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 ContentsChapter Page
One Introduction & Orientation
Two About this Tool
Three Preparing for your Journey1 Clarify Expectations
2 Learning at Da Vinci
3 Computer and Digital Literacy
4 Professional Writing
5 Real Learning
Four The 21st Century Business Landscape1 Changing World of Work
2 Theoretical Framework : Making Sense in a Changing World
3 This thing they call Change!
Five Becoming Change Ready
1 Organisational Change & Development
Understand the Organisation
Talent Management
Employment relations
2 Individual Change & Development
Personality
Ability to Process Complex information
Knowledge,Experiences & SkillsPage ! I AngloGold Ashanti3
3 Start with the end in mind
Six Learning & Development Journey 1 Self-Directedness
2 The Importance of Self-Awareness in Self Development
The Johari Window : Finding my Blind Spot
Self Directed, Focussed & Goal Directed
6 Self Reflection
Seven Emotional Intelligence (EI)1 Self-Awareness
2 Self-Management
3 Motivation
4 Empathy
5 Relationship Management
Eight Manage Self1 Self Starter & Take initiative
2 Stress Tolerance / Resilience
3 Display Integrity & Honesty
4 Champions Change
Nine Manage People / Teams1 Inspire & Motivate Others
2 Collaboration & Promote Teamwork
3 Develop Others
4 Communicates Effectively
Ten Manage Work 1 Clear Vision, strategy & Direction
Decisiveness
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Problem Solving
Accountable
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Chapter One
Advanced Supervisory Leadership Development Programme Introduction & Overview
�Chapter Process MAP
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Introduction & Orientation
Welcome and congratulations on your decision to embark on this Advanced Supervisory Leadership Development Programme (ASLDP), offered by The Da Vinci Institute in association
with AngloGold Ashanti. The ASLDP is a programme focused on the development of the
supervisor, more specifically the production supervisor and their role and function in the fast
changing Gold mining industry. Differently said, the ASLDP focus on the development of the
person in the role of the supervisor.
As the gold mining industry is caught up in the realities of fluctuating, uncertain and volatile
global markets, it was a important consideration to offer you the opportunity to earn credits
towards a qualification, as it will help you to position yourself for possible future career
opportunities outside the mining industry.
I have come to understand that different people have different reasons why they attend this
programme. My wish however is that whatever you reason might be, that these eight days set
aside for you will help you to learn and see what you NEED to SEE in order to reach both personal
and professional goals.
Allowing us the privilege to journey alongside you, is a honour … Allowing us to learn from you, is
humbling. Thank you!
More
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Purpose
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 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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The Advance Supervisory Management Development Programme (ASMDP)
The following modules apply to AngloGold Ashanti's Advanced Supervisory Leadership Programme (ASLDP) :
To view the full curriculum Framework, click on the link
Module Synopsis
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
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Systems for People (SP)
Synopsis
System 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 so as to benefit both themselves as well as become part of a team that delivers exceptional results.
More
Safety Leadership (SL)
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.
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Managerial Leadership Development (MLD)
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 diploma level.
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Managerial Leadership Engagement (MLE)
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
More
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Chapter Two
Advanced Supervisory Leadership Development Programme About this Tool
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MANAGE PEOPLE
MANAGE SELF
EMOTIONEL INTELLIGENCELEVEL OF INFLUENCE
STARTING AT THE BEGINNING
COMPETENCY DEVELOPMENT
ABOUT THIS TOOL
INTRODUCTION & ORIENTATION
COMPETENCY FRAMEWORK
PREPARING FOR YOUR JOURNEY
MANAGE WORK
�Chapter Process MAP
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The Learning journey : Setting context
Embarking on the Advanced Supervisory Leadership Development Programme you will have
two (2) Learning Navigators. Both these Navigators were designed to support to maximise your
learning experience. The intent is to assist you to navigate both content and resources.
However these navigators should not be used outside the context of the curriculum framework
but rather seen as tools.
