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.

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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.
You must be on top of change or change will be on top of you - Mark Victor Hansen.

The ADKAR-model primarily is a goal-oriented change management model that allows both individuals and organization's or company's (i.e. any kind of team efforts) to productively "manage change" and purposefully focus their efforts to obtain specific change results. The original roots of the ADKAR-model are in the corporate world, where the model is normally applied as a means to determine whether different change management "TOOLS", such as...
  • communicating the change "message",
  • the change road map,
  • facilitation & coaching actions,
  • techniques to manage resistance to change and
  • education & training preparations... have the desired effect and "produce" the anticipated results.

Although the ADKAR-model for change management, was originally develop for group and business like environments, the principles (i.e.different steps) of the model are equally as effective and transferable to personal, individual or family change efforts. The principles of the ADKAR-model for change management, can be graphically illustrated as follows...

Graphical Representation of the ADKAR-model for Change.
Very important to realize - as indicated in the above image - is that change always happens on a two dimensional level, the process & procedure dimension (vertical axis) and the climate & people's dimension (horizontal axis). Successful changes can only happen when both of the change dimensions occur simultaneously, in synchronicity and well coordinated. When this equilibrium fails to take place, change attempts won't be successful at all. The two change dimensions can briefly be indicated as follows...
    • Need to Change: The need or demand and opportunity for change is identified. Normally there are plenty of changes that we would like to implement immediately, but attempting to implement more that 3 - 5 priority changes at any given moment, could prove to be quite fatal. When too many change projects are managed at once, it will most often result in over stressed resources, overlapping of activities, derailing of efforts, confusion and the loss of focus. Thus, the need to change is priority driven in terms of the minimum standards of change.
    • Concept: This is the defining and demarcation of the intended change project/effort. This imply the formulation of goals, identifying objectives and to determine the scope of the change project. Project goals, objectives and the intended change scope, should ideally be sourcing from an already declared vision statement, mission statement, value statement and legacy statement.
    • Design: Designing the change project - using the project demarcation as guiding parameter - requires that solutions, new processes, different procedures, systems, networks and/or organizational structures should be identified and purposefully structured to achieve objectives and eventually the stated project goals (i.e. design = road map of change).
    • Role Assignment: New processes, systems designed and developed, should be assigned to people, processes, procedures and activities to establish, direct and control the who, what, when, where, why and how (i.e. SDS principles & ToDoList).
    • Implementation: Designed and assigned solutions are implemented and tracked for feedback purposes to initiate a monitoring, evaluations and correction cycle (if and when necessary) through SMART actions and to establish SMARTER habits.
    • Preservation: Collect and analyse change project data for some time after change project completion, to firmly establish, maintain and sustain gains of changes within the organization, company, family or in one's personal life.
    • Awareness of the need to change, because without such an awareness any well meaning, intended and much needed change project is surely destined for eventual failure.
    • Desire to participate in and enthusiastically support the proposed change strategy and work without delay to obtain the desired objectives and achieve the aspired goals in a co-creative manner.
    • Knowledge of how to change things, a vision of what the change "looks" like and possible outcomes or alternatives of the change project/effort, including the results when efficient change does not occur (i.e. identify possible alternative futures, both as effective/productive and ineffective/unproductive).
    • Ability and willingness to implement the change diligently and on a daily basis and step-by-step.
    • Reinforcement to continue and sustain established changed activities and procedures.
Of the two change dimensions, the people dimension is the most complicated to deal with and to keep on track. Research shows that problems experienced with the people dimension of change, is often the most commonly cited reason for most change project failures. However - the opposite is also true - because in successful change management projects, people was also listed as one of the top overall factors for the success of change project implementation and guidance by managers (leaders), change teams and the identification of a sponsor, were also regarded to be other important contributing factors for successful change.

Thus, although processes and procedures are a vital and an important part for the successful implementation of a change management project, it is the vitality and driving energies generated by the people dimension, that ensure a change project's viability and success.

Key Companies, organizations and processes doesn't change, ONLY people does! Companies, organizations and processes eventually change as a result of a tipped critical mass, which was brought about by a number of changing individuals.

For illustrative purposes, consider the following...

Children (&all individuals for that matter) first need to know what they are doing is wrong. This awareness often comes when an upset parent tells the child s/he is doing something wrong. Simply knowing it is wrong - however - will not stop most children from doing it again. Their natural inclination is to consistently test boundaries and push limits. Under these circumstances, consequences - either positive or negative - are usually needed. These consequences impact on and influence the child's desire to change. But, the change process cannot stop there. Providing proper motivation to change, a child (individual) needs a responsible role model to see and experience what proper (i.e. acceptable) behaviour actually "looks like" (i.e. teach by example). They need examples so they can understand obtain knowledge of what the correct behaviour actually is all about.

