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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Taxonomy refers to a "scientific based" classifications system which "group" infinite possibilities and many variables into a "scheme of ordering things" in an attempt to promote understanding and provide specific guidelines for detailed investigations. Taxonomies (especially in social sciences) are used to structure and order dynamic systems in an attempt to indicate some kind of order amongst the seemingly chaotic. For example...

In AltanaESP LMS a personality taxonomy is used which "group", "classify" or "categorise" personalities into 16 different archetypes. When common sense prevail, we realize - as clear as day - that it is absolutely ridiculous to even think for a moment that we could reliably "group" the unique personalities of 7 billion individuals, inhabiting the planet, into merely 16 categories. However, it is equally as ridiculous to even hope to accurately describe 6 billion different personalities.

This is where a taxonomy comes in quite handy. The taxonomy identify certain principles and identify points of focus within a dynamic system as a "sound" platform from where more specific investigations can be directed. Thus, an integrated combination of the "Dimensions of Human Beingness" and the "16 Personality Archetype" taxonomies can assist and guide a psychologists, facilitator, locksmith, counselor or SP to better understand individual personalities.
Teaching by Example is primarily sourcing from a "pay it forward" attitude and the fact that...
  • what we told others people, they listen to and understand,
  • BUT what we SHOW them... they BELIEVE (i.e. not a motto to "say" or "repeat", BUT a model to "see" and follow).
The world (i.e. modern societies) today requires that people are educated and well trained, which would allow them to efficiently deal and cope with modern day demands and requirements. Sadly though, most people's perception of education and/or training is closely knitted to being in school, at varsity, following a course, college, ...etc., and they frequently "stop learning" as soon as they “graduate”, or sometimes even before they graduate! Especially, when it seems that "learning" do not really correspond to what they expect to gain from their learning experience. However, "stop to learn" is more of a conscious studying oriented choice, because learning (on sub-conscious and unconscious levels of awareness) continue till the day of our "death"; whether we like/want/belief it or not!

Most important, we should teach learners the consequences of their actions. We should make them acutely aware of the impact they have on their environments through their interactions. Don't let people slip into an "ignorant mode", thinking that their actions don't make a difference or doesn't matter at all. The actions of people do matter... no matter how insignificant it appears to be (i.e. importance of the butterfly effect).

Constantly emphasize the fact that it's the "small" decisions (sometimes viewed as unimportant) and "small" actions (sometimes seen as insignificant) that have far-reaching consequences in the end; consider the daffodil principle as an example in this regard.

One of the best ways to ensure that learners develop a healthy and balanced self-esteem, self-worth, locus of control and adequate self-determination, is to SHOW them that their decisions and actions - consistently made and acted on - does make a major difference, to someone, something, ...somewhere.

Question How can this be done?

Demonstrate to learners what's possible by setting an example ourselves. Demonstrate to them the positive effect of asking the right kind of questions, setting goals, selecting a strategy, constantly assessing progress, collect and digest information, structure ideas, ..etc. and - in doing so YOURSELF - apply all the skills, mechanisms and techniques that we've mastered throughout our lives.

There are so many ways that we - as humans - could actually make a difference by our contributions. We don't need to wait until we have a grandiose master plan to make a difference. We can have an impact in a moment, when doing the smallest things... by making - what often seems like - "insignificant" decisions and by taking "unnoticeable" actions.

It's true that most of the individuals that actually make a lasting difference (i.e. heroes) are concealed beneath what can be regarded as small acts done consistently. Take a "good and hard" look around. There are plenty of heroes everywhere, but we don't really "see" them with the distinction that they really deserve for doing their jobs every day. The men and women who work day in and day out as police officers are clearly heroes. They protect us, they create for us a sense of security; yet many of us tend to regard them as our enemy. Firemen are heroes, yet we generally don't see them in that light, unless we find ourselves in an emergency. The same principle holds true for ambulance drivers, 10111 emergency dispatchers, crisis-intervention counsellors, teachers and a whole "long list" of other unsung heroes.

Another "aspect" of teaching by example is SHOWING learners that just by being prepared for the unexpected, can make all the difference in times of a crisis. For example...
  • How would you feel if someone had a heart attack in your presence, and you are CPR-certified and knew what to do?
  • What if your concerted efforts to keep their blood circulating going - despite the apparent absence of any signs of life - actually resulted in saving a life?
One thing can be promised for sure... the personal satisfaction that one feels when CONTRIBUTING and making a real difference, would provide you with a greater sense of fulfilment and joy, more than anything you've ever felt in your life before... greater than any acknowledgement anyone could possibly give you, greater than any amount of money you could possibly earn or greater than any achievement you could possibly have. Thus, the essential issue here is, it isn't only our ability to respond... but also our PREPAREDNESS to take action!

