towards a certificate qualification the management of...
TRANSCRIPT
Towards a Certificate Qualification
The Management of Technology and Innovation
Applied to Supervisory Employees
Directors: Prof R Marcus Chairman, Prof B Anderson CEO, D Marcus, Company Registration No. 2001/009271/07 Registered with the Department of Higher Education and Training as a private higher education institution under the Higher Education Act, 1997.
Accreditation No. 2004/HE07/003
Table of Contents
Chapter Page
One Welcome & Orientation 41 Welcome
2 The Purpose
3 Programme Objectives
4 Curriculum Framework
5 Period of registration
6 The Advance Supervisory Management Development
Programme (ASMDP)
7 Module Synopsis & Learning OUtcomes
Two Learning at Da Vinci 7
1 Da Vinci University of Work
2 The Da Vinci Learning Process
3 Mode 2 Learning
4 The Art of Powerful Questions
5 Action Learning
6 Learn from Leonardo Da Vinci
7 Da Vinci Principles
8 Four Action Learning Steps
9 Da Vinci Collaborative Framework
10 And Learning in Wonderland…?
Through the 70_20_10 Looking Glass
The untapped Potential of Workplace Learning
Managers and Mad Hatters Work that Stretches
11 Preparing for the Learning Journey
Computer & Digital Orientation
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Professional Writing
How People Learn : Learning Styles
Creating a Personal Learning Space (PLS)
Three 21st Century Business Landscape 34
1 A Short Story on Change
2 The Changing Nature of Organizations, Work, and Workplace
Living in a VUCA World
What will the future of work look like?
Future Work Skills 2020 : Report
Future Workskills Summary MAP
3 AngloGold Ashanti in a Changing World
The Requisite Organisation (RO) : A Trip down Memory Lane
Valued driven organisational culture
4 The Role of the Manager
5 The Supervisor in a Changing World
The Traditional Role of the Supervisor in Management
The Supervisor in the the Requisite Organisation (RO)
5 Getting to Know the Lingo
Four The Supervisory Leadership in a Changing World 58
1 Leading in a Changing World
2 Embracing `complexty
3 Understand Change
4 Understand the Role of the Supervisor
5 Knowledge & Skills Requiered
5 Towards a Competency Framework
Five Understands the Organisation (SP) 87
1 The System for People in Context of ONE
2 Requisite organisation as basis for SP
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3 10 Managerial Leadership Practices
4 Three Tier Managerial Relationships
5 Two-Way TeamWork
6 Task Assignment
7 Company Values
Six Live the Values : Safety Leadership (SL) 89
1 Values, Attitudes & Culture
2 Role of the Supervisor
3 Effective Communication Strategies
4Apply Safety Leadership Practices, Conversational Toolkit,
Toolbox talks
Seven Supervisory Leadership Development (MLD) 91
1 Synopsis & Learning Outcomes
2 The Age Old Conversation
3 Leaving footprintz : Common Grounds
4 Level of Influence
5 Movers & Shakers
6Leadership Development Beyond Competencies : Moving to a
Holistic Approach
Eight Establish Effective Work Relationships 125
1 Synopsis & Learning Outcomes
2 Supervisory Leadership Development
Approach to Supervisory Leadership Development
Supervisory Leadeship Competencies
On becoming Self-Directed
3 Self-Awareness
The Importance of Self-Awareness in Self Development
The Johari Window : Finding my Blind Spot
3 Model the Way (It's about telling an inspiring story …)
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Finding Meaning
Emotional Intelligence : New yardstick for success
On Becoming Focussed
Stress Management
Manage Attention
Manage Energy
Nine Build High Engaged Teams 175
1 Create a Business Environement that Motivate others to action
The Supervisor & his/her Team
Beyond the Rules of Engagement
Creating Opportunities to Succeed
Communication Strategies
Conflict Management
2 Mentor & Coach
Turn difficult conversations into learning opportunities
3 Apply managerial leadership practices
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Chapter One
The Management of Technology and Innovation
Introduction & Orientation
Directors: Prof R Marcus Chairman, Prof B Anderson CEO, D Marcus, Company Registration No. 2001/009271/07 Registered with the Department of Higher Education and Training as a private higher education institution under the Higher Education Act, 1997.
Accreditation No. 2004/HE07/003
Table of Contents
Chapter Page
One Introduction & Orientation1 Welcome
2 The Purpose
3 Programme Objectives
4 Curriculum Framework
5 Period of registration
6 The Advance Supervisory Management Development
Programme (ASMDP)
7 Module Synopsis & Learning OUtcomes
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Introduction
The Advanced Supervisory Leadership Development Programme (ASLDP) is a managerial
leadership development programme that looks at the crucial role and function of the
supervisor within the context of a Requisite Organisation. The curriculum modules are
designed and aligned to support the Requisite Organisation’s purpose to create an
organisational culture of accountability and trust, consistent with organisational values,
whereby all employees can feel free to express themselves in their work the best way they
can and to offer employees the opportunity to be part of a team that delivers
exceptional results to the benefit of both the employee and the organisation.
Objectives
The overall objective of the Supervisory Development Programme is to expose students to
a customised individual development process thus enabling them to grow their potential
capability.
The objectives of the programme are for students to :
Understand their organisation
Exercise agile supervisory leadership
Establish effective working relationships to be able to engage all team members
Apply managerial leadership practices
Create a working environment where safety is a value
Curriculum Framework
Your curriculum framework is one of the most important documents to keep close to you as it
has important information that will assist you to navigate yourself successfully towards your
learning goals.
This framework outlines the curriculum for the Certificate: Management of Technology and
Innovation (MOTI) applied for Supervisory Employees (SAQA QUAL ID 59449 at NQF Level 5).
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To view the full curriculum Framework, click on the link
Code Module CreditsTotal
Credits
Da Vinci Systems and Foundational Competencies (28) Compulsory
32
CSOS Self, Other and Social Context 10
CPCD Problem-Solving, Creative Thinking and Decision-Making 8
CMLD Managerial Leadership Development 2
CMSW Managing the Systems Way (CMSM) 10
Da Vinci Core Competencies (28) Compulsory 28
CMOI Management of Innovation 10
CMOT Management of Technology 10
CMOP Management of People 8
Supervisory Management Competencies (60) 60
CSP Systems for People : An Introduction 8
CMLE Managerial Leadership Engagement 10
CHRM Human Resource Management 8
CSC Supervisor as Coach 8
CPP Presentation Skills & Personal Branding 8
CSD Leading Positive Change (Spiral Dynamics) 8
CSL Safety Leadership 4
CCD Career & Professional Development 4
ELA Exit Level Assignment 2
Total 120
Period of Registration
Period of Registration : Certificate (MOTI) is to be completed within 2 years from
registration.
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The Advance Supervisory Management Development Programme (ASMDP)
The following modules apply to AngloGold Ashanti's Advanced Supervisory Leadership Programme (ASLDP) :
Module Synopsis and Learning Outcomes
Code Module Credits Compulsory
Da Vinci Systems and Foundational Competencies
CMLD Managerial Leadership Development 2 2
Supervisory Management Competencies
CSP Systems for People : An Introduction 8
CMLE Managerial Leadership Engagement 10 10
CSL Safety Leadership 4 4
CCD Career & Professional Development 4
ELA Exit Level Assignment 2
Total 30 16
To view ALL module synopsis and learning outcomes, please click on the link
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Chapter Two
The Management of Technology and Innovation
Learning at Da Vinci
Directors: Prof R Marcus Chairman, Prof B Anderson CEO, D Marcus, Company Registration No. 2001/009271/07
Registered with the Department of Higher Education and Training as a private higher education institution under the Higher Education Act, 1997. Accreditation No. 2004/HE07/003
Table of Contents
Chapter Page
Two Learning at Da Vinci
1 Da Vinci University of Work
2 The Da Vinci Learning Process
3 Mode 2 Learning
4 The Art of Powerful Questions
5 Action Learning
6 Learn from Leonardo Da Vinci
7 Da Vinci Principles
8 Four Action Learning Steps
9 Da Vinci Collaborative Framework
10 And Learning in Wonderland…?
Through the 70_20_10 Looking Glass
The untapped Potential of Workplace Learning
Managers and Mad Hatters Work that Stretches
11 Preparing for the Learning Journey
Computer & Digital Orientation
Professional Writing
How People Learn : Learning Styles
Real Learning
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Chapter Synopsis
Da Vinci is a Mode 2 “University of Work”, a Centre of Excellence in the field of managing
technology, innovation and people (MOTIP). Da Vinci has established itself as a leader in
South Africa in the provision of customised learning development programmes. All Da
Vinci programmes are based on action learning principles, as well as 70:20:10 principles.
Da Vinci offerings Is a conscious decision to develop a competence profile in South
Africa which goes way beyond the traditional management and leadership development
approach in which operational and business decisions are justified from predominantly a
sales, marketing, operations and financial base.
Da Vinci offerings are based on a contextual framework underpinned by a collaborative
framework. This framework has been based on extensive research undertaken by Da
Vinci in its role as the owner and adjudicator of the Technology Top 100 Awards
programme. The framework suggests that in any operation there are at least 5 major
stages in the leadership and management process which need to be navigated in order
to align resources to meet the desired output. These include:
Understanding the internal and external environment – Systems Thinking
Liberating the best in people
Building Interpersonal connections
Transforming leadership
Leading change
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Clarify Expectations
But before we start our journey, please help me to clarify your expectations.
In other words, what would you like to happen during this time we spend
together? Or maybe, I should first ask the question:
Individual Action
Firstly, why are you here?
!
Individual Action
What would you like to achieve from this programme?!
Individual Action
What might stand in your way of this achievement?!
Individual Action
Do you have a plan in place to assist you to reach your goals? Do you
need help?�
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Previous Learning Experience
Individual Action
How did you experience learning in the past? (going back as far as you
can remember)
Primary School :
High :
Tertiary :
Adult Learning :
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Individual Action
Now that you have looked back on your personal experience of learning,
rate your view on learning (based on your experiences) on a scale form 1 -
10.
1 2 3 4 5 6 7 8 9 10
Hate Love
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Individual Action
Currently you are in the role of a supervisor (most of you with many years of
experience. What is your view on … learning in general?!
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Learning in general?
Professional Development
How do you learn best? How should your learning environment look like in order for you
to learn best?
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Introduction to Learning Journey
In Chapter One you were provided with the formal aspects related to your learning. More
specific, the qualification framework as registered with SAQA. The framework specify
module synopsis and indicate the learning outcomes for each module setting the
standards you need to achieve on completion of each module.
In saying that, as from this chapter forward I am stepping out of the formal (often
expected) into a very informal facilitation process hopefully contributing to create a
learning environment which will be conducive to Da Vinci’s very important intent to
create and experiential learning environment against the backdrop of the even
important Mode 2 learning principles. These principles includes :
to be application based
hetrogenic
trans-disciplinary in its approach and
socially accountable.
Focusing on creating a experiential learning process, our approach to learning is different
than what most of us has experienced in the past specifically in that :
facilitated and not taught, with the emphasis on self-discovery derived through a
number of practical activities;
followed by practical application, building on what has been discovered;
by learning from each other’s experiences; and
resulting in the ability to apply the course content in the workplace.
The experiential learning approach is illustrated in Diagram 1.
After each workshop with the facilitator, you will be provided with additional support
through the Da Vinci online learning portal (Moodle).
The role of the facilitator is to …
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Clarify the meaning and outcomes of the module and themes via your study guide,
and guide discussions during contact session.
Give the necessary background and context that will enable you to understand certain
phenomena or problems.
Stimulate your (critical) thinking so that you can evaluate and alter perspectives when
necessary.
Provide a conducive atmosphere and guide you to solve whatever problems you might
encounter with concepts, contexts and application;
guide you toward successful completion of your post modular assignment; and
Assess your post modular assignment and help you correct any misconceptions.
The student’s responsibility …
You are responsible for mastering the learning outcomes specified for every module and
the programme as a whole. The facilitator is only a guide, as is the study guide! To master
the modules you need to study as effectively as possible. You are expected to
supplement the contents of this guide by doing additional research and reading widely.
A few comments on How People Learn
“There is a right way to learn, and there is a right way to learn …"
(Kolb, ????, p?)
Learn differently
By telling stories just like our forefathers did siting round the fireplace telling stories to
their children... and what they learned told their children.
Learn by including all their senses in the process (the learning becomes so much more
real).
Learn best when they are able to find some analogy / metaphor that serves as a
vehicle to bring insights and concepts to a real understanding. I like to think about this
as the process of giving thoughts, concepts and feelings “face”. ..
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Lastly and probably by far the most important, people learn best when they have fun!
I also refer you to the section on How people learn little later in this chapter.
The power of sharing
Sharing authentic personal learning experiences is extremely powerful not only to
facilitate learning, but more so as it has serves as a catalyst to personal transformation,
increase in self-awareness; a key component to authentic & effective leadership in the
21st century.
Sharing learning experiences helps to embed the learning but also assist others to come to
understand as they can associate with the stories you share.
As facilitator I am also committed to share my personal learning experiences with you,
including the highs (things that worked) as well as the lows (where I fell and still today, fall
flat on my face…). In doing so, applying the understanding of the principles to
authenticity and the ability to be able to “model the way…”
The Da Vinci Learning Environment
Understanding the Da Vinci learning environment, follow the links on the Content MAP on
the next page.
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Application Based
Hetrogenic
Transdisciplinary
Socially Accountable
Quality Assurance
Identify Work-Base Challenge
Identify 5 People you are going to
take with you on your journey
Indicate your Strategic Drivers
Personal Learning Journey
Self-Directed
Focussed
Engaged
A Personal Learning Space
Curiosita
Dimostrazione
Sensazione
Sfumato
Arte / Scienza
Corporalità
Connessione
Da Vinci Collaborative Framework
MOTIPS
AGA Reality
Mode 2 Learning
Da Vinci Principles
Four Action Learning Steps
Collaborative Framework
Professional Development
Preparing for the Learning Journey
Computer & Digital Orientation
Slide Show This link will take you to a Power Point Presentation prepared by Michelle
Pieterse from ATDS. It is stronly suggested that you work through these slides
to orientate you in the use of a computer.!
Take Note Digital literacy is one of the most important work skills to aquiere in ANY
industry. If you want to skill yourself across industries, you need to ensure
you become digitally fluent. This include also fluent in the use of the
internet and Microsoft Office.
Should you feel that you need to further your skills in the use of a computer,
please consult ATDS Prospectus where you will find courses offered by AGA
which you can benifit from.
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Professional Writing
Read Written communication is a important skill enabling you to write professional
reports, emails, minutes of meetings, clear and precise written instructions ,
etc.
In an academic environment professional writing skills becomes just as . The
following reading will help you with tips and suggestions to help you write
good assignments.
!
Media Library
Da Vinci has a video library containing recorded lectures. This link will take
you to Da Vinci's YouTube Channel with several recorings of workshops on
Professional Wrting (facilitated by Richard Goddard) or related videos.!
Assignment Library
This library contains examples of assignments submitted by students for you
to brows.!
Reflection
Your reflection on your professional writing skills highlighting further areas of
development.!
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Learn how people learn : Learning Styles
Group Activity
Getting to understand how people learn.
In the following exercise, the group needs to :
Share with each other their learning preferences.
Discuss how understanding others learning styles will help to understand
self & others.
Lastly determine your groups individual learning styles.
Reflect on how the understanding of peoples learning styles can help you
in your work place
Self-Assessment
Determine your own learning style.
Learning Style Inventory
Learning Style Profile
Learning Style Overview
Read
Follow this link to read the following articles
Summary of Learning Styles
Kolb's Learning Styles (Hayes Group, 2010)
Kolb’s Learning Theory & Styles (Kolbe, 2014) this link to watch a short
video on Leonardo Da Vinci
!
!
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Real LearningGoogle Search
21st century leaarning skills, Social Learning, Real Learning, experiential
Learning, Action Learning, Personal Learning Environment, Grit
Read
Follow the link to read the following articles:
Social learning (Hart, 2015)
Real learning (Jennings, 2015)
Real Learning Project (Jennings, 2015)
Learning out loud (Stepper, 2014)
Media Library
Nil
Audio Books
Nil
Self Assessment
Asses your grit by following this link. (University of Pennsylvania, 2016)
Assess your Grit manually
Group Activity
Nil
Reflection
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From the Facilitator’s Pen
Experiential leaning, togeteher with one’s understanding of learning styles
emphasised that effective learning has two key pillars :
Different people approach learning differently and therefore also learn
differently
We learn best from experience.
Adding to the latter, is the 70 : 20 : 10 learning principle which suggest that
we learn :
70% at work
20% from each other (social learning) and
10% formal learning.
Following the technological revolution came the neuro (brain) sciences
with the discovery that learning might NOT so much be associated with
learning styles, but rather influenced by the biological functioning of the
brain. Otherwords, HOW the brain works. This brought new terms into the
learning arena. These terms includes, brain’s plasticity, grit, emotions
associated with learning, rewirering of the neuro circuits.
This new discoveries brought new understanding on how people learn ;
challenging learning theories, especially learning styles, in general. On te
contrary the latest articles aggressively challenges learning and
development professionals who still includes learning theories and learning
styles in the curriculum.
Kolb’s comment that “there is a right way to learn … and then there is the
right way to learn” still holds water, but not based on the learning theories
we have come to understand, but rather on the findings that :
Differnt people’s brains are differently wired
We can be taught how to learn or it suggest that we can actually rewire
neuro pathways in order to maximise learning (learn more effectively)
Restore the brain’s natural curiocity and in doing so, firing up the neuro
circuits associated with positive (emotions) learning experiences.
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Restore the brain’s natural curiocity and in doing so, firing up the neuro
circuits associated with positive (emotions) learning experiences.
The rewiring of the neuro circuits is done by replacing bad learning
habits with more healthy habits. Healthy habits has actually shown how
it change neuro pathways as different synapses fire up (pathways are
formed by synapses fireing at the ssame time.
All the above plays off against the backdrop of a changing world of work
and learn
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Modern Learning Skills
Growing a Professional Network
Growing your professional learning network - A knowledge networker
knows a lot of people, Therefor includes the ability to grow your network of colleagues and connections (on different social networks and community platforms) as well as review the value that they are bringing you.
Building a Professional Resource Base
Building your professional resource base - A knowledgeable networker
makes use of a lot of information resources, so it’s the ability to discover and search for resources, as well as how to receive a constant drip feed of
new ideas and resources from the Web of relevance to youKnowledge Mining (Extracting Learning)
Knowledge mining (Extracting Learning), Curation & Storage - A knowledgeable networker applies a range of new skills to deal with the immense amount of information s/he encounters. In third week we look at
how to filter out the “signal from the noise”, evaluate the resources you find, and “join the dots” between random pieces of information in order to
extract the learning. We will also look at the range of tools you might use to organise and store what you find – either temporarily or long term, privately or publicly.
Curation & Storage Knowledge mining (Extracting Learning), Curation & Storage - A
knowledgeable networker applies a range of new skills to deal with the immense amount of information s/he encounters. This is the ability to filter
out the “signal from the noise”, evaluate the resources you find, and “join the dots” between random pieces of information in order to extract the learning. Also about how you apply a range of tools to organise and store
what you find – either temporarily or long term, privately or publicly.Recording & evidencing Learning
Recording and evidencing learning, - A knowledgeable networker records what s/he has learned not only as a personal (reflective) activity but also as
a way of evidencing his/her learning. Apply also a range of tools to do this.Learning out Loud (adding value)Building a Professional Brand Building your professional brand & Learning out loud - A knowledgeable
worker builds a personal (or professional brand) in order to market and
promote him/herself. S/he also shares what s/he learns with others in his/her different networks. The ability to promote yourself to prospective employers
as well as add value to what you share and how to avoid over-sharing.
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Legend : Individual Value
Personality
Effective
Communication
Startegies
Ability to process
complex informationCitizen of the World
Skilled knowledge,
experience
Problem Solving &
Creative Thinking
Digitally Fluency
Critical Thinking &
Effective Decision
Making Skills
Collaboration
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Legend : AngloGold Ashanti Reality
Understand the Organisation Environment
Establish Effective
Working Relationships
Build High Engaged
TeamsA
Safety & health in everything we do
Safety BIntegrity with ethical behaviour
Dignity CMutual trust and respect
Diversity DAccountable for our actions
Communities E Inovation & agility
Communities F Mine responsible
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AngloGold Ashanti Competency Matrix
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Self Starter & Take initiative
Inspire & Motivate Others
Clear Vision, strategy & Direction
Stress Tolerance / Resilience
Collaboration & Promote Teamwork
Decisiveness
Display Integrity & Honesty
Develop Others Problem Solving
Navigates ChangeCommunicates
Effectively Accountable
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Manage Self / Others Manage People Manage Work
1 Self Starter & Take initiative 5 Inspire & Motivate Others 9Clear Vision, strategy & Direction
2 Stress Tolerance / Resilience 6Collaboration & Promote Teamwork
10 Decisiveness
3 Display Integrity & Honesty 7 Develop Others 11 Problem Solving
4 Champions Change 8 Communicates Effectively 12 Accountable
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Part 3 Supervisory Leadership Competencies
Development Area Development Needs (Strengths or Identified Gaps)
Competency Desired StateCurrent
Capability
(Percentile %)
ACollaborative Supervisory Leadership
Skill
Collaborative leadership is the intentional and skillful management of relationships that enables others to succeed
individually while accomplishing a collective outcome. Collaboration is NOT the outcome or goal.
0
Assessing the Environment
Understanding the context for change before you act. 0
Creating Clarity:
Visioning and Mobilizing
Defining shared values and engaging people in positive action 0
Building TrustCreating safe places for developing shared purpose and action.
0
Sharing Power & Influence
Developing the synergy of people, organizations, and communities to accomplish goals
0
Developing PeopleCommitting to bringing out the best in others and realizing people are your key asset
0
Self ReflectionBeing aware of and understanding your values, attitudes, and
behaviors as they relate to your own leadership style and its impact on others.
0
BEmotional Intelligence (EI)
0
Self-AwarenessThe ability to recognise what you are feeling, understanding your habitual emotional responses to events and recognizing how your emotions affect your behaviour and performance.
0
Self-ManagementThe ability to stay focused and think clearly even when experiencing powerful emotions.
0
MotivationThe ability to use your deepest emotions to move and guide you towards your goals.
0
EmpathyThe ability to sense, understand and respond to what other people are feeling.
0
Relationship Management
The ability to manage, influence and inspire emotions in others. 0
CDeveloping Self Awareness
Master the ability to be in touch with one’s emotions. 0
DManaging Stress and
developing resilience
The ability to withstand adverse events and potentially stressful
situations. 0
ESolving Problems Creatively
The ability to generate solutions to perceived problems 0
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F Managing Conflict Recognizing the potential value of conflict for driving change and innovation.
0
GBuilding Effective Teams
Provides direction and leadership to help teams achieve goals and operate cooperatively and cohesively
0
HLeading Positive Change
0
ITolerance for Ambiguity
Measure your intolerance for ambiguity 0
NoveltyMeasuring how threatening you find new situations, or challenges which you have not previously encountered.
0
ComplexityMeasuring your tolerance for highly complex situations with many variables.
0
InsolubilityMeasuring how comfortable you are with ambiguous situations where there is no obvious solution.
0
JManagerial
Leadership Practices (MLP’s)
0
Individual Task Assignment and Execution
0
Two-way continuos feedback
0
Training, Coaching, Career Planning
0
Team Task
Assignment and Execution
0
Team Collaboration 0
Building the Team 0
K Coaching
Coaching is helping subordinates learn how to handle a wider
range of processes, so that they may advance in career. Understands role requirements and working levels and initiates actions with subordinate to develop to full capability in current role.
0
L Interpersonal SkillsThe ability to connect, establish & sustain good quality working
relationships. 0
M Communication Skills the ability to express self accurate and effectively 0
N Personal Adaptability Flexibility in handling change. 0
O Results DrivenSelf directed, Focuses on desired results, and sets and achieves
challenging goals.0
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PProblem Analysis & decision Making
Accurately assesses problems and effectively and efficiently arrives at excellent solutions.
0
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Real LearningGoogle Search
21st century leaarning skills, Social Learning, Real Learning, Experiential
Learning, Action Learning, Personal Learning Environment, Grit, Learning
out Loud, Informal Learning, Learning Organisations, Lifelong Learning,
BYOD
Read
Follow the link to read the following articles:
Social learning (Hart, 2015)
Real learning (Jennings, 2015)
Brain Rules (Medina, 2015)
Real Learning Project (Jennings, 2015)
Learning out loud (Stepper, 2014)
Media Library
Curiosity
Medina’s Video Library
Audio Books
John Medina on the brain and learning
Self Assessment
Asses your grit by following this link. (University of Pennsylvania, 2016)
Assess your Grit manually
Group Activity
Discuss in your group the role of the supervisor in a learning organisation
and how he/she can contribute to support a culture of life long learning.