Navigational iCons
As a departure from traditional learning and to make your experience more interactive, we
have incorporated a number of different learning events which should enable you to apply your
learning. To guide you through the experience you will find the following icons:
Navigational iCons
Topic Library
As you work through the module
you will be required to do your
own research. Although it is for
your own knowledge, it would
be to your advantage to plan
your work in such a way that the
data you gather can be used
again.
Group Activity
Activity that has to be
performed by the group.
Media Library
If there are any media files
related to the specific module
or topic in the media library, this
iCon will link you to the media
files
Take Note
A useful tip or essential element
regarding the concept under
discussion.
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Reading
You will be provided with a
series of articles and literature to
read that will help you broaden
the subject at hand. The articles
will be available electronically.
Social Learning Tools
You will be introduced to various
social learning tools during the
workshop that you can use to
e n h a n c e y o u r l e a r n i n g
experience.
Reflection
You will be given ample time to
reflect on learning within the
time we will spend together, but
we also suggest that you create
our own time to do so. You can
capture your reflections in your
ref lect ive journal on your
personal website.
70 : 20 : 10 Learning Principle
Planing and designing your own
learning journey the 70 : 20 : 10
learning principle is a helpful
strategy to close the GAP
b e t w e e n y o u r C u r r e n t
Capabi l i ty (CC) and your
Potential Capability (PC). You
will be ask to indicate your
learning strategy in your iDP.
Individual Activity
Individual activity that has to be
performed by the student.
Resource Tree
This link will take you to online
learning resources
Courseware iCons
Courseware Qualification Framework
Module Synopsis & Learning
OutcomesContent MAP
Module Wrap Post Module Assignment (PMA)
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Module Library Multi Media
Module Slides Audio Books
Module Notes Link to Websites
Resource iCons
Da Vinci Library General Topic Library
Resource Tree 70 : 20 : 10 Learning Principle
IQ Matrix 70 : 20 : 10 Forum
TED Talks Assignment Library
Da Vinci e-learning platform Turnitin
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Bitrix24 Assessment Library
Supervisory Leadership
Development Programme
(ASLDP)
Development iCons
Work Base Competency Framework
My Vision Competency (Desired State)
Self - Assess Reflect
Plan & Design Individual
Development Plan (iDP)What Learning I need to do
Schedule Re-Assessment date Google Search
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Navigational Tools
The two (2) Learning Navigators are :
Module Dashboard (Content Navigation)
Purpose
The purpose of the content navigator is to :
1. Provide / suggest a possible structure to your learning process
2. Assist you to effectively navigate module content linked to the curriculum framework. The
latter primarily includes navigating through different theories, models, framework, stances or
viewpoints underpinning different schools of thoughts
3. Assist you to conceptualise alternative models of understanding and when
4. Applied to your own identified Work Base Challenge will
5. Allow you to generate alternative solutions to challenges experienced in your own business
environment.
Development Dashboard
Purpose
The purpose of this tool is merely to guide you through this part of your development journey. It is
designed in such way that it will help you to address each of the 18 competencies of AngloGold
Ashanti’s competency framework systematically and should help you to :
1. Introduce you to the relevant research related to the importance of continues learning and
self reflection in order to build your own strategic value
2. Helps you to define or describe the desired capability of the specific competency against
which you would be able to assess your current / applied capability.
3. Assist you to access self assessments and other possible or suggested evaluations so you
would be able to determine your current capability.
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4. Enabling you to identify your strengths indicating your strategic value
5. Identify and translate your specific development areas into an individual development plan
(iDP)
6. Plan and design your iDP on the 70 : 20 : 10 learning principles
7. Detailing your action plan to address these development areas by setting measurable and
achievable goals to close the GAP between your current / applied capabilities and your
potential capabilities
8. Build your individualised development library and learning network to support you on this
development journey.
Resource Dashboard
Purpose
This tool is primarily designed to facilitate “new adult learners” in the research process. The
Reasearch dashboard has recommended links to very usefull resources available on the net.
These resources could be directly accessed from this guide by just clicking the tile.
The links on the research dashboard are only sugestions and should NOT be seen as prescriptive
in any way what so ever. Often students that are new to adult learning feel somewhat over
whelmed and this tool’s intent was to provide some structure as to where to start finding credible
resources.
