This document discusses building the infrastructure for the next generation of knowledge workers. It addresses factors like adaptability, flexibility, quick response, and resiliency that will help knowledge workers sustain themselves in an environment of accelerating change, rising uncertainty, and exploding complexity. The nature of learning, knowledge, and action must shift as the environment shifts. Knowledge is defined as the human capacity to take effective action in varied situations, and it must maintain this capacity to be sustainable. As interactions through social media expand, knowledge workers are developing more shallow knowledge from diverse global perspectives rather than just local ideas.

1. MULTIDIMENSIONALITY
Building
the
Mind/Brain
Infrastructure
for
the
Next
Genera�on
Knowledge
Worker
Dr.
Alex
Bennet
Mountain
Quest
Ins�tute
March
2013
Sustainability
Factors
CUCA
Adaptability
Con�nuous
Accelerating Change (The
ability
to
change
to
fit
a
specific
use
or
situa�on)
Learning
Flexibility
(Capable
of
bending/
Knowledge
Rising Uncertainty changing;
openness
to
new
ideas)
ROBUSTNESS
Quick
Response
(The
capacity
to
(Capable
of
reac�ng
quickly
respond
to
a
Exploding Complexity when
needed)
broad
range
of
requirements;
Resiliency
having
resources
(The
ability
to
recover
available)
readily;
resume
original
Ubiquitous
Anxiety
performance)
As
the
environment
shi�s,
the
nature
of
learning,
knowledge
and
ac�on
shi�.
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2. Sustainable
Knowledge
Capacity
is
receiving,
holding
or
absorbing
a
poten�al
for
accomplishment
…
Knowledge
is
a
CAPACITY
…the
human
capacity
(poten�al
&
actual
ability)
to
take
effec�ve
ac�on
in
varied
and
uncertain
situa�ons.
All
knowledge
is
context-­‐sensi�ve
and
situa�on-­‐
dependent.
To
be
sustainable
knowledge
must
maintain
its
capacity
to
take
effec�ve
ac�on.
Knowledge
is
composed
of:
…awareness,
understanding,
meaning,
insight,
crea�vity,
ideas,
intui�on,
judgment,
and
an�cipa�ng
the
outcome
of
your
ac�ons.
Tenet
1:
In
a
CUCA
environment
capacity
is
more
important
than
capability
for
sustainability
over
�me.
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3. Aspects
of
Knowledge
KNOWLEDGE
(INFORMING)
KNOWLEDGE
(PROCEEDING)
The
informa�on
part
of
knowledge;
it
could
Represents
the
process
and
ac�on
part
of
be
implicit,
explicit,
tacit
or
any
combina�on
knowledge.
of
these.
The
process
of
selec�ng
informa�on
Represents
insights,
meaning,
relevant
to
a
situa�on
at
hand
and
mixing
it
understanding,
expecta�ons,
theories
and
with
internal
informa�on
from
memory
principles
that
support
or
lead
to
effec�ve
(associa�ve
pa�erning)
in
order
to
take
ac�on.
effec�ve
ac�on.
When
viewed
separately
this
is
informa�on
Individuated
that
may
lead
to
effec�ve
ac�on.
However,
it
is
considered
knowledge
when
it
is
used
as
part
of
the
knowledge
process.
Expanding
Levels
of
Knowledge
Surface
knowledge
Shallow
knowledge
Deep
knowledge
Tenet
2:
Through
con�nuous
connec�vity
and
engagement
in
conversa�on
and
dialogue
(a
search
for
meaning),
the
Net
Gen
is
developing
a
wide
array
of
shallow
knowledge.
Levels of Knowledge Levels of Knowledge
SHALLOW SHALLOW
SURFACE SURFACE
DEEP
DEEP
OLD PARADIGM: PRIMARY NEW PARADIGM: PRIMARY
LOCAL IDEA RESONANCE GLOBAL IDEA RESONANCE
Figure 1. A nominal graph illustrating the Figure 2. A nominal graph illustrating
historic (2000) level of knowledge the future (2020) level of knowledge
achieved by knowledge workers. Note that achieved by knowledge workers. The
these levels are consistent with the level of increase in shallow knowledge is a result
decisions made in an organization (Bennet of consistent expanded interactions via
and Bennet, 2008). social media. (Data from Tapscott, 2008)
There
is
a
shi�
underway
expanding
the
individual’s
depth
of
knowledge.
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4. Tenet
3:
Knowledge
workers
coming
of
age
in
the
global
world
are
mentally
s�mulated
by
interac�ons
involving
diverse
views,
perspec�ves,
concepts
and
cultures
and
are
not
bounded
by
local
ideas.
