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Dr. Alex Bennet Bangkok University; Mountain Quest Institute
www.mountainquestinstitute.com
Empowering Decision-Makers Proactive Approach to Compete in a Turbulent World
What you see depends on the direction from which you look.
Change Occurs Inside Out
• Energy follows thought • Mind builds form
– What we think about, we direct energy towards; this focused energy gives thought the power to manifest physically.
• Thoughts and images have a profound creative and motivating power within human consciousness.
• Our beliefs and feelings deeply influence who we are.
The material world is an effect … not a cause.
What we believe in and how we view the world is always reflected in what we think about, what we talk about, and what we do … we are expressing what we believe to be important, our values and beliefs.
So … what we think and talk about and act upon DRIVES our perceptions of the things around us within our threshold …
The threshold within which knowledge and events make sense to us … At any given moment in time, each individual and each organization functions from a very definable band or region of thinking, talking and acting.
If a proposed new idea … or strategy or initiative is below our threshold, it is dismissed as unimportant.
If a proposed new idea … or strategy or initiative is above our threshold, it is not comprehended and has no perceived value. •Our level of knowledge and the
frame of reference from which that knowledge is driven define this window.
•Pushing the edges of this threshold produces discomfort, and we seek to bring our environment and our values and beliefs back into balance.
•As we are able to integrate new experiences and knowledge into our threshold, our understanding increases and, by definition, our threshold moves.
Individual Change Model
4/30/2012 5
Aware of the needed action Understand its meaning and the expected result Believe that the action is real and will work Feel good about taking the action Feel ownership for the action (a personal responsibility for taking action) Feel empowered to take action (having the right and knowledge and freedom to take the action) Know that taking this action will make a difference
AWARENESS UNDERSTANDING BELIEVING FEELING GOOD OWNERSHIP EMPOWERMENT IMPACT ACTION
Mobilizing personal action
Per
sona
l Act
ion
Lear
ning
Assumptions
Practice
Guidelines
Principles
Theory
Reflection and Analysis
Unfolding Today
•Change from the Inside Out • What is Knowledge and Why is it Critical to Our Success • Introduction to Decision-Making • The Current Environment • Thinking Complexity • Decision-Making in a Complex Situation • Tools for the Decision-Maker
• Shifting Frame of Reference • Relationship Network Management • Engaging Tacit Knowledge
What is knowledge and why is it critical to our success?
The Performance of your organization every day depends completely upon what every individual in your organization does that day--Actions.
Knowledge Decision
Action
The Learning Environment
Knowledge = The capacity to take effective action! Learning = The creation of knowledge!
Social Interaction Create
Ideas Morale
Experience Knowledge Make Decisions
Take Action
High Performance
Empowered
Solve Problems
Learning
Thinking
Feedback
Basic Concepts
Knowledge is: …the human capacity (potential & actual
ability) to take effective action in varied and uncertain situations.
All Knowledge is built on Information, Information is any non-random pattern.
Knowledge includes: …awareness, understanding, meaning, insight,
creativity, ideas, intuition, judgment, and anticipating the outcome of your actions.
KNOWLEDGE (INFORMING) • The information part of knowledge; it could be implicit, explicit, tacit or any combination of these. • Represents insights, meaning, understanding, expectations, theories and principles that support or lead to effective action. • When viewed separately this is information that may lead to effective action. However, it is considered knowledge when it is used as part of the knowledge process.
KNOWLEDGE (PROCEEDING) • Represents the process and
action part of knowledge. • The process of selecting
information relevant to a situation at hand and mixing it with internal information from memory (associative patterning) in order to take effective action.
COPYRIGHT Mountain Quest Institute, 2006
Aspects of Knowledge Assumptions
Practice
Guidelines
Principles
Theory
Reflection and Analysis
Surface knowledge Shallow knowledge Deep knowledge
Levels of Knowledge
Surface knowledge involves facts, data, simple concepts and other information that can be memorized and applied, captured and stored in technology systems for processing and reference.
Shallow knowledge requires context
and the understanding of relationships gained through interaction such as conversations, dialogues and the flow of ideas in communities and teams.
Deep knowledge is the domain of the
expert who has “lived” knowledge gained over time through effortful practice.
Characterization of organizational knowledge needs. Routine decisions made in organizations are at the
surface level. Decisions requiring deep knowledge are much fewer, and tend to be more critical.
ICR
ITIC
ALI
TY O
F D
EC
ISIO
NS
NUMBER OF DECISIONS
ORG LEVELS PROBLEMS ORG DECISIONS SOLUTION SOURCES
ONTOLOGICAL STRATEGIC OPERATIONAL TACTICAL
DEEP
SHALLOW
SURFACE
Purpose Mission Values Complex Situations Complicated Situations Simple Situations
Higher Authority Leadership Leadership Management Decisions Management Supervisory Decisions Routine Decisions
12 COPYRIGHT Mountain Quest Institute, 2006
The Mind of the Decision-Maker
Knowledge is represented in in the brain as patterns … • Groups of neurons with synapse
connection strengths between the synaptic spaces.
The interpretation and meaning of incoming patterns are very much a function of preexisting patterns in the brain.
The intermixing of the external patterns with the internal patterns creates recognition, sense-making, meaning, and ultimately knowledge.
