This document presents research on Cognitive Buoyancy, which aims to trigger innovative thinking. It discusses:
1) How human brains are naturally inclined towards non-innovative "System 1" thinking due to energy conservation, and innovative "System 2" thinking is needed but underutilized.
2) Cognitive Buoyancy is defined as an individual's propensity for System 2 thinking, and a model (Cubie), method (Explorative Inquiry), and metric (Cognitive Buoyancy Assessment) have been developed.
3) The research goals are to generate data showing these Cognitive Buoyancy resources can increase innovation by accurately measuring, then increasing and sustaining individuals' Cognitive Buoy
Applications of Behavioural Economics to consumer insightErica van Lieven
Shown at the AMSRS National Conference 2013 this presentation on Behavioural economics by Ben Wright highlights the very interesting findings from a small exploratory study that could serve as the basis to the beginnings of a revolutionary measure in the market research industry.
Neuroscience offers some new insights into the challenge of change and strategy execution in organisations. This article, part 1 of a three part series, explores why people cannot see the future as clearly as the change leader expects.
IDS 401 Milestone Four Guidelines and Rubric
Analyzing an Issue or Event in Globalization through the Lenses
of the Natural and Applied Sciences and the Social Sciences
Overview
For the first part of your final project, the critical analysis portfolio, you will select a specific issue or event in globalization and critically analyze it through the
four general education lenses: history, humanities, social sciences, and natural and applied sciences. By viewing the issue or event through these lenses, you will
gain insight into how the interconnected nature of globalization affects society as well as both your own individual framework of perception and the choices,
attitudes, and behaviors of others in the world around you.
For this fourth milestone, due in Module Six, you will analyze your issue or event in globalization through the lenses of the natural and applied sciences and the
social sciences. Like Milestone Two, this task provides you with an opportunity to dive deeper into your analysis of the issuer or event through these two lenses.
Prompt
First, review your work in Modules Five and Six as well as the Four Lenses document from Module One.
Next, analyze your popular-culture artifact through the natural and applied sciences by exploring the following questions:
How does this issue or event provide a social commentary through the natural and applied sciences?
In what ways can science help resolve or enhance your issue or event?
Next, analyze your popular-culture artifact through the lens of the social sciences, and address the following:
How does this issue or event interact with the social sciences lens and impact social issues?
In what ways does the Social Science lens help articulate a deeper understanding of the social issue(s) that inform your issue or event?
This milestone provides you with a chance to practice analyzing your issue or event through these lenses and receive feedback on this practice attempt.
Note: You are completing two separate analyses: one from the natural and applied sciences and one from the social sciences. You must submit two papers in a
single Word document.
1
Be sure to use evidence from research to support your analysis. Refer to course resources, the LibGuide for this course, as well as any other pertinent resources
to support your responses. Relevant current news sources may be used with instructor approval. Incorporate instructor feedback into your final project.
The following critical elements must be addressed:
I. Lens Analysis: In this section of your assignment, you will analyze your issue or event through two of the four general education lenses.
A. Analyze your issue or event through the lens of the natural and applied sciences for determining its impact on various institutions. Utilize
evidence from research to support your analysis.
B. Analyze your issue or event through the ...
Applications of Behavioural Economics to consumer insightErica van Lieven
Shown at the AMSRS National Conference 2013 this presentation on Behavioural economics by Ben Wright highlights the very interesting findings from a small exploratory study that could serve as the basis to the beginnings of a revolutionary measure in the market research industry.
Neuroscience offers some new insights into the challenge of change and strategy execution in organisations. This article, part 1 of a three part series, explores why people cannot see the future as clearly as the change leader expects.
IDS 401 Milestone Four Guidelines and Rubric
Analyzing an Issue or Event in Globalization through the Lenses
of the Natural and Applied Sciences and the Social Sciences
Overview
For the first part of your final project, the critical analysis portfolio, you will select a specific issue or event in globalization and critically analyze it through the
four general education lenses: history, humanities, social sciences, and natural and applied sciences. By viewing the issue or event through these lenses, you will
gain insight into how the interconnected nature of globalization affects society as well as both your own individual framework of perception and the choices,
attitudes, and behaviors of others in the world around you.
For this fourth milestone, due in Module Six, you will analyze your issue or event in globalization through the lenses of the natural and applied sciences and the
social sciences. Like Milestone Two, this task provides you with an opportunity to dive deeper into your analysis of the issuer or event through these two lenses.
Prompt
First, review your work in Modules Five and Six as well as the Four Lenses document from Module One.
Next, analyze your popular-culture artifact through the natural and applied sciences by exploring the following questions:
How does this issue or event provide a social commentary through the natural and applied sciences?
In what ways can science help resolve or enhance your issue or event?
Next, analyze your popular-culture artifact through the lens of the social sciences, and address the following:
How does this issue or event interact with the social sciences lens and impact social issues?
In what ways does the Social Science lens help articulate a deeper understanding of the social issue(s) that inform your issue or event?
This milestone provides you with a chance to practice analyzing your issue or event through these lenses and receive feedback on this practice attempt.
Note: You are completing two separate analyses: one from the natural and applied sciences and one from the social sciences. You must submit two papers in a
single Word document.
1
Be sure to use evidence from research to support your analysis. Refer to course resources, the LibGuide for this course, as well as any other pertinent resources
to support your responses. Relevant current news sources may be used with instructor approval. Incorporate instructor feedback into your final project.
The following critical elements must be addressed:
I. Lens Analysis: In this section of your assignment, you will analyze your issue or event through two of the four general education lenses.
