Bennet. “Engaging Tacit Knowledge in Support of Organiza�onal Learning” in VINE: The Journal of Informa�on and Knowledge Management Systems, Vol. 38, No. 1, 2008.

Documents

Alex Bennet KMME 2013