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�Module Dashboard
! Scholar
Search
Notes
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�Development Dashboard
! Scholar
Search
ThrowingR E F L E C T I O N
CalendarMo
23Calender
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�Module Dashboard
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Chapter Three
Advanced Supervisory Leadership Development Programme Preparing for the Journey
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MANAGE WORK
PREPARING FOR
YOUR JOURNEY
COMPETENCY FRAMEWORK
INTRODUCTION &
ORIENTATION
ABOUT
THIS TOOL
COMPETENCY
DEVELOPMENT
STARTING AT THE BEGINNING
LEVEL OF INFLUENCE
EMOTIONEL INTELLIGENCE
MANAGE SELF
MANAGE PEOPLE
�Chapter Process MAP
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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?
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Individual Action
What would you like to achieve from this programme?!
Individual Action
What might stand in your way of this achievement?!
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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.�
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1 2 3 4 5 6 7 8 9 10
Hate Love
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?
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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Learning at Da Vinci
Mode 2 Learning
Read
Follow this link to read the following articles :
Mode 2 Management Research (MacLean et al, 2002) and
Mode 2 What kind of University (Gibbons 2015)
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Individual Action
Summarise your understanding of the key Mode 2 concepts.
Application based
Hetrogenic
Transdicisplinary
Socially Accountable
Quality Assurance
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About Leonardo Da Vinci
Google Search
Leonardo Da Vinci, The Seven Da Vinci Principles,
Read
Follow this link to read the following articles :
Learning from Da Vinci
Media Library
Follow this link :
Watch the short video on the life and work of Leonardo Da Vinci.
Da Vinci’s Demons is a television series on the life of Da Vinci and if you could
get access to this series, I highly recommend it.
Links & Web sites
Follow this link to read the following articles :
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Group Action
List everything you know about Leonardo Da Vinci. Discuss in your group :
Why Leonardo was such a remarkable man.
What lessons can you take from his life to apply to your learning?
How do you understand the seven Da Vinci principles?
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The Seven (7) Da Vinci Principles
Individual Action
In oder to get a better understanding of the seven (7) Da Vinci Principles, either
follow this link to a webpage where you would also be able to work through a
short workshop on what these principles are and how it can assist you on your
learning journey.
If you have an electronic version of this student guide, you may follow the links
above which will also help you to access the principles directly from your guide …
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Reflection
Your comments and experience on the exercise …
Curiosita
Dimostrazione
Sensazione
Sfumato
Arte/Scienze
Corporality
Connessione
Curiosita
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The Art of Powerful Questions
Google Search
The Art of powerful Questions, Powerful Questions, Appreciative Enquiery
Group Activity
The group has to research, discuss and and come to a decision whether the
following statements are fact or fiction and present their argument to the class as
how they have arrived at the decision.
The Wright brothers flew the first airplane in 1903.
Niel Armstrong, an American, was the first person to put foot on the moon in
1969.
The first helicopter was designed and flew by Igor Sikorsky on 14 September
1939.
Read
Follow this link to read the following article :
Read The Art of Powerful Questions
Media to Watch
Links to media file will be given to you after the exercise.
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Web Links
andrewsobel.com (Archive)
How to ask powerful questions
The Barefoot Guide Connection
Also refer you back to the 7 Da Vinci principles where you can also do a short
exercise on asking powerful questions.
Loontar
Reflection
Your comments and experience on the exercise …!
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Indicate your own strategic drivers
List the names and email adresses at least 5 people within your space (at work or at
home) who you are going to take with you on your learning journey and with who you are
goin to share our learning.
‣ Name
‣ Name
‣ Name
‣ Name
Choose the level descriptors you want to be evaluated on
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Take Note
After you have completed this excersice, download the Da Vinci Action Learning
Template to complete and forward it to your KAM before or on the date indicated
in your courseware.!
Reflection
Your thougts on Action Learning …?
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70 : 20 : 10 Learning Principle
The following table explains 70, 20 and 10 % learning.
