| How We Do It In periods of ordinary change, one's existing conceptual models are usually quite adequate to address the questions and problems that arise. Whether the problem is on an individual or an organizational level, precedent is available both to frame the problem and to solve it. However, in times of transition, which is discontinuous change, we will not have the luxury of precedent to guide us. Transition thus requires the development of new conceptual models. Moreover, efforts to apply rational behavior to the critical issues of transition can only lead to frustration and greater conflict. The first requirement, therefore, is to recognize transition, as opposed to ordinary change, and consequently to acknowledge that rational discourse and behavior will be in vain. This recognition does not occur readily or easily, because rationality is the only epistemology presently available. Our intervention thus begins with the confrontation that an alternate epistemology must be applied. We then use the specific transitional context to teach the principles and methodologies of transrationality. Although our intervention is always firmly rooted in the concrete context of the specific transition, thus allowing us to address and resolve specific critical issues, our intentional objective is to help our clients learn the process of transrationality so that they will be empowered to discover their own emergent solutions in the future. Among the tools of transrationality that we apply and demonstrate are conceptual mapping, semantic analysis, basic assumption analysis, and disciplined transduction. Throughout all of our work, we also demonstrate emphatically the dynamics of information overload, the restrictive nonconscious and the psychosocial forcefield. Throughout our intervention, we also work hard to empower the creative nonconscious within our clients. As a result, not only do we help to identify and resolve specific critical issues, we also prepare our clients to recognize the distinction between problems and critical issues, the distinction between concept attainment and concept development, and to appreciate the power of the restrictive nonconscious and the potential of the creative nonconscious. |
||||
|
||||