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Reflection
how can the knowledge you have gained in this module assit you in the
execution of your roles and accountabilities. !
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Table of Contents
Chapter Page
What are 21st century skills?
https://youtu.be/DMN6kl_BavY
https://www.youtube.com/watch?v=DMN6kl_BavY
https://www.imls.gov/impact-imls/national-initiatives/museums-
libraries-and-21st-century-skills/museums-libraries-and-21st-
century-skills-definitions
Skills for the Networked World
Personal Learning Networks: Learning in a Connected World
Articles on Real Learning
Learn for yourself
Informal & Experiential Learning
100+ Self-Education Resources For Lifelong Learners
Reflect
The 5 elements of Working Out Loud
My Learning Tools
"Working Out Loud": Using the Tools We Already Have
"Digital Mindset": What is it All About?
Social Technology, Community Management and
Organizational Development
The Changing Nature of Workplace Learning
L&D's Role in a Purpose Driven Workplace
L&D's New Hatrack
Re-imagining Work & Learning in a Networked World
The Changing Face of Work and Workplace Learning
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L&D's Role in the VUCA World: Part 1
Role of Community Management in Workplace Learning
Today
L&D needs New Skills
Curiosity
Video
Makig sense of complexity in order to act
Uberizing Organizational Learning – Thinking Beyond Courses
Personal Learning Networks: Learning in a Connected World
Emergent Workplaces: Learning in the Networked World
Workplace Learning in a World "Beyond Automation"
Integrating Social Learning in the Workplace
The 21st Century Curator
The Seven Levels of Delegation
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How To Find Your Life Purpose (Before It's Too Late!)
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BOOK REVIEW
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Chapter Three
The Management of Technology and Innovation
21st Century Business Landscape
Directors: Prof R Marcus Chairman, Prof B Anderson CEO, D Marcus, Company Registration No. 2001/009271/07
Registered with the Department of Higher Education and Training as a private higher education institution under the Higher Education Act, 1997. Accreditation No. 2004/HE07/003
Table of Contents
Chapter Page
Three 21st Century Business Landscape1 A Short Story on Change
2 The Changing World of Work
Living in a VUCA World
What will the future of work look like?
Future Work Skills 2020 : Report
Future Workskills Summary MAP
Page ! I The Da Vinci Institute I AngloGold Ashanti34
Chapter Synopsis
Introducing AngloGold Ashanti’s (AGA) System for People (the company’s global
management system) in 2006/7, the then Chief Executive Officer, Mark Cuttifani, shared
his vision, mission and strategic intent to lead AGA “to be the leading mining company”.
Sharing his leadership philosophy, he continued to say (that)
“… the business is ours to manage…the future is ours to create … the single most
important thing to understand about our business is that … People are the Business…Our
Business is People …”
He continued to spell out the importance of people and acknowledge that people are
the only resource a company has that can bring clever business plan or models to life.
Emphasising the importance of people to the company’s business success, he committed
AGA “to help each and every employee to realise their full potential”.
delivering on this commitment, the manager is accountable to enable their subordinates
to increase their effectiveness in role.
This chapter takes you on “A trip down memory lane …” addressing the impact of a
changing world on
The Organisation
The Supervisor
The role and function of the supervisor
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A Short Story on Change
!
Before we start this part of our Journey, please
bare with me as I need to set the scene as backdrop to our learning experience during this week. Years ago I went to listen to a guy with the
name of Nick Chritellis, who is a South African, but also consults for Disney World. During his talk he
made a comment saying that we tend to still make use of (too often) old and outdated maps in traveling our business geographic, knowing that
t h e g e o g r a p h i c h a s n o t o n l y c h a n g e d dramatically in resent past, but the process has
become so dynamic that it is highly likely that the familiar beacons of yesterday, we used to guide and determine important and crucial decisions.
processes and visions to the future, will tomorrow only glare at us like a vague mirage in the
scorching dessert sun. But, you may say, anyone
that still make use of maps to guide them in an age
where we have information at the tip of our fingers and accessible state of the art technology has only himself to blame if he lost his way... Today all you
need to do in order to find your way again is to type some basic information in a GPS that not only
plot your immediately where you are at that moment, but it also talks you to where you need to go! Problem solved!
Bad news! The 21st century business geographic nearly guarantees that we might find ourselves
tomorrow in totally foreign space/ environment with nothing familiar to help us ground ourselves. And unless you have better contacts than most of
us that GPS is just as outdated as Columbus’s Map and will assist us by pointing in the right direction.
Type to enter text
My cousin and her very well educated and well equipped husband (GPS) came to visit me
recently. On my suggestion to explain to him the way, he very confidently said its not necessary as his car is equipped with GPS and he only needs my
address. Well what did I know... A trip that took them only from The Glen, in the south of
Johannesburg, to where I live in Nothcliff (about 20 min on the highway) two hours as they lost their way... GPS included! Couldn't help but smiling.
One of the reasons getting lost was that the GPS plot their destination (and the street address was
correct...) right on the other side of Johannesburg! A phone call later and the problem was solved. The same goes for us in the business world as we
use and trust only our modern technology. We still get lost as…
Change happens so rapidly that up-to-date information is near impossible.
You might find yourself on a place that simply no one has put foot yet
Information needed to update what we know are often hogged by individuals (in fear to loose the edge...)to prevent other explorers to go
there
And then there are those who declared
themselves as THEY KNOW, but who’s own navigation system seems to be so stuffed and warped that they won’t even be able to find
“there own car in the parking lot”! And it’s NOT stolen!
Page ! I The Da Vinci Institute I AngloGold Ashanti36
!
Where am I going with this, you might ask? Well I think we are very fortunate to live in this time and
age where nearly everything seems possible and information is available at a finger’s touch. But taking the above into consideration and the
tempo / rate of change, one need to find a more trustworthy and reliable navigational system that
would assist us to navigate safely in this century where the expectations of the global village, international benchmarking, cutting edge
technology, increased financial and economic pressure and seemingly dog-eat-dog culture does
not help a bit to stay on course… To get to the point, I want to take you back into history where the ancient mariners (Columbus et al...) followed
their ideas and obsessions to not only explore the world as they knew then, but to find new and
unexplored worlds. In doing so, their explorations (and attempts) was often described and seen by the then, very well educated people as crazy,
dangerous, warning and reminding them that the world is flat and they are going to fall over the
edge of the world... (well, I guess that could have created enough fear that many other potential explorers rather nipped their own initiatives right
there and then in the but...)As a result of the need and dreams to exploring the unknown and also
maybe the fear of getting lost and that the critics might be right that if they go to far from what they know and can see, they might just drop really over
the edge of the world. So for very long they never would explore to far from where they can still see
land or have landmarks to assist them to be able to find their way back. In fear not to get lost they plot their travels to keep record and the world how they
knew was getting bigger and bigger not reaching the edge...They also became ski l led and
knowledgeable in the science and the study and practice of astrology and using celestial bodies to be able to determine their own position and
directions they were going. Many instruments were then developed to assist mariners navigating their
ships, especially when they could not use familiar landmarks to do that. Their ability to successfully navigate themselves had a spanner in the works.
Using the celestial bodies could only them navigate if they could see them! Overcast and
foggy night skies soon dropped the penny! (I think “keep flicking that bic, there must be land
somewhere! did not help!) It was actually only after the developing of the compass that they could dare to navigate away from the known into
the unknown without getting lost... This development transformed the art of Navigation
into a complicated but accurate science where we today can plan and execute space travel and landing within fractions of seconds and predict
accurate positions within less than a meter...What this means to us? Well, modern technology and all
that goes with this privilege do make matters and Traveling our Life Journey somewhat easier. But as the foggy and overcast nights and my families GPS
buggered the navigating abilities leading to the realities of finding themselves too often in feared
“unfamiliar waters” (imagine the fear...), we will found ourselves at times in our Journey (both personal and business) in unfamil iar and
unexplored waters/land where what we know and where the best technology would not be able to
assist in making decisions, determining directions and destination... Successful navigating our Life’s Journey in search of purpose and meaning will
have major impact on our dreams and future realities.. This Journey in search of purpose and
meaning (answers the question to the “Why am I here...” propelled by an intrinsic need to succeed and to make a difference...) we all embark on that
day we were slapped into this world and opened our eyes. The latter along with our need to feel
that we have control or a say in our future (a say in the direction and destination our life takes), probably of the most important criteria we will use
assessing the quality of our existence... Considering the importance of this Journey and the successful
outcome thereof to ALL of us, in every level of our lives, as well as what I believe is our Creator’s intent for us to have and experience a life of abundance,
provision was made in our architectural design to be able to navigate ourselves safe, effective and
efficient even with overcast and foggy skies and outdated GPS’s.
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!
This, what i like to call our Inner Navigational System (INS), includes our ability to determine our position,
destination and direction by using the sight of landmarks and the competency to use / read the position of celestial bodies (sun by day and stars
by night) to find our way. Our INS also include a Compass that always points towards our own North
Star (our purpose and meaning). . . The competence to be connected and the ability to “read” our INS is a different issue but does not
negate the effectiveness of this INS to bring us safe at our destination, As it goes without saying that
our Journey will have many overcast or foggy skies, the purpose of th is Programme (Modern Supervision) also include as goal the reconnection
with our inner ability to navigate ourselves towards our North Star and to assist others to do the same...
This is a Leadership Development Programme and referring back to all research and experts in the field, one competency of a effective and
successful Leader within the 21st Century that keeps on coming up frequently, is the leader’s
ability influence people to CLEARLY SEE and convince them about the why’s that they will not only see what he sees, but that they will even share
they same view (in other words all can see the direction, destination and are sold on the why’s).
Someone said that when a leader tend to be inconsistent, changes the goalpost often and struggles to make his vision very clear to his people,
it is safe for them (the people) to presume that HE IS LOST! To influence people positively within a ever
changing 21st century business environment, you need to be able to navigate under any circumstances, but more important, you need to
KNOW where you are going...
Finally, in order to navigate safely through this week and to assist maximizing the transfer of knowledge,
we will do “Frequent Navigational Checks” like the old mariners to ensure we are still on route (heading in the right direction). Especially, it will
also assist to determine:
How did you Navigate in the past?
Re-calibration or re-adjusting Navigational Instruments with new information and knowledge gained
Engagement: “Cabin crew: Check and cross check.
Well, if you have not left by this time I guess that you will allow us to be companions on this short part of both our journeys as we cruise the
supervisory seas. You know, when I was still a very young consultant I always thought that I was the
guru! But over the years of having the opportunity to travel with other people like yourself and I have come to know that YOU add value to be to my
life... So thank you for allowing me into your life and to travel with you ...
Right, are you ready that we can set sails to the wind?
In order for us to ensure safe navigation, we will
learn how to navigate more effectively from each other by sharing our own experiences and stories
all adding to the magic experience of the time together... A magic that will start a revolution leading to “tri - partheid - greatness” (to half latch
onto Steven Covey)...
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The Changing World of Work
Google Search
Change, Management of Change, Transformat ion, Personal
Transformation, Change Catalyst, organisational Readiness, Change
Readiness, Resistance to Change, tolerance for ambiguity, VUCA World
Read
Follow the link to read the following articles:
The Changing Nature of Organizations, Work, and Workplace
What will the future of work look like? (Van Leeuwen, 2015)
Future Work Skills 2020 : Report
Future Workskills Summary MAP
Media Library
Watch the following media clipz :
Future Work Skills 2020 (YouTube : Changing Workplace)
A trip down memory lane is a short reminder about the soul of
AngloGold Ashanti
Spencer Johnson’s Who moved my cheese is a well know narative on
change ilustrating how different individuals respond to change. Follow
the following link to whatch this very short clip
Slides
The following link will take you to Slides that might be helpfull to read
alongside
A Trip down Memory Lane.
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Superstructed Organisations
Computational World
New Media Ecology
Globally Connected
World
Extreme Longevity
Rise of the Smart
Machines & Systems
Social Intelligence
Virtual Collaboration
Cross Culteral
Competency
Design Mindset
Trans Disciplinary
Cognitive Load
Management
Computaional Thinking
Sense MakingMedia
Literacy
Adaptive Thinking
Future Workskills Summary MAP
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The Changing Nature of Organizations, Work, and Workplace
No one doubts that the twenty-first century will continue to be characterised by chaotic,
transformational, rapid-fire change. In fact, almost no sane person is willing to predict
what the world will be like 50, 25, or even 15 years from now. Change is just too rapid and
ubiquitous.
The world is changing rapidly and dramatically, and these changes - economic, political,
technological and cultural are having a profound effect on the world of work.
Accompanying these changes is a level of uncertainty that influences people's careers
and lives.
Some of these changes are :
1. Globalisation The global economy is a major change factor in the world of work and
organisations will need to adopt a global perspective to survive and flourish. The
appearance of new world markets, foreign competition and political realignment has
forced many companies to adopt more global strategies. To be competitive
organisations will need a better understanding of foreign politics, markets, cultures,
employees and new management styles.
2. Technology Technological advances have affected every phase of business
throughout every department. Computer technology has upgraded the skill
requirements of large parts of the work force and the less adaptable workers have
often found themselves out of tune with the future goals of businesses. Technological
changes will continue to create new opportunities in the marketplace.
3. Changing structure of organisations To meet the challenges of a highly competitive
global marketplace, many organisations have experienced dramatic changes in their
structure. It is predicted that organisations of the future will increasingly be flatter; more
decentralised and employ smaller numbers of workers. More work will be outsourced
and organisations will form networks outside normal boundaries to meet changing
needs and demands.
4. Job Loss The prospect of a secure, continuous, lifetime career with one employer or
even within one industry is fading rapidly. Restructuring, downsizing and retrenchment
has become synonymous with the challenges faced in the new world of work.
Retrenchment is stimulating the formation of small enterprises. It is estimated that there
are currently 3 million SMME's currently operative in the country.
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5. Changing nature of work A more flexible organisation structure calls for a different
approach in management and the nature of work. The modern organisation will
typically have fewer managers to supervise and monitor performance. The few
managers that will still be found in organisations will derive power from their expertise
rather than from their position within the organisation. All employees will need to
become skilled in self-management, as the locus of responsibility shifts downward in the
organisation and employees will be required to participate in cross-functional and
cross-organisational teams. All these factors will require flexibility as well as the ability to
interact with a variety of different people with a more participative and interpersonal
style.
6. Culturally diverse work force A more culturally diverse work force will produce changes
in the way organisations’ function. These changes will be every bit as significant as
changes arising from economic competition and technological change. It is predicted
that the future labour force will be older, more female and more disadvantaged. The
increasing proportion of women, racial minorities and immigrants in the work force will
put pressure on organisations to manage this sexual, racial and ethnic diversity
effectively. It will also challenge employees to understand different cultures and to
work cooperatively with others who may hold different values and perspectives.
7. Work and Family Life The neat separation of work and family, where neither role
interferes with the other, is something of the past. The management of work and family
lives poses a substantial challenge in the new world of work. The burgeoning
employment of women has created new challenges of juggling work and family
commitments. Moreover, the soaring divorce rate has substantially increased the
number of single-parent households (the vast majority headed by women) with
particularly intense work and family pressures. Dual-career couples and single parents
must learn to balance their careers with extensive family responsibilities, often including
the care of elderly parents or in-laws.
Work and family roles have also been altered by technological advances, which have
blurred the demarcation between these two spheres of life. Personal computers have
moved work activities from the office to the dining room or study and fax machines and
cellular phones have enabled even the most remote location to function as an office.
These changes provide opportunities for achieving work-family balance but also require
considerable support from spouses, children and employers.
Living in a VUCA World
This fast changing environment we work and life in are characterised by what is now
termed as VUCA:
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Volatility The rate and speed of change we are experiencing in our business and market
environments demands accelerated decision making and immediate responses. The
pace of change will continue to accelerate. The challenge for leaders is to move from
knee –jerk responses to proactive, well conceive, yet fast responses to the changing
environment.
Key to managing volatility is clarity of vision. Focus on the destination, and clear alignment
across an organisation enables people to make decisions that help navigate through
turbulent times whilst heading in the right direction.
Uncertainty: Uncertainty is all around us and is increasing. In these times it is difficult to be
clear on the present let alone accurately predict future outcomes. Our ability to be
comfortable with uncertainty and form behaviours that allow us to navigate through it is
fundamental.
Leaders need to maintain differing viewpoints on the world in order to gain new
understanding, spot patterns, opportunities and hazards.
Complexity : With changing and uncertain times comes more complexity. We have to
consider multiple, interconnected factors in our decision making. Making sense of the
chaos is a fundamental skill. As leaders we need to let go of seeking the one perfect and
permanent solution and seek out collaboration, reflect on complexities and connect the
dots of opportunity.
Ambiguity : The effect of ever changing, complex environments leads to a good deal of
ambiguity making it difficult to understand the impact and meaning of events. Individuals
need to accept that ambiguity is a part of the rapidly changing world and we are unlikely
to ever have enough information informing our decisions.
Our ability to manage risk and develop resilient behaviours in the face of ambiguity is key.
Leaders need to be able to think divergently, communicate across organisations instantly
and be responsive in decision making and applying solutions.
Like many things that change it brings both challenge and opportunity. Which you
choose is dependent on how you view the world.
Interesting
The United States patent officepredicted in 1896 that it would soon close its
doors since “everything that can be invented has been invented”. Well
before we get to harsh one probably need to understand that change
came slow and as example the industrial revolution evolved over a very
long period. Comparing that with the rapid change brought by the
information age one can understand that the rapidness of change was
�
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Theoretical Framework : Making Sense in a Changing World
Google Search
Change, Transformation, Organisational Readiness, Change Readiness,
VUCA World
Read
Follow the link to read the following articles:
Read the following interesting aticles on a VUCA World :
Leading in uncertain times : The implications of a VUCA World
Welcome to a VUCA World
A Leader’s Framework to Decision Making (Snowden & Boone, 2007)
The new dynamics of strategy: Sense-making in a complex and
complicated world (Kurtz & Snowden, 2003)
Media Library
Watch the following media clipz :
Future Work Skills 2020 (YouTube : Changing Workplace)!
!
!
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Future Work Skills 2020
In 2011, the Institute for the Future (IFTF) conducted a study to determine what skills one
might need to be successful in the 21st
century workplace. While answers are
understandably diverse, the IFTF has narrowed those answers down to focus on ten
proficiencies that are predicted to be "required across a broad range of jobs and work
settings in 2020."
These ten proficiencies are then:
1. Sense Making: The ability to determine the deeper meaning or significance of what is being expressed. In somewhat different words: critical thinking is one of the skills that
machines "simply do not have."
2. Social Intelligence: The ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions. Success skills include the ability to
read the emotions of others, to collaborate with others, and to process that information
quickly and respond appropriately.
3. Novel and Adaptive Thinking: Proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based. Whether for low-wage, low-skill jobs
such as personal care or food service, or high-wage, high-skill jobs such as
management, one will need to able to respond with novel thinking and adaptability,
and "in the moment to unanticipated situations."
4. Cross-Cultural Competency: The ability to operate in different cultural settings. "As
noted in the study, diversity comprises not just national or ethnic origin but age, skills,
disciplines, working styles and ways of thinking. The key is to be able to successfully
communicate shared goals, priorities and values in a way that transcends differences
and helps foster a spirit of collaboration."
5. Computational Thinking: The ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning. "The IFTF report suggests that
strong statistical analysis and quantitative reasoning skills will replace familiarity with
basic software programs as the sign of a valuable, 21st
century worker."
Media Library
Whatch the following clip on the topic
Future Work Skills 2020 (YouTube : Changing Workplace)!
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6. New-Media Literacy: The ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication. User-
generated content already dominates much of today's mass communication, and
new media such as blogging, micro-blogging, videos, and podcasts, will become fully
integrated into the workplace in just the next few years. The 21st century worker will
need to be able to analyse these new media, create content to present through these
media, and use these media to engage and influence various audiences. Mastering
these new technologies will be a must.
7. Transdisciplinarity: Literacy in and ability to understand concepts across multiple disciplines.
As the IFTF notes in its report, multifaceted problems require workers who are capable of
collaborating across disciplines to develop solutions.
8. Design Mindset: The ability to represent and develop tasks and work processes for desired outcomes. “The future worker will need to possess a keen sense for the kind of
thinking different tasks require, and be able to adjust his or her work environment . . . . In
other words, the need for novel thinking and the use of new media in business will
require a reshaping of the traditional work environment to accommodate a rapidly
changing work culture.
9. Cognitive Load Management: The ability to discriminate and filter information for importance, and to understand how to maximise cognitive functioning using a variety of tools and techniques. “To avoid information overload, the next generation of workers
will need to be adept at filtering out the noise and homing in on relevant, useful
information.” They will also “need to optimise the content they generate so that it rises
above the clutter and reaches its intended audience.”
10.Virtual Collaboration: The ability to work proactively, drive engagement, and demonstrate presence as a member of a virtual team. “Innovative uses of virtual tools,
including virtual worlds with three-dimensional avatars, may be the next frontier for
providing a social-emotional experience to work groups that may be scattered across
towns, borders and time zones.”
“Future Work Skills 2020” (2011) was developed by the Institute for the Future, for Apollo
Research Institute. The full report is summarised in “Recalibrating the Classroom: Working
and Learning in the 21st
Century,” in The Atlantic (June 2011).
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Embrace complexity
It is recognised that the world of work has change drastically over the last number of years
as systems and the world we live and work has become more complex. Complexity that
is characterised by unpredictability, inconsistency and even volatility. This is the world
where it is expected of managers to juggle the multiple demands make business
judgement calls, solve problems, make decisions. Where traditional management &
leadership development programmes encourages simplifications, it relies on the
assumption that there is a certain level of predictability and order in the world. An
assumption increasingly not contributing to successful and desired outcomes. Outcomes
managers are judged upon for their efficiency and held accountable for.
Coping with the multiple demands in a
complex world of life & work, managers
need to be able to focus their attention
by consciously taking control (manage)
of their energy leading the team to
energy-high performance. Managing
own energy resources effectively
increase res i l ience and enable
managers to function efficient and
effective in spite of the reality of the
ever increasing stress and demands
within this complex world.
Snowden’s Cynefin framework has
been used in the study of management
practice. It can also help us make decisions for our organisations. Understanding what
type of environment we are working in (Simple, Complicated, Complex or Chaotic) lets us
frame our actions. When the environment is complex: the relationship between cause and
effect can only be perceived in retrospect, but not in Advanced, the approach is to
Probe – Sense – Respond and we can sense emergent practice.
Self Assessment
We will come back to your ability to deal with change in the next chapter.!
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Reflection
Your thoughts on complexity … ?!
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Embrace Change
Google Search
Change, Management of Change, Transformat ion, Personal
Transformation, Change Catalyst, Organisational Readiness, Change
Readiness, Resistance to Change, Tolerance for Ambiguity, VUCA World
Read
Follow the link to read the following articles:
Understanding Change using Levin’s model
The irrational side of change management (Aiken & Keller, 2009)
Media Library
Watch the following media clipz :
Spencer Johnson’s Who moved my cheese is a well know narative on
change ilustrating how different individuals respond to change. Follow
the following link to whatch this very short clip
Slides
!
!
!
!
Page ! I The Da Vinci Institute I AngloGold Ashanti49
Regardless of your role in the actual change process, you need to be able to adopt a
change mindset and be able to make a positive contribution to change initiatives that
cross your path.
Understand Change
Individual Responses to Change
Becoming a Change Catalyst : Lead positive change
Understand the Psychology of Change Management
Resistance to change
Understand Change
Group Activity
The world is changing rapidly and dramatically, and these changes -
economic, political, technological and cultural are having a profound effect
on the world your work & live in. Describe your world you
1. Live in ….
2. Work in …
!
Group Activity
How did changes impact on
3. your personal life
4. Work Life
!
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Individual Responses to Change
Individual Activity
5. As the group is discussing the changes you have experienced, can you
describe the emotions you experiencing right now?!
Media Library
Spencer Johnson’s Who moved my cheese is a well know narative on change
ilustrating how different individuals respond to change. Follow the following
link to whatch this very short clip
!
Group Activity
1. After watching Who moved my cheese, you group have to discuss their understanding of change and how people respond to change.!
Page ! I The Da Vinci Institute I AngloGold Ashanti51
Group Activity
The world is changing rapidly and dramatically, and these changes -
economic, political, technological and cultural are having a profound effect
on the world your work & live in.
1. Describe your world your live in ….
!