DETECTION
RECOGNITION
SENSE-MAKING
MEANING
KNOWLEDGE
EXTERNAL PATTERNS FROM
THE ENVIRONMENT
(Event, Situation, Problem)
INTERNAL PATTERNS OF HISTORICAL
SIGNIFICANCE
(Derived by internal reflection, instant
recognition, emotional response)
Frame of Reference PATTERN
REPRESENTATIONS & RELATIONSHIPS WITH
WORLD
In Relationship
External Consistency in Instant of Time
Experiences Observations
ACTION
● Everything we learn is stored in patterns. ● A piece of brain tissue the size of a grain of sand
contains a hundred thousand neurons and one billion synapses (connections), all talking to one another.
● A single thought might be represented in our brain by a network of a million neurons, each connected to one thousand other neurons.
● Every decision-maker has internal sets of patterns whose associations allow them to make sense of the world. ● The patterns are different in each brain ● Each individual has built a personal frame of
reference from experience (pattern relationships)
The Mind: Patterns and Pattern Association Assumptions
Practice
Guidelines
Principles
Theory
Reflection and Analysis
The creation of knowledge is unique to each decision-maker.
Decisions, Decisions ?
NO DECISION IS A DECISION.
Recent History of Decision-Making • Traditional decision theory was built on an implied causal or
deterministic connection between the decision that was made and the end result.
– Closed system with feedback loops between a decision, the action taken, and the result achieved.
• In full throes of Bureaucracy, decisions lay fully in the domain of managers. By 1990’s decision-makers well versed in mathematical and statistical techniques such as utility analysis, operations research, decision matrices and probabilistic decision trees.
• However, this approach does not work with complex systems where causes are difficult or impossible to identify and results of decisions may be unpredictable.
21st Century complexity requires decision-makers to increasingly rely on their
intuition and judgment.
W H Y ?
Accelerating Change
Rising Uncertainty
Exploding Complex ity
Ubiquitous Anxiety
Environmental Factors (Definition of Terms)
• Change includes change in the rate of change and in the nature of products, processes and networks. • Uncertainty means the difficulty of prediction of the future or what the outcome of a given action will be. • Complexity refers to the amount of variety or possible states of the environment or situation. A complex system has too many elements and relationships to understand in simple cause and effect relationships. • Anxiety is the fear or stress on individuals working within a rapidly changing, uncertain and increasingly complex environment. This decision environment demands new
approaches to decision-making.
Simple Complicated Complex Complex Adaptive Chaotic • Little change
over time • Few elements • Simple
relationships • Non-organic • No emergent
properties
• Large number of interrelated parts
• Connections between parts are fixed
• Non-organic • Whole equal to
sum of its parts • No emergent
properties
• Large number of interrelated parts
• Nonlinear relationships and feedback loops
• Emergent properties different than sum of parts
• May be organic or non-organic
• Large number of semi-autonomous agents that interact
• Co-evolves with environment through adaptation
• Varying levels of self-organization
• Partially ordered systems that evolve over time
• Operates in perpetual disequilibrium
• Observable aggregate behavior
• Creates new emergent properties
• Large number of parts that rarely interact
• Behavior independent of environment
• Minimal coherence
• Emergent behavior dependent on chance
Knowable and predictable patterns of behavior
Knowable and predictable patterns of behavior
Patterns of behavior difficult to understand and predict
Patterns of behavior unknowable and unpredictable but possibly fathomable
Random patterns of behavior
Characterization of organizational knowledge needs. Routine decisions made in organizations are at the
surface level. Decisions requiring deep knowledge are fewer, and tend to be more critical. IC
RIT
ICA
LITY
OF
DE
CIS
ION
S
NUMBER OF DECISIONS
ORG LEVELS PROBLEMS ORG DECISIONS SOLUTION SOURCES
ONTOLOGICAL STRATEGIC OPERATIONAL TACTICAL
DEEP
SHALLOW
SURFACE
Purpose Mission Values Complex Situations Complicated Situations Simple Situations
Higher Authority Leadership Leadership Management Decisions Management Supervisory Decisions Routine Decisions
21 COPYRIGHT Mountain Quest Institute, 2006
The Complex Systems Space
Copyright 2004 Alex and David Bennet Mountain Quest Institute
Two Sayings of Significance
Before you simplify something, you had better understand its
complexity!
Everything should be made
as simple as possible,
and no simpler!
23
Guiding Principles 1. The future is truly unknowable and therefore we must learn to live and
deal with uncertainty, surprise, paradox, and complexity. 2. Over time complexity increases in complex adaptive systems.
Complex adaptive systems evolve and survive by learning, adapting, and influencing their environment, thereby increasing their own complexity.
3. Complex systems generate emergent characteristics through the rich and myriad relationships among their agents. These emergent properties may be volatile and hard to control because a few agents can make changes that may propagate through the structure via nonlinear reinforcing feedback loops. Relative stable emergent patterns such as cultures may also arise. A way to influence complex systems is to create, nurture, and modify their emergent phenomena.
4. Complex adaptive systems cannot be controlled, they can only be nurtured.
Copyright 2004 Alex and David Bennet Mountain Quest Institute
Guiding Principles 5. When two complex adaptive systems are interacting, the one with the
greatest variety will dominate. However, too much variety may lead to chaos.
6. Diversity, innovation, selection, interaction, and self-organization are critical for the evolution and adaptation of complex systems.
7. Complex adaptive systems cannot be highly efficient and survive in a complex, dynamic environment. High efficiency leaves no room for creativity, learning, or exploration. A certain level of noise is needed to maintain the system’s ability to learn, change, and adapt.
8. Effective structures are essential to a complex adaptive system that can survive in a complex environment. Structures influence relationships. Relationships determine interactions, patterns and actions. Actions create events.