A. Analyze your issue or event through the lens of the natural and applied sciences for determining its impact on various institutions. Utilize
evidence from research to support your analysis.
B. Analyze your issue or event through the ...
ONE POINT OF VIEWPaul N. Friga and Richard B. ChapasMA.docxhopeaustin33688
ONE POINT OF VIEW
Paul N. Friga and Richard B. Chapas
MAKE BETTER BUSINESS DECISIONS
Decision-making in today’s environment is difficult, and
new managers in R&D and other technical positions are
often shocked at the lack of systematic decision-making
they find in their interactions with upper management
and their peers in other parts of the organization.
However, there is a well-tested source of insight into how
to improve the decision-making in business: the scien-
tific method. Although it has revolutionized our lives and
the ability to manipulate our material world, the scien-
tific method has not been widely adapted for business
executives. Nevertheless, we believe it can improve the
efficiency and effectiveness of decision-making for
executives, research managers, and business leaders in
general.
In this article, we first examine the typical decision-
making environment in organizations, highlighting the
challenges executives face in their quest for better per-
formance. Next, we introduce some of the basic tenets
from the scientific method and describe how they can
play a role in overcoming several of the key decision-
making deficiencies. We then describe a five-step
process that can assist in the implementation of scientific
method techniques in daily decision-making, illustrated
by a case study relating to new technology develop-
ment.
Challenges Executives Face
Three key macro-level elements that differentiate the
daily decision-making of today include information
overload, shareholder pressure, and shortened business
cycle time:
• The search tools in use for problem solving by execu-
tives at most companies today yield a quantity of infor-
mation that can be overwhelming. This situation has
increased the importance of knowledge management
skills to sort the data, identify what is truly relevant, and
then to create value from it.
• Shareholder pressure, a result of the rise in worldwide
capital markets, has led to a relentless drive to achieve
short-term financial results, often at the expense of long-
term considerations. A number of well-known corporate
failures may have resulted from the pressure to achieve
consistent growth at any cost.
• Finally, the time-to-market and overall business cycles
have shortened to a level unimaginable 50 years ago.
Decisions must be made faster than ever before (1).
Ultimately, decision-making is done on an individual
level. Alarmingly, much of the research suggests that
humans are extremely limited in their decision-making
Paul Friga was clinical associate professor of strategic
management at the Kelley School of Business at
Indiana University in Bloomington, Indiana, when this
article was written. He is now a professor at the
Kenen-Flager School of Business, Chapel Hill, North
Carolina. He researches strategic decision-making,
knowledge transfer, intuition, management consulting
practices, and entrepreneurship. His work has been
published in The Academy of Management Learning
and Educa.
Thinking “Sustainably”: The role of intentions, cognitions, and emotions in ...Norris Krueger
A fun book chapter that takes a cognitive science-ish look at social and sustainable entrepreneurship. Would LOVE your comments, of course! (Major props to my awesome co-authors too)
A Template for Problem Solving Paul and Elder (2009); prepared f.docxransayo
A Template for Problem Solving
Paul and Elder (2009); prepared for the Critical Thinking Foundation
To be an effective problem solver:
1. Identify your goals. Regularly re-articulate your goals, purposes, needs, and values. Use visualization and visuals with goals to assist with identification and motivation. A problem is an obstacle to reaching your goals, achieving your purpose, meeting your needs, and following your values. What will it look like when the problem is gone?
2. Identify your problems. The problem must be stated clearly and precisely.
3. Study the problem. Classify the problem. What kind of problem is it? Where did it come from? When does it occur? With whom does it occur?
4. Find your control. What parts of the problem are under your control and influence? What parts of the problem are not under your direct control and influence?
5. Information is needed to solve the problem. Figure out the information that is needed to solve the problem. Access and review this information. Use many sources if possible.
6. Carefully analyze the information needed to solve the problem. Be careful of fixation and egocentric/ethnocentric thinking during this process; you might be able to go with what worked before, but you also might have to try something completely new. Only make reasonable (reliable and valid) inferences from this data.
7. Determine options for action. Action is needed to solve problems. What can you accomplish in the short term? What will be a long term option for action to solve the problem? Identify both types of options. Recognize limitations: time, money, power, culture, et cetera.
8. Evaluate the options for action. Determine the theoretical strengths (advantages) and weaknesses (disadvantages) of each option.
9. Adopt a specific action plan. Follow it through. This might be a direct action for problem solving, or it might be a “wait and see” plan.
10. Monitor the implications of your actions. Be ready, at all times, to revise your action plan. Realize the situation might require flexibility. Be prepared to change your mind, gather more information, or alter your statement of the problem as you learn more about the problem.
(adapted for use at SFCC)
3
CHAPTER 6: COGNITION: THINKING and INTELLIGENCE
Cognition: the mental activities associated with thinking, knowing, remembering, and communicating
“mental activity. . .processing information (organizing, understanding, communicating)” (Ciccarelli & White, 2015, p. 262).
Piaget’s Cognitive development theory (pp. 299-305)
Assimilation and Accommodation p. 300
1. Sensorimotor stage. Birth to 2 years. Use and organize senses and movement into schemas (brain and body interconnected). Six sub-stages.
2. Preoperational stage. 2 to 7 years. The child uses words and images to represent objects in the world. “Does it through”—unable to think or “think it through”. Pretend to reality through observation and responsibility. Two sub-stages.
3. Concrete o.
ABSTRACT: Creative activity can be defined as a contradiction to a mannerist, stereotyped activity based on repetition of known things from the past. Essentially this is an activity that brings new, up to now non-existing products and valuable work for a society.