Group Activity
2. Describe now your world in 5 years time?!
Group Activity
3. How do you feel about this future?!
Group Activity
4. Do you think you can still influence the outcomes in future?!
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The Difficulty with Change
Change is not a natural state. It demands that you act or think in a way that you haven‟t done previously. Because of the uncertainly that goes hand-in-hand with change, there‟s often a great deal of resistance to it.
Change, though, is what provides new and improved ways of accomplishing what is
currently being done. It‟s a necessary component of growth and advancement.
Simply being told that change is a good thing doesn‟t necessarily mean people will
automatically believe you, and embrace the transition with zeal. Sometimes the best way
to convince yourself and others that change really is positive is to think about how change
has affected you personally.
When you get in touch with how you‟ve reacted to change in the past, you can bring a
renewed attitude and perspective toward the change that you‟re currently facing.
Use the following exercise to think about changes you‟ve experienced, the resistance you
had initially, and then use the benefit of hindsight to put change in the right perspective.
(Do this for a change originated by someone else, rather than a change you‟ve initiated
or led yourself.)
Individual Action
Think of a major change that you were involved with at work. Describe the
situation briefly: !
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Individual Action
What was the direct impact of the change on you? !
Individual Action
How did you first learn about the change? !
Individual Action
How did your feelings and perception change over time?!
Individual Action
What triggered your revised view of the change?!
Individual Action
Thinking about the change from your current vantage point, describe the
process and the outcome.!
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Having completed the exercise, you should have much more understanding about how
people react to change in general. It‟s very normal to be upset, wary, or even hostile at
first. As time goes by, and you have the advantage of seeing the positive outcomes of the
change, your attitude usually becomes more positive.
Remembering your own reactions helps you build empathy for what others are going
through, and this makes you much more prepared to handle the objections and
resistance you‟ll likely encounter.
Tolerance for Ambiguity
Understanding your own reactions to change is very helpful, but it’s also useful to
understand how well you tolerate uncertainly and ambiguity in general.
Everyone has a different capacity for dealing with change in their environment. By looking
at your personal ability to deal with change, you can better understand your reactions
and the reactions of your team or others affected by change.
This increased self-awareness will help you prepare others for change and potentially lead
a change initiative.
Individual Action
Note the differences between how you felt then, and how you feel now, and
briefly record what you attribute the difference to.!
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Interpretation
The scale is designed to measure your intolerance for ambiguity, therefore, the higher the
score the less at ease you are with uncertainty. Before adding up your rating scores, each
of the even numbered statements must be reverse scored. This means a 7 becomes a 1, a
6 becomes a 2, a 5 becomes a 3 and vice versa.
The average score is between 44 and 48. Scoring higher than that is an indication that you
have a greater than average intolerance for ambiguity and uncertainly. This may mean
that your perception of change is less favourable than average. However, this is strictly a
self awareness test and the results have not been validated. It is important to treat your
answers as a guide to discovering your attitude toward change and perhaps working on
seeing the positive aspects of change in the workplace.
Self Assessment
You will find your tolerance for ambiguity scores on the profile sheet of the
supervisory leadership assessment you have already completed. Transfer the
scores from your profile sheet to the table below
1. Noveltymeasuring how threatening you find new situations, or
challenges which you have not previously encountered.
2. Complexitymeasuring your tolerance for highly complex situations with
many variables.
3. Insolubilitymeasuring how comfortable you are with ambiguous
situations where there is no obvious solution.
!
Take Note
This is a great tool for sharing with your co-workers. It will help them identify
how well they cope with uncertainty and this self-awareness can help them
to develop greater tolerance. Related to the concept of tolerating ambiguity
is a person‟s locus of control. This is a measure of how much a person
attributes things in life happening by chance versus by choice. To read more
about this concept and measurement, see our article here.
!
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Reflect
Want to reflect on your learning?
�
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Chapter Four
The Management of Technology and Innovation
Supervisory Leadership in a Changing World
Directors: Prof R Marcus Chairman, Prof B Anderson CEO, D Marcus, Company Registration No. 2001/009271/07 Registered with the Department of Higher Education and Training as a private higher education institution under the Higher Education Act, 1997.
Accreditation No. 2004/HE07/003
Table of Contents
Chapter Page
Four Supervisory Leadership in a Changing World 413 AngloGold Ashanti in a Changing World
The Requisite Organisation (RO) : A Trip down Memory Lane
Valued driven organisational culture
4 The Role of the Manager
5 The Supervisor in a Changing World
The Traditional Role of the Supervisor in Management
The Supervisor in the the Requisite Organisation (RO)
5 Getting to Know the Lingo
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AngloGold Ashanti in a Changing World
Since the discovery of gold with the turn of the 1900’s, South Africa’s gold industry has
prosper, making South Africa on of the largest gold producing countries in the world.
Nearly 100 years later the gold industry has become of age, experiencing it’s golden era
in the 1980/90’s with gold prises the highest it has ever been.
Following the celebrations of political change and proclamation South Africa’s
constitution in the mid 90’s, acknowledged as one of the most advanced constitution in
the world, came legislation protecting individual rights, prescribed conditions of basic
employment and unionisation of labour.
Entering the new millennium, the gold industry faced a drastic escalation in production
costs. The latter contributed locally to :
1. Producing gold became more difficult as ore drop and mining became more
expensive drilling at difficult slopes in order to reach higher quality gold. With that
the reality of depleted gold reserves.
2. Drastic increase in labour costs
3. Loss if income due to labour unrest, characterised by violence
4. Dropping employee engagement levels
Together with the fast changing world, ever increasing volatile global markets, increased
pressure from shareholders to contain costs and the subsequent effect of the 2008 crash
of global financial markets AngloGold Ashanti faced the harsh realities to engage in
major transformation in order to stay a major role player in global gold markets.
In 2006/7 the then Chief Executive officer of AngloGold Ashanti, Mark Cuttifani, shared his
leadership philosophy as the drive to lead transformation within the company in order
“To be the leading mining company”.
Introducing AngloGold Ashanti’s System for People (the company’s global management
system), based on the work of Elliot Jaqcue’s Requisite Organisation, he summarised the
intent as follow :
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“… the business is ours to manage…the future is ours to create … the single most
important thing to understand about our business is that … People are the Business…Our
Business is People.”
With this he spells out the importance of people and acknowledge that people are the
only resource a company has that can bring clever business plan or model to life.
Emphasising the importance of people to the company’s business success, he committed
AngloGold Ashanti to help each and every employee to realise their full potential.
In order to deliver on this promise, the manager’s primary responsible (focus) is to enable
their subordinates to increase their effectiveness in role. In doing so, reaching managerial
accountabilities.
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Organisational Transformation
The Soul of AngloGold Ashanti : Setting Context
The Requisite Organisation’s purpose to create an organisational culture of accountability
and trust, consistent with organisational values, whereby all employees can feel free to
express themselves in their work the best way they can and to offer employees to be part
of a team that deliver exceptional results to the benefit of both the employee and the
organisation.
Fundamental to the requisite organisation is the belief that work is a psychological
imperative for humans, and as such, it has the potential to be a noble, highly-gratifying
expression of a unique human soul.
Supporting the latter, the requisite organisation is a total systems approach focused on
creating a value driven culture where managers wilfully assume accountability as they
have the requisite authority to create a trusting working environment for employees to
engage, express and develop their talent (potential capability) to both their own benefit
as well as that of the organisation.
Enabling managers to reach their managerial accountabilities, the supervisor has the
crucial role and function to assist the first line manager to build an engaged working
environment needed for high energy and motivated teams to deliver the needed output.
The Supervisory Management Development Programme offers students suite of modules
which will equip them with the needed knowledge to develop their social, emotional and
Media Library
Watch A trip down memory lane is a short reminder about the soul of
AngloGold Ashanti!
View Slides
The following link will take you to Slides that might be helpfull to read
alongside A Trip down Memory Lane.
!
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managerial leadership capabilities required to take up the role as the assistant to the first
line manager.
Modules are aligned and support the requisite organisation’s intent to purposefully :
Design an organisation with the correct number of managerial layers, the right work
at the right level and with well-defined accountabilities and authorities to execute the
companies business objectives.
Ensure the Right People are fit against the Right Roles to allow them to realise their full
potential to their own satisfaction and as part of a team that deliver exceptional
results (leverages people’s capabilities in a role best suited for both the person and
the organisation).
Execute effective and agile supervisory leadership
Develop effective working relationships by applying effective managerial leadership
practices to build an accountable, trusting and highly engaged work teams within a
business environment where behaviours are value driven and all team members can
work together in a honest and straightforward manner.
Develop a safe and trustworthy & value driven working environment where people
can come to express their unique human soul, relate to others, co-create & showcase
their creations to build both personal and organisation strategic value.
The over arching goal of the programme is for students to :
Understand the organisation
Exercise agile supervisory leadership
Establish effective working relationships to be able to engage all team members
Apply managerial leadership practices
Create a working environment where safety is a value
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Organisational Values
Read
The following article might be of value to read in order to understand the
importance of a value driven organisation.
Building a Vision-Guided, Values-Driven Organization (Barret, ????)!
Reflection
Why are organisational values so important. Discuss the
!
Individual Task
What does each of the following organisational values mean to you?!
!SAFETY
!DIGNITY & RESPECT
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!COMMUNITIES
!DIVERSITY
!ENVIRONMENT
!ACCOUNTABILITY
Individual Task
Looking at each of the organisational values, indicate how it either assist
you in the execurion of your role & function, or how it may restrict you from
doing so …!
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In what ways does your job allow
you to be…? Values
In what specific ways does your
job prevent you from being…?
�DIVERSITY
�SAFETY
�ACCOUNTABILITY
�DIGNITY & RESPECT
�COMMUNITIES
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Alignment between personal and organisational values
�ENVIRONMENT
Group Activity
List two or three practical suggestions as how you can ensure that you and
your teams behaviour are always guided by these values.!
Reflection
Reflect on the importance of values an comment on the allignment
between yoou own and organisational values. If values are ono aligned,
how does it make you feel? Do you have a plan how to resolve this matter.!
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Assessment to establish your Personal Values
Group Activity
Discuss in the group to get an common understanding of values. Name a
few examples of values.!
Group Activity
In the group discuss the consequences when people feel their values are
not respected!
Individual Activity
Identify your personal values and / drivers (your unique beliefs which
motivates you to get up every day and which guides your behaviour /
actions!
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Self Assessment
Assess now your values by following this link (You will be request to register
on the site before you can start. Please do so as it is free. On
completionyour assessment will be mailed to you. Please make sure you
you enter the correct email address to which you have currently access
to) :
Values Assessment
!
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Reflection
List the outcomes on this values assessment below and them summarise
what that means. Do you agree?!
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The Role of the Manager
To understand what the role of the supervisor is, we need to start with your manager …
Individual Action
You are required to make an appointment with your manager (Mine
Overseer) to interview him on what he does every day. You will need the
following documents for the meeting with your manager :
Guidelines to prepare for your meeting
Manager’s rating
!
Reflection
Your notes and comments after interviewing your manager …!
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Requisite Organisation defines a …
! Part of the company’s commitment …
To help each and every employee to realise their full potential.
Empower the manager with the requisite authority to wilfully assumes accountability to
create a trusting working environment for employees to engage, express (their soul …)
and develop their talent (potential capability) to both their own benefit as well as that
of the organisation.
is held accountable for the total output of the team.
Apply our commitment to develop each and every employee in :
Manager as a person in a role in which he or she is held accountable not only for his or her personal effectiveness but also for the output of others; and is accountable for building and sustaining an effective team of subordinates capable of producing those outputs, and for exercising effective leadership.
First Line Manager
Is a manager at stratum II role, which is the first level of managerial work in an organisation which produces direct output at stratum I. Under special circumstances the FLM may designate an Assistant (FLMA) to assist the FLM in meeting his or her accountabilities for all shifts, 24 hours, 7 days a week. See also manager. See also first line manager assistant.
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Lets try to describe / define the role of the Supervisor
To better understand the Role and Function of the Supervisor lets do the
following Exercise
You have been promoted into your manager’s post after it became vacant as your
manager accept a promotion to one of your company’s international offices. You have
accepted the promotion. Your previous Manager-Once-Removed (MoR), now your new
manager, has task you to write an job posting to fill your vacant post as Supervisor of your
specific business unit.
Group Activity 2
1. To help you to write this job posting, first discuss in your group the following
:
Format of such a job posting?
What information should be included in this posting?
What do the supervisor do every day ? (Describe …)
Do you therefor need different knowledge and skills set to be effective than a few
years back?
How did /does this change affect you in general?
!
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Group Activity 3
2. Indicate the required skill set and knowledge you now need by referring
to :
What should he / she be able to do …?
What should he / she know …?
What should he / she believe about the work …?
Describe the AGA culture and indicate how the organisational values assist you to
be an effective supervisor …?
!
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Description of the role and function
Now try to write the job posting …?
Group Activity 4
3. Give a clear description of the role and function of the person in this
role within your department including tasks and responsibilities (what
does he do?).
!
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Skills and Capabilities Required
Group Activity 5
5. Indicate the required skill set or capabilities the successful candidate
should need to qualify for this appointment.
No Skills Define the skill
1
2
3
4
5
6
7
8
9
10
!
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Assess your Own Supervisory Leadership Skills / Capabilities
The following exercise you will need to do on your own
Before you start with this exercise, I need to ask you to be as honest as you can with
yourself as it is the only way you would be able to benefit from the exercise. Research
has indicate that we tend to over estimate our own abilities (in other words we think that
we are better than we really are …).
When you rate yourself, keep the following always in mind :
With this understanding, you may proceed to the next exercise.
Take Note
When you rate yourself, keep the following always in mind :
Desription of the score On a Scale from 1 - 10
68% of the population rate them self as average 5-6
your capability should really be substantial MORE than
Average. 7
You are well above average 8
With this scores , you are close to perfect and we all
know that is impossible9
!
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Individual Task
List the six (6) most important skills for you to be an effective supervisor on the
spidergraph.
No Skills Define the skill Rank
1
2
3
4
5
6
7
8
9
10
!
Individual Task
Rate yourself on a scale from 1 - 10 (as showed below) on each of these skills
indicating your current level of competency!
1 2 3 4 5 6 7 8 9 10
Not Capable at all
Below Average
Average Capability
Above averag
e
Fully Capabl
e
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Spider Graph
!
10 9 8 7 6 5 4 3 2 1 1 2 3 4 5 6 7 8 9 10
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Individual Task
Indicate how the following people might rate you on the same skills you have
indicated on your spider graph (indicate these ratings with another colour in
order to distinguish the different rating) :
Your manager?
Your MoR?
Your colleagues?
!
Individual Task
Now indicate your development areas. Those are the areas you need to pay
attention to in order to improve!
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Getting to Understand the Lingo
Abbreviated Glossary to the Requisite Organisation (RO)
First Line Manager Assistant (FLMA)
First Line Manager Assistant (FLMA): under special circumstances in which the FLM needs
support on a shift, this stratum I role is an operator who has special assignments that assist
the FLM in the meeting his or her managerial accountabilities during the shift.
FLMA is not a managerial role but rather functions as the FLM’s representative on shift, and
has authority to make recommendations to the manager about the individuals on the
shift.
First Line Manager
First Line Manager (FLM): manager role at stratum II, which is the first level of managerial
work in an organisation which produces direct output at stratum I. Under special
circumstances the FLM may designate an Assistant (FLMA) to assist the FLM in meeting his
or her accountabilities for all shifts, 24 hours, 7 days a week. See also manager. See also
first line manager assistant.
Manager
Manager: A person in a role in which he or she is held accountable not only for his or her
personal effectiveness but also for the output of others; and is accountable for building
and sustaining an effective team of subordinates capable of producing those outputs,
and for exercising effective leadership. (And see accountability and authority).
Manager-once-Removed (MoR)
The manager of a subordinate's immediate manager is that subordinate's manager-once-
removed.
Manager-once-Removed (MoR) Leadership Practices
MoRs are required to use the following key leadership practices in their three-stratum
managerial work: Establish subordinate-once- removed roles; Talent pool mapping;
Evaluating SoR potential capability; Mentoring and career development; Assess quality of
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managerial leadership of subordinate managers; Equilibration of managerial fairness; 3-
Stratum leadership. See individual development, capability, maturation, and equilibration.
Managerial Accountability and Authority
A manager is accountable for the output of immediate subordinates B2, B2, B3…, and for
developing and maintaining a team of subordinates capable of producing the required
outputs. He/she has a minimum the authority to veto their appointment, to decide task-
type assignments, to decide personal effectiveness appraisal and merit review, and to
decide to initiate removal from role/ (deselect).
Managerial Accountability Hierarchy (MAH)
A system of roles in which an individual in a higher role (manger) is held accountable for
the outputs of persons in immediately lower roles (subordinates) and can be called to
account for their actions.
Managerial Leadership Practices (MLP)
managers are required to use the following key leadership practices in their working
relationship with each subordinate, in team building, and team meetings: Managerial
Team-working; Planning; Context Setting; Task Assignment; Personal Effectiveness
Appraisal; Merit Review; Coaching; Selection; Induction and De-selection Continuous
Improvement. See individual development
Summary : 10 Managerial Leadership Practices (MLP’s)
MLP Definition
TWO WAY
TEAMWORK AND
ENGAGEMENT
Two-way managerial team working: regular meetings with
subordinates to discuss context, plans, problems, and suggestions.
CONTEXT SETTING
Context Setting: regular updating of the background within which
the work is carried out. Anticipates problems, communicates
about them and reduces “fire-fighting”.
PLANNING
Planning: presenting alternative courses of action to deal with
problems, to ensure subordinates’ understanding and to get their
input. Analyzes problems systematically, organizes information,
identifies key factors and issues and uses these to generate
solutions.
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Personal effectiveness
The effectiveness of an individual's work (use of judgment and discretion) in producing outputs under prevailing conditions as judged by the immediate manager. See output.
Personal Effectiveness Appraisal: Assessment by a manger of a subordinate's level
of applied capability (which builds into on-going coaching and merit review).
Periodic Personal Effectiveness Review A review by a manager at specified times
TASK ASSIGNMENT
Task Assignment: assigning tasks to ensure just-in-time and just-
within-quality performance standards. Delegates to subordinates
with clarity and understanding the “what by when”.
PERSONAL
EFFECTIVENESS
APPRAISAL
Personal Effectiveness Appraisal: judging how well subordinates
are working and discussing it with them. Understands the need to
monitor the execution of work plans and provides appropriate
and timely feedback. Is firm in requiring the completion of
assigned work.
PERSONAL
EFFECTIVENESS
REVIEW
Merit Review: periodic judgment of personal effectiveness and
annual evaluation of applied capability, with decision on pay
level.
COACHING AND
TRAINING:
Coaching: helping subordinates learn how to handle a wider
range of processes, so that they may advance in career.
Understands role requirements and working levels and initiates
actions with subordinate to develop to full capability in current
role.
SELECTION AND
INDUCTION:
Selection & Induction: practices for selecting new subordinates
and for introducing them to the department.
CONTINUOUS
IMPROVEMENT
Continual Improvement: ongoing improvement of processes
being worked on in department. Utilizes Change Management/
Problem Solving principles and tools to effect change in business
result.
DESELECTION AND
DISMISSAL:
Deselection & Dismissal: transferring from department or dismissing
from the company. Uses due process (warn, train, coach,
feedback) to advise subordinates of the need to improve and
ensure business needs are met.
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(say, annually) of a subordinate's personal effectiveness throughout the period under review, and decision by the manager about merit award for the subordinate
for that period.
Personal effectiveness appraisal
Assessment by a manger of a subordinate's level of applied capability (which builds into
on-going coaching and merit review).
Periodic Personal Effectiveness Review A review by a manager at specified times (say,
annually) of a subordinate's personal effectiveness throughout the period under review,
and decision by the manager about merit award for the subordinate for that period.
Trust
The ability to rely upon others to be truthful and to do as they say, and to follow
established rules, procedures and custom and practice.
Now list your choice on the left and then rate yourself how successful you currently are in
the specific area of competency.
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How we Work
�
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The Impact of an Ever Changing World
Discuss the following in your group
If you think about your working environment, what were the changes
that you observed?!
How did change impact on the role of the supervisor?
!
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What is the specific challenges the supervisor face in this changing
world?
!
How did the change at work influence your personal life?
!
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Chapter Five
The Management of Technology and Innovation
Systems for People (applied to How we Work)
Directors: Prof R Marcus Chairman, Prof B Anderson CEO, D Marcus, Company Registration No. 2001/009271/07 Registered with the Department of Higher Education and Training as a private higher education institution under the Higher Education Act, 1997.
Accreditation No. 2004/HE07/003
Table of Contents
Chapter Page
Five Understanding the Organisation (SP)1 The System for People in Context of ONE
2 Requisite organisation as basis for SP
3 10 Managerial Leadership Practices
4 Three Tier Managerial Relationships
5 Two-Way TeamWork
6 Task Assignment
7 Company Values
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Module Synopsis
Systems for People is a total system approach to purposefully create an organisational culture of
accountability and trust, consistent with organisational values, whereby all employees can feel free to express themselves in their work the best way they can to benefit both themselves as well as become part of a team that delivers exceptional results.
Learning Outcomes
On successful completion of this module, students should be able to:
Understand the importance of organisational design and how it relates to high
performance
Understand the important concept to fit Right People against the Right Roles to allow
them to realise their full potential
Understand the role and function of the supervisor within Systems for People
Engage in effective working relationships characterised by trust and accountability
Build a business environment conducive to high performing teams by applying
effective managerial leadership practices
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Chapter Six
The Management of Technology and Innovation
Safety Leadership (CSL)
Directors: Prof R Marcus Chairman, Prof B Anderson CEO, D Marcus, Company Registration No. 2001/009271/07 Registered with the Department of Higher Education and Training as a private higher education institution under the Higher Education Act, 1997.
Accreditation No. 2004/HE07/003
Table of Contents
Chapter Page
One Introduction & Orientation1 Welcome
2 The Purpose
3 Programme Objectives
4 Curriculum Framework
5 Period of registration
6 The Advance Supervisory Management Development
Programme (ASMDP)
7 Module Synopsis & Learning OUtcomes
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Chapter Synopsis
The purpose of this module is to enable safety leaders to create an environment in which
safe behaviours are promoted and unsafe acts challenged.
Safety in the workplace is the responsibility of everyone in an organisation. Companies
have legal obligations to meet certain safety requirements, but many go further than the
minimum obligations. Safety standards and procedures must be put in place, and
everyone needs to follow the standards in order for them to be effective. This module
reviews common behavioural hazards, that cause possible emotional risk behaviour and
after completion, students will have the tools to recognise emotional risk behaviour. In
doing so, employers can prevent injuries and keep the work place safe.Learning
Outcomes
Learning Outcomes
On successful completion of this module, students should be able to:
Demonstrate safety as a value
Demonstrate an understanding the importance and complexity of safety in the
workplace
Identify risk situations and decide on appropriate action to eliminate risk
Contribute in creating a physical and emotional safe environment transforming
individual potential into high performing teams.
Develop tools that will enable them to identify behavioural hazards and emotional risk
behaviour
Design an action plan to facilitate a safe working environment.
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Chapter Seven
The Management of Technology and Innovation
Supervisory Leadership Development
Directors: Prof R Marcus Chairman, Prof B Anderson CEO, D Marcus, Company Registration No. 2001/009271/07
Registered with the Department of Higher Education and Training as a private higher education institution under the Higher Education Act, 1997.
Accreditation No. 2004/HE07/003
Table of Contents
Chapter Page
Seven Managerial Leadership Development 781 Synopsis & Learning Outcomes
2 The Age Old Conversation
3 Leaving footprintz : Common Grounds
4 Level of Influence
5 Movers & Shakers
6 Leadership Development Beyond Competencies : Moving to a Holistic Approach
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Programme Synopsis
Managerial and Leadership Competence examines the world of managerial and
leadership, unpacking various theories and practice examples before internalising the
student’s personal managerial and leadership needs and applications. Here,
organisation-wide comparative analyses are added and a detailed personal analysis and
improvement plan is added at certificate level.
Learning Outcomes
On successful completion of this module, students should be able to:
Describe leadership competence; and
Define a personal leadership model.
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Managerial Leadership DevelopmentGoogle Search
Managerial Leadership Development Model, Leadership, Manager vs
Leader, Types of Leadership, all managers are leaders but not all leaders
are managers, leadership in management, difference between leadership
and management, similarities between leadership and management
Read
Follow the link to read the following articles:
Movers & Shakers
Leadership Development Beyond Competencies Moving to a Holistic
Approach
Leadership Versus Management
Media Library
John Maxwell 5 Levels of Leadership (Part 1)
John Maxwell 5 Levels of Leadership (Part 2)
John Maxwell 5 Levels of Leadership (Summary)
The rarest commodity is leadership without ego: Bob Davids at
TEDxESCP
21 "GREAT" Laws of Leadership
John C. Maxwell - Law Of Explosive Growth!