Read
Follow this link to read the following article :
Revamping 70 : 20 : 10 by following!
Media Library
As an introduction to the 70:20:10 learning principle you can view the following
two (2) short introductory clips
What is a 70 ; 20 : 10 learning system?
70 : 20 : 10 Social learning
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Experiential Learning
Social Learning
Formal Learning
Work-Based Challenge
Seek and work on challenging
or new projects.
Shadow a high-performer you
admire.Attend a training class
Train a new team memberSeek out a mentor or mentor
someone
Take an online learning
module
Share something new with
team members.
Provide constructive informal
feedback to your peers.
Attend an outside training
seminar or class.
Represent your team at a
cross-functional meeting
Informally solicit feedback
from your peers, and
managers.
Participate in outside
networking event specific to
your role or interests
Individual Action
As a further execise, please extend the above table with your own examples of 70
: 20 : 10 learning!
Take Note
To follow through on the 70 : 20 : 10 learning principle, please indicate in
your iDP how you will address each development area by indicating your
70 : 20 : 10 strategy in order to close your development GAP.
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And Learning in Wonderland …?
Reflection
After reading the article and whatching the clips, how do you think this might
help you on your learning journey?…!
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Read
For your own interest, the following three articles look at workplace learning from
a different angle …
The Untapped Potential of Workplace Learning
Through the 70-20-10 Looking Glass
Managers and Mad Hatters : Work that Stretches
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Reflection
Your notes and reflection on The Untapped Potential of Workplace Learning!
Reflection
Your notes and reflection on Through the 70-20-10 Looking Glass!
Reflection
Your notes and reflection on Managers and Mad Hatters : Work that Stretches!
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Preparing for your 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.
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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.
This link will take you to a prospectus of possible elearning which might help you.
This prospectus is available at ATDS.
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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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How People Learn
There is a right way to learn … and then there is a right way to learn …
Google Search
Leonardo Da Vinci, Action Learning, Life-Long Learning, Personal Development,
Mode 2 Learning, 70 : 20 : 10 Learning Principle, Self Directed Learning, Kolb's
Learning Theory, Learning Styles
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
Self-Assessment
Complete the Learning Style Inventory
To interpret your specific learning style, please follow the links that follow.
Learning Style Profile
Learning Style Overview
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Group Activity
Kolb said : “There is a right way to learn, and there is a right way to learn”.
The group needs to research, discuss and give feedback to the group on :
What did he mean by that?
Explain the groups understanding of Kolb’s learning theory
Each group member has to determine individual learning styles.
Group Activity
Getting to understand how people learn.
Share with each other their learning preferences.
Discuss how the understanding of learning styles will help to understand self &
others.
etermin your groups individual learning styles.
Reflect on how the understanding of peoples learning styles can help you in
your work place
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Reflection
Summarise your learning style for your own purposes and reflect on how you think
thos tool would help you understanding yourself and others in your work place.!
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Real Learning
Google Search
The Art of powerful Questions, Powerful Questions
Read
Follow this link to read the following article :
Read
Self-Assessment
Media to Watch
Links to media file will be given to you after the exercise.
Presentations
Links to media file will be given to you after the exercise.
Web Links
Group Activity
Reflection
Your comments and experience on the exercise …
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Chapter Four
Advanced Supervisory Leadership Development Programme 21st Century Business Landscape
�Chapter Process MAP
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The Changing World of Work
Google Search
Change, Transformation, Organisational Readiness, Change Readiness, 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?
Future Work Skills 2020 : Report
Future Workskills Summary MAP
Media Library
Watch the following media clipz :
Future Work Skills 2020 (YouTube : Changing Workplace)!
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Reflection
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.
How did these Changes affected you
Globalisation
Technology
Changing structure of organisations
Job Loss
Changing nature of work
Culturally diverse work force
Work and Family Life
Source : The Changing Nature of Organizations, Work, and Workplace
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Reflection
In 2011, the Institute for the Future (IFTF) has identified ten (10) proficiencies that are
predicted to be "required across a broad range of jobs and work settings in 2020."