Literature review sample essay - Literature reviews - Example 1 .... Writing A Review Essay - How to Approach Writing Your Review. HOW TO WRITE A REVIEW ESSAY EXAMPLE? by chriswqnc - Issuu. Review essay.... 008 Film Evaluation Essay Example On Movie How To Write Review Analysis .... Writing A Review Essay. How To Write Review Papers For Research 892747 – Starting Sentences For .... HOW TO WRITE A REVIEW PAPER - Sorting Space. Best Review Essay ~ Thatsnotus. Reflective Essay: How to write a review pdf. Review essay movie example. Where does the literature review go in a paper - How to Do a Literature .... 014 How To Write Review Essay Example On Book Readwrite Is The Leading .... Product review essay - ghostwriternickelodeon.web.fc2.com. ⛔ How to write a review paper. Guidelines for writing a literature .... Narrative Essay: How to write a good review paper for publication. Example Book Review Essay — How to Write Critical Reviews. How To Write A Book Review - alasopa. Literature review sample UK. Not sure about the format of literature .... (PDF) How to write a Book Review. Writing A Review Essay Examples. School paper: Example of a literature review essay. 019 Essay Example How To Write Movie Review Subject English Law School .... Writing A Review Essay – “Someone write my essay for me!” – not all ....
Our brain new world - organisations and their developmentThe BrainLink Group
This is an attempt to understand organisations as complex adaptive systems - in much the same way as the human brain. There are five key implications for the way we approach organisational development
Do action oriented cultures provide the best response to a fast changing environment. There are a number of challenges in these organisations - they may be driving out strategic thinking!
Embracing design thinking to unlock the ideas boomJason Dunstone
Invited commentary by me in July 2016 AMSRS (Australian Market and Social Research Society) Research New Magazine.
Ideas are all the rage. Both at a Federal
and State Government level there is a
focus on enabling and encouraging the
ideas economy. As Malcolm Turbull
proclaimed on ousting Abbott -
“There has never been a more exciting
time to be an Australian.”
Start-up funds, hubs and support programs are
popping up quicker than bunnies at Easter. And our big
Corporates and Government are rushing to embrace
whatever it takes to be the next Facebook, Apple or
Google.
Is the market and social research industry prepared
to play a critical role in this exciting new era?
In my 22 years in market and social research, there
is no question that the industry is ever evolving and
innovative. Yet, there is opportunity for the research
industry to move thinking around innovation beyond
how to better collect consumer understanding towards
a more integrated and holistic approach to moving from
research to insight, to ideas and most importantly action.
The beer game - a production distribution simulationTristan Wiggill
A presentation by Michael D. Ford CFPIM, CSCP, CQA, CRE, CQE, Principal, TQM Works Consulting, USA delivered during the 38th annual SAPICS event for supply chain professionals in Sun City, South Africa.
The Beer Game was developed by Jay Forrester at MIT’s Sloan business school in the early 1960s. It is a simple yet realistic simulator of the supply chain and is used as a teaching tool for systems dynamics. It has been played all over the world by thousands of people ranging from high school students to chief executive officers and government officials. Each participant plays a role in the production and distribution of a product, in this case “beer”.
What are the main advantages of using HR recruiter services.pdfHumanResourceDimensi1
HR recruiter services offer top talents to companies according to their specific needs. They handle all recruitment tasks from job posting to onboarding and help companies concentrate on their business growth. With their expertise and years of experience, they streamline the hiring process and save time and resources for the company.
Affordable Stationery Printing Services in Jaipur | Navpack n PrintNavpack & Print
Looking for professional printing services in Jaipur? Navpack n Print offers high-quality and affordable stationery printing for all your business needs. Stand out with custom stationery designs and fast turnaround times. Contact us today for a quote!
More Related Content
Similar to ISPIM Paper (Submission No. 7177 - Boston 2016)
ONE POINT OF VIEWPaul N. Friga and Richard B. ChapasMA.docxhopeaustin33688
ONE POINT OF VIEW
Paul N. Friga and Richard B. Chapas
MAKE BETTER BUSINESS DECISIONS
Decision-making in today’s environment is difficult, and
new managers in R&D and other technical positions are
often shocked at the lack of systematic decision-making
they find in their interactions with upper management
and their peers in other parts of the organization.
However, there is a well-tested source of insight into how
to improve the decision-making in business: the scien-
tific method. Although it has revolutionized our lives and
the ability to manipulate our material world, the scien-
tific method has not been widely adapted for business
executives. Nevertheless, we believe it can improve the
efficiency and effectiveness of decision-making for
executives, research managers, and business leaders in
general.
In this article, we first examine the typical decision-
making environment in organizations, highlighting the
challenges executives face in their quest for better per-
formance. Next, we introduce some of the basic tenets
from the scientific method and describe how they can
play a role in overcoming several of the key decision-
making deficiencies. We then describe a five-step
process that can assist in the implementation of scientific
method techniques in daily decision-making, illustrated
by a case study relating to new technology develop-
ment.
Challenges Executives Face
Three key macro-level elements that differentiate the
daily decision-making of today include information
overload, shareholder pressure, and shortened business
cycle time:
• The search tools in use for problem solving by execu-
tives at most companies today yield a quantity of infor-
mation that can be overwhelming. This situation has
increased the importance of knowledge management
skills to sort the data, identify what is truly relevant, and
then to create value from it.
• Shareholder pressure, a result of the rise in worldwide
capital markets, has led to a relentless drive to achieve
short-term financial results, often at the expense of long-
term considerations. A number of well-known corporate
failures may have resulted from the pressure to achieve
consistent growth at any cost.
