The learning material and contents provided by the AltanaESP Network & System, frequently make use of terms and concepts that aren't all that familiar to most people. This glossary - AltanaESP Terms and Concepts - is a collection of the constructs (i.e. words, terms & concepts) often used in AltanaESP materials and content. This glossary act as a source of reference to enhance the contextual meaning and understanding of these "odd" terms and concepts. Words and/or phrases hold different meanings for each person. Therefore, it is a sensible idea to "define" the constructs used and to "place every body on the same page" when dealing with such constructs. You, the reader - most likely - have quite a different definition for, understanding of or perspective regarding such constructs... and that is fine! However, within the Altana... Electronic Support Platform (i.e. Network and System), the various terms, concepts and implications are quite specific and contextual.

Therefore, each word, term or concept - included in this glossary - serve as a "resources tool" to promote understanding and context when dealing with or exploring AltanaESP materials and contents.

Browse the glossary using this index

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10% of life's quality is made up of what happens to us, over which we have no control (i.e. LAB-Factors). However, 90% of life's quality is decided by whether we tend to react or respond to that 10% of events beyond our control. Thus, how do we choose to apply the coffee bean principle...
  • do we react like a carrot,
  • do we we react like an egg or
  • do we respond like the grounded coffee beans?
The 10-90% principle - apart from being much more productive when dealing responsibly with what we can and cannot control - also influences the manner in which we balance our Locus of Control and restore equilibrium in our lives by managing the effects of the Newton's Cradle Trap.

When you ain't on top of change, change will be on top of you!

It is NOT a question of what is happening to us, but how we DEAL WITH what is happening to us!
Personality Archetypes serve as place holders for a combination of certain human attributes and characteristics. Thus, Archetypes merely indicate possibilities and DO NOT define individual personalities.

Human personalities are dynamic systems which are impossible to "describe" in manner that is suitable, reliable and fitting for each and every individual forming a unique part of the 6 billion human inhabitants on this planet. The 16 Personality Archetype Taxonomy identify - using the Dimensions of Human beingness as foundation - 16 "typical personality categories" as indicators or guidelines to explore individual personality traits using a theoretical-match as the point of departure. The 16 Personality Archetypes originate from research conducted by Carl Jung and Meyers Briggs, which eventually cumulated in archetypes (i.e characteristic personality type indicators) that can be identified as follows...

  1. Hands of a Nurturer. Nurturer's (coded as ISFJ) are individuals with a high sense of duty to "take care" of the wellbeing of others, and are often drawn to Social Environments.
  2. Hands of a Giver. Giver's (coded as ENFJ) are smooth talking persuaders, and are often drawn to Social Environments.
  3. Hands of a Caregiver. Caregiver's (coded as ESFJ) are the cheerful "host and hostesses" of the world, and are often drawn to Social Environments.
  4. Hands of a Visionary. Visionary's (coded as ENTP) see life as one exciting challenge after another, and are often drawn to Enterprising Environments.
  5. Executive hands. Executive's (coded as ENTJ) are life's natural leaders, and are often drawn to Enterprising Environments.
  6. Hands of an Inspirer. Inspirer's (coded as ENFP) are an inspiration to others, and are often drawn to Enterprising Environments.
  7. Hand of an Artist. Artist's (coded as ISFP) are individuals that typically "sees much" but shares very little, and are often drawn to Creative Environments.
  8. Hands of Idealists. Idealist's (coded as INFP) are individuals that giving live an extra squeeze, and are often drawn to Creative Environments.
  9. Hands of Performers. Performer's (coded as ESFP) are "you only go around once in life" type of individuals, and are often drawn to Creative Environments.
  10. Hands of a Scientist. Scientist's (coded as INTJ) are individuals that is convinced that everything has room for improvement, and are often drawn to Investigative Environments.
  11. Hand of a Thinker. Thinker's (coded as INTP) are individuals that love problem solving, and are often drawn to Investigative Environments.
  12. Hands of a Duty Fulfiller. Duty Fulfiller's (coded as ISTJ) are life's "do what should be done... always" individuals, and are often drawn to Methodical Environments.
  13. Hands of a Protector. Protector's (coded as INFJ) are constantly performing noble service to aid society, and are often drawn to Methodical Environments.
  14. Hand of a Guardian. Guardian's (coded as ESTJ) are life's faithful administrators, and are often drawn to Methodical Environments.
  15. Hands of a Mechanic. Mechanic's (coded as ISTP) are "ready to fix anything at least once" individuals, and are often drawn to Realistic Environments.
  16. Hands of Doers. Doer's (coded as ESTP) are the ultimate realists of life, and are often drawn to Realistic Environments.


