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

Special | A | B | C | D | E | F | G | H | I | J | K | L | M | N | O
P | Q | R | S | T | U | V | W | X | Y | Z | ALL

Page:  1  2  3  4  5  6  7  8  (Next)


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.
An addiction is a recurring compulsion by a person to engage in some specific activity, despite it's harmful (unhealthy) consequences to his/her health, mental state, social life and/or spirituality. The term addiction - generally speaking - is mainly reserved for alcohol and drug addictions, but it is also applicable to other compulsions as well, such as...
  • gambling (compulsive),
  • overeating,
  • computer and internet addictions,
  • sport,
  • religion,
  • money,
  • sexual thoughts and activities,
  • workaholic, etc.
Thus, addictions are any activity that reoccur repeatedly in order to cope with a reality that is constantly experienced as stressful and uncomfortable. For example: Rather than to deal with and resolve confrontations at home, a person would spend more hours at work (normally using the excuse of a demanding job) than to face the "obstacles" at home.

Addictions in this sense are one of the final "defence" mechanisms of the mind. Addictions in modern times can be either hard addictions (obvious, noticeable especially to others and outright damaging to the individual with an addiction) or soft addictions (subtle, not easily recognizable, much more damaging because of the veneer "covering" the actual problem... for example being or acting supportive to mask withdrawal or maintain plenty of social interactions to hide feelings of loneliness).

All addictions is a method that we use to remain unconscious and deny the harsh realities of our every day existence. Thus, addictions is our chosen or preferred technique to develop, sustain and remain "unconscious" (i.e. being unaware of... or suppressing, denying and ignoring the truth), because... when we are unaware of it... we don't have to deal with it and the problems that we experience normally tends to be somebody else's fault... which often establish the following addiction cycle...
Graphical representation of the unhealthy addiction cycle.
... that - invariably - results in a self-destructive guilt-shame-fear cycle.
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).

Page:  1  2  3  4  5  6  7  8  (Next)