Law Of Influence!
Add to your Library
Popular Videos : Johan Maxwell
John C. Maxwell - Laws of Growth
!
!
!
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Audio Books
Influencer. The Power to Change Anything
John Maxwell - Language of Leadership
The 5 Levels of Leadership by John C. Maxwell
25 Ways to Win with People by John Maxwell
Group Activity
Leadership Compass Exercise Instructions
Self Assessment
Leadership Compass Self-Assessment
What does does it all Mean?
Summary of different profiles :
North, South, West, East
!
�
!
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The Age Old Conversation : So lets get it over with …
Group Activity
Discuss in your groups what the difference is between a manager and a
leader. What does the one do that the other doesn’t ?!
Reflection
At the end of the discussion, and after you have reflected on this specific
topic, summarise your own thoughts and opinions and your understanding
of managerial leadership development.�
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Maxwell’s 5 Level of Influence
!
Your Level of Influence
Now, as leadership refers to someone’s level of influence or impact, let’s do the following exercise:
L e a d e r s h i p
Individual Activity
Please think of a person, anyone who you would say had a great impact
on your life. This maybe in a personal or occupational capacity. Then
think what that impact was and why; and also how it still impacts on your
life today.
!
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Level of influence : Closer to home
Now, lets bring it even closer to home. Think about the level of influence (impact) YOU
have at :
Home
Individual Activity
Marital Relationship
!
Individual Activity
Relationship with your children
!
Individual Activity
Influence in your community
!
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Individual Activity
Now, please list some of your sub-ordinates, and think how you might impact
on their lives (personal or occupational) – difficult one, but I need you to think
about it …
!
Reflection
Your thoughts and comments after this exercise ...!
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Movers & Shakers
Read
The qualification that you have registered for is in the field of business
commerce and management studies. As such, you are required to become
familiar with management and leadership development competencies.
Click on the link to read :
Movers & Shakers (Bloomsbury, 2003)
!
Reflection
Reflect on your understanding of Movers & Shakers.!
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Leadership Development Beyond Competencies Moving to a Holistic Approach
Someone told the following story …
Late one night a police officer sees a man on his hands and knees searching the ground
near a streetlight. The officer asks him what is wrong. The man replies, “I am looking for my
car keys.”
The officer helps him look for several minutes and after no luck, asks, “Are you sure you
dropped them here?”
“No,” replies the man, “I lost the keys somewhere across the street.”
“Then why are we looking here?” asks the surprised police officer.
“Because,” the man explains, “The light is much better here.”
Read
The following article looks at Leadership development more holistically
Leadership Development Beyond Competencies Moving to a Holistic
Approach
!
Reflection
Reflect on your understanding of Leadership Development Beyond
Competencies Moving to a Holistic Approach.!
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Leadership Development : A Journey to Increasing your Level of Influence
Taking you now back to the beginning of this chapter, Maxwell (1997) suggested that
leadership is about a persons level of influence and indicated 5 levels of influence. As this
Programme is part of AngloGold Ashanti’s Leadership Development Programme, following
on Maxwell’s suggestion, one of the outcomes of this Programme should be to assist YOU
to INCREASE your level of influence.
As with Levels of influence, Maxwell explain that increasing your level of influence works in
a similar way to when you have to work your way up from:
!
Let’s try to explain each level:
I
n
f
l
u
e
n
c
e
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Individual Activity
Model the way …
!
Individual Activity
Create a motivating environment…
!
Individual Activity
Mentor & coach…
!
Individual Activity
Multiply…!
Group Activity
As a group, use this table to help you understand what Maxwell meant
suggesting how you can increase your level of influence.!
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Catalyst Description How?
Model the way
Integrity
Nurtures
Create a Motivating Enviornment
Faith
Listens
Understands
Mentor & Coach
Enlarges
Navigates
Connects
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Post Module Assignment
Empowers
Multiply
Reproduces
Take Note
To view a summary of Maxwel’s Influencer Model, go to the chapter on
communication .!
Take Note
To view a summary of Maxwel’s Influencer Model, go to the chapter on
communication .!
Reflection
Your Level of Influence?!
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Post Modue Assignment
The Assessment of your MLD Learning
Over the next 12 to 18 months you need to analyse, digest, evaluate and
understand what leadership and management competencies are and
how they affect you. Essentially, you will progressively compile your own
leadership and management competencies assignment progressively
throughout the programme.
Use the monographs to understand the complexity and variety of
management and leadership. Start putting together your own thoughts
about these competencies. You need to read wider than what we have
given you.
In developing your own model of leadership you are required you to:
Create a visual picture of this model (a single PowerPoint slide); and
Explain the model briefly (no more than one page of notes).
Flow Process: *Format:
1 x PowerPoint slide
1 page narrative
Recommended reading:
Lessons on Leadership: From Mandela to Obama:
http://blogs.hbr.org/video/2010/07/lessons-on-leadership-from-man.html
Time Magazine: People of the Century
http://time.com/70900/mary-jo-white-2014-time-100/
Wonderlist
http://www.wonderslist.com/10-most-influential-people-of-the-20th-century/
Total 100
Follow this link to the Managerial Leadership Development (MLD) Post Module Assignment
!
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Development Tools
The following links will take you to tools which might help you doing your
assignment.
Power Point Slides to buil your Managerial Leadership Model.
Student_Journey_Back_to_the_Future 2016
Student_Journey_Into_the_future
Student_Telling_my_Story
�
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Chapter Eight
The Management of Technology and Innovation
Managerial Leadership Engagement (MLE): Part One
Directors: Prof R Marcus Chairman, Prof B Anderson CEO, D Marcus, Company Registration No. 2001/009271/07
Registered with the Department of Higher Education and Training as a private higher education institution under the Higher Education Act, 1997.
Accreditation No. 2004/HE07/003
Table of Contents
Chapter Page
Eight Establish Effective Work Relationships 1251 Synopsis & Learning Outcomes
2 Supervisory Leadership Development
Approach to Supervisory Leadership Development
Supervisory Leadeship Competencies
On becoming Self-Directed
3 Self-Awareness
The Importance of Self-Awareness in Self Development
The Johari Window : Finding my Blind Spot
3 Model the Way (It's about telling an inspiring story …)
Finding Meaning
Emotional Intelligence : New yardstick for success
On Becoming Focussed
‣ Stress Management
‣ Manage Attention
‣ Manage Energy
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Chapter Synopsis
Managerial Leadership Engagement focuses on one of the manager’s key
accountabilities to maximise self and team engagement. This module therefor addresses
the importance of self and social awareness to master social and emotional
competencies needed to apply agile supervisory leadership; self-regulation to establish
and manage effective working relationships to maximise team engagement and
Managerial leadership practices to build a safe and trusting and accountable working
environment where people can come to do their best.
Learning Outcomes
On successful completion of this module, students should be able to:
Understand the importance of social and emotional competencies and how they
relate to the teams output
Apply techniques to master the needed social and emotional competencies in order to
manage both self and others more effectively
Take accountability to regulate their own mindsets and behaviours to deal more
effectively with ambiguity and lead change positively
Manage own and other’s energy to maintain productivity and to stay focused.
Understand the drivers of employee engagement
Assess own as well as team engagement levels to identify factors negatively impacting
on engagement
Design and execute an action plan to increase team engagement
On successful completion of this module, students should be able to:
Use personal vision to self motivate
Take accountability to regulate one’s own mindsets and behaviours to create desired
change
Manage energy and attention to maintain productivity
Develop a strong support network
Leave one’s comfort zone and commit to opportunities
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In a few hundred years, when the history of our time will be written from a long-term
perspective, it is likely that the most important event historians will see is not technology,
not the Internet, not e-commerce. It is an unprecedented change in the human
condition. For the first time – literally – substantial and rapidly growing numbers of people
have choices. For the first time, they will have to manage themselves. And society is totally
unprepared for it.”
– Peter Drucker
Most of us spend more of our adult lives working than we do engaging in any other single
waking activity.
While not denying the value and importance of external expertise, successful
organisations will try to transfer that expertise to the individual employee through extensive
training, and then expect that employee to be self-directing and become part of the
solution.
Self-direction creates an awareness of the need for, or possibility of, change. Employees
are able to look at themselves and begin identifying the changes they might wish to
consider making in such areas as work, problem-solving, conflict management, and
learning.
We can no longer afford to muddle through on our way to new knowledge and new skills.
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The greatest challenge of the future is social, not technological. In the excitement
generated by the latest technological marvels, from fibre optics to the Internet, to new
drugs and medical breakthroughs, we tend to forget that our major problems are people
problems.
BECOMING SELF DIRECTED
Read
Sharlyn Lauby writes a short but to the point article on the topic of self-
directedness. Follow the link to read this article.
Introduction to self directedness : The business case for self-direction
!
Individual Action
Lauby emphasise six principles of self-direction which will help you to
develop the ability to not only successfully bridge the “old” to the "new”,
but will also enable you to contribute to the fast changing organisations of
today and to be prepare to fulfil the requirements of tomorrow.
Know yourself : Self Aware
Do meaningful work
Be part of the solution
Managing conflict effectively
Learn how to learn
Manage to change
!
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The Importance of Self-Awareness in Self Development
“I think self-awareness is probably the most important thing towards becoming a
champion...”
- Billy Jean King
One of the most important aspects in increasing your own level of influence is self-
awareness. Self-awareness can assist to allow you the opportunity to know who you are,
what you want and how to go about getting it! No man is an island, or so the saying
goes. We all live and work in groups and have to have an understanding of how we fit
into the various groups in our lives, the effect we have on other members of the group
and their effect on us.
To become self-aware and gain self-knowledge, you need to allow yourself to connect
with all facets of your being; to embrace “your all” (also the parts you deny at times).
Even that part of you that you are not aware of. To do this you also need to be prepared
to receive feedback and disclose yourself to others (also see Johari window that follows a
little later). Self-awareness is one of the main ingredients in becoming authentic (not
plastic or made in Taiwan). An increase in self-awareness bridges the gap between ‘who
I am’ and ‘who I am expected to be’ (socially).
The following pages contain a helpful model that explains the importance of our abilities
to receive and deal with feedback and our ability to make ourselves vulnerable by
showing (self-disclosure) ourselves to the world; and how we integrate all the information
to assist us to become authentic and real where thoughts, feelings and actions are
aligned and congruent (according to our friend Carl Rogers). One’s growth potential lies
within the abilities to embrace both strengths and development areas. The way you
embrace “it all”, actually increases your level of influence as you will be enabled and
empowered to model the way…
Self-Assessment
To assess self-awareness, follow this link
!
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The Johari Window : Finding my Blindspot
The Johari window model is a simple and useful tool for illustrating and improving self-
awareness, and mutual understanding between individuals within a group. The Johari
window tool can also be used to assess and improve a group's relationship with other
groups. The Johari window model was developed by American psychologists Joseph Luft
and Harry Ingham in the 1950's, while researching group dynamics. Today this model is
especially relevant due to modern emphasis on, and influence of, 'soft' skills, behaviour,
empathy, co-operation, intergroup development and interpersonal development.
The Johari window model is also referred to as a 'disclosure/feedback model of self-
awareness' and by some people an 'information processing tool'. The Johari window
actually represents information – feelings, experience, views, attitudes, skills, intentions
and motivation – within or about a person in relation to their group, from four
perspectives, which are described below. The Johari window model can also be used to
represent the same information for a group in relation to other groups.
Johari window terminology refers to 'self' and 'others': 'self' means oneself, ie, the person
subject to the Johari window analysis. 'Others' mean other people in the person's group
or team.
The four Johari window perspectives are called
regions or areas or quadrants. Each of these
regions contains and represents the information
- feelings, motivation, etc - known about the
person in terms of whether the information is
known or unknown by the person, and whether
the information is known or unknown by others in
the group. The Johari window's four regions are
as follows (showing the quadrant numbers and
commonly used names):
“EVERY step we take – no matter how small – to
understand the needs of the people we strive to
Self-Assessment
To find your blindspot, follow this link to assess yourself
!
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serve will increase our bond with them, and move us in the direction of a higher standard
of leadership.”
- Mahatma Gandhi
Johari window four regions
What is known by the person about him/herself and is also known by others open area,
open self, free area, free self, or 'the arena'
What is unknown by the person about him/herself but which others know - blind area,
blind self, or 'blind spot'
What the person knows about him/herself that others do not know - hidden area, hidden
self, avoided area, avoided self or 'facade'
What is unknown by the person about him/herself and is also unknown by others -
unknown area or unknown self
Miscommunication frequently occurs because our open window is so limited; we are not
in touch with what we feel and cannot respond to what we hear. As the open window
increases, there is not only greater variability in individual’s behaviour, but also greater
openness in interpersonal relationships in the group.
The Johari Window is a useful Model to try and explain what the role is of self-discovering.
This self-discovering is base on two fundamentals:
‣ Feedback from others
‣ Self-disclosure
Both essential elements to ensure my wellness, my ability to disclose information about
myself and my ability to receive and integrate feedback from others and my
environment.
When you look at the theory of the Johari Window, are you ale to plot yourself in the
quadrants with examples in each? Try to do it…
All tasks following, is an attempt to enlarge the Open/free area and to minimise the
unknown area. Bringing you in a better position to connect with yourself and then with
your manage.
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If you are interested in your own level of self-awareness, please click to do a self-
assessment to start your journey.
In the next chapters we are going to look at emotions, where they come from and how
they influence our present. We will also indicate the relationship between our thoughts,
feelings and behaviour and to what extend we have control over the way we feel, think
and act or behave. It might shed some light on the statement I have heard so many times
in the past: “The boss/husband/wife/child makes me so angry...”
Reflection
At the end of the discussion, and afer you have reflected on this specific
topic, summarise your own thoughts and opinions and eventually your
understanding of the topic.!
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FINDING MEANING
There are two important days in your life. That is the day that you were born, and the
day you come to understand why …
Mark Twain
When Daniel Goleman published Emotional Intelligence: Why it can matter more than
IQ in 1995, using the phrase “the new yardstick for success”, this generated an incredible
amount of interest in the role that emotional intelligence can play in our daily lives. There
were, however, a number of people who were concerned that this was just a new fad!
The fact is, however, when Goleman went to press in 1996 with his findings, he had
already assessed more than 2 million employees trying to determine what the
competencies are that predict or determine success in the workplace. With his
publication he clearly indicated that our success in the workplace are only 15%
determined by our technical skills and the other 85% is determined by what he called
emotional intelligence (EI), previously also referred to as emotional literacy.
Now, in order for me to explain what EI is, let me introduce this whole concept to you in
the same way my mentor and colleague, Pieter van Jaarsveld, does as it starts the ball
rolling very effectively...
Think about somebody who has really played an important role in your life. List all the
qualities, traits or characteristics of this person …
Think about somebody who has really played an important role in your
life. List all the qualities, traits or characteristics of this person
!
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Emotional Intelligence (EI) refers to:
Personal
Social
Emotional
Survival skills
Innovation
Though the latest research indicate the following seven (7) social and emotional
competencies of highly effective teams:
Team Identity
Motivation
Emotional
Communication
Stress tolerance
Conflict resolution
Positive mood
Comparing EI with that of IQ, the Difference seems to be...
Cognitive Intelligence: (IQ)
Predicts success at school
Predicts 6% – 15% success at job
IQ peaks at late teens / early twenties
Culture-bound
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Can not be developed
Emotional Intelligence (EI)
No cultural differences
No gender differences on average
Ladies higher: empathy, social responsibility, and interpersonal
relationships
Men higher: stress tolerance, personal mastery
EI can be developed.
From balance sheet driven mentality ...
“What lies behind us and what lies before us are tiny matters compared to what lies within
us.”
– Oliver Wendell Holmes
As mentioned earlier when we were discussing leadership and the modern organisation,
there has been a total paradigm shift within the way we do business today and how it’s
going to be done in the future. The change is so dramatic that some experts even use the
word radical. There is a clear shift from the traditional command and control way,
balance sheet driven, to an acute awareness that the bottom-line dollar and the wellness
of an organisation depends on the wellness of the employee and the amount of job
satisfaction and how it adds to the employee’s need for recognition and to be
empowered to participate in his/her own destiny. The only way to become empowered
to control one’s own destiny will be when organisations are focussed on engaging all
employees and addressing the basic need of individuals to succeed and to make a
difference.
There is also overwhelming evidence that there is a positive correlation between the level
of the employees’ engagement in the organisation and financial performance. Further,
people engage best when the following elements are present :
Know yourself
Meaningful Work Page ! I The Da Vinci Institute I AngloGold Ashanti118
Be part of the Solution
Manage Conflict Productively
Learn how to Learn
Manage Change
For years we have only spoken about so-called buy-in of all stakeholders. This concept
forms the basis of leading businesses’ and cutting edge models. People create their own
realities and if people are involved with and in the co-creation of processes within the
organisation, engagement is significantly enhanced. As Tucker (2007) said:
“Engagement is reciprocal: Participation in the co-creation processes enhances
engagement, and enhanced engagement enhances communication, openness to
innovation, and therefore ultimately enhances engagement”.
Now, bearing all that in mind and the fact that we create our own realities, the next stop is
to see what is the influence our perceptions, and how does it determine our realities...
A reality that so often contaminate our ability to live up to our basic (intrinsic) need and
expectation, to succeed. Or as the Transactional Analysts would say: to be a Prinz (a
winner)! As said earlier:
Born to win... Conditioned to lose (Froz)!
The human mind has been created with such potential that no scientist has had the ability
to establish it’s full potential as yet. It is said that we only currently know about 5% of the
human mind. We live in a world that provides more opportunities than we could possibly
pursue. We were created with a free will, to make of ourselves whatever we wish. If this is
the case, why do the ‘clever’ people tell us that we are not using more than between 1%
and 14% of our potential? They say the brain has more than a 100 billion neurones. Each
neurone has the capability of my laptop!
When we look at the life of Leonardo da Vinci, we realise that true utilisation of the brain is
to become whole-brained, which will lead to real brilliancy.
Leonardo da Vinci was undoubtedly the most accomplished person in the following
disciplines: art, sculpture, physiology, general science, architecture, mechanics, anatomy,
physics, invention, meteorology, geology, engineering, and aviation. He could even sing
and compose music! Was he a freak of nature?
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No! If we say we are talented in a specific area and not in others, this does not necessarily
mean that we are unable to do other things. It merely means that our potential in other
areas is lying dormant and could in fact be developed with the correct nurturing and
training.
Buzan says the following about the brain: “The pattern-making capability of the brain is so
great that the writing thereof would take a line of figures, in normal manuscript
characters, more than 10,5 million kilometres in length!”
If we have this incredible brainpower, why are the majority of people unable to do
mathematics? And for interest sake, let’s compare the brain of the humans with that of
the animal kingdom. Let me explain…
So, does this prove that we, as human beings, clearly do not use our utmost potential?
Why not and what went wrong then?
Maybe we should briefly explore possible answers to the above questions.
Self-fulfilling Prophecy
The self-fulfilling prophecy is a very important concept in our daily lives. It implies that other
people have had a major impact on our beliefs and our attitudes.
Conscious and Subconscious Mind
In answering the question of what influences our
perceptions and realities, we need to go back to
the day that we saw first light on this earth and the
events that followed thereafter.... right up to this
very moment. (To understand this space you are in,
and maybe also to start a process in your mind
where you might become aware of or recognise
patterns of thoughts, feelings and behaviour that
might keep you back.)
Over the last ten years, wonderful research was done to help us to understand a little
better. Particularly research confirming the ability of the human mind. I would like to stop
here for a while as I want to make you aware of how our thoughts, feelings and behaviour
could be hijacked by a part of our brain called the Amygdala, depending how it was
programmed. Yes, you heard correctly, how it was programmed. We will, however, be
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Conscious Mind Can only distinguish between right and wrong and true and false
Subconscious Mind Cannot distinguish between right and wrong and true and false
coming back to the ability of the human mind and its ability to either give us wings or
bring us down confirming that we are losers.
Heard the Recent News? You have been Hijacked!
Many years ago, when we were all still in the trees only
a small part of the brain as we know it today existed –
called the Amygdala. And the function of the
Amygdala (I like to refer to her as Mrs Amygdala) was
to scan the environment for danger and make sure we
are safe. So, as this part of the brain was the only
known part, pathways that stimuli followed within the
brain were very simple: scan…if danger, instruct to
run!). But as we became more complex the rest of the
brain developed, called the new cortex and with this, pathways became more complex
as “other neighbours” moved into the “top storey” with Mrs Amygdala. These “other
neighbours” started to deal with some specialised functions. Stimuli therefore did not go
like in the past directly to Mrs Amygdala, but to a part of the cortex responsible for
decoding it into brain language, then off to another part and eventually sent to Mrs
Amygdala who would then use the information to determine whether we are safe or not
(remember she still has the function to protect us…or one of her functions).
As to ensure our safety, one can understand that this complicated business in the top
storey led to Mrs Amygdala’s neurosis. So, in a way she felt that she lost too much control
and that the complex pathways (the way s that stimuli follow in the brain before we can
give meaning to...) within the brain took too long to get to her, placing her host (you and
me) at risk. Mrs Amygdala decided she needed to take things in her own hands to get this
information into the brain quicker and faster. Her solution was literally to eavesdrop on all
the information coming into the brain.
Now the only way for me to explain the consequence of her eavesdropping is to
compare it with someone who is listening to a conversation through a door. What’s the risk
in listening to a conversation in this way (apart from the fact that you might also be
caught out)? You might not get the full story! Or you might only get the tail end of the
conversation. Keep in mind that she now makes major decisions on the information
available to her…
Keeping in mind that every experience you and I have had since birth, good and/or bad,
is literally stored in little pictures in the Amygdala: what I call Mrs Amygdala’s art gallery.
So, when she scans the environment for danger using information available to her and she
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might find a slight match on a picture of the past, she will start tapping! To illustrate this,
let’s use an example.
To understand why our potential and achievement are reflected by conditioned beliefs
we need to look at our conscious and subconscious mind. Without going into
psychological jargon, for our purposes it can be said that our mind consists of the
conscious and subconscious.
It is like an iceberg: the conscious is the smaller part and the subconscious the bigger part.
A very important factor that must be kept in mind is that the conscious can distinguish
between what is right or wrong, true or false, whilst the subconscious cannot differentiate
between right and wrong or true or false. It is like the memory of a computer. Whatever is
put in, will stay there. It cannot even be deleted or destroyed by a virus. The only way to
get rid of the information is to reprogram it.
The subconscious is, therefore, like a plot of fertile soil - whatever is sown will grow. We all
know that if you plant bean seeds, you cannot expect to reap anything other than beans.
If negativity is programmed into the subconscious, you will get back negativity and self-
critical behaviour. It is, therefore, logical that whenever your subconscious has accepted
a belief or an idea, be it true or false, it will continue to feed you with thoughts to support
that belief. You will see later on how these ideas/beliefs/pictures/patterns of thinking can
affect your brain and of course your behaviour. At this point in time, it is enough for us to
realise that the subconscious, which is the bigger part of the mind, affects our thoughts,
mind, attitude and behaviour.
Conditioned Beliefs
Depending on how the subconscious mind has been programmed, is what determines
the glasses that you and I put on our faces and how we look at the world…creating our
reality.
Le Roux & De Klerk (2001) tried to explain conditioned beliefs as follows (though they refer
to it as assumptions in an attempt to reiterate that assumptions are not always based on
facts or rational processes):
“Consider the following: A person’s core beliefs (that includes our assumptions,
preconceptions and prejudices) can be described as his “truth”, his belief about how
things work and ought to work. These convictions are learnt from early childhood onwards
and form a large part of a person’s make-up. People are brought up with certain
preconceived ideas with which they test life”.
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With this they mean that all these socially learnt and conditioned beliefs together forms a
very strong system that is used as a paradigm to assess, understand (explain) and give
meaning to our environment and all thoughts, feelings and behaviour. How we assess,
understand (explain) and give meaning to space we find ourselves in at a specific
moment, will create our reality. This reality might therefore differ from person to person
depending on a person’s programmed belief system (all stored in the subconscious mind.
Using one’s belief system in giving meaning to our perceptions and experiences, we
attempt to file all in little boxes with a label so that we understand it. It seems to be very
important to the human being to be able to ‘box’ experiences and perceptions and it
creates a feeling of having control over one’s environment and destiny. As soon as we
have difficulty in fitting these elements into our created boxes, the feeling of not
understanding increases, also then the feeling of not having control which most often
increases anxiety. Behaviour might reflect the difficulty of coping with our own realities.