• Finally, the time-to-market and overall business cycles
have shortened to a level unimaginable 50 years ago.
Decisions must be made faster than ever before (1).
Ultimately, decision-making is done on an individual
level. Alarmingly, much of the research suggests that
humans are extremely limited in their decision-making
Paul Friga was clinical associate professor of strategic
management at the Kelley School of Business at
Indiana University in Bloomington, Indiana, when this
article was written. He is now a professor at the
Kenen-Flager School of Business, Chapel Hill, North
Carolina. He researches strategic decision-making,
knowledge transfer, intuition, management consulting
practices, and entrepreneurship. His work has been
published in The Academy of Management Learning
and Educa.
Thinking “Sustainably”: The role of intentions, cognitions, and emotions in ...Norris Krueger
A fun book chapter that takes a cognitive science-ish look at social and sustainable entrepreneurship. Would LOVE your comments, of course! (Major props to my awesome co-authors too)
A Template for Problem Solving Paul and Elder (2009); prepared f.docxransayo
A Template for Problem Solving
Paul and Elder (2009); prepared for the Critical Thinking Foundation
To be an effective problem solver:
1. Identify your goals. Regularly re-articulate your goals, purposes, needs, and values. Use visualization and visuals with goals to assist with identification and motivation. A problem is an obstacle to reaching your goals, achieving your purpose, meeting your needs, and following your values. What will it look like when the problem is gone?
2. Identify your problems. The problem must be stated clearly and precisely.
3. Study the problem. Classify the problem. What kind of problem is it? Where did it come from? When does it occur? With whom does it occur?
4. Find your control. What parts of the problem are under your control and influence? What parts of the problem are not under your direct control and influence?
5. Information is needed to solve the problem. Figure out the information that is needed to solve the problem. Access and review this information. Use many sources if possible.
6. Carefully analyze the information needed to solve the problem. Be careful of fixation and egocentric/ethnocentric thinking during this process; you might be able to go with what worked before, but you also might have to try something completely new. Only make reasonable (reliable and valid) inferences from this data.
7. Determine options for action. Action is needed to solve problems. What can you accomplish in the short term? What will be a long term option for action to solve the problem? Identify both types of options. Recognize limitations: time, money, power, culture, et cetera.
8. Evaluate the options for action. Determine the theoretical strengths (advantages) and weaknesses (disadvantages) of each option.
9. Adopt a specific action plan. Follow it through. This might be a direct action for problem solving, or it might be a “wait and see” plan.
10. Monitor the implications of your actions. Be ready, at all times, to revise your action plan. Realize the situation might require flexibility. Be prepared to change your mind, gather more information, or alter your statement of the problem as you learn more about the problem.
(adapted for use at SFCC)
3
CHAPTER 6: COGNITION: THINKING and INTELLIGENCE
Cognition: the mental activities associated with thinking, knowing, remembering, and communicating
“mental activity. . .processing information (organizing, understanding, communicating)” (Ciccarelli & White, 2015, p. 262).
Piaget’s Cognitive development theory (pp. 299-305)
Assimilation and Accommodation p. 300
1. Sensorimotor stage. Birth to 2 years. Use and organize senses and movement into schemas (brain and body interconnected). Six sub-stages.
2. Preoperational stage. 2 to 7 years. The child uses words and images to represent objects in the world. “Does it through”—unable to think or “think it through”. Pretend to reality through observation and responsibility. Two sub-stages.
3. Concrete o.
ABSTRACT: Creative activity can be defined as a contradiction to a mannerist, stereotyped activity based on repetition of known things from the past. Essentially this is an activity that brings new, up to now non-existing products and valuable work for a society.
Literature review sample essay - Literature reviews - Example 1 .... Writing A Review Essay - How to Approach Writing Your Review. HOW TO WRITE A REVIEW ESSAY EXAMPLE? by chriswqnc - Issuu. Review essay.... 008 Film Evaluation Essay Example On Movie How To Write Review Analysis .... Writing A Review Essay. How To Write Review Papers For Research 892747 – Starting Sentences For .... HOW TO WRITE A REVIEW PAPER - Sorting Space. Best Review Essay ~ Thatsnotus. Reflective Essay: How to write a review pdf. Review essay movie example. Where does the literature review go in a paper - How to Do a Literature .... 014 How To Write Review Essay Example On Book Readwrite Is The Leading .... Product review essay - ghostwriternickelodeon.web.fc2.com. ⛔ How to write a review paper. Guidelines for writing a literature .... Narrative Essay: How to write a good review paper for publication. Example Book Review Essay — How to Write Critical Reviews. How To Write A Book Review - alasopa. Literature review sample UK. Not sure about the format of literature .... (PDF) How to write a Book Review. Writing A Review Essay Examples. School paper: Example of a literature review essay. 019 Essay Example How To Write Movie Review Subject English Law School .... Writing A Review Essay – “Someone write my essay for me!” – not all ....
Our brain new world - organisations and their developmentThe BrainLink Group
This is an attempt to understand organisations as complex adaptive systems - in much the same way as the human brain. There are five key implications for the way we approach organisational development
Do action oriented cultures provide the best response to a fast changing environment. There are a number of challenges in these organisations - they may be driving out strategic thinking!
Embracing design thinking to unlock the ideas boomJason Dunstone
Invited commentary by me in July 2016 AMSRS (Australian Market and Social Research Society) Research New Magazine.
Ideas are all the rage. Both at a Federal
and State Government level there is a
focus on enabling and encouraging the
ideas economy. As Malcolm Turbull
proclaimed on ousting Abbott -
“There has never been a more exciting
time to be an Australian.”