9. Self-organization encourages a diversity of patterns to develop, optimizing the interactions among people (as perceived by themselves) and creating more options for actions.
Copyright 2004 Alex and David Bennet Mountain Quest Institute
Breaking our Paradigms In the Age of Complexity … • Learning capacity > Experience • Leadership > Knowledge • Effectiveness > Efficiency • Nurturing > Controlling • Intuition > Logic • Context > Facts • Patterns > Events
> = may be more important than…
We cannot keep doing the same thing over and over!!
In a CUCA World
The future is unknowable
Control is a myth,
influence is possible and dialogue is essential
Knowledge can be leveraged through strategy, structure, culture and leadership
Trust, respect, fairness and collaboration are needed to create, leverage and apply knowledge
No one is smart enough to understand complex situations: knowledge may be king
Learning, making
mistakes and changing
behavior are survival and
success necessities
Individuals make the difference
Copyright 2004 Alex and David Bennet Mountain Quest Institute
Leadership is all about character
Messes Messes are situations where you know there is a problem but
you can’t put your finger on the problem … • Poor communication throughout the multi-cultural, geographically
dispersed organizations. • Isolation of individual departments within organizations. • Cultures that perpetuate old processes rather than adapt to
changing needs. • Decision-makers leaving who take critical knowledge with them. • The changing nature of the economy and technology and the
organizational changes needed to sustain effectiveness. • Rapidly changing leadership preventing long-term consistent
organizational improvement to meet an ever-changing customer base.
• Emphasis on efficiency, productivity, and working harder and longer instead of working smarter and more effectively.
As the problems and messes of the world become
more complex, our decision consequences are more and more difficult to anticipate.
Decision-Making in a CAM • Still involves informed decision-making with the best toolset and
as deep an understanding of the situation as possible. – Information, experience, relationship networks, knowledge of past successes
and historic individual preferences, multiple frames of reference, cognitive insights, wellness, and knowledge of related external and internal environmental pressures.
• Still engages decision support processes – Analytical hierarchy process, systems dynamic modeling, scenario
development and information and technology systems.
• Still considers situation elements – Ontology of the situation; sets of relevant data and information; observable
events, history, trends and patterns of behavior; the underlying structure and dynamic characteristics of the system; and the identity and characteristics of the individual/groups involved.
Every decision is a guess about the future. “The hard reality is that the world in which we must act is beyond our
understanding.” (Axelrod, 1999, p. xvii)
So What’s Different?
Global property of complex adaptive systems that is created through the multiple interactions and reactions of the agents or elements within the system.
Represent stable or quasi-stable patterns, often qualitative, within a system in disequilibrium that may exert a strong influence within the system.
Survival of the organization depends upon the sum of all of the daily actions of employees.
Copyright 2004 Alex and David Bennet Mountain Quest Institute
Emergence
And Consider the Following …
Butterfly Effect: When a very small change in one part of a complex adaptive system results in a huge or massive disruption, surprise or turbulence.
Tipping Point: When a slowly-changing complex system suddenly and unpredictably hits a threshold which creates a large-scale change throughout the system.
Feedback Loops: Self-reinforcing or damping, improving the situation or making it worse. In a CAM these often take the form of excitement or an energy surge due to a successful event or decrease in morale.
Power Laws: A mathematical relationship that brings together two parameters (measures) within some complex system.
INFLUENCE
AS A FUNCTION OF TIME
MECHANISMS FOR UNDERSTANDING •Observation •Analysis •Reasoning •Critical thinking •Intuition •Lucid dreaming •Synthesis •Dialogue •Effortful reflection
MECHANISMS FOR INFLUENCE •Ontology •Boundary management •Absorption •Optimum complexity •Simplification •Sense and respond •Amplification •Seeding •Key success factors
•Surprise prone •Multiple connections •Relationships •Trends & patterns •Events & processes •Sinks & sources
•Tipping points •Power laws •Auto catalysis •Correlations •Unpredictable
•Emergence •Feedback loops •Nonlinearities •Time delays •Butterfly effects Unknown but can be
characterized similarly
CURRENT LANDSCAPE FUTURE LANDSCAPE
• Boundaries
• People
• Networks
• Events, trends
• Culture
• Structure
• New behaviors
• New ontology
• New structure
• New leadership
• New culture
EMERGENT IDENTITY COMPLEX ADAPTIVE MESS
The decision strategy is a sequence of actions to move the situation from A toward B.
A B
Decision-Making in a Complex Environment
Copyright 2006 Alex and David Bennet Mountain Quest Institute
Understanding Complex Situations
Armed with all the information and knowledge gathered, the decision-maker observes, studies, reflects, experiments and uses intuition to develop a “feeling” for the key relationships and patterns of behavior within the system.
Identifying emergent properties can be meaningful, qualitative, global and very informative. – Is this the problem or a symptom of a deeper situation? – Is the formal or informal structure affecting this result? – What can be controlled? What can be influenced? – What may be nurtured to emerge?
Extract patterns and conceptually separate them from the CAM to see how they influence the CAM.
Use Intuition and Judgment • CAMS require a diversity of mental resources
– Reductionist and holistic thinking fully engaging decision-maker experience, intuition and judgment to solve problems
• Common characteristics of experts – Experts actively learn through deliberate investigative and
knowledge-seeking experience, developing intuition and building judgment through play and intensive interaction with the system and its environment.
– By exerting mental effort and emotion while exploring complex situations knowledge becomes embedded in the unconscious.