Next, they need practice in order to obtain the fourth outcome of the ADKAR-model... ability. Very few individuals can change immediately; it is an ongoing process requiring them to continuously develop their skills, habits and action models... they need time to develop the ability to act in a "new" manner. Finally, individuals need frequent reinforcement to keep the "good" behaviour going. This could be in the form of positive feedback’s, encouragements or any other kind of reward.

The above illustration highlights all five essential elements of the ADKAR-model. Note that each element represents a particular result or outcome that we (as change facilitators/agents/locksmiths/service providers/coaches/parents) are trying to achieve. Also consider that these results happens consecutively and - therefore - should be initiated and completed in the chronological order, of...
  1. Awareness for the need for change.
  2. Desire to make the change happen.
  3. Knowledge about the how/what/when of change.
  4. Seek opportunities and master the ability to implement new skills and behaviours.
  5. Reinforcement to either retain or sustain the change once it has been made.
Hint.jpg Common sense isn't it? What can be reinforced if there is no ability - or worse - not even the presence of an awareness to change?

The real value of the ADKAR-model is that it establish focus on the different aspects, that often are the root causes of failure to the successful implementation of change. When we approach change, using this model - regardless whether it is in a personal, family, group, team or business like context - we can immediately identify why the change process is presently derailing, where it is failing or which elements are being overlooked or neglected.

The ADKAR-model approach to change tends to prevent generalized and "outcomes vague" conversations regarding the change process, which - in the end - rarely produce any actionable steps. This ADKAR-model's results-oriented approach, helps to focus human attention and energies on those areas that will produce the highest probability for success, deals with and answer questions such as...
  • Why is healthy communication so important during the change process and which areas is most susceptible to communication failures, derailments and assumptions? (see minimum standards, vision statement, mission statement, value statement and legacy statement).
  • Why do people persistently resist change, even when they - as a matter of fact - realize that change is either essential or unavoidable? (see VIDSHE-model)
  • Why do authoritative figures, prominent people and leaders need to be active and visible sponsors of change? (see teaching by example)
  • Why do individuals become stressed and easily distracted from their day to day change efforts? (see mind defences and future shock).
  • How can we find the critical point of change and manage people or management's resistance to change? (see being a Locksmith, Facilitator or Enabler).
  • Why should facilitators be actively involved when coaching people during any process of change? (see learning and critical outcomes).
The AltanaESP feature "Continuing Professional Development" (CPD) - sourcing from an individual's personal LDP - allows clients (i.e. learners, students and users) to accept the responsibility to personally compile, initiate, track and report on various learning activities that they were (i.e. the past), are (i.e. the present) and plan to become involved with (i.e. the future).

The CPD is a tracking feature for every possible learning activity conceivable. Thus, tracking CPD activities aren't restricted to on-line or AltanaESP activities only, all learning events could be tracked via the CPD Report module. The CPD feature is primarily a learning or mastering tracking facility to generate reports regarding...
  • Learning Objectives (e.g. Understanding how I apply my Locus of Control).
  • Development and Growth Needs (e.g. Master my feelings of helplessness and frustration).
  • Type of Learning Activity (Selected by drop down to categorize the learning activity type e.g. certificate, diploma, degree, reading, seminar or workshop).
  • Learning Activity Planned (A brief description and indication of the actual learning or mastering activity which WILL be undertook e.g. digest and answer questions regarding my present root chakra belief system).
  • Start Date of Activity (i.e. The start date for objective completion).
  • Due Date of Activity (i.e. The due date for objective completion).
  • End Date of Activity (i.e. When the status is changed to "Objective Met" by the client, the activity is considered ended and the end date is automatically set using the system's time and date function).
  • Status (The present status of Objective as either Not Started, Started or Objective Met).
  • Time Taken (The approximate length of time spent on the activity to nearest 15 minutes e.g. 1hr 15min).
This CPD-facility should be integrated with an individual's PLP to "track in tandem" an individual's overall learning progress (i.e. his/her CPD) as obtained, achieved or mastered through specific learning activities (i.e. his/her personal PLP).

Furthermore, AltanaESP Locksmiths can set up customized CPD years and various activity types, and view their client's CPD Reports accordingly for monitoring, evaluation and SMART correction, if and when necessary. The CPD Report can also be printed to act as a discussion document during "eye-to-eye" and personal contact sessions.