Collabora�ve
entanglement
represents
the
con�nuous
interac�on,
movement
of
informa�on,
and
the
sharing
and
learning
of
knowledge
resul�ng
in
a
community
movement
toward
a
higher
level
of
awareness,
understanding
and
meaning.
Tenet
4:
Thoughts
and
feelings
can
nurture,
develop,
and
change
the
infrastructure
of
the
mind/brain/body
system.
Language
and
social
rela�onships
build
and
shape
the
brain.
This
significantly
impacts
the
sensing
aspect
of
concrete
experience
and
the
concepts,
ideas,
and
logic
of
abstract
conceptualiza�on.
Effec�ve
a�unement
contributes
to
the
evolu�on
and
sculp�ng
of
the
brain.
Effec�ve
a�unement
involves
a
mentor,
coach,
or
another
significant
individual
who
is
trusted
and
capable
of
resonance
with
the
learner.
As
new
pa�erns
are
created
in
the
mind,
they
in
turn
impact
and
change
the
structure
of
the
brain.
An
enriched
environment
increases
the
forma�on
and
survival
of
new
neurons.
This
environment
influences
both
the
nature
of
the
experience
of
the
learner
and
his
or
her
learning
efficacy.
As
Begley
(2007)
describes,
“exposure
to
an
enriched
environment
leads
to
a
striking
increase
in
new
neurons,
along
with
a
substan�al
improvement
in
behavioral
performance.”
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5. Enabling
Sustainability
SUSTAINABILITY CHARACTERISTICS Characteristics required for
Flexibility … Quick Response … Resilience … Robustness … Continuous Learning long-term high performance
in a CUCA environment
Expressions of preference
FUNCTIONAL AND OPERATIONAL
and choice [Local and
COMPETENCIES
Situational; Organizational
and Individual]
INTEGRATIVE COMPETENCIES
Knowledge Management … Information Literacy … Knowledge and processes
Relationship Network Management … Systems Thinking that support and cross
… Complexity Thinking … Pattern Thinking functional and operational
competencies [Enhance
organizational strength and
performance]
CAPACITIES
Learning How to Learn … Embracing Alignment … Building the infrastructure
Shifting Frames of Reference … Comprehending Diversity … of the mind/brain in support
Exploiting Idea Resonance … Engaging Tacit Knowledge … of sustainability
Employing Invariant Symbols … Orchestrating Drive characteristics [Enhance
mental strength]
VALUES*
Integrity … empathy … Preferences that set the
transparency … participation conditions for creating
… collaboration … value through effective
contribution … learning … action
creativity [Core and Operational;
Organizational and
Personal; Source of long-
*Values detailed in Avedisian and Bennet (2010), “Values as Knowledge: A New Frame of term high performance]
Reference for a New Generation of Knowledge Workers” in The New Horizon.
Building
the
Infrastructure
of
the
Mind/Brain
through
expanding
Knowledge
Capaci�es
Learning
How
to
Learn
Embracing
Alignment
Shi�ing
Frames
of
Reference
Comprehending
Diversity
Exploi�ng
Idea
Resonance
Engaging
Tacit
Knowledge
Employing
Invariant
Symbols
Orchestra�ng
Drive
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6. Knowledge
Capacity:
Shi�ing
Frames
of
Reference
What you see depends on the direction from which you look.
Knowledge
Capacity:
Shi�ing
Frames
of
Reference
Ability
to
see/perceive
situa�ons
and
their
context
through
different
lenses.
Tool
Example:
Dihedral
Group
Theory
Thought
processes
of
entrepreneurs
like
Steve
Jobs
follow
six
dis�nct
shi�s
in
perspec�ve
which
directly
correspond
to
the
six
permuta�ons
of
what
is
known
in
mathema�cs
as
a
Dihedral
(3)
Group.
Each
model
changes
the
rela�onship
of
subject/verb/object,
offering
the
opportunity
to
discover
hidden
connec�ons
and
unique
insights,
giving
rise
to
faster
innova�on
and
poten�ally
more
significant
breakthroughs.
This
meaning-­‐making
approach
also
helps
individuals
understand
their
personal
focus,
where
their
awareness
is
centered.
Dr.
Thomas
McCabe,
Expanded
Consciousness,
Blurb,
2012
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7. Knowledge
Capacity:
Engaging
Tacit
Knowledge
A
baseline
capacity
that
improves
access
to
the
unconscious.
We
don’t
know
what
we
know.
The
challenge
is
to
build
capacity
through
increasing
connec�ons
between
the
conscious
and
the
unconscious.
Tool
Example:
Hemispheric
Synchroniza�on
HS
is
the
use
of
sound
coupled
with
binaural
beat
to
bring
both
hemispheres
of
the
brain
into
unison,
crea�ng
a
whole-­‐brain
state.