• By sorting, modifying, and generally playing with information, manipulating and understanding patterns and their relationships to other patterns in CAMS, a decision-maker can proactively develop intuition, insight and judgment relative to the domain of interest.
Mechanisms for Influencing Complex Situations
• Structural Adaptation: Change the structure of the organization to change the problem.
• Boundary Management: Managing the boundary conditions to shift the energy affecting the system.
• Absorption: Bringing the complex situation into a larger complex system thereby resolving the original problem by dissolving the problem system.
• Optimum Complexity: Ensuring you have as many/more options to deal with the problem than are in the problem.
• Simplification: Reducing uncertainty to allow logical explanations for decisions.
• Sense and Respond: Taking a testing approach by observing, then perturbing, and studying the response.
• Amplification: Shotgun effect … Taking a variety of actions to determine which ones are successful.
• Seeding: Process of nurturing emergence.
Human Additive Factors • How we view a situation, what we look for and
how we interpret what we see depends heavily on our past experience, expectations, concerns and goals.
• Recognize this is a decision journey. • Engage multiple cognitive and operational research
techniques. – Convergent thinking, linear extrapolation, mind-mapping,
fishbone diagrams, probability distribution functions
• Potential of the human mind can often be more fully engaged when working in teams, communities and networks. Group decision-making can make a difference.
– Multiple perspectives, engaging in dialogue and critical thinking, can improve overall understanding and affect decision-making efficacy.
Shifting Frames of Reference • The ability to see/perceive situations and their context through
different lenses (for example, understanding a situation from the viewpoints of executives, associates, customers, etc.)
• This ability is enhanced by a diversity of experiences available through communication and collaboration.
• Examples: – Identify stakeholder groups and brainstorm viewpoints (stories)
of each group, observing the situation from each unique perspective. This can be done as a role play.
– Create a “dialogue of perspectives” that considers their affect on each other and how they could be combined, integrated, filtered and shifted to produce the optimum response/result. A “dialogue of perspectives” is an exchange of information and
knowledge to help identify and associate the information from different perspectives to provide the best insight to a given problem/issue.
Knowledge Capacity
A Single Drop in an Ocean of Possibilities
• Changing and uncertain times require new ways of thinking and new ways of acting.
• We can take good actions only if we can make good decisions.
• We can make good decisions only if we have good understanding.
• We can have good understanding only if we have good knowledge.
• We can have good knowledge only if we know how to learn.
COPYRIGHT Mountain Quest Institute, 2006
What better resource than to look within ourselves?
The mind is to the brain as the waves are to the water in the ocean. The neural patterns cannot exist without the brain, yet the brain would have no mind if it had no patterns.
Empowering Decision-Makers From a Neuroscience Perspective • Physical mechanisms have developed in our brain to enable us to learn
through social interactions.
• The brain actually needs to seek out an affectively attuned other for learning.
• Physical and mental exercise and social bonding are significant sources of stimulation of the brain.
• Language and social relationships build and shape the brain.
• Adults developing complex neural patterns need emotional support to offset discomfort of this process.
• Effective attunement contributes to the evolution and sculpting of the brain.
• An enriched environment increases the formation and survival of new neurons.
Assumptions
Practice
Guidelines
Principles
Theory
Reflection and Analysis
• The relationship network is a transversal matrix of people that consists of the sum of an individual or team’s relationships, those individuals with whom the individual or team interacts—or has interacted with in the past—and with whom the individual or team has a connection or significant association.
• The relationship network is both horizontal (in terms of colleagues, peers, partners, customers and patients) and vertical (in terms of managers, leaders, experts and mentors).
THE RELATIONSHIP NETWORK
• Interdependency. A state of mutual reliance, confidence and trust that connotes a two-way relationship with both parties taking responsibility.
• Trust. Integrity and consistency over time, saying what you mean, and following through on what you say.
• Common Framework. Common language and stories. Shared values, moral standards, vision and mission in which the exchange of information leads to the creation of knowledge.
• Openness. Directly related to trust and a willingness to share. • Flow. The flow of data, information and knowledge moves around in the
networks of systems and people, is shared through team interaction, communities and events, and facilitated through iConnect.
• Equitability. Characterized by fairness and reasonableness with both sides of a relationships getting something out of it. Through synergy there is generally a gain greater than individual contributions.
Key Success Factors
Relationship Network Management
• Recognize the value of relationship networks • Identify your personal network of
relationships • Consciously choose to develop, expand and
actively sustain these relationships through continuing interactions
• Stay open to sharing and learning through your relationship network.
Good relationships emerge from a history of interactions. REMINDER: They are built on the concepts of interdependency,
trust, a common framework, openness, flow and equitability.
Copyright 2004 Alex and David Bennet Mountain Quest Institute
(1) List the knowledge and skill areas which are needed to achieve your goals (Organization and Personal). (2) Fill out columns a and b (listing the individuals with whom you interact and the groups in which you participate). ● Examples of “Relationship” would be: friend, colleague, mentor, manager, etc. Assess columns c through h in terms of a strength scale from 1-10, with 1 being weak and 10 being strong. ● “Your Feelings” would be rated in terms of respect, trustworthiness and ability to interact. “Contribution” refers to the level or value of knowledge you contribute to the relationship. ● Positive learning relationships would be those rated above the mid point (5). ● Under “NOTES AND ACTIONS” write anything you think may be important to the relationship; for example, “Need to interact more often.”