These belief systems are so strongly imbedded and real and form part of our daily
existence that we very seldom actually challenge them or just think of the possibility that
some of these belief systems might be either distorted, untrue or irrational. Confronting
one’s own belief system and facing up to a possibility that it could be untrue, confronts
one’s whole being and existence. In order to keep the ship more even keeled when
waters might become somewhat rough, we often rather stick to past conditioned beliefs
to give meaning to our own realities. The thought of changing these beliefs are so
traumatic that people might even prefer to abdicate their own realities, no matter how
destructive it might be. The fear to move to a different reality (by changing irrational
beliefs), even knowing that changing might lead to a more constructive, fulfilled and
meaningful life, might be so deeply routed that they might decide to rather “keep things
as is”.
An example: Why do you think a woman who gets beaten-up and is abused by her
husband goes back to him every night? Simple! It is easier to live with a certainty that
when her husband comes home tonight, it’s most likely that he is going to be drunk,
verbally and physically abusive towards her (it’s near a guaranteed fact), and it creates
less fear than considering the option to move into an unknown reality, even though the
evidence might be strong enough to indicate a better life. Eventually accepting a belief
that this is how life is – difficult, intended to suffer – and though they might acknowledge a
different meaningful reality, they have also come to believe that this different reality is for
other people and not meant for them.
Beliefs are usually the result of absolutist thinking about yourself, others and the world and
promote beliefs like: “If something bad can happen in this situation, it will happen to me”
or “I must be the best in everything in order for other people to accept me”, or “I should
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not say too much because others will notice how little I know.” And as indicated earlier,
these destructive and irrational belief systems become a self-fulfilling prophecy! We will
later come back to this idea during our journey.
As a manager our belief systems will give meaning to:
What do I believe about... Relationships...
Own and others’ needs…The world… My or
others’ rights… The roles I play…
Mistakes… Feelings… Problems…Trust…
Said differently, depending on my own programmed / conditioned beliefs whether
positive or negative, I will take information (rational or irrational) from my environment that
will either confirm old beliefs I have or disproof new options to a perceived reality. For
example: If I have a limiting self-belief dating back to when I was a child where my father
continuously told me that I am just as stupid as my mother’s family, every perceived failure
in the present and future will be an confirmation that my father was right! I am as stupid as
my mother’s family! Keeping not only your own low self-worth in place but it also defines
your criteria for success.
Here is a short exercise Le Roux & De Klerk (2001) suggests that might help:
Test your negative deep-seated assumptions as hypotheses – take all the information into
account:
All words, situations and events which could prove that you are accepted even when you
are not the best. Experiment in order to prove your assumptions incorrect. Look at the
way people react to you in testing the assumption “I am without value.” When you
accept a new assumption (belief) e.g. “I am valuable,” be open to facts which prove this
correct, such as people greeting you, caring about you or your doing something of value
for another person. Start with a low risk assumption and test it.
A new belief may be the opposite of the old one or the absolutist belief may be qualified;
for instance:
“I find it difficult to cope with new situations, but I am able to if I really try.” It takes time to
believe in a new assumption. Be on the lookout for evidence (events/experiences) from
your past which prove your new assumption to be correct. It may be that people have
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always talked to you easily and cared about you, but that you have lost sight of this. Your
assumptions and convictions have developed over a long time and they may take long
time to change.
The first step is just to realise that they might be wrong! It is important to get to the bottom
of your assumptions. You can do this by asking yourself a few questions about them, for
example: “I should not say too much because others will realise how little I know.”
Ask yourself: If that is true what will happen? “They will not like me.”
If that is true what will happen? “I will be alone and will feel rejected.”
Do this until you come to the heart of it in order for you to do something about it or to
realise how irrational your assumptions are.
CONVICTIONS/ASSUMPTIONS/PREJUDICES
ARE LEARNT BY
CONDITIONING
(Continues reinforcement and repetition)
WHICH LEADS TO
CERTAIN EXPECTATIONS
WHICH HAVE CERTAIN
BEHAVIOUR AS A RESULT.
THIS BEHAVIOUR BECOMES A HABIT.
If you live according to a certain frame of reference, e.g. “I will always have a problem
and will never be successful,” you’ll have the expectations that this will always be true.
Everything which happens around you and to you will be from this perspective and you
will only see that which confirms your expectations.
You will ignore the positive events or think of reasons why they are not applicable to you.
You only believe in what you want to believe and what proves your convictions to be true.
When your employer gives you a compliment you will reject it with various reasons as to
why he did it, e.g. “He wants something from me.”
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“Be careful what you look for because
you will find it.”
- Anonymous
Positive assumptions give energy to enjoy yourself and your relationships. Look carefully at
the following quotation from Victor Frankl:
“I discovered the ultimate freedom, the ability to choose your attitude irrespective of
circumstance.”
The following quotation relates to this as well:
“Attitude is the mind’s paintbrush – it can colour any situation.”
- Anonymous
Your interpretations regarding situations/events are strongly influenced by your beliefs
(assumptions/convictions) that you have. Irrational assumptions give rise to negative
interpretations. The fewer irrational assumptions you have, the more energy you will have
to enjoy yourself and your friends. Irrational assumptions are learnt early in life. They are like
a bad habit that can’t be unlearnt. Take a look at the following :
Beliefs
Read the following general assumptions* and decide which of them describe how you
feel. Re-read them and indicate which are rational and which irrational.
Everybody must always like me,me and approve of my actions otherwise I feel
absolutely miserable and totally useless.
It would be pleasant if everybody liked me, but I can survive without the approval of
most people. It is only the approval of close friends and people with “power” over me
(like my employer) about which I should be concerned.I have to be perfect and
competent in all respects before I will regard myself as worth something.
My personal values do not depend on how perfect or competent I am. Although I try
to be as competent as possible, I am a valuable person irrespective of how well I do
things.
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People who are bad, like myself should be blamed and punished to prevent them from
doing bad things in future.
It is important mot to repeat the same mistakes in future. I need not blame or punish
myself for what happened in the past.
It is a total catastrophe and so intolerable that I cannot bear it if things are not the way
I want them to be.
There is no reason why the world should be the way I want it to be. It is important to
cope with life as it is. I should not complain about the fact that things are not just or the
way I want them to be.
If there is a possibility that something really bad might happen, I will constantly think
about it as if it is indeed going to happen.
I will do my best to avoid future unpleasantness. Thereafter I will not concern myself
about anything. I refuse to be frightened by the question: “What if it happens?”
It is easier to avoid problems and the responsibility they entail than to cope with them.
In the long run it is easier/better to cope with problems and the responsibility they entail
than to avoid them.
I need someone stronger than myself to rely on.
I am strong enough to rely on myself.
I have been like this since childhood and I cant change.
I can change myself at any stage during my life when I decide that it is in my interest to
do so.
I should get miserable and depressed when other people have problems.
To help other people and have empathy with them does not mean that U should get
depressed about it or get involved in their problems. How can I help them if I am
depressed myself?
It is bad and unbearable if I have to do things that I do not want or like to do.
I will not allow things that I cannot change to upset me.
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OK, let me mention some facts to illustrate my point of what the impact of our
subconscious mind and the way it has been programmed has on our daily lives. Before I
go further, please understand that I am
not using the following examples to
illustrate how bad we were parented or
how bad we are parenting, but rather
to make us aware of how we were
conditioned. Also to have a laugh or
two as we start to understand this
process better. So first I want to share
this short video clip i got from an student
of mine... well, you will understand! It’s
called THE MOM’S SONG...
What can I Say...?!
Statements we grew up with
Taking the above into account, listed below is a number of remarks made by parents
whilst bringing up children. Please tick those that are of relevance to you, and think about
what these remarks have led you to believe about yourself and about life (PP van
Jaarsveld):
Statement Yes No
“Be careful … you will get hurt.”
“Don’t interrupt me.”
“Children should be seen and not heard.”
“Don’t be stupid.”
“Be quiet.”
“Be nice.”
“Don’t be angry.”
“Don’t be lazy.”
“Remember God is watching you.”
“If you are naughty I am going to call the police.”
“Only sissies cry.”
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Things that only a mother can teach …
Also for the fun of it, look at the following table: Things that only a mother can teach. Can
you associate with it? The way we think actually imprints on a cellular level...
My Mother taught me about ANTICIPATION:
“Just wait until your father gets home.”
My Mother taught me about RECEIVING:
“You are going to get it when we get home!”
My Mother taught me ESP:
“Put your sweater on; don’t you think I know when you are cold!”
My Mother taught me HUMOUR:
“When that lawnmower cuts off your toes, do not come running to me.”
My Mother taught me about GENETICS:
“You are just like your father.”
My Mother taught me about my ROOTS:
“Don’t you question me.”
“What will other people think?”
“Don’t try to be smart with me.”
“Who do you think you are?”
“Be grateful for small mercies.”
“If you only get 65%, it means you did not know 35% of
the work”
“I did not expect that from you.”
“You may not be pretty, but at least you are clever.”
Statement Yes No
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“Do you think you were born in a barn!”
My Mother taught me about JUSTICE:
“One day you’ll have kids, and I hope they turn out just like you.Then you’ll see
what it’s like.”
My Mother taught me RELIGION:
“You had better pray that stain comes out of the carpet.
My Mother taught me about TIME TRAVEL:
“If you don’t straighten up, I am going to knock you into the middle of next
week!”
My Mother taught me FORESIGHT:
“Make sure you wear clean underwear, in case you’re involved in an
accident.”
My Mother taught me about the science of OSMOSIS:
“Shut your mouth and eat your supper.”
Considering all the above, it becomes more evident that our minds and bodies are
inseparable. My colleague, Pieter van Jaarsveld, after a visit to the USA, tells the story
about a woman who had a heart transplant…
He began to read more about this and found several examples of cases to support this.
There are many people who have received a donor kidney, liver or heart and have in fact
begun to relive the memories of the donor. Still somewhat in disbelieve, he was
confronted by a person attending one of his workshops in Cape Town with the following
story…
These stories all point to one inescapable fact: that our mind and body are inseparable!
Our beliefs and thoughts affect our bodies, and are completely interrelated.
Looking at other research, Chopra refers to research where placebos were given to
patients. 30% of these patients experienced the same relief they would have, had they
been given the genuine painkiller tablet. The body is, therefore, capable of producing
almost any biochemical that the mind suggests.
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This has remarkable implications for our well-being. We are able to programme our minds
to have a positive physical impact on our bodies, i.e. the mind can compel the body to
secrete positive hormones. We can even programme our minds to retain youthfulness,
through the power of the mind! It is enough to know that the mind and body are
intricately interlinked. Let’s investigate how this incredible fact can be used to determine
our well-being. Before we get to this, it may be interesting to look at the mind-boggling
evidence regarding the intelligence of the heart.
Intelligence of the heart
Children and Martin say that for many of us, the heart is merely an organ
that pumps the blood through our bodies – a function that is controlled
by the brain through the autonomic nervous system; nothing more than
the pump house of the body. We are inclined to forget that the heart
begins beating in the unborn fetes long before the emotional brain or
rational mind is formed. The emotional mind is in existence long before the
rational mind. The beating heart is there before either of these. This tells us a great deal
about the relationship of thought to feeling!
Neuroscientists have discovered that the heart has its own independent nervous system
that can actually be called the ‘brain’ of the heart. There are signals sent from the heart
that can affect the Amygdala, thalamus and the cortex.
The brain usually sends a message to the heart, and the heart responds to this message. It
is, however, evident that the heart responds selectively to the message from the brain and
can even slow down its response, rather than merely responding automatically to the
message. The heart’s response is thus dependent on the specific task of the moment. The
heart can even send a message back to the brain, which the brain obeys. A message
from the heart can actually influence a person’s behaviour. The heart can influence our
perceptions, emotions and awareness.Intelligence and behaviour
Intelligence and Behaviour of the Heart
Research has shown that human beings, by focusing on the heart area and experiencing
feelings such as love, appreciation and care, can shift their heart rhythms, which leads to
the secretion of biochemicals that can affect every organ in the body.
Positive emotions such as happiness, appreciation, compassion, care, and love increase
the secretion of a very important hormone, namely DHEA. The level of DHEA is increased
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and this boosts the levels of IgA (immunoglobulin P), which makes us more resistant to
infections and disease. The secretion of DHEA suppresses the stress hormone, cortisol.
Excessive cortisol is not only an indication of high stress levels, but can attack your
concentration, as well as your memory. It can even result in brain damage. DHEA, on the
other hand, is a vitality and anti-ageing hormone. It is not only a precursor of the sex
hormones oestrogen and testosterone, but research shows that people with major
diseases have low levels of DHEA. This emphasises the importance of DHEA for a healthy
body!
As previously mentioned, it suppresses the secretion of cortisol.
We will go into too much detail regarding how the feelings of the heart reduce the
activity of the sympathetic nervous system (responsible for higher heart beat and the
release of stress hormones), and increase the activity of the parasympathetic nervous
system (slows the heart rate, relaxes the body), since that is for the academics.
From the quantum-physics we know that our thoughts are changed to biochemical
messages. These biochemical messages are distributed through the blood to all the cells
of the body. Every “cell” thus feels exactly what we are feeling. We must remember that
our thoughts allow us to have control over the functions of the cells. It is important that we
remember the following, for both our physical well-being and stress management:
The mind and body are inseparably one.
Our thoughts affect our entire body.
The heart has an intelligence that can be used to determine our physical well-being.
The use of emotions such as love, compassion, courage, tolerance, patience, sincerity,
forgiveness, appreciation, and care can reduce symptoms of stress, such as a high
heart rate, insomnia, fatigue, tension, indigestion and body aches.
Negative thoughts and feelings, such as anger, jealousy and judgemental thoughts
tend to deplete our energy.
We need to be able to manage our emotions if we want to live a healthy and fulfilling
life.
DHEA and IgA are positive hormones, necessary for a healthy life.
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Cortisol is the stress hormone, and a high level of this hormone has damaging effects on
the body.
Techniques to Overcome Emotional History
Reframing
In its purest form, reframing is an applied thinking technique, where you change the
context under which a person would view something. Having set this new context, you
then ask that the person to imagine the issue at hand from this new context. This means
that you ask an individual to examine something from a completely different perspective
from their usual comfort zone. An applied example would be to ask security officers to
look at their areas of protection from the perspective of criminals - this approach gives
new insight and often leads to applied creativity. In essence you create a number of ways
of looking at assumptions.
Changing Self-Talk
Out of control emotions can make intelligent people behave in a stupid way. A more
realistic self-talk can lead to a higher emotional competence and more effective
Read
Reframing Organisations (Bolman & Deal, 2008)
!
Reflection
At the end of the discussion, and afer you have reflected on this specific
topic, summarise your own thoughts and opinions and eventually your
understanding of the topic.
!
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behaviour. Unrealistic, negative self-talk can lead to negativity, negative feelings, and
depression. Negative feelings lead to the secretion of cortisol and suppress the secretion
of DHEA, affecting the body’s immune system (Ig A).
Visualisation
Through visualisation, we can use our mind power to achieve our desires and goals.
Visualisation is the use of one’s imagination to see oneself in a future situation that has not
yet occurred. A person pictures the results he wants to achieve. Through visualisation, a
person is able to mentally achieve what he physically wants to achieve. The reason for this
is the nervous system cannot tell the difference between an imagined or real goal. A
major reason for people not achieving their dreams and desires is that they do not utilise
visualisation.
Positive Affirmation
By programming the subconscious in a more positive manner, negative and self-critical
attitudes can be changed into a more positive belief system that would lead to a more
Reflection
At the end of the discussion, and afer you have reflected on this specific
topic, summarise your own thoughts and opinions and eventually your
understanding of the topic.!
Reflection
At the end of the discussion, and afer you have reflected on this specific
topic, summarise your own thoughts and opinions and eventually your
understanding of the topic.!
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positive outlook on life, as well as higher levels of self-confidence and self-regard. Personal
mastery would lead to star performance. Positive self-esteem would generate more
positive emotions, resulting in the secretion of positive hormones such as DHEA and
endorphins, as well as an increase in Ig A levels.
Some help..
More Accurate/Rational Beliefs
Reflection
At the end of the discussion, and afer you have reflected on this specific
topic, summarise your own thoughts and opinions and eventually your
understanding of the topic.!
More Accurate/Rational Beliefs False/irrational Beliefs
You have the right to change your
mind
You do not need the approval of
others in order to cope
You have the right to say you “don’t
know” or “don’t understand”
You may make decisions without using
logic
You must never make mistakes as they
can inconvenience others
You should never change your mind
once you have committed yourself as
you will be seen as irresponsible
It is very important that people like you
as you need the cooperation of others
to survive
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More Accurate/Rational Beliefs False/irrational Beliefs
You have the right to say “I don’t care”
You have the right to choose to help someone or not – others problems do not have to become yours
If you don’t know or understand the answers to any questions you are irresponsible and need to be controlled by those who know better
You must follow logic because it makes better decisions than any of us
You must always strive to be perfect
You cannot refuse someone asking for help
Any Others you can think of... Any more you can think of...
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Time to Practice
A B C D E F
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LET’S START AT THE BEGINNING – WITH MYSELF!
“The longest journey we will ever take”
My levels of Influence (how I impact on my world…)
Now, as leadership refers to someone’s level of influence or impact, let’s do the following exercise:
Level of influence : Closer to home
Now, lets bring it even closer to home. Think about the level of influence (impact) YOU have at :
Please think of a person, anyone who you would say had a great impact
on your life. This maybe in a personal or occupational capacity. Then
think what that impact was and why; and also how it still impacts on your
life today�
Marital Relationship
!
Children :
!
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Your Community
!
Now, please list some of your sub-ordinates, and think how you might
impact on their lives (personal or occupational) – difficult one, but I
need you to think about it…
Name How do YOU influence their life’s
�
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Your reflection after this exercise ….
�
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Change Readiness : A Metaphor of understanding
Capture your transformation journey
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Current Story?
Write your personal storie that will reflect your current state of functioning. You are most
welcome to write or show case your story in any format you wish to. If you struglle, use
the folowing questions to (only) guide you with writing your story?
Introduce yourself
Start by introducing yourself. Consentrate to introduce the person who
you are today; not the persoan you were or even who you would like to
be. The person modt peole would recognise as you introduce yourself.
State who you are, where you live, work and what you do for a living.
Describe yourself :
Physically
Your Personality (the type of person you are …)
The things you enjoy in life
Things that gets your back up in life
With whom do you share your life with (important others) …
!
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How would you describe the quality of the relationships your have in your life and indicate how importnat these relationships are to you…
How do they make your life different? How do they influence your life?
How would you judge your current experience of personal life :
Based on your judgement above, and explain why you chose to rate your current life experience as “………………………………”
Do you think it can change (Improve or getting even better?)
What do you think needs to happen in order for you to inprove on your current state of happiness?
�
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Your current work environment
Please go ahead and do exactly the same with your work situation, as you have just
done reflecting on your current state of your personal life.
How would you describe the quality of your working relationships and indicate how importnat these relationships are to you…
Thinking about the above, how would you judge your work experience :
Based on your judgement above, list the things in your life that currently contribute to your current experience.
What do you think needs to happen in order for you to inprove on your current state of happiness?
What have you done up to now to change your experience of your current state?
�
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How you relate to change
The intent of the following section is to reflect on how you perceive change and how it
impacts on you both personally as well as at work. Remember this is for your eyes only;
so please be as honnest with yourself as you can.
How do you perceive change?
Discibe how change effects …
You?
Your family?
Your relationships?
Your work environment?
Your ability to be an effective supervisor and execute your accountabilities?
!
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List the areas of your work that change effect most
How does change effect you :
Emotionally
Behavior
Thoughts
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Finding Purpose and Meaning
There are two important days in your life … The day you have been born and the day
you find out why …
Mark Twain
Unfortunitely too many people look for this answer their whole life, never to arrive at in
this space where meaning, happiness and the ability to grow into your true potential
How do you perceive change?
Discibe how change effects …
You?
Your family?
Your relationships?
Your work environment?
!
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Your ability to be an effective supervisor and execute your accountabilities?
List the areas of your work that change effect most
How does change effect you :
Emotionally
Behavior
Thoughts
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The law of attraction
What do you really want from/out of life?
�
On a personal level?
!
Occupational level?
�
What stands in my way?
�
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Challenge you to watch
After you have watched the Secret, please go back to my earlier question on : What do
you REALLY want?
Do you want to adjust / change your answers? Then do it!
Now, how does your experience of the video impact on or add to the subject at hand? (If
any)
What have/can you do about that?
�
Other additional comments…
!
Now, how does your experience of the video impact on or add to the
subject at hand? (If any)
!
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The Programming of the Amygdala
With this task you are going to explore past experiences in your life as well as past FIRST
HAND EXPERIENCE being managed! To do this I need you to think explore the following
(Hopefully I will remember where this road is leading us shortly…)
Your feeling/perception of managed by your manager as a result of past experiences
within your working environment. Also consider the following before formulating your
answer:
Positive Experiences you had with your manager, with an example.
Negative Experiences you had with a manager, with an example
Looking back over your long career path (some of us cant even remember how long…),
think of two positive events that really added value to you as a person either personal or
professional.
Any other experiences…
�
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How does that still impact on your way of doing still today?
�
Now do the same with your negative/traumatic experiences by naming
two examples and how does that still impact on your life today?
�
As a Supervisor, think of (with examples) situations where your superior
gave you positive feedback/recognition for a task well done. How did
that impact on you then and still now?
�
Now do the same with examples of the most traumatic experience within
your working environment. How does that still impact on your life still
today?�
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We all have a history…
!
Keeping all the above in mind, how did that influence your …
Now lets do the same with childhood experiences. First the positive and
then the negative. And how did that impact on your life and still today?
Past experiences impacts on our mindsets (the glasses through which
we look at Coaching). Determining our Attitudes towards Coaching
and Direct impact on the effectiveness and outcome (success)�
My general view of the world. How I perceive and experience people in general, my
expectations from them (including husband, children, superiors, colleagues and sub-
ordinates) and this ONLY ADDS (=) UP to:
The way that I think about them will determine the way I will feel towards them and eventually will act/behave towards!
A. View of yourself:
�
B. Your Beliefs
�
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C. View others
�
D. View the World
�
E. How you view your people reportig to you and how
you influence them…�
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The research is very clear about this indicating how our Past Experience becomes the
glasses through which we look at managing people). Determining our attitudes towards
how you would interact and has direct impact on the effectiveness and success you will
have a s a supervisor.
F. Impacts on how they work & perform
�
G. How they succeed …
�
Now, please list some of your sub-ordinates, and think how you might
impact on their lives (personal or occupational) – difficult one, but I need
you to think about it…
Mindset
Attitude
�
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Thus : Without patronising you, would you please translate this for yourself, what this
means for you as manager and how that relate to your levels of influence…
NOTE:
You remember the Lady living in the top story…? Remember the Five EQ Competencies:
Personal
Social Competencies
Emotional Wellness
Innovative Abilities
Ability to deal with Stress
All of the above have a direct impact on the success I would have as a leader or in this
case, how successful I would be as a manager.
May I conclude this short introduction of our exploratative journey into ourselves before
continuing onto the next learning ?
We all have baggage! It means that we are not so different than anyone else… Just as
the past often (for us that are less emotionally intelligent) contaminates our behaviour in
the present, the same goes for my subordinates or those I will have to coach. The other
Altitude
Be very brave with yourself! Can you think of how the above principle
plays/playing itself off in your workplace. Situations where your attitude
actually could have limit the outcome/behaviour of a sub-ordinate?
Remember the examples again…!
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lesson from this is to remember that our past experiences does not only have the possibility
to hijack present behaviour it also impact on
How we Listen and what we Hear
And What we see ...
Please spend some time on the following questions (on your own). When you come back,
I promise I will not put you on the spot with specific content… So really be as honest as
you can and let your mind go…
Prejudices
Let me ask the question again after your thoughts on the above:
What is your view and prejudices impact on your relationships with people and how will it
impact on (add to/hinder) your process of becoming a good Manager?
Be very honest with yourself! Can you think of how the above principle is enacted in your
workplace? Situations where your attitude actually could have limited the outcome/
behaviour of a subordinate? Remember the examples again…
�
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Insert clips on Perceptions of our worlds
Biases
The role of the most advanced “Tool” you and I have on our ability to recognize and
develop potential and human talent … (and this has NOTHING to do with how good or
how bad we are …!)