Rate you own efficiency on each of the the 10 predicted work skills requiered for
2020, where 0 is not proficient at all to 10 totally competent
New Skills Requiered Define as Rating
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."
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.
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."
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."
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."
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.
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Transdisciplinarity Literacy in and ability to understand concepts across multiple disciplines.
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.
Cognitive Load Managemen
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.”
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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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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Reflection
This fast changing environment we work and life in are characterised by what is
now termed as VUCA:
VUCA Your
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.
Comment 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.
Source : The Changing Nature of Organizations, Work, and Workplace
!
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A Complex World
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 resilience 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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Embrace Change
Google Search
Change, Management of Change, Transformation, 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
!
!
!
!
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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
Understand the Psychology of Change Management
Lead Change Positively
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?!
Learn
Please read the fact sheet on change!
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.!
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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?!
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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.
Group Activity
4. Do you think you can still influence the outcomes in future?!
Learn
Please read the fact sheet on change!
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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: !
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?
!
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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.
Individual Action
Thinking about the change from your current vantage point, describe the process
and the outcome.!
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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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.
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 !
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Reflect
Want to reflect on your learning?
�
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Chapter Five
Advanced Supervisory Leadership Development Programme Becoming Change Ready
MANAGE WORK
PREPARING FOR YOUR JOURNEY
COMPETENCY FRAMEWORK
INTRODUCTION & ORIENTATION
ABOUT THIS TOOL
COMPETENCY DEVELOPMENT
STARTING AT THE BEGINNING LEVEL OF INFLUENCE
EMOTIONEL INTELLIGENCE
MANAGE SELF
MANAGE PEOPLE
�Chapter Process MAP
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Organisational Transformation
Media Library
Watch the following media clipz :
A trip down memory lane is a short reminder about the soul of AngloGold
Ashanti
Slides
The following link will take you to Slides that might be helpfull to read alongside
A Trip down Memory Lane.
!
!
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 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
importanc3e 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?
!
!COMMUNITIES
!DIVERSITY
!SAFETY
!ACCOUNTABILITY
!DIGNITY & RESPECT
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!ENVIRONMENT
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 …!
In what ways does your job allow you to be…?
ValuesIn what specific ways does your job prevent you from being…?
�DIGNITY & RESPECT
�DIVERSITY
�SAFETY
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�COMMUNITIES
�ENVIRONMENT
�ACCOUNTABILITY
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.!
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Alignment between personal and organisational values
Assessment to establish your Personal Values
Reflection
Reflect on the importance of values an comment on the allignment between
you 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.!
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!
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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!
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
!
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. Follow the link to the assignment
which will give you more guidelines.
!
Reflection
Your notes and comments after interviewing your manager …!
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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How we work
!
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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.
Is a person at a Stratum I role and functions as the assistant to the first line manager who has special assignments that assist the FLM in meeting his or her managerial accountabilities during the shift.
The Supervisor functions as the FLM’s representative on a shift and has authority 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.
To make recommendations to the manager about the individuals on the shift in order to maximise team output.
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?
!
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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?
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 …?
!
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Description of the role and function
Now try to write the job posting …?
Describe the AGA culture and indicate how the organisational values assist you to be an
effective supervisor …?
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 CapabilityAbove
averageFully
Capable
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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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Towards a Competency Framework
Read
The following link will take you to :
Competency Framework : A Guide for managers and staff (Greater London
Authority, ????)
!
Reflection
Your understanding of a competency framework
!
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Da Vinci Collaborative Framework
!
Da Vinci deploys a collaborative framework in which you are exposed to, amongst others, tools
and techniques employed by organisations completely outside of the field of operations of the
organisation. Here, participants are encouraged to “borrow” new ideas and adapt them to
their own operations.
All development initiatives can be incorporated into the Da Vinci Collaboration Framework.
The framework is based on the following conceptual underpinnings:
You begin by grounding yourself in Systems Thinking and in taking a systems look at
organisational strategic and operating model.