You
r Rel
atio
nshi
p N
etw
ork
(3) From this simple chart, assess your gaps, that is, circle any number less than 5, and—comparing with your list of knowledge and skill areas—determine the relationships that need to be expanded or relationships that need to be added. ● For example, if your numbers are low and a specific individual or team is important to accomplishing your goals, then actions must be taken to build/expand that relationship and increase the assessment numbers. (Refer to the RNM key success factors.) ● Add the action you plan to take under “NOTES AND ACTIONS”. You
r Rel
atio
nshi
p N
etw
ork
(3) From this simple chart, assess your gaps, that is, circle any number less than 5, and—comparing with your list of knowledge and skill areas—determine the relationships that need to be expanded or relationships that need to be added. ● For example, if your numbers are low and a specific individual or team is important to accomplishing your goals, then actions must be taken to build/expand that relationship and increase the assessment numbers. (Refer to the RNM key success factors.) ● Add the action you plan to take under “NOTES AND ACTIONS”.
Your Relationship Network
Some Facts
•A changing, uncertain and complex environment demands organizations learn and adapt. •Good decisions require good knowledge. •Much of a decision-maker’s knowledge is tacit, that is, difficult to access and express. •The unconscious is multidimensional, having on the order of one million times more processing power than the conscious part of our mind.
This decision environment demands new approaches to decision-making.
Preparing for
Engaging Tacit Knowledge
• Sit quietly and close your eyes. • Rid you mind of “noise” (worries, checklist, ego, etc.) • Focus on the back of your eyelids. • Listen, relax, and allow yourself to dream.
COPYRIGHT Mountain Quest Institute, 2006
A baseline capacity that improves access to the unconscious.
•We don’t know what we know The challenge is to build capacity through increasing connections between the conscious and the unconscious.
ENGAGING TACIT KNOWLEDGE
COPYRIGHT Mountain Quest Institute, 2006
EXPLICIT KNOWLEDGE is that which can be called up from memory and put into words and shared (also called declarative knowledge).
IMPLICIT* KNOWLEDGE is knowledge stored in memory of which the
individual is not immediately aware. While not readily accessible, it may be pulled up when triggered (associated).
TACIT* KNOWLEDGE is the descriptive term for those connections
among thoughts that cannot be pulled up from memory and put into words; knowing what or how, but unable to express this knowing.
*NOTE: Implicit and Tacit are often used interchangeably in the literature.
DEFINITIONS
From the viewpoint of the owner …
EXPLICIT [Kne]
IMPLICIT [Kni]
TACIT [Knt]
EMBODIED [Knt(e)]
INTUITIVE [Knt(i)]
AFFECTIVE [Knt(a)]
•Information stored in brain that can be recalled at will •In conscious awareness •Can be shared through social communication •Can be captured in terms of information (given context) •Expressed emotions (visible changes in body state) •Why (understood)
•Stored in memory but not in conscious awareness •Not readily accessible but capable of being recalled when triggered •Don’t know you know, but self-discoverable •Ability may or may not be present to facilitate social communication. •Why (questionable)
•Expressed in bodily/material form •Stored within the body (riding bike) •Can be kinesthetic or sensory •Learned by mimicry and behavioral skill training •Why (evasive)
•Sense of knowing coming from within •Linked to FOR •Knowing that may be without explanation (outside expertise or past experience) •24/7 personal servant of human being •Why (unknown)
•Feelings •Generally attached to other types or aspects of knowledge •Why (evasive or unknown)
•Based on matters of the soul •Represents animating principles of human life •Focused on moral aspects, human nature, higher development of mental faculties •Transcendent power •Moves knowledge to wisdom •Higher guidance with unknown origin
SPIRITUAL [Knt(s)]
Level of Awareness of Origins /Content of Knowledge
UNCONSCIOUS AWARENESS
CONSCIOUS AWARENESS
IMPLICIT [Kni]
Continuum of Awareness of Knowledge Source/Content
COPYRIGHT Mountain Quest Institute, 2006
Embodied Tacit Knowledge (somatic) is represented in neuronal patterns stored within the body. It is both kinesthetic and sensory. • Kinesthetic—related to the movement of the
body. • Sensory—related to the five human senses
through which information enters the body (sight, smell, hearing, touch and taste).
• Learned by mimicry and behavior skill training.
EMBODIED
EMBODIED
AFFECTIVE
INTU
ITIVE SPIR
ITU
AL
•Leadership behaviors specific to org •Physical motions on assembly line •Cultural norms such as: preferred approach to interactions; 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 w
ay things are done •“K
nowing (an internal feeling) ” w
hich decisions are right and w
hich ones are w
rong (not always right but alw
ays w
orth listening to)
NU
RTU
RED
AN
D D
EVELOPED
THR
OU
GH
EXPOSU
RE, LEA
RN
ING
, PRA
CTIC
E (C
OM
MU
NITIES, M
ENTO
RIN
G, R
OTA
TION
S, AA
L’s, Kn SH
AR
ING
) •Approach to risk •Embedded in org processes and knowledge artifacts •Causes for negative feelings include work overload, value conflicts, poor leadership; Causes for positive feelings include empowerment, successful bid, learning , appreciation
REQUIRES NURTURING AND DEVELOPMENT OF EMOTIONAL INTELLIGENCE (LOGIC OF FIVE WHY’S CAN BE USED TO UNCOVER SOURCE OF FEELINGS) C
AN
BE
TAPP
ED B
Y EN
CO
UR
AG
ING
HO
LIST
IC R
EPR
ESEN
TATI
ON
OF
THE
IND
IVID
UA
L A
ND
RES
PEC
T FO
R A
HIG
HER
PU
RPO
SE
TACIT
E X
A M
P L
E S
•Pur
pose
, vis
ion,
val
ue re
late
d to
m
eani
ng a
nd m
otiv
atio
n •D
ecis
ions
tied
to g
reat
er g
ood
or
adva
ncem
ent o
f hum
anity
•L
ivin
g an
aut
hent
ic li
fe w
ith e
nric
hing
re
latio
nshi
ps
•Car
e fo
r env
ironm
ent
COPYRIGHT Mountain Quest Institute, 2006
Affective Tacit Knowledge is connected to emotions and feelings (with emotions representing the external expression of some feelings). • No such thing as a behavior or thought not
impacted by emotions in some way. • Attached to other types or aspects of knowledge. • Feelings as a form of knowledge can influence
actions.