(Learning from the Neuro Sciences)
The 12 cognitive biases that prevent you from being rational
GEORGE DVORSKY on IO9SUPERLIST 1/09/13 10:20am
The human brain is capable of 1016 processes per second, which
makes it far more powerful than any computer currently in
existence. But that doesn't mean our brains don't have major
limitations. The lowly calculator can do math thousands of
times better than we can, and our memories are often less
than useless — plus, we're subject to cognitive biases, those annoying glitches in our
thinking that cause us to make questionable decisions and reach erroneous conclusions.
Here are a dozen of the most common and pernicious cognitive biases that you need to
know about.
Before we start, it's important to distinguish between cognitive biases and logical fallacies.
A logical fallacy is an error in logical argumentation (e.g. ad hominem attacks, slippery
slopes, circular arguments, appeal to force, etc.). A cognitive bias, on the other hand, is a
�
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genuine deficiency or limitation in our thinking — a flaw in judgment that arises from errors
of memory, social attribution, and miscalculations (such as statistical errors or a false sense
of probability).
Some social psychologists believe our cognitive biases help us process information more
efficiently, especially in dangerous situations. Still, they lead us to make grave mistakes. We
may be prone to such errors in judgment, but at least we can be aware of them. Here are
some important ones to keep in mind.
Confirmation Bias
We love to agree with people who agree with us. It's why we
only visit websites that express our political opinions, and why we
mostly hang around people who hold similar views and tastes.
We tend to be put off by individuals, groups, and news sources
that make us feel uncomfortable or insecure about our views —
what the behavioral psychologist B. F. Skinner called cognitive
dissonance. It's this preferential mode of behavior that leads to the
confirmation bias — the often unconscious act of referencing
only those perspectives that fuel our pre-existing views, while at the same time ignoring or
dismissing opinions — no matter how valid — that threaten our world view. And
paradoxically, the internet has only made this tendency even worse.
Ingroup Bias
Somewhat similar to the confirmation bias is the ingroup
bias, a manifestation of our innate tribalistic tendencies.
And strangely, much of this effect may have to do with
oxytocin — the so-called "love molecule." This
neurotransmitter, while helping us to forge tighter bonds with
people in our ingroup, performs the exact opposite function for
those on the outside — it makes us suspicious, fearful, and even disdainful of others. Ultimately, the
ingroup bias causes us to overestimate the abilities and value of our immediate group at
the expense of people we don't really know.
Gambler's Fallacy
It's called a fallacy, but it's more a glitch in our thinking. We tend to put a tremendous
amount of weight on previous events, believing that they'll somehow influence future
outcomes. The classic example is coin-tossing. After flipping heads, say, five consecutive
times, our inclination is to predict an increase in likelihood that the next coin toss will be Page ! I The Da Vinci Institute I AngloGold Ashanti159
tails — that the odds must certainly be in the favor of
heads. But in reality, the odds are still 50/50. As
statisticians say, the outcomes in different tosses are
statistically independent and the probability of any
outcome is still 50%.
Relatedly, there's also the positive expectation bias —
which often fuels gambling addictions. It's the sense that our
luck has to eventually change and that good fortune is
on the way. It also contribues to the "hot hand" misconception. Similarly, it's the same
feeling we get when we start a new relationship that leads us to believe it will be better
than the last one.
Post-Purchase Rationalization
Remember that time you bought something totally unnecessary, faulty, or overly expense,
and then you rationalized the purchase to such an extent that you convinced yourself it
was a great idea all along? Yeah, that's post-purchase rationalization in action — a kind of
built-in mechanism that makes us feel better after we make crappy decisions, especially
at the cash register. Also known as Buyer's Stockholm Syndrome, it's a way of
subconsciously justifying our purchases — especially expensive ones. Social psychologists
say it stems from the principle of commitment, our psychological desire to stay consistent
and avoid a state of cognitive dissonance.
Neglecting Probability
Very few of us have a problem getting into a car
and going for a drive, but many of us experience
great trepidation about stepping inside an airplane
and flying at 35,000 feet. Flying, quite obviously, is a
wholly unnatural and seemingly hazardous activity.
Yet virtually all of us know and acknowledge the
fact that the probability of dying in an auto
accident is significantlygreater than getting killed in
a plane crash — but our brains won't release us from this crystal clear logic (statistically, we
have a 1 in 84 chance of dying in a vehicular accident, as compared to a 1 in 5,000 chance of dying in an
plane crash [other sources indicate odds as high as 1 in 20,000]). It's the same phenomenon
that makes us worry about getting killed in an act of terrorism as opposed to something far
more probable, like falling down the stairs or accidental poisoning.
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This is what the social psychologist Cass Sunstein calls probability neglect — our inability to properly
grasp a proper sense of peril and risk — which often leads us to overstate the risks of relatively
harmless activities, while forcing us to overrate more dangerous ones.
Observational Selection Bias
This is that effect of suddenly noticing things we didn't notice that
much before — but we wrongly assume that the frequency has
increased. A perfect example is what happens after we buy a
new car and we inexplicably start to see the same carvirtually
everywhere. A similar effect happens to pregnant women who
suddenly notice a lot of other pregnant women around them. Or it
could be a unique number or song. It's not that these things are
appearing more frequently, it's that we've (for whatever reason)
selected the item in our mind, and in turn, are noticing it more often. Trouble is, most
people don't recognize this as a selectional bias, and actually believe these items or
events are happening with increased frequency — which can be a very disconcerting
feeling. It's also a cognitive bias that contributes to the feeling that the appearance of
certain things or events couldn't possibly be a coincidence (even though it is).
Status-Quo Bias
We humans tend to be apprehensive of change, which often leads us to make choices
that guarantee that things remain the same, or change as little as possible. Needless to
say, this has ramifications in everything from politics to economics. We like to stick to our
routines, political parties, and our favorite meals at restaurants. Part of the perniciousness
of this bias is the unwarranted assumption that another choice will be inferior or make
things worse. The status-quo bias can be summed with the saying, "If it ain't broke, don't fix
it" — an adage that fuels our conservative tendencies. And in fact, some commentators
say this is why the U.S. hasn't been able to enact universal health care, despite the fact that most
individuals support the idea of reform.
Negativity Bias
People tend to pay more attention to bad news —
and it's not just because we're morbid. Social scientists
theorize that it's on account of our selective attention
and that, given the choice, we perceive negative
news as being more important or profound. We also
tend to give more credibility to bad news, perhaps
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because we're suspicious (or bored) of proclamations to the contrary. More evolutionarily,
heeding bad news may be more adaptive than ignoring good news (e.g. "saber tooth
tigers suck" vs. "this berry tastes good"). Today, we run the risk of dwelling on negativity at
the expense of genuinely good news. Steven Pinker, in his book The Better Angels of Our Nature:
Why Violence Has Declined, argues that crime, violence, war, and other injustices are steadily
declining, yet most people would argue that things are getting worse — what is a perfect
example of the negativity bias at work.
Bandwagon Effect
Though we're often unconscious of it, we love to go with the
flow of the crowd. When the masses start to pick a winner or
a favorite, that's when our individualized brains start to shut
down and enter into a kind of "groupthink" or hivemind
mentality. But it doesn't have to be a large crowd or the
whims of an entire nation; it can include small groups, like a
family or even a small group of office co-workers. The
bandwagon effect is what often causes behaviors, social norms, and memes to
propagate among groups of individuals — regardless of the evidence or motives in
support. This is why opinion polls are often maligned, as they can steer the perspectives of
individuals accordingly. Much of this bias has to do with our built-in desire to fit in and
conform, as famously demonstrated by the Asch Conformity Experiments.
Projection Bias
As individuals trapped inside our own minds 24/7, it's often difficult for us to project outside
the bounds of our own consciousness and preferences. We tend to assume that most
people think just like us — though there may be no justification for it. This cognitive
shortcoming often leads to a related effect known as the false consensus bias where we
tend to believe that people not only think like us, but that they also agree with us. It's a
bias where we overestimate how typical and normal we are, and assume that a
consensus exists on matters when there may be none. Moreover, it can also create the
effect where the members of a radical or fringe group assume that more people on the
outside agree with them than is the case. Or the exaggerated confidence one has when
predicting the winner of an election or sports match.
The Current Moment Bias
We humans have a really hard time imagining ourselves in the
future and altering our behaviors and expectations
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accordingly. Most of us would rather experience pleasure in the current moment, while
leaving the pain for later. This is a bias that is of particular concern to economists (i.e. our
unwillingness to not overspend and save money) and health practitioners. Indeed, a 1998
study showed that, when making food choices for the coming week, 74% of participants
chose fruit. But when the food choice was for the current day, 70% chose chocolate.
Anchoring Effect
Also known as the relativity trap, this is the tendency we have to compare and contrast
only a limited set of items. It's called the anchoring effect because we tend to fixate on a
value or number that in turn gets compared to everything else. The classic example is an
item at the store that's on sale; we tend to see (and value) the difference in price, but not
the overall price itself. This is why some restaurant menus feature very expensive entrees,
while also including more (apparently) reasonably priced ones. It's also why, when given a
choice, we tend to pick the middle option — not too expensive, and not too cheap.
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The use of Self-Assessments in our learning journey
Referring back to the intent of the Johari Window, to enlarge the Open Area (increase
self-awareness …
Formal self-assessments of psychometric assessments is an objective way to come to
understand our own needs, preferences swell as those who reports to us.
Preference Profile
Myers-Briggs Type Indicator (MBTI)
Myers and Briggs were a mother-daughter team, both novelists. They were interested in
finding ways in which they could get to know what a reader’s preferences were, so that
they could write best sellers. With this question in mind, they went searching for answers in
different psychological theories and eventually ended up with Jung.
As they began to develop this questionnaire, the American Psychological Association
decided to become involved in the project. Their function was to see that this
questionnaire was scientifically founded.
Three factors are of the utmost importance when developing a questionnaire that is
scientifically founded:
One needs to know this is not a Huisgenoot/You questionnaire that has been thought
out overnight and published the next day.
If a person is tested today, in two weeks time or in two years time, the results should be
more or less the same.
If, for instance, we were to measure morals, we would have to make sure that we were
in fact measuring morals, and not aptitude for that matter. We must be able to
compare apples with apples, and more specifically, red apples with red apples.
Over the years a lot of research has been done on the MBTI and it is widely used in
industry. It is utilised to look at compatibility of teams, spouses and partners. This is not to
say that people are incompatible, but rather that because people differ from each other,
we are so much richer, as we can look at one problem from different angles and can
bring different creative solutions to the table. Because we differ from one another,
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however, we will be more prone to conflict. And because of this, we need to have
certain conflict management systems in place to deal with that conflict.
Today there is an international society on the MBTI, and an international conference was
held in South Africa in Sandton.
This project involving the development of the questionnaire was a life-long task.
Eventually the mother passed away and the daughter completed the project after 45
years. Most definitely not a huisgenoot/You questionnaire!
What is it all about?
It is important to note that the MBTI is a preference questionnaire, meaning that there are
no right or wrong answers. An example of how preferences work is: “I like coffee, but I
prefer tea” – this does not mean I don’t like coffee. In terms of the theory, there are eight
(8) preferences that cluster on four (4) poles:
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For more information on the MBTI, please follow the link.
The first letter in the personality type acronym corresponds to the first letter of the
preference of general attitude – “E” for extraversion and “I” for introversion.
The second letter in the personality type acronym corresponds to the preference within
the sensing-intuition dimension: “S” stands for sensing and “N” stands for intuition.
The third letter in the personality type acronym corresponds to preference within the
thinking-feeling pair: “T” stands for thinking and “F” stands for feeling.
The forth letter in the personality type acronym corresponds a person’s preference within
the judging-perceiving pair: “J” for judging and “P” for perception.
Energy
Gather Information
Analyze
Information
Come to Closure
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A Summary of Characteristics Frequently Associated with
Each Type
Sensing Types Intuitive Types
ISTJ
Quiet, serious, earn success by
t h o r o u g h n e s s a n d
dependabil i ty. Practical,
matter-of-fact, realistic and
responsible. Decide logically
what should be done and work
towards it steadily, regardless of
distractions. Take pleasure in
making everything orderly and
organized – their work, their
home, their life. Value traditions
and loyalty.
ISFJ
Quiet, friendly, responsible, and
conscientious. Committed and
s t e a d y i n m e e t i n g t h e i r
o b l i g a t i o n s . T h o r o u g h ,
painstaking, and accurate.
Loyal, considerate, notice and
remember specif ics about
people who are important to
them. Concerned with how
others feel. Strive to create an
o r d e r l y a n d h a r m o n i o u s
environment at work and at
home.
INFJ
Seek meaning and connection
in ideas, relationships, and
material possessions. Want to
understand what motivates
people and are insightful about
others. Conscientious and
committed to their firm values.
Develop a clear vision about
how best to serve the common
good. Organised and decisive
in implementing their vision.
INTJ
Have original minds and great
drive for implementing their
ideas and achieving their goals.
Quickly see patterns in external
events and develop long-range
exp lanatory perspect ives .
When committed, organize a
job and car ry i t through.
Skeptical and independent,
h a v e h i g h s t a n d a r d s o f
competence and performance
– for themselves and others.
ISTP
Tolerant and flexible, quiet
observers unt i l a problem
appears, then act quickly to
find workable solutions. Analyse
what makes things work and
readi ly get through large
amounts of data to isolate the
core of practical problems.
Interested in cause and effect,
organize facts using logical
principles, value efficiency.
ISFP
Quite, friendly, sensitive, and
k ind. En joy the present
moment, what’s going on
around them. Like to have their
own space and to work within
their own time frames. Loyal
and committed to their values
a n d t o p e o p l e w h o a r e
important to them. Dis l ike
disagreements and conflicts, do
not force their opinions or values
on others.
INFP
Idealistic, loyal to their values
a n d t o p e o p l e w h o a r e
important to them. Want an
external life that is congruent
with their values. Curious, quick
to see possibilities, can be
catalysts for implementing
ideas. Seek to understand
people, and to help them fulfill
their potential. Adaptable,
flexible and accepting, unless a
value is threatened.
INTP
S e e k t o d e v e l o p l o g i c a l
explanations for everything that
interests them. Theoretical and
abstract, interested more in
ideas than in social interaction.
Quiet, contained, flexible and
adaptable. Have unusual ability
to focus in depth to solve
problems in thei r area of
interest. Skeptical, sometimes
critical, always analytical.
ESTP
Flexible and tolerant, they take
a p r a g m a t i c a p p r o a c h ,
focused on immediate results.
Theo r ie s and conceptua l
explanations bore them – they
want to act energetically to
solve the problem. Focus on the
here-and-now, spontaneous,
enjoy each moment that they
can be active with others. Enjoy
material comforts and style.
Learn best through doing.
ESFP
O u t g o i n g , f r i e n d l y , a n d
accepting. Exuberant lovers of
l i fe, people, and mater ial
comforts. Enjoy working with
others to make things happen.
Bring common sense and a
realistic approach to their work,
and make work fun. Flexible
and spontaneous, adapt rapidly
t o n e w p e o p l e a n d
environments. Learn best by
trying a new skill with other
people.
ENFP
Wa r m l y e n t h u s i a s t i c a n d
imaginative. See life as full of
possibilities. Make connections
b e t w e e n e v e n t s a n d
information very quickly, and
confidently proceed based on
the patterns they see. Want a
lot of affirmation from others,
and readily given appreciation
and support. Spontaneous and
flexible, often relying on their
ability to improvise and their
verbal fluency.
ENTP
Quick, ingenious, stimulating,
a l e r t , a n d o u t s p o k e n .
Resourceful in solving new and
challenging problems. Adept at
g e n e r a t i n g c o n c e p t u a l
possibilities and then analyzing
them strategically. Good at
reading other people. Bored by
routine, will seldom do the same
thing the same way, apt to turn
to one new interest after
another.
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Get to know your profile …
The MBTI is a non-threatening, learning document that you can now use to look at both
the positive areas, as well as your developmental areas. To help you with this, please do
the following:
1. Please read through your profile and highlight all that is applicable to you as a person.
Remember, this profile is written from the general population.
2. Then give it to someone who knows you very well. Other people often see aspects
within us that we are not aware of.
3. With all the information you have now, please summarize your profile:
ESTJ
Practical, realistic, matter-of-
fact. Decisive, quickly move to
implement decisions. Organise
projects and people to get
things done, focus on getting
results in the most efficient way
possible. Take care of routine
details. Have a clear set of
logical standards, systematically
follow them and want others to
do the same. Forceful in
implementing their plans.
ESFJ
Warmhearted, conscientious,
a n d c o o p e r a t i v e . W a n t
harmony in their environment,
work with determination to
establish it. Like to work with
o ther s to complete task s
accurately and on time. Loyal,
follow through even in small
matters. Notice what others
need in their day-by-day lives,
and try to provide this. Want to
be appreciated for who they
are and what they contribute.
ENFJ
Warm, empathetic, responsive,
and responsible. Highly attuned
to the emotions, needs and
motivations of others. Find
potential in everyone, want to
help others fulfill their potential.
May act as cata ly s t s fo r
individual and group growth.
Loyal, responsive to praise and
criticism. Sociable, facilitate
others in a group, and provide
inspiring leadership.
ENTJ
F r a n k , d e c i s i v e , a s s u m e
leadership readily. Quickly see
i l l o g i c a l a n d i n e f f i c i e n t
p rocedures and p o l i c i e s ,
d e v e l o p a n d i m p l e m e n t
comprehensive systems to solve
organizational problems. Enjoy
long-term planning and goal
setting. Usually well informed,
well read, enjoy expanding their
knowledge and passing it on to
others. Forceful in presenting
their ideas.
Summary of My Profile
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Now do the same with the pitfalls within your profile. These are the
developmental areas you need to integrate into your greater development
plan.�
Bearing in mind the above, what is the value that you bring to the team?
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Get to know your profile …
ENFJ ENFP
Overview Overview
At Work At Work
Relationships Relationships
Resource Resource
Video Clip Video Clip
The Teacher The Champion
ENTJ ENTP
Overview Overview
At Work At Work
Relationships Relationships
Resource Resource
Video Clip Video Clip
The Commander The Visionary
ESFJ ESFP
Overview Overview
At Work At Work
Relationships Relationships
Resource Resource
Video Clip Video Clip
The Provider The Performer
ESTJ ESTP
Overview Overview
At Work At Work
Relationships Relationships
Resource Resource
Video Clip Video Clip
The Supervisor The Dynamo
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Get to know your profile … (comtinued)
INFJ INFP
Overview Overview
At Work At Work
Relationships Relationships
Resource Resource
Video Clip Video Clip
The Counselor The Healer
INTJ ISFJ
Overview Overview
At Work At Work
Relationships Relationships
Resource Resource
Video Clip Video Clip
The Mastermind The Protector
ISFP ISTJ
Overview Overview
At Work At Work
Relationships Relationships
Resource Resource
Video Clip Video Clip
The Composer The Inspector
ISTP INTP
Overview Overview
At Work At Work
Relationships Relationships
Resource Resource
Video Clip Video Clip
The Craftsman The Architect
http://www.truity.com/ Blog
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Chapter Nine
The Management of Technology and Innovation
Managerial Leadership Engagement (MLE): Part Two
Directors: Prof R Marcus Chairman, Prof B Anderson CEO, D Marcus, Company Registration No. 2001/009271/07 Registered with the Department of Higher Education and Training as a private higher education institution under the Higher Education Act, 1997.
Accreditation No. 2004/HE07/003
Table of Contents
Chapter Page
Nine Build High Engaged Teams1 Create a Business Environement that Motivate others to action
The Supervisor & his/her Team
Beyond the Rules of Engagement
Creating Opportunities to Succeed
Communication Strategies
Conflict Management
2 Mentor & Coach
Turn difficult conversations into learning opportunities
3 Apply managerial leadership practices
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Build High Engaged Teams
Team Engagement focus on the supervisors capability to apply the necessary managerial
leadership practices to create a safe and trusting working environment where people can
do their best.
Learning Outcomes
On successful completion of this module, students should be able to:
Motivate others to action
Turn difficult conversations into learning opportunities
Build relationships based on trust and emotional mastery
Engage system support for teams
Sustain and renew via coaching and sponsorship
Assist the first line manager to reach managerial accountabilities
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Introduction
Supervisory Leadership is about achieving extraordinary things within organisations,
creating a trusting working environment where teams are allowed to be passionate and
enthusiastic in what they do well, how they contribute to improve performance and
productivity (outcomes) and assist the supervisor to reach organisational and personal
goals.
A manager is a person in a role in which he or she is held accountable not only for his or
her personal effectiveness but also for the output of others (those who reports to him); but
is also accountable for building and sustaining an effective team of subordinates capable
of producing those outputs, and for exercising effective leadership.
This means as the output of a team is the accountability of the manager, he/she should
focus on creating a trusting, honest, safe working environment where people can use their
own capability to the full, to their own personal satisfaction and can contribute fully to the
successful functioning of the organisation (Jacques, 2006).
This also means that the manager should have a deep understanding of each team
member's current and potential capability as well as an understanding about what each
team member needs to develop to reach their potential. More so to be able to ensure
that the right person is matched to the right role/task. The supervisor has therefore to
acquire the capability to leverage policies, procedures and managerial leadership
practices in creating an accountability based system that will support and allow each
team member to contribute to the teams agreed and expected output (reach
organisational goals).
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Create a Business Environment that Motivate others to action
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THE SUPERVISOR & HIS/HER TEAM
“...real potential is unleashed when team members combine their skills to address challenges that extend
beyond their abilities as individuals.”
Methembu, 2007
Read
The following readings will help you to :
Understand how teams are formed and addresses Tuckmans stages of
group forming.
It also give you a view on Belbin's team roles
Some suggestions to help you develop your team
�
Reflection
Reflect on your understanding of team dynamics and how you can use this
knowledge to help you build a high engaged team.!
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BEYOND THE RULES OF ENGAGEMENT
Read
The following readings will help you to :
Beyond the rules of engagement
Time to focus on employee voice
The future of engagement- Conversational practice
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Creating Opportunities to Succeed
“To be what we are, and to become what we are capable of becoming, is the only end in life.”
I can’t tell you how many times I have restarted this chapter. Motivation is a something we
do quite often in our daily interaction with people. Whether it is at home, trying to
encourage our children to do better at school, or whether at work, trying to move our
employees to increase productivity and meet up with organisational goals and
expectations. In this process of trying to bring it all together so that it will make sense on
paper, I actually realised again how important the psychology of motivation is. Further re-
affirming what has been said so many times before that we will not be able to really have
great influence or impact on employees and to lead transformation if the process does
not start with ourselves.
Before a supervisor is able to influence the motivational levels of employees, the supervisor
has to:
not only understand the basic psychology of motivation, but also visit and revisit his/her
own personal beliefs and attitude regarding the importance of his/her role as supervisor
in ensuring a motivating environment, taking into account (responsibility) that his/her
own attitude (remember, past experiences which influenced/shaped your attitude) will
determine the level of influence he/she will have on motivational levels.
You must also understand that we all have a past history which influences the way we do
things. This contributes to the uniqueness (authenticity...) of each employee and therefore
is confirmation that each one is motivated by different things.
To be an effective motivator you need to understand each employee. Be CONNECTED!
And let us not forget that you need to be motivated yourself! Remember, the modern
supervisor models the way! Also remember:
The mood of managers/supervisors has public consequences.
In order to highlight and explain the above, please allow me to take us back to the
beginning. Back to the psychology of motivation; trying to understand what really drives
or moves people to excel. What really moves you? What motivates you to get up every
morning and do whatever you need to do?
What does this matter to you as supervisor?
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All people are born motivated and with a natural drive to succeed. We are also born with
the intrinsic need to be recognised and empowered to succeed. Sustaining these natural
high levels of motivation will be determined by how our real experiences will shape our
perception and definitions given to success and the ability to achieve that which is
needed to succeed. And also how the experience of success brings meaning to our lives.
Meaning as defined by a feeling of “having value” and “to make a difference”. A fear
driven by a basic need to succeed and to make a difference by adding value. Succeed
in finding the answers to the questions: Why are we here and what is my purpose in life?
“Finding my purpose” is a journey we all embark on the second we see first light. The
success criteria to this “Finding my purpose” seems to be an answers questions around
finding one’s purpose in life ...
Indicators of motivational issues
Here are a few indicators of employees who are motivated and those who are not:
Motivated Demotivated
Have a positive attitude High absenteeism
Meet work targets and more Average or below work output
Are reliable in attendance Average or below quality standards
Take pride in their work Just going through the motions
Produce good quality work Theft
Maintain good relation with colleagues Trying to “beat the system”
Maintain good relationship with supervisor Other:
Other:
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Motivational theories
Individual Task
Maslow’s hierarchy of needs:!
Individual Task
Hertzberg’s theory of satisfiers and dissatisfiers:!
