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Module 1: Self, Other and Social Context .Compiled by:

Alicia SwartRisk Manager : Project Support Unique Number : 3999550 Tel: (011) 800 4079 / 079 270 0406 Email: Alicia.swart@eskom.co.za

11 March 2008

Alicia Swart

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Module 1: Self, Other and Social Context.

1. 2. 3. 4. 4.1 4.2

Introduction ..................................................................................................................... - 2 Background..................................................................................................................... - 3 Scope.............................................................................................................................. - 3 Understanding of self, in terms of learning styles and concepts of reframing................ - 3 Self analysis.............................................................................................................. - 3 Work situation application......................................................................................... - 6 Contextual setting ............................................................................................ - 6 -

4.2.1 4.3

Reframing ................................................................................................................. - 8 Spiral Dynamics ............................................................................................... - 8 -

4.3.1 4.4 5.

Conclusion .............................................................................................................. - 10 Learning and development plan for Project Support Risk Management Department.. - 11 -

5.1 The importance of understanding yourself and your team ........................................ - 11 5.2 Team analysis......................................................................................................... - 13 -

5.3 Way forward ............................................................................................................... - 20 6. 7. Conclusion and recommendations ............................................................................... - 20 bibliography .................................................................................................................. - 21 -

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Module 1: Self, Other and Social Context. .

1. IntroductionLets be creative. Let us apply a creative technique called An Army of a thousand. Just imagine we have a thousand highly skilled people to Projects Support Risk management departments disposal. They know exactly what is needed to get the job done. They have all the skills required to implement. They do not need guidance from a manager; they are self sufficient and highly intelligent. They are the best risk professionals in South Africa, no in the world. Reality? No, but the concepts is ideal. If we think about the skills crises in South Africa, is this a likely scenario? If I think about the maturity of Project Risk management in South Africa, is this a likely scenario? No, the reality looks very different. As Projects Support Risk Management department we have very specific objectives to achieve within a very short time. We need a highly skilled army. Unfortunately Project Risk management is a relatively new concept in South Africa, which did not deliver Risk Professionals in the masses. There is a very limited amount in South Africa and only stars on the rising. Where does that leave us? Reality is we need an army and nobody available. How do we move from where we are currently, where we want to be with the best Risk Professionals in South Africa and the world? We achieve this through development, coaching and intensive training. To enable us to achieve this we need to understand the dynamics of different strokes for different folks. There is a less than 5 % chance that you will react or even learn the same as the employee next to you. This assignment will be endeavouring to explain why it is important to understand the different learning styles. Understand myself in terms of learning styles and managing. From a proper understanding of the self and appropriate learning styles, it is much easier to answer the following for employees: what should the specific approach to development be for a specific employee? and what is the key concepts to keep in mind when embarking on a development road?. Once clarification is reached on the above, a manager can utilise this knowledge to empower him/herself to reach goals that are set.

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Module 1: Self, Other and Social Context.

2. Background1 January 2000, Millennium morning, 7 am on a misty table mountain. Breathing fresh air and standing vertically, with feet firmly on the ground. My hart is pounding so loud you can hear it on Robin Island. Top guns theme song playing in my head: Highway to the danger zone. Without thinking I let the rope go and drop 90 and gain speed, 140m abseiling horizontally down one of South Africas landmarks. A rush of adrenalin, as I think: if you are not living on the edge you are taking up to much space! Is this still me, eight years later? Do I still live on the edge at home and at the office? We will be answering this question by looking at the different learning styles and how all four styles contribute to 100% of my potential for productivity. What learning style does my current position in our organisation requires me to apply. What are the different viewing profiles or frame people take when they look at a situation or a problem? What is my current viewing profile or frame I look through when I think about a situation or problem and how comfortable am I in terms of reframing.

3. ScopeDuring the course of this discussion attention will be given to the following aspects: Understanding of self, in terms of learning styles and concepts of reframing; Implementing key learnings from the self analysis in the work place o The understanding of self in terms of learning styles and concepts of reframing. o Understanding the team dynamics in collective learning. o Crafting a learning strategy: the way forward. Conclusion and recommendation

4. Understanding of self, in terms of learning styles and concepts of reframing.4.1 Self analysisWhen people act according to instinct, their energy is almost inexhaustible like water running downhill. But, when people are forced to act against their instinct, their energy is rapidly depleted like water being pumped uphill. (Kolbe, K. 1999) We need to understand that people are different and that there is less than 5 % chance that you react and learn instinctively the same as the person next to you. In learning, your mind has three dimensions that constitute the way in which you assimilate information, transform it, and then apply it in such a manner that behaviour has changed. These three aspects entails: Cognitive aspects,

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Module 1: Self, Other and Social Context.

Affective aspects, and Conative aspects. Cognitive this is your thinking, experience or IQ. Affective relates to your emotions and personality. Conative is the way we act, react and interact with the world around us, in other words our instincts (Kolbe, K. 2001). The Cognitive and Affective part of your mind are susceptible to change over a prolonged period. You are bound to get more experience, change the way you think about things, improve your skills and further your education, which means your cognitive abilities will change. The same applies for the affective part of your mind; your emotions, feelings, preferences, motivations and even values might change over a period of time. Opposed to the aforementioned, the conative part of your mind will not change. This is your natural way of acting or reacting and bringing things into being, which flows from your natural instincts. This is not something which can be learnt. Every human being has natural instincts, which they should be aware off, understand and use to their advantage. Firstly we need to know what our instincts are. Nobody teaches us about how to understand our natural instinct and work with them to get things done, rather than against them. Does this imply some sort of instinctive learning other than just analytical and synergistic learning? The moment you start working with your instincts you will get more done, than forcing yourself to constantly operate against natural instincts. When you resist your natural instinct you will only get frustrated and induce stress because you are not striving or enjoying what you are doing. Your natural instincts are grouped into different learning styles. In order to best understand your strengths and weaknesses in terms of learning styles, it is imperative that an understanding be developed of the different learning styles and their components. The learning styles used for this essay The Kolbe Index A. It is a model which was created by Kathy Kolbe, what identifies what you actually will do, and your natural instinctive way of doing things Kolbe, identifies four distinct styles in terms of instincts and sets forth to purport how these different styles will assimilate, transform and apply knowledge in a learning environment. The different learning styles entails: Fact Finder, Follow Thru, Quick Start and Implementor. (Kolbe, K. 2001) A Fact Finder is a person whos instinct tells them to investigate before taking action. This person is good at doing research and analysis, calculating, defining, listening and observing. They think things through before they act.

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Module 1: Self, Other and Social Context.

The following careers usually have Fact Finders, a Judge, Researcher or Inspector. A Follow Thrus instinct cal