AFFECTIVE
EMBODIED
AFFECTIVE
INTU
ITIV
E SPIR
ITUA
L
•Leadership behaviors specific to org •Physical motions on assembly line •Cultural norms such as: preferred approach to interactions; 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)
•Hid
den
in th
e w
ay th
ings
are
don
e •“
Kno
win
g” (a
n in
tern
al fe
elin
g) w
hich
de
cisi
ons
are
right
and
whi
ch o
nes
are
wro
ng (n
ot a
lway
s rig
ht b
ut a
lway
s w
orth
list
enin
g to
)
NU
RTU
RED
AN
D D
EVEL
OPE
D T
HR
OU
GH
EXP
OSU
RE,
LEA
RN
ING
, PR
AC
TIC
E (C
OM
MU
NIT
IES,
MEN
TOR
ING
, RO
TATI
ON
S, A
AL’
s, K
n SH
AR
ING
) •Approach to risk •Embedded in org processes and knowledge artifacts •Causes for negative feelings include work overload, value conflicts, poor leadership; Causes for positive feelings include empowerment, successful bid, learning , appreciation
REQUIRES NURTURING AND DEVELOPMENT OF EMOTIONAL INTELLIGENCE (LOGIC OF FIVE WHY’S CAN BE USED TO UNCOVER SOURCE OF FEELINGS) C
AN
BE TA
PPED B
Y ENC
OU
RA
GIN
G H
OLISTIC
REPR
ESENTA
TION
OF TH
E IN
DIVID
UA
L AN
D R
ESPECT FO
R A
HIG
HER
PUR
POSE
TACIT
E X
A M
P L
E S
•Purpose, vision, value related to m
eaning and motivation
•Decisions tied to greater good or
advancement of hum
anity •Living an authentic life w
ith enriching relationships •C
are for environment
COPYRIGHT Mountain Quest Institute, 2006
INTUITIVE
Intuitive Tacit Knowledge is the sense of knowing coming from inside that influences decisions/actions. • Patterns in the unconscious developed
through experience, contemplation, and unconscious processing.
• Becomes a natural part of our being. • Continuous learning through experience.
“The mysterious mechanism by which we arrive at the solution of a problem without reasoning toward it” (Damasio, 1994)
EMB
OD
IED
AFFEC
TIVE
INTUITIVE
SPIRITUAL
•Lea
ders
hip
beha
vior
s sp
ecifi
c to
org
•P
hysi
cal m
otio
ns o
n as
sem
bly
line
•Cul
tura
l nor
ms
such
as:
pre
ferr
ed
appr
oach
to in
tera
ctio
ns; a
ppro
pria
te
lang
uage
; sub
ject
s th
at c
an o
r can
’t be
di
scus
sed
REQ
UIR
ES N
EW P
ATT
ERN
EM
BED
DIN
G F
OR
CH
AN
GE
TO O
CC
UR
(C
OU
LD T
AK
E FO
RM
OF
PHYS
ICA
L TR
AIN
ING
OR
MEN
TAL
THIN
KIN
G) •Hidden in the way things are done
•“Knowing” (an internal feeling) which decisions are right and which ones are wrong (not always right but always worth listening to)
NURTURED AND DEVELOPED THROUGH EXPOSURE, LEARNING, PRACTICE (COMMUNITIES, MENTORING, ROTATIONS, AAL’s, Kn SHARING)
•Approach to risk
•Embedded in org processes and
knowledge artifacts
•Causes for negative feelings include
work overload, value conflicts, poor
leadership; Causes for positive feelings
include empow
erment, successful bid,
learning , appreciation
REQ
UIR
ES NU
RTU
RIN
G A
ND
DEVELO
PMEN
T OF EM
OTIO
NA
L INTELLIG
ENC
E (LO
GIC
OF FIVE W
HY’S C
AN
BE U
SED TO
UN
CO
VER SO
UR
CE O
F FEELING
S)
CAN BE TAPPED BY ENCOURAGING HOLISTIC REPRESENTATION OF THE INDIVIDUAL AND RESPECT FOR A HIGHER PURPOSE
TAC
IT
E X
A M
P L
E S
•Purpose, vision, value related to meaning and motivation •Decisions tied to greater good or advancement of humanity •Living an authentic life with enriching relationships •Care for environment
COPYRIGHT Mountain Quest Institute, 2006
Spiritual Tacit Knowledge represents the animating principle of human life in terms of thought and action. • Specifically focused on moral aspects, the emotional part
of human nature, and higher development of mental faculties.
• A “knowing” similar to intuition but without the experiential base of intuition.
• Represents a form of higher guidance with unknown origin.
• Provides a transcendent frame of reference that puts things in relationship to a larger perspective while promoting self-knowledge and learning.