Start-up funds, hubs and support programs are
popping up quicker than bunnies at Easter. And our big
Corporates and Government are rushing to embrace
whatever it takes to be the next Facebook, Apple or
Google.
Is the market and social research industry prepared
to play a critical role in this exciting new era?
In my 22 years in market and social research, there
is no question that the industry is ever evolving and
innovative. Yet, there is opportunity for the research
industry to move thinking around innovation beyond
how to better collect consumer understanding towards
a more integrated and holistic approach to moving from
research to insight, to ideas and most importantly action.
The beer game - a production distribution simulationTristan Wiggill
A presentation by Michael D. Ford CFPIM, CSCP, CQA, CRE, CQE, Principal, TQM Works Consulting, USA delivered during the 38th annual SAPICS event for supply chain professionals in Sun City, South Africa.
The Beer Game was developed by Jay Forrester at MIT’s Sloan business school in the early 1960s. It is a simple yet realistic simulator of the supply chain and is used as a teaching tool for systems dynamics. It has been played all over the world by thousands of people ranging from high school students to chief executive officers and government officials. Each participant plays a role in the production and distribution of a product, in this case “beer”.
Similar to ISPIM Paper (Submission No. 7177 - Boston 2016) (18)
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HR recruiter services offer top talents to companies according to their specific needs. They handle all recruitment tasks from job posting to onboarding and help companies concentrate on their business growth. With their expertise and years of experience, they streamline the hiring process and save time and resources for the company.
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Personal Brand Statement:
As an Army veteran dedicated to lifelong learning, I bring a disciplined, strategic mindset to my pursuits. I am constantly expanding my knowledge to innovate and lead effectively. My journey is driven by a commitment to excellence, and to make a meaningful impact in the world.
[Note: This is a partial preview. To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
Sustainability has become an increasingly critical topic as the world recognizes the need to protect our planet and its resources for future generations. Sustainability means meeting our current needs without compromising the ability of future generations to meet theirs. It involves long-term planning and consideration of the consequences of our actions. The goal is to create strategies that ensure the long-term viability of People, Planet, and Profit.
Leading companies such as Nike, Toyota, and Siemens are prioritizing sustainable innovation in their business models, setting an example for others to follow. In this Sustainability training presentation, you will learn key concepts, principles, and practices of sustainability applicable across industries. This training aims to create awareness and educate employees, senior executives, consultants, and other key stakeholders, including investors, policymakers, and supply chain partners, on the importance and implementation of sustainability.
LEARNING OBJECTIVES
1. Develop a comprehensive understanding of the fundamental principles and concepts that form the foundation of sustainability within corporate environments.
2. Explore the sustainability implementation model, focusing on effective measures and reporting strategies to track and communicate sustainability efforts.
3. Identify and define best practices and critical success factors essential for achieving sustainability goals within organizations.
CONTENTS
1. Introduction and Key Concepts of Sustainability
2. Principles and Practices of Sustainability
3. Measures and Reporting in Sustainability
4. Sustainability Implementation & Best Practices
To download the complete presentation, visit: https://www.oeconsulting.com.sg/training-presentations
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Exploring Patterns of Connection with Social Dreaming
ISPIM Paper (Submission No. 7177 - Boston 2016)
1. This paper was presented at The ISPIM Innovation Forum, Boston, MA, USA on 13-16 March
2016. The publication is available to ISPIM members at www.ispim.org.
1
Cognitive Buoyancy®
: The Trigger to Innovative
Thinking
Charles Garland
225 East 66th Street, Apt 2A, New York, NY 10065, USA.
E-mail: cgarland@innovationoutlet.biz
Abstract: The practice of innovation, which includes both innovative thinking
and innovative behavior, is something each of us is capable of. Yet we do not
innovate as often as most of us would like, nor is our innovative behavior
always as effective as we desire. Our brains are naturally predisposed toward a
non-innovative mode of thinking. However, it’s possible to intervene in our
thinking process to trigger more innovative cognitive processes. This “higher-
order” thinking should be a vital resource not only for the individuals who want
to be more innovative, but also for those who lead innovation management.
The concept of cognitive buoyancy – or the propensity toward innovative
thinking – has been developed as a construct that can not only be enhanced, but
also measured, for individuals, teams, or entire organizations. This research-in-
progress seeks to illustrate and quantify how this can be achieved through the
use of novel tools, methods, and metrics.
Keywords: Innovation; Metacognition; Trigger; Daniel Kahneman; System 2
Thinking; Cognitive Buoyancy; Explorative Inquiry; Unconscious
Incompetence; Dual Process Theory; Professional Development.
1. The Problem Being Solved
There is a natural tendency for all human beings to spend the vast majority of their time
thinking in an automatic, rote, less-conscious, and “lower-order” level of cognition, or
what is commonly referred to as System 1 Thinking1. Deliberate innovation requires
System 2 Thinking, which is more consciously reflective, contemplative, expansive, and
analytical. If one of the primary objectives of innovation management is to effect more
innovation – and do so by inspiring and creating the conditions for more innovative
thinking to drive it – then the lack of System 2 thinking in typical individual and
organizational behavior is a problem that needs to be addressed in a systematic manner.
There are a lot of reasons why System 1 thinking is so dominant in human behavior.
One of these includes the fact that the human brain is, out of necessity, an organ that
seeks to preserve and constrain its use of energy. System 2 thinking requires a
tremendous amount more energy to sustain than does System 1, and therefore the brain
by default favors this “lower” mode of thinking2. An example of this is that in ancient
times, humans had to be prepared at a moment’s notice for “fight or flight” as a means of
self-preservation. Thus, an important component of the overall problem is that our brains
are naturally inclined to work against our general desire to think, and act, more
innovatively.
