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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

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Page 1: Empowering Decision -Makers - Institute for Knowledge and ...ikisea.bu.ac.th/files/Events/EDM_AlexBennet.pdfEmpowering Decision -Makers Proactive Approach to Compete in a Turbulent

Dr. Alex Bennet Bangkok University; Mountain Quest Institute

www.mountainquestinstitute.com

Empowering Decision-Makers Proactive Approach to Compete in a Turbulent World

Page 2: Empowering Decision -Makers - Institute for Knowledge and ...ikisea.bu.ac.th/files/Events/EDM_AlexBennet.pdfEmpowering Decision -Makers Proactive Approach to Compete in a Turbulent

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

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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.

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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.

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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

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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

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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

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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

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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.

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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

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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.

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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

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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

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● 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.

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Decisions, Decisions ?

NO DECISION IS A DECISION.

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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.

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W H Y ?

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Accelerating Change

Rising Uncertainty

Exploding Complex ity

Ubiquitous Anxiety

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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.

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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

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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

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The Complex Systems Space

Copyright 2004 Alex and David Bennet Mountain Quest Institute

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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

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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

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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

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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…

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We cannot keep doing the same thing over and over!!

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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

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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.

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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)

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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

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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.

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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

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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.

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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.

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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.

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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.

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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

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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?

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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.

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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

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• 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

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• 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

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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

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(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

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(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

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(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

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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.

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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.

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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

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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 …

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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

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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

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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

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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

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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

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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)

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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

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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

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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

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(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

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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

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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

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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

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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

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ORDINARY CONSCIOUSNESS

EXTRAORDINARY CONSCIOUSNESS

EXPLICIT KNOWLDGE

TACIT KNOWLDGE

POTENTIAL IMPLICIT

KNOWLDGE

THE SUBCONSCIOUS

Conceptual model relating knowledge and consciousness.

The Opportunity for Decision-Makers …

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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)