CPD tracking and report is a vital aspect to ensure effective guidance, appropriate facilitation and useful support which can be indicated as follows...
  • An accountable and reliable SWOT-analysis results in a directive and guiding LDP which is a accumulation of a person's vision statement, mission statement, value statement and legacy statement (i.e. his/her Goals in Life and long termed in nature).
  • Sourcing from the LDP - which may or may not contain many areas of focus - an individual formulate a specific CPD to track and report on a specific identified objectives which is normally medium termed.
  • When an objective is determined (i.e. formulated CPD), such an objective should be obtained through medium and short term action steps which in turn is reflected by his/her personalized PLP.
  • All of the above planning efforts should be translated and executed (i.e. DO IT!) via the implementation of a relevant SDS or commonly known as a ToDo list or next steps of self-development.
The above indicated the "place" and "position" of a personal CPD in the AltanaESP LMS Guidance Methodology procedure. But, a personal CPD is much more than that. An individualized CPD should be compiled - in accordance with a personal LDP and SWOT-analysis combination - to contain the following aspects...
  1. Life areas to manage (i.e. KPA's) and aspects of focus or concern identified as...
    • actions and behaviours that require attention.
    • skills, abilities and competencies to address.
    • feelings and emotions to consider.
    • perceptions and mindset to deal with.
    • action models and unconscious motives to check.
  2. Determine threatening derailing factors by...
    • identifying the key domino resulting in the present stuckness experience.
    • explore and describe the indicated domino effect in terms of the "problem matrix" as follows...
      • feelings and/or emotions involved.
      • prevailing thought patterns.
      • accompanied behaviour and actions (i.e. reactions).
      • skills lacking to productively deal with identified derailments.
      • possible influence or impact of unconscious factors (i.e. environmental noise filter).
  3. Using identified Life GOALS (i.e. LDP) and set specific CPD OBJECTIVES which could be translated into a sound PLP that eventually could culminate in Specialized Knowledge.
EAF is the abbreviation for...
The EAF abbreviation represents the critical areas of the AltanaESP LMS. Their are many functions and processes that takes place when guiding learners, and these areas - depending heavily on LSD - are areas of assistance that can easily derail the whole process of learner support when a locksmith either "ignore" or "misinterpret" learner responses, reactions, actions and behaviours (i.e. collected data).
Electronic data interchange (EDI) is the structured transmission of data between organisations, members of an organisation or various individuals by electronic means. It is used to transfer electronic documents and/or data from one computer or system to another computer or system.

Within the AltanaESP System the EDI principle is supported by using the following interlinking web (internet) based systems...
The EDI programs selected - for use in the AltanaESP Network - are all open source and able to operate on a variety of operating systems (except for Virtual Hypnotist that requires VirtualBox to run on different operating systems) of which the following are the most common operating systems in use...
  • Windows
  • Linux in particular Ubuntu
  • Apple Mac OS X
This EDI platform is selected, combined and structured to be supportive to and allow for the following AltanaESP methodology and interactive activities...
  • AltanaESP Assessments and Procedures to collect reliable and valid data on a quantitative, qualitative and cumulative basis to formulate, initiate and establish accountable self-empowerment and psyche management strategies which should materialize as a LDP goal, CPD objectives (long term), PLP objectives (medium term) and eventually a SDS objective (short term).
  • Once a "solution" is compiled and implemented; performance needs to be tracked and frequently followed-up to allow for SMART corrections when necessary. A key element in this feedback approach is to maintain a healthy balance between individuality and conformity to ensure a harmonious environmental fit (i.e. comfort zone). Therefore, AltanaESP Group Collaboration Tools (primarily group guidance) should run in tandem with AltanaESP Tools for Personal Issues (primarily individual guidance).
  • Activities, guidance and support in AltanaESP is founded on the principles of freedom and choice. Thus, each participant should receive the opportunity to customize the manner in which s/he prefers to deal with the process of collecting, digesting and applying information in the manner that s/he learns. The purpose of AltanaESP Customizable Applications is to give each individual the opportunity to customize his/her way of dealing with information.
The above is a carefully selected and integrated EDI system. But as we all know there is no foolproof electronic system that would cover all possible avenues in data and information exchange between people. To allow for greater flexibility of the AltanaESP EDI system AltanaESP Utilities is added to the arsenal of applications.


Delivering individualized, customized and/or quality services to individuals and/or groups of people as cost efficient (i.e. cheap) as possible and to MAXIMIZE time spend on interactive facilitation and MINIMIZE time and effort spend on required administrative or background tasks and activities (i.e. scoring, record keeping and reporting).

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