Individual Task
Adams’s equity theory:!
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The importance of measuring motivation
One reason why employees are generally operating at the unproductive bottom of the
motivation curve (according to Hiam, 1999) is that we don’t bother to measure
motivation. “Consider this: How many businesses keep track of/trace revenues? How
many keep track of motivation? And yet we know that motivation drives revenues and
profits, so it seems as if we are failing to track an absolutely vital measurement.”
To manage one’s own, and the motivation of others, we need to measure motivation.
“Don’t ask me why we traditionally fail to follow this obvious rule that you don’t get results
until you measure them when it comes to employee motivation. The closest most
organisations come to measuring motivation is to do the occasional employee
satisfaction survey. This is all well and good. And, in fact, satisfaction often reflects
motivation levels along with a lot of other things. But satisfaction is not motivation.”
Because we know many people can be satisfied with doing nothing! So measuring job
satisfaction does not tell us everything we need to know about motivation levels.
The job motivational level inventory (JML)
You will notice that you have two versions of the Job Motivational Level (JML) Inventory.
version for managers
version for employees
First you can use the employee’s version if you want to see how you are doing yourself.
Remember you can’t expect your reportees to be motivated if you are hitting lows. So,
please take some time to fill out the JML (employee’s version) for a self-assessment. You
can use the same version to ask your team to complete in order to assess the team’s
motivational levels. When you do, I suggest that you ask them to complete it anonymously
in order to get a more accurate reflection of their general motivation. Then calculate all
the scores and averages of the seven categories. The categories the JML measures are as
follows:
Set Factor Explanation
A Amount How much they work
B Effort How hard they work
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C FocusHow involved they are in work (difficult to
distract; experiencing flow)
D Enjoyment How much they enjoy doing their work
E IntentionWhether they plan to stay in their current
job
F OverachievementWhether they plan to stay in their current
job
G Volunteering Whether they take on extra responsibilities
Set Factor Explanation
Employee Version Copyright © 1998 by Alexander Hiam & Associates
A Human Interactions Assessment & Management ProductPlease rate you level of disagreement or agreement with each of the statements. Use the following scale:
1 Very strongly disagree 2 Strongly disagree
3 Disagree 4 Neither disagree nor agree
5 Agree 6 Strongly agree
7 Very strongly agree
(For example, if you were asked to disagree or agree with the statement, "I am alive," you would probably circle 6 for strongly agree or 7 for very strongly agree.)
Statements
Set A
1 2 3 4 5 6 7 I put lots of extra work in to my work.
1 2 3 4 5 6 7I don’t stop working until I'm satisfied I’ve done everything I can in a day.
1 2 3 4 5 6 7 I don’t take as much time off as I could
1 2 3 4 5 6 7 I rarely miss a day of work.
(Sum of Set A answers = )
Set B
1 2 3 4 5 6 7 I work harder in this hob than U have in past jobs
1 2 3 4 5 6 7 I work a lot harder than most people do.
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1 2 3 4 5 6 7 I put a great deal of energy into my work.
1 2 3 4 5 6 7 I put a great deal of enthusiasm into my work.
1 2 3 4 5 6 7 I choose to work a lot harder than the average person does.
(Sum of Set B answers = )
Set C
1 2 3 4 5 6 7 When I’m working, I don’t like to be interrupted.
1 2 3 4 5 6 7 I rarely take breaks.
1 2 3 4 5 6 7 I concentrate very hard on my work.
1 2 3 4 5 6 7 When I’m working, I often lose track of time.
1 2 3 4 5 6 7 When I’m working, I tend to forget about everything else.
(Sum of Set C answers = )
Set D
1 2 3 4 5 6 7 For me, work is its own reward.
1 2 3 4 5 6 7 I really enjoy the work I'm done right now.
(Sum of Set D answers = )
Set E
1 2 3 4 5 6 7 I’m happy with my current job.
1 2 3 4 5 6 7 I can’t imagine doing anything else right now.
1 2 3 4 5 6 7 I’m not looking for other hobs.
(Sum of Set E answers = )
Set F
1 2 3 4 5 6 7 I am performing at a very high level right now.
1 2 3 4 5 6 7 I am doing better work right now than I’ve ever don’t before.
1 2 3 4 5 6 7 I am performing better than I thought I was capable of.
1 2 3 4 5 6 7 I do exceptionally good work.
(Sum of Set F answers = )
Set G
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Interpretation
Measuring motivation allows you to see the things you want to manage. By using the JMLI
we can see motivation levels by tracking the effort, focus, enjoyment, intention,
overachievement, and volunteering.
Hiam also stated that you can perform an informal “eyeball” measure of motivation
based on the seven categories (sets). When someone seems to score reasonably high on
all seven of them, you can make a well-informed judgement that they are highly
1 2 3 4 5 6 7 I often do something extra to help out at work.
1 2 3 4 5 6 7I often volunteer to take care of something that I see needs
doing.
1 2 3 4 5 6 7I like to put in that extra effort that makes the difference
between mediocrity and excellence.
1 2 3 4 5 6 7I do whatever I have to in order to complete my work personal
standards of excellence.
1 2 3 4 5 6 7I’m not satisfied until the job is done to my own personal
standards of excellence.
(Sum of Set G answers = )
1 2 3 4 5 6 7
Very low motivation Average Positive motivation
Individual Task
Comments …�
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motivated, and that you might need to consider adjusting targets to challenge them
more. But if not, then your ability to see their motivational problems gives you an indication
where to start focusing. Using your assessment you actually start working on each
individual’s perceived motivational level before addressing the task. Hiam actually stated
that “once you ‘get the people right,’ the task will generally take care of itself! “
By using the questionnaires you actually get the opportunity to look at motivational levels
on a larger scale; and this would be more reliable than the “eyeball” test.
The second version is meant to assess your people (team). As many as possible should fill
out the employee version of the JML. You use the same scores as the one above and then
you work on the average of their scores.
Individual Task
And how did it go? Areas you need to take note of…!
Individual Task
After looking at the results and interpreting it, your
notes...
!
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Once you have measured motivation, you have to fix it
Going back to Maxwell’s Levels of influence, the leader needs to be committed to create
an environment where people are motivated because they feel that who they are and
what they do makes a difference. Yes, it is true what I said: you can’t motivate someone
but you can create opportunities for people to succeed.
“Sure, it’s a big project, but then again, you are only at the beginning of a very rewarding
journey. And you’ve already taken the most important step: you’ve recognised and
measured the problem. That puts you way ahead of 99% of managers.”
What’s the next step?
After measuring motivation, we are now able to acknowledge that we have a problem
and that we need to spend time on it to improve motivational levels.
“The supervisor’s responsibility is to make sure he/she understands and manages the
environment for employees to be motivated in”
Dan Eckert
Enabling employees to succeed
In understanding the above I need to constantly ask myself:
Which roadblocks do I have to remove that prevents success?
What do I have to provide that will ensure success?
Possible roadblocks
No Possible Roadblocks
1 Breakdown in Communication
Communication not clear
Not listening
Lack of feedback
2 Unengaged
3 Not understanding how Important their contributions are
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Before I start addressing my employees’ level of motivation, I need to ask myself:
Whose problem is it?
The theme so far in this manual is always: Before I can influence any change in my section
or department, I need to look at the mirror and ask myself what my contribution is in my
people’s seemingly negative attitudes, low motivation and lack of values. Though always
more difficult, starting here is always more effective, because being authentic increases
trust, credibility and inspires others to do the same. After all “it’s considerably easier to
change yourself than changing everybody else!”
In trying to answer the above question, consider all angles. Example: Employees lack
enthusiasm in participating in a new project.
Remembering the following as backdrop...
4 Lack of clear vision
5 Lack of clear goals
6 Blaming culture and lack of taking responsibility
7 Others:
No Possible Roadblocks
No Them Reasons Us Reasons?
1 Bad Attitude
2 No Motivated
3 Don’t Care
4 Don’t understands the Importance
5 Don’t think we will implement their ideas
No Understanding Comments
1 People create own reality...
2 People are in search of meaning...
3 Feel in control of own destiny
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To get employees engaged they will use criteria such as...
4 Natural instinct to succeed
No Understanding Comments
No Criteria Explanation Focus on...
1Open
Communication
Do I have access to
the Information I
need?
Please see next Table on Six Stages
of concern.
2 Level of Security Am I safe from threats
and Risks?
Financial
Fear of the unknown
Erosion of power and influence
Difficulty in breaking old Habits
Inconvenience
Past negative experiences with
change
Legitimate concerns about
proposed change (LISTEN!!)
3Management
Commitment
Are Managers
committed to course
of action?
Commitment to decision and be
consistent
4 Fairness Am I treated fairly?Lack the power to stick up for
themselves (Create own realities...)
5 Respect Am I respected as an
individual?
Take them seriously
Care about their needs,
preferences and desires
Help them on their road of self-
awareness
Reciprocal
6 Development
opportunities
Can I achieve
something
meaningful?
Natural urge to accomplish in
short term and long term
Need to grow and develop
Achievement and recognition
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Six stages of concerns in the change process
This means that the supervisor has to make sure that enough information about “What’s
going on?” is given to employees before informing them how it will affect them. Then
make sure they understand how it will affect them before giving them information on
what they need to do. Effective communication will depend on how clearly the
employees understand the message/information at each level before moving on to the
next level.
Perception of risk/feeling unsafe?
I want to tell you about a tool I found in Hiam (1999) to help you measure the level of
threat which employees feel in the workplace. I think it might be of value to you in helping
you to understand your team and the level of influence you might have on them. A
question sometimes comes up: Are my people motivated or are they just driven by fear?
And we can give different definitions to this feeling of fear.
It is an assessment that will take only a few minutes to do. It is designed to be photocopied
and distributed to employees to find out what they feel. Researchers have used this to
predict the amount of employees’ resistance to change in organisations, since the level of
perceived threats to security is a good indicator of how much employees will resist. You
can use the survey to find out whether employees have any basic buy-in (engagement)
issues you need to address.
Hand it out for anonymous completion by a big enough group of employees so that they
won’t think they may get in trouble for what they say on the assessment. That way you’ll
get more objective answers. And consider giving the same assessment to employees
No Criteria Explanation
1 Information What’s going on?
2 Personal How will it affect me?
3 Management What do I need to do?
4 Consequences How will it affect our Organisation?
5 CollaborationWhat more cab i do to help implement
change?
6 Refocus / refinementWhat else can we change to get even
more benefits?
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again after a few months and every six months thereafter. That way, you have an ongoing
measure of their level of security or insecurity and can work on raising their average score
over time.
Please complete this as honestly as you can. Other employees are also doing this
assessment. The results will be averaged.
Please circle one:
yes no I worry that I may make less money as a result of changes (a)
yes no I worry that my job is at risk (b)
yes no I worry that my job may change but I don’t know exactly how.(c)
yes noI’m afraid there may be some negative impact on me from upcoming
events. (d)
yes no It’s possible I will lose some of my power and authority. (e)
yes noI’m worried that my work method and habits will be forced to change
because of what’s going on around me. (f)
yes noI’m currently being asked to do things that are highly inconvenient for
me. (g)
yes noI’m currently being asked to do things that are highly disruptive to my
regular work. (h)
yes no I have to work with new people who are difficult to handle. (I)
yes no I have to work with new people who don’t pull their won weight. (j)
yes noI have to work with new people who are unhelpful and don’t care
about my problems or needs. (k)
yes no I have to work with new people who don’t pull their won weight. (j)
yes noI have to work with new people who are unhelpful and don’t care about
my problems or needs. (k)
yes noI worry that our organization is heading toward some serious challenges it
hasn’t anticipated fully. (l)
yes no I feel that individual are treated fairly in this organization. (m)
yes noI feel that individuals are treated at least as well by this organization as
they are by any similar organization. (n)
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With these twenty questions you should get a pretty good indication of how well your
organisation is doing on basic employee criteria. Ideally, you will receive a batch of ‘no’
answers for the first twelve questions, the ones labelled (a) to (l). These measure different
sources of threats often felt by employees. If you get some ‘yes’ answers on questions (a)
to (l), you’ve uncovered some feeling of threat that will make people resistant to
supporting current initiatives. Try to remove the threats or reassure and support those who
must cope with the threats.
You also want to see a batch of ‘yes’ answers for the last eight questions, the ones
labelled (m) to (t). These are straight forward tests of the fairness, opportunity,
communication, commitment and respect criteria (the first twelve points address the
security criteria since it’s a more complex one to measure). If you get any ‘no’ answers to
questions (m) to (t), you’ve uncovered possible problems you will want to explore. Look for
the roots of these problems in the policies and procedures of you organisation or the
interactions between supervisors and employees. This indicates that there is something in
the ‘Us’ column of your ‘Us/Them’ table that needs attention.
Comments
yes no I feel that managers are firmly committed to a course of action. (o)
yes noI feel that managers are committed to an appropriate and wise course
of action. (p)
yes noI feel that employees are respected by their supervisors in this
organization.(q)
yes noI feel that employees are given plenty of opportunities to grow, develop,
and achieve their potential in this organization.(r)
yes no I feel that information is shared freely within this organization. (s)
yes noI am always well informed about how any changes will affect me and
my work. (t)
a - l m - t
No Yes
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Individual Task
After looking at the results and interpreting it, your notes...�
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COMMUNICATION STRATEGIES : ESTABLISH EFFECTIVE WORKING RELATIONSHIPS
IT’S ALL ABOUT A CONNECTION ...
The Supervisor is Enabled to Mentor and Coach as He/She is connected
“Start majoring in the minor things...”
In order to really increase our levels of influence or to help navigate our team to greater
personal and organisational achievements, we need to connect with them… In an
attempt to keep this as simple as possible, I am briefly going to start with a few basic
understandings about communication and then introduce you to Maxwell’s INFLUENCER-
Model, which I found very helpful and practical. Clear and effective communication
and listening skills are the cornerstones of a successful business environment. Researchers
also found that it is also then this specific competency that kept organisations glued
together during financial and economic difficulties. So lets start at the beginning...
COMMUNICATION AND LISTENING SKILLS
Communication is a two-way process and includes:
Communication is a dialogue not a monologue!
Effective communication takes place when the receiver of the message interprets it
exactly the way the sender meant it to be interpreted.
Communication involves verbal and non-verbal communication. Non-verbal
communication includes: facial expression, eye contact, gestures, tone of voice and
others. Your non-verbal communication should correspond with what you are saying to
emphasise your points. It should not send conflicting information, for example, smiling
when you are angry.
Effective communication is necessary for understanding each other and maintaining Page ! I The Da Vinci Institute I AngloGold Ashanti196
relationships. We can not communicate well if we feel misunderstood and unappreciated
and this affects our self-esteem.
It involves a sender and a receiver.
Communication is a dialogue not a monologue!
Effective communication takes place when the receiver of the message interprets it
exactly the way the sender meant it to be interpreted.
Communication involves verbal and non-verbal communication. Non-verbal
communication includes: facial expression, eye contact, gestures, tone of voice and
others. Your non-verbal communication should correspond with what you are saying
to emphasise your points. It should not send conflicting information, for example,
smiling when you are angry.
Each person has a different style or styles of communication, depending on different
situations.
Each person communicates at different levels in terms of their sending and receiving.
A person’s style of communication involves differing quantities and qualities of sending
and receiving. Relationships are strengthened by our ability to send and receive on a
deeper emotional and empathetic level, i.e. a higher level of receiving (listening) and
sending (talking).
Look at the graph and determine which style you use most often.
!
List
enin
g
Accepting Listening to others but sharing
nothing about ourselves
Exploring Being open to others views but also assertively sharing our views—my way is one way not the
only way
Withdrawing Not talking
Conforming Going along with what
others want and ignoring what we want
Expounding Demanding that
Talking
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Use the table to determine at which level you most often interact.
EFFECTIVE COMMUNICATION (SENDING/TALKING) IS CHARACTERISED BY:
Clear and simple messages.
Respect, empathy and honesty.
Congruent verbal and non-verbal messages.
Knowing what you want to say, when, where and how to say it.
Making eye contact.
Checking that the listener understands you.
Not using loaded words that blame, judge or criticise – the receiver will ‘switch off’!
No TALKING / SENDING LISTENING / RECEIVING
1
Cliché, i.e. running into an
acquaintance and saying “hi, how
are you?” but with no meaning
intended.
Ignoring, i.e. paying no attention to
what the other person is saying.
2Reporting facts about others, i.e.
GOSSIP!!!
Pretending, i.e. exactly as the word
suggests not REALLY listening.
3
Expressing ideas and judgments, i.e.
talking about what you have read
and what you know.
Selective, i.e. hearing what you want to
hear.
4
Sharing emotions, i.e. talking about
your feelings but not about your
individuality.
Attentive, i.e. listening to the content
but not the feeling of what the other
person is saying.
5
Peak, i.e. sharing all of yourself
including your individuality,
emotions, dreams, hopes, ideals,
etc.
Empathic, i.e. listening with the aim of
understanding including the content
and the feeling.
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Not exaggerating by using words like “always” and “never”.
You may use these in combination. Remember that ‘first prize’ is open, honest
communication and these protective techniques should only be used when necessary.
Overuse can make others frustrated and alienate them from you.
LISTENING
Though listening was not listed in the beginning of this chapter as a separate skill because
it is part of communication skills, I have decided to deal with it separately. Do you
remember my comment earlier that listening is probably the most important skill a
supervisor needs to connect with the reportee/employee?
Our ability to communicate effectively and especially our ability to listen can severely be
impaired by past experiences, attitudes and mindsets. Everything we listen to goes
through the filters of the past, determining what we eventually will hear and how we give
context to it (Mrs Amygdala). Therefore, my somewhat theatrical comment at the end of
Chapter 4:
“Most of all, the supervisor needs to be able to listen non - judgmentally with focused
attention”
Needless to say that depending on what I hear will either contribute or contaminate my
skill/ability to give feedback. I can miss the bus totally and could even be able to
damage my integrity and trust in the relationship. If the latter has been compromised, only
a few people would get a second chance!
KEY LISTENING ERRORS
KEY COMPONENTS FOR EFFECTIVE LISTENING
Always make sure that your non-verbal communication never contradicts your listening.
No Listening Error Description
1 Inattentive
2 Early evaluation
3 Judgmental
4 Aggressive remarks and behaviour
5 Debating
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SOLER is a very useful technique that helps in the process.
S - quare
O - pen
L - ean in
E - ye Contact
R - elax
INFLUENCER-MODEL
As mentioned earlier in this chapter, I would like to introduce you to Maxwell’s
INFLUENCER-Model that i think is very useful helping us to connect with people : making
the deposits in their emotional trust funds.
Group Activity
As a group, use this table to help you understand what Maxwell meant
suggesting how you can increase your level of influence.
Catalyst Description How?
Model the wayIntegrity Cant Buy Integrity
It’s about the small things
It’s an inside job
The result of integrity is
TRUST
Commit to honesty, reliability and
confidentiality
Decide that you have no price
Major in minor things
Every day to what you should do and
not what you want to do
!
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Nurtures Nurturer is a giver
(respect, security,
recognition,
encouragement)
Instead of putting them in
their place, put yourself in
their place. Then they
receive positive self-worth,
a sense of belonging,
perspective, feeling of
significance and hope
Commit to them
Believe in them
Be accessible to them
Give with no strings attached
Give them opportunities
Lift them to higher level
Create a Motivating EnviornmentFaith Faith is belief in action
Most people don’t have
faith in self
Most don’t have
someone who has faith in
them
Most can tell when
someone has faith in
them
Most will do anything to
live up to the faith you put
in them
Believe in them before they succeed
Emphasize their strengths
List their past successes
Install confidence in spite of failure
Experience wins together
Visualize their future success
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Listens Shows respect
Builds relationships
Increases knowledge
Generates ideas
Build loyalty
S - O - L - E - R
Don’t interrupt
Focus on understanding
Determine need at moment
Check your emotions
Suspend your judgement
Para Phrasing
Empathic response
I-message
Ask questions to clarify
Understands Understanding people:
Greatest dividends
Why people fail to
understand:
‣ FEAR
‣ Self-Centeredness
‣ Failure to appreciate
differences
‣ Failure to
acknowledge
similarities
Everybody wants to be someone
Everybody needs someone
Everybody can be somebody if
somebody understands and believes in
them
Anybody that helps somebody
influences a lot of bodies
Choose to understand others and
choose a positive attitude about
people
Mentor & Coach
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Enlarges Biggest Investment
‣ Raise their level of
living
‣ Increase potential for
success
‣ Increase capacity to
grow
‣ Increase the potential
of your company
See their potential
Cast a vision for the future
Tap into their passion
Address character flaws
Focus on their strengths
Enlarge them one step at a time
(includes attitude, relationships,
leadership, personal and professional
skills)
Put resources in their hands
Expose them to enlarging experiences
Teach them to be self-enlargers
Navigates Navigator: Identifies
destination
Navigator: Plots the
course
Navigator: Thinks ahead
Navigator: Make course
corrections
Navigator: Stays with the
people
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Connects Connecting Enables
others to Travel to higher
level
9 Steps to connect:
‣ Don’t take people for
granted
‣ Possess a make-a
difference mindset
‣ Initiate a movement
towards them
‣ Look for common
ground
‣ Recognise and respect
differences in
personalities
‣ Find the key to others
lives
‣ Communicate from the
heart
‣ Share common
experiences
‣ Once connected,
move forward
Believe that you can make a difference
Believe what you share can make a
difference
Believe with who you share can make a
difference
Believe that together you can make a
big difference
Empowers What is your philosophy
and values that guides
you?
Evaluate them
Model for them
Give them permission to succeed
Transfer authority to them
Publicly show your confidence in them
Supply them with feedback
Release them to continue on their own
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MultiplyReproduces Commit yourself to
develop leaders not
followers
Move from maintenance
to multiplication (20%
scramble, 50% survival,
10% siphon, 19% synergy,
1% significance)
I - N - F - L - U - E - N - C - E - R
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Coaching : Potential unleashed ...
Coaching is today the second largest industry in the world after Information Technology
(IT). Understandably keeping in mind this dramatic change in focus from “that balance
sheet driven mentality” to the belief in human potential and and the science of how to
unleash it... Followed by the overwhelming evidence on the significant contribution
coaching has on facilitating a conducive working environment unleashing true potential
characterised by engagement, innovation, synergy and eventually accountability, the skill
of coaching has become one of the core competencies within a forward thinking
organisation. Coaching is probably one of the most powerful tools in the hands of the
leader, influencing individuals to become high performing teams and leader’s managerial
activities.
Looking at the following formula regarding individual performance...
Actual Capability = Potential Capability – Interference
(AC = PC – I)
coaching seems top be that competency of leaders within managerial functions, is to
identify any interferences that contaminates a persons true potential... Obviously going
much further and become more complex than only a persons technical ability. As the
CEO of AGA formally shared his vision for the organisation and strategically aligning the
business by ensuring an business environment that supports, upholds and sustain the
“tapping into” its potential supported by
Business systems that supports the
People system, allowing true potential to be unleashed.
Part of this strategic alignment, includes the organisational accountability and
responsibility to ensure that in order to unleash both personal and organisational potential,
the right person will be in the right seat at the right time. In introducing and the role out
creating the organisational culture that reflects its commitment to all of the above, new
policies and procedures follows over the next two years, not only recognising the
importance of coaching within the organisation, but actually formally wrights coaching as
a competency into these policies and procedures witch will govern all stakeholders in
future.
In short, coaching skills as a core competency has become a non negotiable for
managerial leaders. Page ! I The Da Vinci Institute I AngloGold Ashanti206
Now what?
Alexander and Renshaw defines coaching and an empowering process to increase and
maximise performance, development and fulfilment through achieving measurable results
in alignment with explicit business needs. Further, Pieter van Jaarsveld said that coaching
is an ongoing process of helping people achieves results. This involves building on
people’s strengths, developing their skills, providing encouragement, and increasing their
confidence. In other words, it means enhancing their ability to contribute significantly to
the team’s and the organisation’s success.
Coaching is an integral part of one-to-one leadership – spending time with people where
the work is done. By being available to instruct, listen, and advise, you provide help when
it is needed most, and communicate enthusiasm and pride at the same time.
Coaching is a dynamic, ongoing process that involves a lot more than an occasional
word of advice or inspirational speech in the cafeteria. It involves an connection between
coach and coachee by spending constructive time with the person or group. Why
Coaching?
Coaching is an integral part of one-to-one leadership – spending time with people where
the work is done. By being available to instruct, listen, and advise, you provide help when
it is needed most, and communicate enthusiasm and pride at the same time.