SPIRITUAL
EMB
OD
IED A
FFEC
TIVE
INTUITIVE
SPIRITUAL •Leadership behaviors specific to org •Physical m
otions on assembly line
•Cultural norm
s such as: preferred approach to interactions; appropriate language; subjects that can or can’t be discussed
REQ
UIR
ES NEW
PATTER
N EM
BED
DIN
G FO
R C
HA
NG
E TO O
CC
UR
(C
OU
LD TA
KE FO
RM
OF PH
YSICA
L TRA
ININ
G O
R M
ENTA
L THIN
KIN
G) •Hidden in the way things are done
•“Knowing”(an internal feeling) which decisions are right and which ones are wrong (not always right but always worth listening to)
NURTURED AND DEVELOPED THROUGH EXPOSURE, LEARNING, PRACTICE (COMMUNITIES, MENTORING, ROTATIONS, AAL’s, Kn SHARING)
•App
roac
h to
risk
•E
mbe
dded
in o
rg p
roce
sses
and
kn
owle
dge
artif
acts
•C
ause
s fo
r neg
ativ
e fe
elin
gs in
clud
e w
ork
over
load
, val
ue c
onfli
cts,
poo
r le
ader
ship
; Cau
ses
for p
ositi
ve fe
elin
gs
incl
ude
empo
wer
men
t, su
cces
sful
bid
, le
arni
ng ,
appr
ecia
tion
REQ
UIR
ES N
UR
TUR
ING
AN
D D
EVEL
OPM
ENT
OF
EMO
TIO
NA
L IN
TELL
IGEN
CE
(LO
GIC
OF
FIVE
WH
Y’S
CA
N B
E U
SED
TO
UN
CO
VER
SO
UR
CE
OF
FEEL
ING
S)
•Purpose, vision, value related to meaning and motivation •Decisions tied to greater good or advancement of humanity •Living an authentic life with enriching relationships •Care for environment
CAN BE TAPPED BY ENCOURAGING HOLISTIC REPRESENTATION OF THE INDIVIDUAL AND RESPECT FOR A HIGHER PURPOSE
TAC
IT
E X
A M
P L
E S
(SOURCE)
(LEVEL OF
AWA
REN
ESS)
EXTERNAL INTERNAL
CO
NSC
IOU
S U
NC
ON
SCIO
US
INDUCING RESONANCE
EMBEDDING TACIT Kn
SURFACING TACIT Kn
SHARING TACIT Kn
Accessing Tacit Knowledge
SURFACING TACIT KNOWLEDGE
• External triggering – Conversation, dialogue, questions or external situation – Phenomenon that occurs in “sink or swim” situations.
• Self collaboration – Create an internal dialogue, listening deeply to your thought
sfollowing the tenets of dialogue (withholding quick judgment, not demanding quick answers, exploring underlying assumptions)
– Look for relationships with what you feel – Ask yourself a lot of questions, reflect on them, then be
patient. – Sleep on a question (your unconscious processes 24/7 and
exists to help you survive). • Nurturing
– Meditation, inner tasking, lucid dreaming and hemispheric synchronization.
E X
A M
P L
E S
COPYRIGHT Mountain Quest Institute, 2006
EMBEDDING TACIT KNOWLEDGE
• Embodied – Requires new pattern embedding. – Might take the form of repetition in physical training or mental thinking.
Mimicry, practice, competence development, visual imagery coupled with practice
• Intuitive – Requires exposure, learning and practice. – Contemplation, traveling, developing a case history for learning purposes. – Effortful study
• Affective – Requires nurturing and development of Emotional Intelligence. – Digging deeply into a situation. – Building self awareness; sensitivity to emotional guidance system.
• Spiritual – Requires holistic representation and respect for higher purpose. – Dialogue, learning from practice and reflection, developing sensitivity to
spirit, living with it over time. – Exploring feelings regarding larger aspects of values, purpose,
meaning.
E X
A M
P L
E S
COPYRIGHT Mountain Quest Institute, 2006
SHARING TACIT KNOWLEDGE
• Occurs both consciously and unconsciously • Not necessary to make knowledge explicit in
order to share it! • Ex: Mentoring and shadowing (through
imitation and mimicry) • Mirror Neurons • Group learning
– Where communities/teams engage in dialogue and, over time, develop a common frame of reference, language and understanding
E X
A M
P L
E S
COPYRIGHT Mountain Quest Institute, 2006
INDUCING RESONANCE
• Amplifying the meaning of incoming information (increasing its emotional content and receptivity) through exposure to diverse and opposing concepts that are well-grounded.
• Incoming information must be consistent with the frame of reference and belief systems within the receiver.
• Creates a sense of ownership within the listener.
• Ex: Presidential debates; closing arguments in litigation
E X
A M
P L
E S
COPYRIGHT Mountain Quest Institute, 2006
ORDINARY CONSCIOUSNESS
EXTRAORDINARY CONSCIOUSNESS
EXPLICIT KNOWLDGE
TACIT KNOWLDGE
POTENTIAL IMPLICIT
KNOWLDGE
THE SUBCONSCIOUS
Conceptual model relating knowledge and consciousness.