The above is quite a dramatic example. There are a great deal of other ways in which we could contribute to make a difference. We can be a hero by simply being a climate-builder - that is - by noticing people around us and give them support, encouragement, advice or a reminder of whom they really are (positive reinforcement is always a much better approach than actually "telling them" the truth).
  • What if you are walking through a grocery store, and instead of wandering aimlessly from the bread to the butter, you actually noticed and acknowledged each person you passed with a cheerful grin?
  • What if you gave a sincere compliment to a stranger?
Could you - in that moment - change their emotional state enough so that they could pass on the smile or the compliment to the next person they encounter? Perhaps to their children? Could there be a processional effect set in motion by that one action? Yes! Will you see the result? No! But hey, what does it really matter... we would feel a whole lot better knowing that we have contributed something that might make this planet a more hospitable human-friendly environment and nicer place to live.

There are so many simple ways to make a difference. We don't have to go out and save somebody's life. But maybe getting them to smile, is saving their emotional life, or at least getting them to enjoy the life that they already have.

Question What are some of the simple things that we could do to make a difference TODAY?

Put on your "thinking cap" and you are sure to identify many, many more possibilities. For example...
  • On our way home from work, what if you decided to stop at a senior citizen's home, walk in and strike up a conversation?
  • How would it make somebody feel if you were to ask, "What are some of the most important lessons you've learned in your life?"
You can bet your bottom dollar that they'd have plenty to tell you! What if you stopped at your community hospital, visited a patient and help brighten his/her afternoon? Even if you did nothing else, but to listen to the person, you'd be a hero.

Question Why are so many people afraid to take such small steps to help others?

One of the most common reasons is, that we are just plain embarrassed to be doing something we are unsure about. We regard interference without an “invitation” or "a good enough reason", as impolite and intruding on the privacy of the person. We are afraid of being rejected or appearing foolish. But do you know what? When you want to play the winning game of changing attitudes, you've got to play "full out". You've got to be willing to feel stupid, and you've got to be willing to try things that might not work and - when they don't work - be willing to learn your lessons and change your approach. Otherwise, how could you...
  • be innovate?
  • be creative?
  • able to grow?
  • discover who you really are?
  • set an example for others to do the same?
Maybe the example that we set and our guts to contribute (by being proactive through preparedness) without being forced by circumstances (i.e. being reactive), wouldn't go down in history as something extraordinary, which miraculously has changed the world; BUT that we are going to make a difference is forsure and - perhaps - could even set in motion some forces that could completely change present circumstances, and who knows, the circumstances of those around us and ...maybe, just maybe, the existence for all on this planet. Again, do not underestimate the potential and culminating effect of the chaos theory and the butterfly effect.

Key Your personal contribution to life... set an example for someone else to follow. WHY? ...because through setting an example for others to follow it will...
  • increases learning and contextual understanding.
  • increases application.
  • improves communication.
  • deepens relationships on both a personal and professional level.
The strategies of avoiding conflict is best reflected by the characteristic defence mechanism of a TURTLE... when danger is looming, it promptly withdraw to a place of safety and comfort.

When our style of dealing with differences is dominated by a tendency to AVOID conflicts, we are inclined to withdraw from the situation or event, as soon as we suspect (either real or imaginary) a looming conflict possibility. We either disappear (i.e. remove ourselves physically) or look so offended and hurt that the "opposition" feels quite guilty for having the audacity to even mention the topic at all.

When avoiding conflicts, we generally feels pretty helpless, socially clumsy awkward and are discontent, because we seldom get what we desire in life. We also avoid "getting close" to other people and maintain our emotional distance due to a fear for being misunderstood, an inability to "defend" ourselves with rational arguments and eventual rejection. The underlying intent - in this case - is... "Avoid rejection and conflicts, because conflicts increase the likelihood of rejection".

The interaction hurdles primarily supportive to this kind of conflict management style are...
...which frequently results in observable behaviours and actions such as...
  • an avoiding or withdrawing conflict management style - a "hiding ones head in the sand" approach - hoping that when ignored long and persistently enough, the issue or problem will either disappear or resolve all by itself.
  • hiding from and ignoring conflicts rather than to resolve it, which leads to uncooperative behaviours, resistance to accommodate change or differences and an unassertive position in life.
  • a tendency to sacrifice personal goals and displaying passive-aggressive actions, which almost always establish a "lose-lose" situation in the end.
  • uncalled for personal attacks and accusation when pressured to resolve a crisis... mainly along the lines of "How dare you... after all the things that I have done for you..."
  • applying generalization, sweeping statements, bandwagon terms and distorted time lines to "effectively" nip any opposition and possible resistance in the bud.
Main advantage... Temporarily help to sustain relationships that could be damaged by conflict resolution efforts.

Main disadvantage... Conflicts and disagreements remain unresolved and shimmering below the surface, consistently threatening to "erupt and destroy". Overuse of the avoiding conflict management strategy, tends to result in exploitations and eventual rejection.