2. This paper was presented at The ISPIM Innovation Forum, Boston, MA, USA on 13-16 March
2016. The publication is available to ISPIM members at www.ispim.org.
2
2. Our Current Understanding
There are many different views and opinions around what the term “innovation” means.
The definition that I use in this paper is one that I have evolved over the course of more
than 15 years of research, exploration, trial-and-error, peer discussion, and reflection; I
believe it is appropriate in that it is not specific to or biased toward any particular
domain, such as business, technology, product development, patents, or other limiting
dimensions; rather, it is appropriately generic, while still providing clarity and context
that is highly actionable. The definition I use for innovation is:
The process of creating new value, through the unique use of available resources.
I offer this merely as a definition for clarity in this paper; any reader could very likely
substitute his or her preferred definition with no significant change in overall relevance.
But in this definition, one of the keys to its effectiveness is the highlight upon resources –
which, themselves, are important to conceptualize clearly. Truly, anything can be a
resource in this regard, including the most intangible, such as ideas, experiences, or
memories. They also include tangible things that we often take for granted or pay little
attention to, such as commodities, substances that are “free,” or items that are in great
abundance. Resources can include people, the relationships we have with them, and the
subtle changes that occur to them as they evolve. Resources that may be used to create
new value can even include things that are often regarded as “bad” or undesirable.
One of the most crucial aspects of this perspective on innovation is the level of
consciousness – or attention – that each of us pays to the resources that we do have
available to us. We may have resources around us that we know about, but for any
number of reasons, we simply neglect to access them. The vast majority of the time, we
remain unconscious of the many resources that there are; we are instead highly focused
upon a very small subset of those resources at any given time or circumstance. This
narrow focus is often coincident with System 1 thinking, where we are not thinking
divergently; rather, we’re unconsciously content with what we currently have at hand, or
in mind. This is not necessarily a bad thing; rather, it is a natural, important, and valuable
aspect of how our minds work.
Cognitive science research has shown that we spend around 95% of our time in this
less-conscious System 1 thinking mode3. Thus, we only utilize our System 2 cognition
the remaining 5% of the time, yet it is something that is available to us essentially at any
time. This, then, becomes an extremely important “available resource” that the vast
majority of people tend to take for granted. While the times that we do access System 2
thinking may come randomly, or become stimulated by certain thoughts that arise in our
minds as we’re working or encountering a problem, in general they do not come either as
frequently, or as coincidentally with certain opportune scenarios, as we would like. The
good news, however, is that this more innovation-conducive thinking mode can be
triggered, and done so strategically.
One of the most widely researched areas of application for this process of triggering
System 2 thinking is in the field of medicine – in particular within the practice of
diagnostic reasoning. There are many factors that impact diagnostic quality, but one
category of particular interest is that of how cognitive biases can be among the root
causes of diagnostic error. In response to this phenomenon, cognitive scientists have
developed a countermeasure that stimulates a clinician’s consciousness about such bias,
reminding him/her in real time to carefully assess whether they are susceptible to one or
more biases, and to then deliberately navigate around them. This practice is often
3. 3
referred to as a forcing function, in that it is meant to compel an individual to transition
from System 1 thinking up to System 2 thinking, in order to successfully circumvent an
otherwise problematic cognitive bias4.
3. Research Goals
The concept of Cognitive Buoyancy® (CB) was conceived in response to the very issues
described above5. CB is defined as “an individual’s propensity to access higher-order
(System 2) thinking.” It is a strategic resource that is still in development, but has
already been formulated to some degree of structure and depth so that research could
begin, and the elements of the research process could be adequately communicated to
those stakeholders whose participation is needed for its research to progress.
The CB construct is designed to include a strategic set of components that will
facilitate the further research and development of new resources that can be demonstrated
with an appropriate degree of efficacy. The design is consistent with elements of the
forcing function mentioned previously. The basic components of this construct include a
model, a method, and a metric:
1. A model of logic, called Cubie™, which is a cube-shaped (i.e. 6-sided) physical
representation of six distinct dimensions: Contextual (“Meaning”), Temporal
(“Time”), Logistical (“Space”), Individual (“Person”), Motivational
(“Purpose”), and Procedural (“Method”). See Figure 1.
2. A method of applying the Cubie model, called Explorative Inquiry™ (EI). EI
involves the practice of asking questions – e.g. of oneself or to a colleague – that
are meant to probe for deeper insight, utilizing the respondent’s System 2
reflective thinking process. In this way, each unique face of Cubie is referred to
as a Dimension of Inquiry™.
3. A metric of the degree to which an individual’s System 2 thinking can be
successfully triggered, called a Cognitive Buoyancy Score. This metric will be
revealed through the administration of an instrument called the Cognitive
Buoyancy Assessment (CBA), which consists of a 36-question, Likert-scored,
self-report survey, designed within the discipline of Polarity Management6.
Figure 1. The Cubie™ model, showing all six Dimensions of Inquiry™
The goal of this research effort is to generate efficacy data to indicate the potential value
of utilizing Cognitive Buoyancy resources on a large scale, as a means of increasing the
practice of innovation within and across organizations. In pursuing these goals, several
hypotheses have emerged:
4. This paper was presented at The ISPIM Innovation Forum, Boston, MA, USA on 13-16 March
2016. The publication is available to ISPIM members at www.ispim.org.
4
Hypothesis 1: Cognitive Buoyancy can be measured accurately by way of the
Cognitive Buoyancy Assessment, in terms of a relative Cognitive Buoyancy Score.