The Opportunity for Decision-Makers …
DEEP KNOWLEDGE
SUSTAINABLE PERFORMANCE
ACTION CULTURE
ICAS*
LEADERSHIP
LEARNING STRUCTURE
THEORY & PRACTICE OF KNOWLEDGE
SYSTEMS
•“Rethinking Thinking: Systems” and “Rethinking Thinking: Complexity” (ICAS, 2004) •“Conversation on Perspectives: The Field of KM as a Complex Adaptive System” (Effective Executive, 2008) •“Creating Emergence” (ICAS, 2004)
•“Adult Learning and Neuroscience” (2009) •“Engaging Tacit Knowledge in Support Of Organizational Learning” (VINE, 2008) •“eLearning as Energetic Learning” (VINE, 2008) •“Learning as Associative Patterning” (VINE, 2006) •“Hierarchy as a Learning Platform” (VINE, 2006) •“Involving and Evolving Students” (KMb, 2007) •“The Knowledge and Knowing of Spiritual Learning” (VINE, 2007) •“The Learning Structure of the New Organization” and “The Learning Organization” (ICAS, 2004) •“The Partnership Between Org Learning and KM” (Handbook on KM 1, 2003) •Learning in a Virtual World (Ed.) (Virtual Toolkit, DON, 2002. •“Social Learning from the Inside Out: The Creation and Sharing of Knowledge from the Mind/Brain Perspective” (in Social Knowledge, IGI Global, 2010)
•“Exploring Aspects of KM that Contribute Passion to Thought Leaders” (2005)
Organizational Survival in the New World: The Intelligent Complex Adaptive System (Elsevier, 2004) •“The Rise of the Knowledge Organization” (Handbook on KM 1, 2003; KM: Catalyst for Electronic Gov, 2001) •“Characterizing the Next Generation Knowledge Organization” (JKMCI, 2000) •“Exploring Key Relationships in the Next Generation Knowledge Organization” (JKMCI, 2001) •“Exploring Concepts, Interpretations and Meaning: Knowledge and KM “ (Effective Executive, 2008) •“Expanding the Knowledge Paradigm” (VINE, 2006) •“The Force of Knowledge: DON Case Study” (Handbook on KM2)
•“Values as Knowledge” w/Avedisian (On the Horizon, 2010). •“Exploring the Military Contribution to KBD through Leadership and Values” (JKM, 2010) •“Values and Storytelling: Conceptual Framework”
•“Networking for the Bottom Line” (ICAS, 2004) •The Power of Team: The Making of a CIO (DON, 2002) (Co-Ed) •Integrated Product Team Learning Campus (Toolkit, DON, 2002) •Cport: Building Communities of Practice (Ed.) (Toolkit, DON, 2001) •Knowledge Communities and Neighborhoods (Toolkit, FS, 2010) •Knowledge Management: The Catalyst for Electronic Gov (Management Concepts, 2001) (Co-Ed.) •Building Knowledge Management Environments for Electronic Gov (Management Concepts, 2001) (Co-Ed.)
HUMANISM
DECISION-MAKING
COMPLEXITY
ORG LEARNING
INNOVATION & CREATIVITY
STORIES
CAPACITIES
STRATEGY
How Can Your Organization Survive And Prevail In Today’s World?
A NEW THEORY OF THE FIRM
PASSION & FLOW
ADULT LEARNING
VALUES
CONNECTING
PEOPLE
•“The Depth of Knowledge” (VINE, 2008) •“Moving from Kn to Wisdom, from Ordinary to Extraordinary Consciousness” (VINE, 2008)
•SES Forum, “Facing and Embracing the New Reality” (2005) •Org Sustainability Factors (2005 Research in U.S. Gov) •“The Four Major Organizational Processes” (ICAS*, 2004) •“Execution in the Action Space” and “Outcomes and Impacts” (Knowledge Mobilization, 2007) •“Execution in the Action Space” (KMb, 2007)
•“Strategy, Balance and the Correlation of Forces” (ICAS, 2004) •“Associative Patterning: the Unconscious Life of an Organization” (Org Memory, 2008) •“Leaders, Decisions and Neuro-Knowledge Systems” (Cybernetics and Systems, 2009) •“The Decision-Making Process for Complex Situations in a Complex Environment” (Handbook on DSS, 2008) •“The Past and Present Influence of Knowledge on Leadership” (Effective Executive, 2009) •“Collaborative Leadership” (ICAS, 2004)
SELF SOCIAL
LEARNING
•“Knowing: the Art of War 2000” (DON, 1999) •“The Action Culture for Success “ and “The New Kn Worker” (ICAS, 2004) •“Managing Self in Troubled Times” (Effective Executive, 2009)
STORIES
•“Creating Innovation from the Inside Out” (MQI Paper, 2010) •Where Technology Meets Human Creativity (Ed.) (Toolkit, Federal CIO Council, 2001) •“Creating our Reality” (DON, 2001)
•“From Stories to Strategy” (VINE, 2007) •“Storytelling: The Thread of Humanity” (MQI Paper)
•MULTIDIMENSIONALITY: Capacities for Next Gen Knowledge Worker (On the Horizon, 2010)
SPIRITUALITY
•“A New Change Model: Personal Action Learning” (VINE, 2008)
•“The Change Agent’s Strategy” (ICAS, 2004)
www.MountainQuestInstitute.com 304-799-7267
MQI Research Portfolio (Drs. Alex and David Bennet)
NEUROSCIENCE
•Knowledge Mobilization in the Social Sciences and Humanities: Moving from Research to Action (MQIPress, 2007) •“Expanding the Knowledge Paradigm” (VINE, 2006) •“CONTEXT: The Shared Knowledge Enigma” (VINE, 2007) •“The Human Knowledge System: Music and Brain Coherence” (VINE, 2008) •“The Fallacy of Knowledge Reuse: Building Sustainable Knowledge” (KBD, JKM, 2008) •“Deep Knowledge as the Core of Sustainable Societies” (in KBD for Cities and Societies, IGI Global, 2010)