Appropriate to apply when...
  • the stakes are not very high or issues are trivial in nature.
  • confrontation will unnecessary damage a cooperative relationship and time is limited to efficiently address the issue.
  • there is little or no chance of addressing ones own needs successfully.
  • disruptions far outweighs the eventual benefit of conflict resolution... providing that we deal with facts and not opinions or perspectives.
  • collecting additional data and/or information is more important than an immediate decision or resolution.
  • it is appropriate for others to resolve the conflict in this particular context.
  • a "cooling period" and/or delay is demanded by circumstances.
The strategies of compromising conflict is best correlated with the legend or myth surrounding a FOX... when cornered, it concocts all kinds of schemes to get out of trouble or at least lessen the impact thereof.

When our style of dealing with differences is dominated by a tendency to COMPROMISE conflicts, we are usually looking for middle ground where both parties can gain something from the dispute... but, at the cost of both parties giving up something important. To compromise conflict source from disliking the clear cut extreme of "winning and loosing" and - therefore - normally results in an active attempt to find an outcome that is for the common good of all involved... providing that some sacrifices are made in the process.

When ruled by compromise, we often try to find a peaceful settlement even though only temporarily; because, normally the "hunt" will resurface at a later stage, normally when it is more convenient for someone to settle "old scores". The underlying intent - in this case - is... "You win some, you lose some and all have to sacrifice something of value"; and frequently, also sourcing from a very subtle and compromising attitude of a "my way or no way" approach.

The interaction hurdles primarily supportive to this kind of conflict management style are...
...which frequently results in observable behaviours and actions such as...
  • a compromising conflict management style, which places an emphasis on achieving goals and also accommodate healthy relationships and interactions.
  • a willingness to sacrifice some personal goals, while persuading others to give up part of their goals as well.
  • quite assertive - sometimes even aggressive - to achieve a cooperative-outcome.
  • transforms a possible dangerous "win-lose" situation into and acceptable "lose-lose" event (i.e. we all gain a little, and we all lose little).
Main advantage... Good relationships are sustained and various blocking conflicts are addressed that might be in the way of progress.

Main disadvantage... Compromising differences often creates a less than ideal outcome, which often results in playing the blame game and fostering grievances that might lead to damaging "eruptions" at a later stage.

Appropriate to apply when...
  • dynamic, important and complex issues leave no definite, clear-cut or simple solutions to work with productively.
  • all disagreeing individuals are equal in power and have strong interests in different solutions.
  • there is enough time available and few restraints, such as meeting certain deadlines, to work out a practical solution to the problem.
  • an emotional-subjective fueled deadlock keeps a issue firmly and securely in place.
  • opposing ideas and/or views are equally matched in facts and relevancy.
The strategies of pushing conflict best correlates with the instinctive habits of a SHARK.... it would not attack, unless provoked or when hungry.

When our style of dealing with differences is dominated by a tendency to PUSH conflicts, we are reluctant - at times, even refuse - to take NO for an answer and would normally push (applying some force in order to move an obstacles out of the way) a conflict or argument; especially when we suspects that we might win the "battle" in the end. This tactic is often applied when we regard our goals and objectives as very important and we are prepared to achieve them at all cost.

Pushing conflict is driven by an underlying believe that there are only winners or losers in this world and when we "lose the argument", we are quite upset and devastated. When we lose, we feel "weak", "a failure" and cannot bear the though of failing. Therefore, when we are confronted with another argument (i.e. conflicting event or situation) we will apply any technique, strategy or set of tactics to win "this time", but often irreparably damage relationships in the process.

If pushing conflict is dominating the manner in which we managed differences, we are extremely proud of our achievement and do not really mind nor care whether other people likes or dislikes us. The underlying intent - in this case - is... "It is either done my way or else hit the highway".

The interaction hurdles primarily supportive to this kind of conflict management style are...
...which frequently results in observable behaviours and actions such as...
  • a forcing or competing conflict management strategy and approach.
  • highly goal-oriented supported by an attitude of "losing isn't an option".
  • relationships normally takes a position of very low priorities.
  • no hesitation to use aggressive behaviours (both verbally and/or physically) to "resolve" conflicts, arguments, differences of opinion, ideas and points of view.
  • normally very autocratic, authoritative, uncooperative, threatening and intimidating.
  • a pressing need to win - therefore others must lose - which create win-lose situations.
Main advantage... When decisions taken are correct, a much smoother implementation - without unnecessary compromise - normally results from such actions.

Main disadvantage... Often breed hostility and resentment toward the person applying it, frequently result in inner conflicts and an alienation from other people.

Appropriate to apply when...
  • conflicts involves subjective-emotional and personal differences that are either difficult or impossible to change by any other means.
  • the fostering of intimate or supportive relationships is not critical to the success of the venture.
  • other people are most likely to take unfair advantage of non-competitive behaviours.
  • conflict resolution is urgently required to prevent a chaotic crisis.
  • unpopular decisions need to be made and implemented as soon as possible.

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