Coaching is a dynamic, ongoing process that involves a lot more than an occasional
word of advice or inspirational speech in the cafeteria. It involves an connection between
coach and coachee by spending constructive time with the person or group.
Why Coaching?
It is common to find the term coaching used to describe various “helping activities” in
organisations. One of the difficulties is that the term s have been used promiscuously in
the past, causing confusing…
Some generally agreed characteristics of coaching in organisations:
It consists of one-to-one development discussions.
It provides feedback on both strengths and pitfalls.
It is aimed at specific issues.
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It’s a non-directive form of development
Focuses on improving performance and developing/enhancing an individual’s skills.
Coaching has both organisational and individual goals.
It assumes that the individual is health and does not need clinical interventions.
‣ It is a skilled activity.
‣ Personal issues may be discussed, but the emphasis is on performance at work
Conversation Skills
Team coaching is mainly the art of building relationships, developing understanding and
effective coaching conversations, which are based on the following:
Empathic Listening
The effectiveness and success of any coaching process (in particular team coaching) is
dependent on listening skills. Empathic listening requires patience, focus and attention. It
is not about judgement, selectiveness, the intention to respond or interject; it is more
about honest listening without the intention to judge or respond, but simply to understand.
This requires a frame of mind that holds no agenda, no egos and focuses on issues and
facts, no personality.
Paraphrasing
This is a test of the listener to show attentiveness by engaging the other person through
follow-up repeated phrases intended to explore meaning and accuracy.
For example: “I heard you saying you are prepared and committed to lead the project
team with the intention of meeting the timeframes.”
Active Questioning
This is inquiry in the form of open-ended questions and direct or closed questions.
Questioning in a team coaching context is intended to challenge points of view, explore
meaning and commitment, create vibrancy and discourse, and to seek new alternatives.
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Feedback
“All organisations’ are aligned to get the results they get.”
- Arthur W Jones
The supervisor, as mentioned so many times before, has to master the art of building
relationships and developing understanding. For the supervisor to be connected to his
team members and giving feedback is a crucial skill that will determine how effective the
supervisor is connected to each member.
Feedback consists of the following important elements:
Data – this can be objective, specific, factual information or observations.
Intent – this refers to the reason for giving feedback. In case of team coaching the
intent is to raise awareness.
Emotional change or how you feel about the facts – which have to be
acknowledged and managed by the coach facilitator.
Connection with team members – this is to determine if, when and where they need
attention, support, opportunity, clarity and feedback.
Suggestion – when it comes to actions the team individually and collectively has to
act on it (as a result of the feedback).
Max Landberg (1996) differentiates between the following three types of feedback:
Positive feedback: this is empowering, affirming and reinforcing.
Constructive feedback: this highlights what has to be improved. It is normally
delivered sensitively (with a focus on specific observable facts), without judgement.
Negative feedback: this is merely about replaying something that is wrong, in a
destructive manner. It is more about perceptions, without providing any alternative. It
is disconnecting.
To give feedback, one must pay attention to the following requirements:
Page ! I The Da Vinci Institute I AngloGold Ashanti209
Timing and relevance.
Focus on behaviour and not personality.
Explore opportunities for solutions and growth.Be specific and direct.
‣ Take personal responsibility for your opinion.
‣ Balance positive and negative feedback.
‣ Provide space/opportunity to get feedback
Some help with constructive feedback:
Destructive feedback Constructive feedback How to give good feedback
Creates defensiveness and
confrontation; focus on
blame
Creates trust and co-
operation; focuses on
improvements –
Possible or achieved
Create a contract to discuss
issues
Acknowledge participants
feelings
Does not improve skill Improves skill Focus on ‘skills’ not
‘person’
Paint specific picture of
desired behaviour
Suggest practical steps
Undermines confidence
and self esteem
Improves confide nice in
ability and potential
Position as “need to build” or
“demonstrate” vs. “don’t
have” or “must prove”
Leaves person guessing Clarifies ‘exactly where I
stand” and “what to do
next”
Verify with questions; ask for
participants
recap
Jointly arrive at plan
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Giving and Receiving Feedback
Effective conversation is about effective communication. Therefore, feedback is at the
core of conversation in order to help team members to accept different kinds of
comments (positive and negative). This is the way people grow and mature without
being defensive
Feedback consists of the following important elements:
Data, which is objective, specific, factual information or observations.
Intent, which refers to the reason for giving feedback. In case of team coaching the
intent is to raise awareness.
Emotional change or how you feel about the facts, which need to be acknowledged
and managed by the coach facilitator.
Connection with team members. This is to determine if, when and where they need
attention, support, opportunity, clarity and feedback.
Suggestion, when it comes to actions the team individually and collectively needs to
act on, as a result of the feedback
Connection with team members. This is to determine if, when and where they need
attention, support, opportunity, clarity and feedback.
Suggestion, when it comes to actions the team individually and collectively needs to
act on as a result of the feedback.
Feedback Self - Evaluation
Read each statement below and circle the number that you think best describes the
feedback you give to your employees...
Leaves person feeling
“judged”
Leaves person feeling
“helped”
Invite members to assess own
performance first
Offer support for future
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Feedback Employees Evaluation
Read each statement below and circle the number that you think best describes the
feedback you receive from your Supervisor ...
No Statement Rarely Sometimes Often
I think that I... 1 2 3 4 5 6 7
1 Provide positive feedback
2 Provide specific feedback
3 Provide sincere feedback
4 Give corrective feedback
5Criticize behaviour and not the
person
6 Provide help to improve
7Try to find the good in things rather
than the bad
8 Focus on what’s right
9 Listens to employees
10Use Audio Visual to provide
feedback
11 Offer support to employees
12Pass on positive feedback received
from others
13 Praise more than criticize
Total Score
No Statement Rarely Sometimes Often
I think that my supervisor 1 2 3 4 5 6 7
1 Provide positive feedback
2 Provide specific feedback
3 Provide sincere feedback
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4 Give corrective feedback
5 Criticize behaviour and not the
person
6 Provide help to improve
7 Try to find the good in things rather
than the bad
8 Focus on what’s right
9 Listens to employees
10 Use Aud io V i sua l to p rov ide
feedback
11 Offer support to employees
12 Pass on positive feedback received
from others
13 Praise more than criticize
Total Score
No Statement Rarely Sometimes Often
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Some Guidelines for Team Coaching
Ground rules/codes of conduct for team coaching
The focus is the team’s development needs and goals.
The team sets the agenda and schedules sessions.
Content and discussions will only be revealed with mutual consent (as agreed by
the company)
Issues will be discussed as they happen – communication is open and honest.
The team’s readiness to discuss sensitive issues will be respected.
The facilitator has the team’s best interest at heart, and there are no hidden agendas
on either side.
Feedback is a gift to help us grow. Team members will Advanced only as far as the
limits of their competence allow, but they will keep improving themselves as trust
develops. The facilitator won’t do anything for the team that they can do for
themselves.
Both parties will respect each other’s time and not make unreasonable demands.
When the relationship has served its purpose, both parties will indicate this and take
responsibility for the smooth winding down of the process.
Team members will bring real experience into the process, so as to explore
alternatives.
Members will hold each other accountable on agreed themes and tasks, and also
support each other.
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Turn difficult conversations into learning opportunities
Having difficult conversations are part of being a successful manager. This becomes
especially important during change. When a manager is not getting the expected results,
it's likely that a conversation is needed that is being avoided. Whether it's a problem with
poor quality, slow time-to-market, declining customer satisfaction, or a strained work
relationship, if a manager is unable to speak honestly, the results will be poor.
Patterson et al in their book about Crucial Conversations tell us that by studying hundreds
of conversations they discovered that there is an underlying structure that is common to
every conversation. Understanding the structure of such a conversation is the first step to
being able to deal with it more effectively. The authors tell us that there are in fact three
conversations going on.
They tell us that everything uncomfortable and problematic that we say, think or feel
during such a conversation fall into one of these three conversations.
The three conversations they describe are:
The “What Happened?” Conversation. Most difficult conversations involve disagreement
about what has happened or what should happen. Who said what and who did what?
Who’s right, who meant what and who is to blame?
The “Feelings” Conversation. Every difficult conversation also asks and answers questions
about feelings. Are my feelings valid? Appropriate? Should I acknowledge or deny them?
What do I do about the other person’s feelings? What if they are angry or hurt? For
example: “I am under so much pressure” should tell us that the other person is feeling
anxious!
The “Identity” Conversation. This is a conversation we have with ourselves about what this
situation means to us. We conduct an internal debate over whether this means we are
competent or incompetent, a good person or bad etc. What impact might this
conversation have on our self-image and our self esteem, our future and our well-being?
Our own answers to these questions determine in large part whether we approach the
conversation calmly and objectively or whether we end up feeling defensive and anxious.
Patterson et.al reminds us that every difficult conversation involves these three
conversations, so engaging in them with success means learning to become aware and
managing all three. This may seem difficult but it is better than facing the consequences
of participating in a conversation blindly.
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The authors caution that no matter how skilled we are, there are certain challenges in
each of the conversations that we cannot change.
There will be conversations where uncovering the “what happened” may be more
complicated than expected. We will each have information the other person is unaware
of and raising the other person’s awareness is never easy. We will still face emotionally
charged situations that feel threatening because they put important aspects of our
identity at risk. What we can change is the way we respond to each of these challenges.
Working on yourself: How to prepare for the Conversation
Before starting the conversation, ask yourself:
What is the purpose for having the conversation?
What do you need to achieve?
What would be an ideal outcome?
You may think your intentions are good, like coaching a colleague, only to notice that
your language is excessively critical or condescending. You think you want to support, but
you end up punishing. Some purposes are more useful than others. Orientate yourself so
that you start the conversation with a supportive purpose.
Consider the other person: What assumptions are you making about this person’s
intentions? You may feel intimidated, belittled, ignored, disrespected, or marginalised, but
be cautious about assuming that that was their intention. Impact does not necessarily
equal intent.
What might they be thinking about this situation? Are they aware of the problem? If so,
how do you think they perceive it? What are their needs and fears? Are they maybe the
same as yours? What solution do you think they would suggest? Begin to reframe the
opponent as partner.
What are your emotions:
What “buttons” of yours are being pushed?
Are you more emotional than the situation warrants?
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Take a look at your “backstory,” as they say in the movies. What personal history is being
triggered? You may still have the conversation, but you’ll go into it knowing that some of
the heightened emotional state has to do with you.
Consider your attitude:
How is your attitude toward the conversation influencing your perception of it? If you think
this is going to be horribly difficult, it probably will be. If you truly believe that whatever
happens, some good will come of it, that will likely be the case. Try to adjust your attitude
to positivity for maximum effectiveness.
Steps to a Successful Outcome
The majority of the work in any conflict conversation is how you manage it. No matter how
well the conversation begins, you’ll need to stay in charge of yourself, your purpose and
your emotional energy.
Step 1: Inquiry: Cultivate an attitude of discovery and curiosity. Pretend you don’t know
anything (you really don’t), and try to learn as much as possible about the other person
and his or her point of view. Pretend you’re entertaining a visitor from another planet, and
find out how things look on that planet, how certain events affect them, and what the
values and priorities are there.
If they really were from another planet, you’d be watching their body language and
listening for the unspoken energy as well. Do it! What do they really want? What are they
not saying?
Let them talk until they’re finished. Don’t interrupt except to acknowledge. Whatever you
hear, don’t take it personally. It’s not really about you. Try to learn as much as you can in
this phase of the conversation. You’ll get your turn, but don’t rush it.
Step 2: Acknowledgment: Acknowledgment means to show that you’ve heard and
understood.
Explain back to them what you think they really mean. Guess at their hopes and honour
their position. They won’t change unless they see that you see where they stand. Then
they might. No guarantees.
Acknowledge whatever you can, including your own defensiveness if it comes up. It’s fine;
it just is. You can decide later how to address it.
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For example: “I notice I’m becoming defensive, and I think it’s because your voice just got
louder and sounded angry. I just want to talk about this topic. I’m not trying to persuade
you in either direction.” The acknowledgment helps to focus more positively.
Acknowledgment can be difficult if we associate it with agreement. Keep them separate.
Saying, “this sounds really important to you,” doesn’t mean you agree.
Step 3: Advocacy: When you sense that the other person expressed all their energy on
the topic, it’s your turn. What can you see from your perspective that they’ve missed?
Help clarify your position without minimising theirs.
For example: “From what you’ve told me, I can see how you came to the conclusion that
I’m not a team player. And I think I am. When I introduce problems with a project, I’m
thinking about its long-term success. I don’t mean to be a critic, though perhaps I sound
like one. Maybe we can talk about how to address these issues so that my intention is
clear.”
Step 4: Problem-Solving: Now you’re ready to begin building solutions. Brainstorming is
useful, and continued inquiry. Ask the other person what he or she thinks would work.
Whatever they say, find something that you like and build on it.
If the conversation becomes adversarial, go back to inquiry. Asking for the other person’s
point of view usually creates safety, and they’ll be more willing to engage.
If you’ve been successful in adjusting your attitude, and in engaging with inquiry and
useful purpose, building sustainable solutions will be easy.
Bibliography
1. Berkowitz, L (1954) Group standards, cohesiveness and productivity, Human Relations,
7, 4, 509–19
2. Belbin, M (1981) Management Teams: Why they Succeed or Fail, Butterworth-
Heinemann, Oxford.
3. Belbin, M (1993) Team Roles At Work, Butterworth-Heinemann, Oxford.
4. Blanchard, K (1994) The One Minute Manager Builds High Performing Teams,
HarperCollinsBuisness 1994
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5. Janis, IL (1982) Victims of Groupthink: A Psychological Study of Foreign Policy Decisions
and Fiascos, 2nd edn,
6. J R Katzentbach JR and Smith DK, The Wisdom of Teams: Creating the High
Performance Organisation (New York, Harper Business 1999)
7. Keller, R T (1986) Predictors of the performance of project groups in research and
development organisations,
8. Kreitner R and A Kinicki (2004) A, Organisational Behaviour – Sixth Edition, McGrawHill
2004
9. Margerison, C and McCann, D (1990) Team Management: Practical New Approaches,
Mercury Books, London.
10. Maslow, AH (1966) The Psychology of Science: A Renaissance. Harper & Row, New
York.
11. McGregor, D (1960) The Human Side of Enterprise,McGraw-Hill, New York.
12. Rogovsky N and Sims E, Corporate Success Through People: Making International
Labour Standards Work For You, ILO
Page ! I The Da Vinci Institute I AngloGold Ashanti219
Conflict Management
Conflict is a struggle or contest between opposing forces. Interpersonal conflicts are one
example of this. All relationships contain elements of conflict. These factors lead to
growth and development of the individuals and the relationships. A lack of conflict may
indicate apathy or non-involvement in the relationship. Failure to handle conflict in the
relationship can lead to its destruction.
The ingredients of conflict
Needs – Needs are things that are essential to our well-being. Conflict arises when we
ignore things we would like but are not essential.
Perceptions – People interpret reality differently. They perceive differences in the severity
causes and consequences of problems. Misperceptions or differing perceptions may
come from: self-perceptions, others’ perceptions, differing perceptions of situations and
perceptions of threat.
Power – How people define and utilise power is an important influence on the number
and types of conflicts that occur. This also influences how conflict is managed. Conflict
can arise when people try to make others change their actions or to gain an unfair
advantage.
Values – Values are beliefs or principles we consider to be important. In addition, conflict
arises when one individual refuses to accept the fact that the other individual holds
something as a value rather than a preference.
Feelings and emotions – Numerous people let their feelings and emotions become a
major influence over how they deal with conflict. Conflict can also occur because
people ignore their own or other people’s feelings and emotions. Other conflict occurs
when feelings and emotions differ over a particular issue.
Conflict questionnaire
For you to find out what your preferred conflict management style is, please complete
the questionnaire.
Styles of handling conflict
Collaboration (Owl)
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Compromise (Fox)
Competition (Lion)
Accommodation (Teddy)
Avoidance (Tortoise)
Collaboration
This results from a high concern for an individual’s own interests, matched with a high
concern for the interests of other individuals. The outcome is “win / win”. This strategy is
generally used when concerns for others are important. This approach helps build
commitment and reduce bad feelings. The drawbacks are that it takes time and
energy. Generally regarded as the best approach for managing conflict, the objective
of collaboration is to reach consensus.
Compromise
This strategy results from a high concern for an individual’s own interest along with a
moderate concern for the interests of other individuals. The outcome is “win some / lose
some”. This strategy is generally used to achieve temporary solutions, to avoid
destructive power struggles or when time pressures exist. One drawback is that
individuals can lose sight of important values and long-term objectives. This approach
can also distract the individual from the merits of an issue and create a cynical climate.
Competition
This strategy results from a high concern for an individual’s own interests with less
concern for others. The outcome is “win / lose”. This strategy includes most attempts at
bargaining. It is generally used when basic rights are at stake or to set a precedent.
However, it can cause the conflict to escalate and losers may try to retaliate.
Accommodation
This results from a low concern for an individual’s own interests combined with a high
concern for the interests of other individuals. The outcome is “lose /win”. This strategy is
generally used when the issue is more important to others than to you. It is a “goodwill
gesture”. The drawbacks are that your own ideas and concerns don’t get attention. You
may lose credibility and future influence.
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Let’s look at your conflict style in relation to your relationships
Below are ten pairs of statements. Each pair describes a conflict situation. In each case,
circle the letter of the one statement that you think fits your conflict situation better:
Letter Statement
PI don’t really care what the other person thinks of me when the conflict is
over.
RIt is important I have a good relationship with the person once the conflict
is over.
M It won’t be the end of the world if I don’t resolve this conflict.
O I have vital interest at stake in resolving this conflict.
PI don’t have a significant personal or business relationship with the other
person.
RMy relationship with the other person is important for business or personal
reasons.
MThe time and trouble needed to resolve this conflict might not be worth it
in this case.
OI expect the resolution of this conflict to be worth my while if it goes
reasonably well.
PIn my relationship with the other person, there is very little sharing of
feelings and information.
RMy relationship with the other person is based on shared feelings and
information.
MI don’t expect resolving this conflict to affect future dealings with the other
person.
OI won’t be surprised if resolving this conflict sets the pattern for many future
conflicts.
P My communication with the other person has been quite limited.
R My communication with the other person has been extensive.
M I will not feel any worse about myself if I end up thinking I lost the conflict.
O I won’t feel really good unless I do well in this conflict.
P I am not dependent on the other person.
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Scoring : Count your letter score
Selecting the appropriate conflict management style
The different approaches to resolving conflicts might be applied in the following
situations:
Competing
When quick, decisive action is vital, e.g. emergencies.
On important issues when unpopular courses of action need implementing, e.g.
cost-cutting, enforcing unpopular rules, discipline.
On issues vital to company welfare when you know you are right.
To protect yourself against people who take advantage of non-competitive
behaviour.
Accommodating
When you realise that you are wrong – to allow a better position to be heard, to
learn from others and to show that you are reasonable.
When the issue is much more important to the other person than to yourself – to
satisfy the needs of others, and as a goodwill gesture to help maintain a co-
RWe have common interests because of the ways in which we are thrown
together.
M The issues at stake here are clear and straightforward.
O I suspect there are important hidden factors at stake in this conflict.
Letter Statement
R’s O’s
Your response can now be plotted on the model below to assist you to identify the
strategy that might be the useful for you in resolving the conflict.
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operative relationship.
To build up social credits for later issues which are important to you.
When continued competing would only damage your cause, where you are
outmatched and losing
Avoiding
When an issue is trivial, of only passing importance or when other more important
issues are pressing.
When you perceive no chance of satisfying your concerns, e.g. when you have low
power or you are frustrated by something that would be very difficult to change
(national policies, someone’s personality or structure).
When the potential damage of confronting a conflict outweighs the benefits of its
resolution.
To let people cool down – to reduce tensions to a productive level and to regain
perspective and composure.
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0 1 2 3 4 5
Accommodate : I lose, you win
Collaborate : I win, you win
Compromise : We both win, we both lose
Compete : I win, you lose
Importance of outcomes No of O’s
Impo
rtanc
e of
rela
tions
hip
No
of R
’s
When gathering more information outweighs the advantages of an immediate
decision.
When others can resolve the conflict more effectively.
When the issue seems unimportant or symptomatic of another more basic issue.
Collaborating
To find an integrative solution when both sets of concerns are too important to be
compromised.
When your objective is to learn, e.g. testing your own assumptions, understanding
the views of others.
To merge insights from other people with different perspectives on a problem.
To gain commitment by incorporating others’ concerns into a consensual decision.
Teamwork through hard feelings that have been interfering with an interpersonal
relationship.
Compromising
When goals are moderately important, but not worth the effort or potential
disruption of more confrontational styles.
When two opponents with equal power are strongly committed to mutually
exclusive goals, e.g. in labour management bargaining.
To achieve temporary settlements to complex issues.
To arrive at expedient solutions under time pressure.
As a back-up style when collaborating or competing fails to be successful.
What to do when conflict arise
Acknowledge you are angry/upset and calm yourself (breath, count to 10, etc.).
Deal with the emotional component first and dampen it so that the discussion is
constructive. Research shows that people in a rage lose 30 IQ points and are
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therefore less rational.
Toothpaste illustration: It’s easy to push the toothpaste out but impossible to get it
back in! Don’t be impulsive! (You will regret it later) Don’t respond to anger with
anger but disable it with a quiet, calm response.
Decide whether the problem is worthy of the conflict! (Check your own filter
system!)
Decide on the right time to deal with the issue (Sometimes postponement is better)
and place (distraction-free).
Confront the opposition (Is this the right person to confront?).
Define the problem together to prevent wasting time with misunderstandings.
Communicate opinions and feelings assertively.
Listen accurately/actively to the opposing perspectives and don’t interrupt.
Communicate your hope and intentions to reach an agreement.
Acknowledge feelings, use facts and clarify misunderstandings.
Problem-solve together to reach an agreement.
Conflict is constructive when...
The relationship is subsequently stronger and the two people are now better able to
interact.
The two people like and trust each other more.
Both are satisfied with the results of the conflict.
Both have improved their ability to solve future conflict.
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Managerial Practices
Setting Context
This chapter should be read with Systems for People and How we Work.
Managers are required to use the following key leadership practices in their working
relationship with each subordinate, in team building, and team meetings (Requisite
Organisation):
Managerial Leadership Practices
1 Two way teamwork and engagement
Has regular meetings with sub-ordinates to discuss context, plans, problems,
and suggestions
2 Context Setting Regular updating of the background within which the work is carried out. Anticipates problems, communicates about them and reduces “fire-fighting”.
3 Planning Presents alternative courses of action to deal with problems, to ensure
subordinates’ understanding and to get their input. Analyzes problems systematically, organizes information, identifies key factors and issues and
uses these to generate solutions.
4 Task Assignment Assigns tasks to ensure just-in-time and just-within-quality performance standards. Delegates to subordinates with clarity and understanding the “what by when”.
5 Personal effectiveness appraisal
Judges how well subordinates are working and discussing it with them.
Understands the need to monitor the execution of work plans and provides appropriate and timely feedback. Is firm in requiring the completion of
assigned work
6 Personal effectiveness review
Periodically judge personal effectiveness and annual evaluation of applied capability, with decision on pay level.
7 Coaching and training Helps subordinates learn how to handle a wider range of processes, so that they may advance in career. Understands role requirements and working
levels and initiates actions with subordinate to develop to full capability in current role.
8 Selection and induction
Practices for selecting new subordinates and for introducing them to the
department
9 Continuous improvement
Ongoing improvement of processes being worked on in department. Utilising change management / problem solving principles and tools to effect change in business result.
10 Deselection and dismissal
Transferring from department or dismissing from the company. Uses due
process (worn, train, coach, feedback) to advise subordinates of the need to improve and ensure business needs are met
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!
“How We Work” is an initiative to enable you as a leader to take accountability and
implement the requisite People Practices within AngloGold Ashanti.
The purpose of How We Work is to provide a clear, simplified set of Management Practices and a set of People Practices, supported by modern, easy to use tools that become the way we work.
The focus is on managerial and supervisory effectiveness; employee engagement; and real conversations in order to bring about an accountability-based approach to work.
Focuss are placed upon :
Management Pratices
One-on-One Conversation
One-on-one conversations are designed to provide the manager with practical and easy
to use steps to be followed that will integrate people practices with the day-to-day
managerial- leadership of Direct Reports. Honest and regular conversations will build trust
and effective working relationships. The one-on-one conversation management practices
are:
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Individual Task Assignment & Execution
Two-Way Continuous Feedback
Training & Coaching & Career Planning
Navigating Change - Individual Resilience
Team Conversations
Team Task Assignment & Execution
Team Collaboration
Building the Team
Navigating Change - Organisational Resilience
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