Accountable assessments are assessments which is rooted within the demands of both the society and the workplace. By means of accountable assessments evidence are provided that time, effort and money invested in education and training (from pre-primary up to tertiary levels), has led to certain identifiable and measurable learning outcomes (e.g. OBET & NQF).

Accountable assessments are - on the one hand - an attempt to either sample or determine whether individuals have learned and mastered certain skills, abilities and competencies. On the other it is an attempt to establish the efficiency with which teachers (e.g. AltanaESP locksmiths, facilitators, trainers, parents, role-models, coaches, mentors, training officers, etc.) have educated, instructed and set an example for required performances.

Accountability (i.e. accountable assessments) is often regarded as an important factor in determining the improvements of performances and is an assessment procedure that helps to identify the educational or training needs and problems that may exist in any functional environmental context.

Accountable assessments always have a two fold purpose...
  1. to establish possible competency gaps and requirements within a workplace context and
  2. identify and refine those components that could hinder or possibly prevent an individual to either reach or obtain his/her fullest potential.
The forerunner to achieve success and obtain productive interaction results, through SMART actions and a SMARTER habit, ACT is an abbreviation that represents the synchronized believes and attitude necessary for such activities. ACT reflects the following...
  • Acknowledge feelings and the facts of the situation. FOR EXAMPLE "I am feeling frustrated", "I feel disappointed" and "It is the way it is: S/he isn't interacting or communication in an acceptable manner", refrain from presumptions such as s/he is unwilling or unable to interact in healthy ways (see interaction hurdle 2 for a more detailed explanation).
  • Consider the available choices by broadening the range of activities (i.e new possibilities and alternatives). FOR EXAMPLE make more friends, take a class, exercise, read a book, get a hobby or become involved in community activities.
  • Take constructive action (i.e. do it!) in a SMART manner to become SMARTER.
To ACT smart-ly, implies to confront or deal with an issue or problem, and not to waste unnecessary energy to keep carrying unresolved burdens around.
PLAN while others are playing.
LEARN while others are sleeping.
DECIDE while others are delaying.
PREPARE when others are waiting for a miracle.
BEGIN while others are procrastinating.
WORK while others are wishing.
SAVE while others are wasting.
LISTEN while others are talking.
SMILE while others are frowning.
COMMEND while others are criticizing.
PERSIST while others are quitting.
The Activist Learning Dimension generally implies a total involvement - without bias - in new experiences. It depicts an enjoyment of the here and now; and dominated by immediate experiences. This is a result of being flexible, not skeptical and enthusiastic about almost anything new, and sourcing from a basic philosophy of... "I’ll try anything... well, at least once".

When our learning action model is "ruled" by the activist dimension a tendency develop to act first and only consider the consequences afterwards. It also fill every day with plenty of activities and tackling problems by brainstorming and/or group discussions. As soon as the excitement from one activity has died down, this learning dimension "compel us" to start looking for the next.

The Activist Learning Dimension tends to thrive on the challenge of new experiences, but are easily bored with implementation and longer term consolidation. When our learning action model is dominated by the activist dimension, it tends to result in being constantly involved with others, to participate in new experiences and a general enthusiasm about new ideas. Because this dimension implies doing things and is characterized by a tendency to act first and consider the implications afterwards, it is highly unlikely that this would allow strategic preparation for a particular learning experience. It rather follows the preference route of "experience now" and learn or review "the gains of" learning afterwards... a kind of "do-now-learn-later" inclination.

The activist learning dimension is most productive when...
  • involved in new experiences, problems and opportunities.
  • working with others in teams, task groups or role-playing.
  • being thrown in the deep end with a difficult and complicated task.
  • brainstorming, chairing meetings or leading discussions.
The activists learning dimension is quite unproductive when...
  • listening to lectures, detailed discussions or lengthy explanations.
  • reading, writing or thinking in an isolated context.
  • absorbing and understanding data singly and unable to discuss it with others.
  • following precise instruction and prescriptions to the letter.

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