Hypothesis 2: Cognitive Buoyancy can be increased through workshop training in the
use of Cubie, Explorative Inquiry, and other related assets.
Hypothesis 3: Cognitive Buoyancy can be sustained and/or increased through
ongoing interventions following workshop training, such as individual coaching,
project team facilitation, management policy enactments, and team member-to-
member communication.
Hypothesis 4: Cognitive Buoyancy can be sustained through repeated practice and
feedback, by way of the physiological process of neuroplasticity.
Hypothesis 5: Cognitive Buoyancy scores correlate with more conventional measures
of innovation management, such as quantity and quality of ideas generated, cycle
time of product development, revenues, culture assessments, and other such metrics.
4. Research Design
A workshop has been created for the purpose of introducing the Cognitive Buoyancy
concept, as well as giving students the opportunity to learn and practice using the CB
solution set (model, method, metric). The agenda for the workshop has been made
available in both ½ and full-day class duration formats. The agenda consists generally of
the following elements:
Introduction to the Cognitive Buoyancy concept
Demonstration of the effects of cognitive bias and System 1 thinking
Description of the design and application of Cubie
Description of the design and application of Explorative Inquiry
Description of the design of the Cognitive Buoyancy Assessment
Group exercises in practicing the use of Cubie and EI
Description of real-life examples of how/where Cubie and EI are applied
Q&A/feedback
Prior to the workshop being delivered to a pilot site (participating organization), the CB
assessment is administered to all workshop participants, which results in an initial CB
score for each student. The CBA is administered a second time, immediately after
(within one week of) the workshop, resulting in a second CB score. These “before” and
“after” scores can be compared to indicate whether or not the workshop experience has
had a positive (near-term) impact upon student CB.
One optional phase of pilot testing might include a process of evaluating whether or
not CB scores can be sustained and/or increased through ongoing, post-workshop
interactions with participants in their actual work environments. These may include
facilitation of problem-solving and/or brainstorming sessions with teams engaged in
innovation activities. In these sessions, a trained CB facilitator would provide additional
instruction and feedback on team members’ appropriate application of the models and
methods used in the workshop. As desired, individual participants may be further
engaged in one-on-one coaching sessions with the facilitator (coach) to reinforce proper
5. 5
use of tools and methods, as well as to discuss plans for independent application of these
same resources into additional contexts – both inside and outside the work environment.
The post-workshop phase may also include coordination of revised management
policy and communications that would complement the interactions of the facilitator.
These interventions may include, for example, the expectations that:
Individual employees utilize the Cubie model at specific times and/or in
response to or preparation for specific activities (e.g. in brainstorming sessions,
when making any decision, as part of regular team meetings, before submitting a
report, etc.).
Team members take responsibility to initiate Explorative Inquiry questioning of
fellow team members in situations similar to the above. Managers reinforce
these behaviors, remaining conscious of current cultural or social pressures
individuals may have against confronting, questioning, or contradicting the
thought processes or decisions of others (especially superiors).
Department heads distribute physical Cubie models and Explorative Inquiry data
collection sheets to all employees and maintain inventories of same in all
classrooms, meeting rooms, and other appropriate organizational facilities.
Innovation managers become proficient in teaching and coaching CB resources,
as well as gathering process and outcomes data for future replication in new
areas of the organization.
Additional phases may include the administration of a third CB assessment, perhaps 6 –
12 months following both workshop and post-workshop interventions, to indicate
whether CB scores can be sustained or increased over time and with different levels and
types of intervention. Beyond these metric comparisons, it may be desirable to select a
number of actual organizational outcome metrics (KPIs) that can be measured after the 6
– 12 month period and compared to the same metrics gathered prior to commencement of
the pilot program. This would provide some indication of the correlation between
(increased) CB scores and (improved) actual business results.
5. Interim Research Findings
While only recently designed, the CB workshop has been delivered only twice in actual
pilot organizations in recent months (September through December 2015). Furthermore,
the CB assessment has been administered in only the initial (pre-workshop) portion of
score generation, so there are not yet any before/after efficacy comparisons available. In
the presentation of the concept, the delivery of the workshop, and the administration of
the assessment thus far, however, I have been able to gather the following valuable
feedback and observations:
1. The concept has been met with a great deal of enthusiasm and interest by
executive leaders at a wide range of organizational types. These include
healthcare (diagnostic error quality, radiology, and nursing), education (clinical
treatment programs, business schools), psychology, software development,
financial services, customer/technical support functions, sales, professional
services, and government agencies. Several of these individuals have expressed
an explicit desire to become engaged in one or more future pilot studies.
6. This paper was presented at The ISPIM Innovation Forum, Boston, MA, USA on 13-16 March
2016. The publication is available to ISPIM members at www.ispim.org.
6
2. The workshops have been well-received with very positive feedback provided
around the quality and clarity of the materials presented. Within these
workshops, the real time demonstration of the impact of System 1 thinking and
cognitive biases has been 100% effective, in terms of showing individuals how
they can miss significant details and retain blind spots in their thinking,
decision-making, analyses, and strategic plans.
3. The CB assessments have been clear and well-understood. Participant
completion rates of the assessments being distributed has been above 90%.
4. The CB construct and Cubie logical model have been reviewed by an
independent team of researchers and are being incorporated into a
recommendation to a US government aeronautics agency as one possible
intervention to impact future performance of its key category of stakeholders.