What
occurs
during
HS
is
a
physiologically
reduced
state
of
arousal
while
maintaining
conscious
awareness,
and
the
capacity
to
reach
the
unconscious
crea�ve
state
through
the
window
of
consciousness.
REQUIRES
NEW
PATTERN
EMBEDDING
FOR
CHANGE
TO
OCCUR
(COULD
TAKE
FORM
OF
PHYSICAL
TRAINING
OR
MENTAL
THINKING)
CAN
BE
TAPPED
BY
ENCOURAGING
HOLISTIC
REPRESENTATION
OF
THE
INDIVIDUAL
AND
Leadership
behaviors
specific
to
org
Physical
mo�ons
on
assembly
line
NURTURED
AND
DEVELOPED
THROUGH
EXPOSURE,
LEARNING,
PRACTICE
Cultural
norms
such
as:
preferred
(COMMUNITIES,
MENTORING,
ROTATIONS,
AAL’s,
Kn
SHARING)
approach
to
interac�ons;
appropriate
language;
subjects
that
can
or
can’t
be
discussed
Purpose,
vision,
value
related
to
meaning
listening
to)
(not
always
right
but
always
worth
which
ones
are
wrong
“Knowing”
which
decisions
are
right
and
Hidden
in
the
way
things
are
done
E
X
A
M
P
L
E
S
RESPECT
FOR
A
HIGHER
PURPOSE
Decisions
�ed
to
greater
good
or
EMBODIED
SPIRITUAL
advancement
of
humanity
INTUITIVE
Care
for
environment
TACIT
and
mo�va�on
AFFECTIVE
apprecia�on
empowerment,
successful
bid,
learning
,
Causes
for
posi�ve
feelings
include
overload,
value
conflicts,
poor
leadership;
Causes
for
nega�ve
feelings
include
work
knowledge
ar�facts
Embedded
in
org
processes
and
Approach
to
risk
(LOGIC
OF
FIVE
WHY’S
CAN
BE
USED
TO
UNCOVER
SOURCE
OF
FEELINGS)
REQUIRES
NURTURING
AND
DEVELOPMENT
OF
EMOTIONAL
INTELLIGENCE
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8. Knowledge
Capacity:
Engaging
Tacit
Knowledge
EXTERNAL
INTERNAL
(SOURCE)
CONSCIOUS
EMBEDDING
TACIT
Kn
(LEVEL
OF
AWARENESS)
INDUCING
RESONANCE
SHARING
TACIT
Kn
UNCONSCIOUS
SURFACING
TACIT
Kn
In
Closing
…
There
is
a
close
rela�onship
among
the
characteris�cs
of
the
Net
genera�on
and
those
characteris�cs
that
support
survival
in
a
changing,
uncertain
and
complex
environment.
As
situa�ons
become
more
complex,
the
nature
of
learning,
knowledge,
and
ac�on
shi�.
Building
capacity
lays
the
groundwork
for
those
shi�s.
As
our
neurons
fire
and
connect
and
our
brain
restructures
in
a
con�nuous
loop
of
learning
and
changing,
we
are
beginning
to
understand
the
importance
of
our
choices
and
the
way
we
think
and
act
upon
the
world,
both
to
us
as
individuals
and
to
the
connected
reality
in
which
we
func�on.
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9. Further
Reading
Avedisian,
J.
and
A.
Bennet.
“Values
as
Knowledge:
A
New
Frame
of
Reference
for
a
New
Genera�on
of
Knowledge
Workers”
in
On
the
Horizon,
September
2010.
Bennet,
A.
and
D.
Bennet.
“MULTIDIMENSIONALITY:
Building
the
Mind/Brain
Infrastructure
for
the
Next
Genera�on
Knowledge
Worker”
in
On
the
Horizon,
September
2010.
Bennet,
A.
and
D.
Bennet.
Knowledge
Mobiliza�on
in
the
Social
Sciences
and
Humani�es:
Moving
from
Research
to
Ac�on.
MQI
Press,
Frost,
WV,
20087
Bennet,
D.
and
A.
Bennet.
“The
Depth
of
Knowledge:
surface,
Shallow
or
Deep?”
in
VINE:
The
Journal
of
Informa�on
and
Knowledge
Management
Systems,
Vol.
38,
No.
4,
2008.
Bennet,
D.
and
A.
Bennet.
“Engaging
Tacit
Knowledge
in
Support
of
Organiza�onal
Learning”
in
VINE:
The
Journal
of
Informa�on
and
Knowledge
Management
Systems,
Vol.
38,
No.
1,
2008.
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