You select a particular organisational challenge that is relevant to your own leadership
and management reality within your organisation and which will allow you to get
workplace relevance from everything you do whilst being part of your development
journey. This challenge is examined using the conceptual tool of reframing, from the
perspective of self, other and socio-economic context. Specific competencies required to
enhance business performance within your specific industry should become an important
consideration in designing solutions for your company.
You will examine your company’s strategic aspiration within global markets.
The next piece in the process is that of decision-making, and this is dealt with using Da
Vinci’s proprietary Management of Technology, Management of Innovation and Management of People learning modules (MOTIP), with the intent of customising outcomes
related to your organisational realities.
Then the learning focus turns to implementation with a value-added solution
Finally, you will focus on the assessment of your work, with a special focus on the
contribution to the specific working or business unit as assessed by peers
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The 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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!
Stress Tolerance / Resilience
Self Starter & Take initiative
Display Integrity & Honesty
Champions Change
Develop Others
Communicates Effectively
Collaboration & Promote
Teamwork
Inspire & Motivate Others
Accountable
DecisivenessClear Vision,
strategy & Direction
Problem Solving
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Managerial Leadership Development
!
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Chapter Six
Advanced Supervisory Leadership Development Programme Managerial Leadership Development
�Chapter Process MAP
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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
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
!
!
!
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
�
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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.!
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:
!
I
n
f
l
u
e
n
c
e
Let’s try to explain each level:
Individual Activity
Model the way …
!
Individual Activity
Create a motivating environment…
!
Individual Activity
Mentor & coach…
!
Individual Activity
Multiply…
!
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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 way
Integrity
Nurtures
Create a Motivating Enviornment
Faith
Listens
Understands
Mentor & Coach
Enlarges
Navigates
!
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Connects
Empowers
Multiply
Reproduces
Take Note
To view a summary of Maxwel’s Influencer Model, go to the chapter on
communication .!
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Post Module Assignment
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
!
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
�
Chapter Seven
Advanced Supervisory Leadership Development Programme Competency Development
�Chapter Process MAP
Table of Contents
Chapter Page
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 …)
Finding Meaning
Emotional Intelligence : New yardstick for success
On Becoming Focussed
‣ Stress Management
‣ Manage Attention
‣ Manage Energy
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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 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'
Self-Assessment
To find your blindspot, follow this link to assess yourself
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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.
If you are interested in your own level of self-awareness, please click to do a self-assessment to start your journey.
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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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...”
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Chapter Seven
Advanced Supervisory Leadership Development Programme Competency Development
�Chapter Process MAP
Competency Framework
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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 Change Communicates Effectively Accountable
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Chapter Seven
Advanced Supervisory Leadership Development Programme Emotional Intelligence (EI)
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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
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Children :
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Your Community
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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 Influence
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Your reflection after this exercise ….
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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?
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Now do the same with your negative/traumatic experiences by naming two examples and how does that still impact on your life today?
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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?
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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…
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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:
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B. Your Beliefs
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C. View others
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D. View the World
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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.
E. How you view your people reportig to you and how you influence them…
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F. Impacts on how they work & perform
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G. How they succeed …
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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.
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
Altitude
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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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May I conclude this short introduction of our exploitative 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 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…
The law of attraction
What do you really want from/out of life?
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On a personal level?
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Occupational level?
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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?
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Other additional comments…
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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…
Now, how does your experience of the video impact on or add to the subject at hand? (If any)
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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)
Biases
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Chapter Eight
Advanced Supervisory Leadership Development Programme Manage Self
Chapter Nine
Advanced Supervisory Leadership Development Programme Manage People
Manage Work
9 Clear Vision, strategy & Direction
10 Decisiveness
11 Problem Solving
12 Accountable
Manage Self / Others
1 Self Starter & Take initiative
2 Stress Tolerance / Resilience
3 Display Integrity & Honesty
4 Champions Change
Manage People
5 Inspire & Motivate Others
6 Collaboration & Promote Teamwork
7 Develop Others
8 Communicates Effectively
Chapter Ten
Advanced Supervisory Leadership Development Programme Manage Work
Chapter 11
Advanced Supervisory Leadership Development Programme Annexures
�Chapter Process MAP
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