6. Potential Contributions to the IM Community and Beyond
The research that is currently underway is expected to provide a significant amount of
value to the Innovation Management (IM) community. By effectively answering the
research questions (via above mentioned hypotheses) being posed, IM will learn of the
degree, if any, of effectiveness that CB and its respective resources may have upon the
organizations, employees, and other stakeholders they represent. If shown to have
significant impact, these IM leaders would then have a powerful, inexpensive, easily-
implemented, and rapid results-producing intervention for increasing the innovation
capacity of individual employees, specific functional departments, and their entire
organizations.
Through participation in a pilot research study alone, any IM can generate clear,
tangible data to indicate the return on investment of resources (time, money, focus, etc.)
of implementing a broader CB program at scale. Perhaps more importantly, improved
business results that are generated through the pilot study itself can then be replicated
throughout different parts of the organization, thus magnifying the tangible benefit
markedly.
Future use of the CB resources by organizational leaders of all types will result in a
wide range of possible benefits. To the extent that increasing an individual’s CB can be
aligned with new cognitive and behavioural habits, this may form the seed of attitudinal
and behavioral change that begins to evolve the culture of an organization. For example,
the wide and routine use of Explorative Inquiry could be seen as “the new norm” of
permissibly confronting others with questions that explore for comprehensive reasoning
and strategy. Doing so is likely to expose potential blind spots in one’s plans that might
not otherwise have been discovered until it was too late (e.g. a failure in execution).
Knowing that you are subject to constant scrutiny of this sort begins to compel you to be
as optimally prepared in the future as possible by asking yourself these questions pro-
actively, and not waiting for someone else to challenge you with them publicly and
expose a missed consideration. Thus, thinking and behavior begin to change in this
direction, and new cultural norms can begin to form and sustain.
7. 7
7. Areas for Feedback & Development
The researcher is interested in receiving feedback in response to the following questions,
issues, or concepts:
1. Do you understand and agree with the concepts inherent in the System 1 and
System 2 Thinking (Dual Process Theory) constructs, as elaborated by Daniel
Kahneman and others? If not, in which aspects of this are you not comfortable,
clear, or confident?
2. Do you believe that deliberate/strategic innovation (innovative thinking, at the
very least) is not possible without accessing one’s System 2 thinking?
3. Do you feel that the CB assessment, as described, will provide a credible
measure of an individual’s cognitive buoyancy (propensity), albeit a relative and
not an absolute measure.
4. Do you believe there are, or are you aware of, any alternative assessment
instruments that might adequately measure what I am referring to as “cognitive
buoyancy”? Even if another assessment may not specifically measure CB in the
same way, do you believe there would be value in doing further research around
the correlations between CB and any other assessment?
5. Assuming CB can be proven (or strongly supported via research data), what
scenarios do you see as being most in need of its application, for example:
a. Development of business plans, models, and strategies
b. Design and development of new products and services
c. Problem-solving and/or conflict resolution at an organizational level
d. Psychological treatment and/or behavior modification
e. Healthcare behavioral compliance management
f. Medical error reduction (quality improvement)
g. Innovation and creativity training
h. Sales and marketing management/research
i. Customer or technical support (call center) management
j. Emergency response/management
k. Risk management
l. Employee recruiting or engagement
m. Organizational culture development
n. Other applications (please specify)
6. Do you know of any specific organizations and/or leaders therein who might be
interested in considering participation in one of the pilot study projects?
7. Is there anything about the CB construct that is either significantly unclear or
that you do not agree with? If so, please elaborate and, if possible, cite evidence
or current research.
8. This paper was presented at The ISPIM Innovation Forum, Boston, MA, USA on 13-16 March
2016. The publication is available to ISPIM members at www.ispim.org.
8
References and Notes
Notation References:
1. Kahneman, D. Thinking, Fast and Slow. (Doubleday Books, 2011).
2. Schwartz, Jeffrey M.D., and Sharon Begley. The Mind and the Brain:
Neuroplasticity and the Power of Mental Force (Regan Books, 2002)
3. Lakoff G, and Johnson M. Philosophy in the Flesh: The Embodied Mind and its
Challenge to Western Thought. (Basic Books, 1999).
4. Croskerry P. Cognitive Forcing Strategies in Clinical Decision Making. Annals
of Emergency Medicine. 2003; 41: 110-120.
5. http://www.cognitivebuoyancy.com (2015).
6. Johnson, B. Polarity Management: Identifying and Managing Unsolvable
Problems. (HRD Press, 2014).
7. Bazerman, MH. Judgment in Managerial Decision Making, 5th Edition. (Wiley
& Sons, 2002).
Other References:
8. Daniel Pesut, PhD, Director of the Densford International Center for Nursing
Leadership at the University of Minnesota School of Nursing.
9. Nadja Reilly, PhD, Associate Director of the Freedman Center for Child and
Family Development at William James College (formerly Massachusetts School
of Professional Psychology).
10. Michael Bruno, MD, Vice Chairman of Radiology Quality at Hershey Medical
Center/Penn State University.
11. Margaretta Noonan, Head of Talent at AVENTION, Inc. (formerly OneSource,
Inc.).
12. Stan Kachnowski, Chairman of HITLAB (Healthcare Innovation & Technology
Laboratory) at Columbia University Medical Center.
13. Alan Iny, Senior Specialist for Creativity and Scenario Planning at Boston
Consulting Group, and co-author of the book, Thinking in New Boxes.
14. Robert Kelly, Associate Professor at University of Calgary, and author,
Educating for Creativity.
15. Bena Kallick, PhD, co-author, Learning and Leading with Habits of Mind.
16. Richard Corder, Assistant VP at CRICO (captive medical malpractice insurer
for all of Harvard Medicine)