A People Assessment Approach Document

(C) 2001, Casper Abraham

URL : http://www.edgevalue.com Email : casper@edgevalue.com

Version 1.0 :JAN 2003

edgevalue from

Expert(s), Advisor(s), Consultant(s), Staff The Firm

The Software, Product, Platform, Tool, Enabler

Business Model, Methodology & System(s)

Training Methodology. Assessments. Course Content. Faculty options. Pre, In & Post options.

Initially all Behaviour Assessments were done under the brand 'dextra texts'. This has been consolidated into the following ... 1. HR and People Management Solutions are incorporated within the 'clextra' software, tool & platform. 2. A People Risk Model called PRAY is led by RiskPro India ltd. (http://riskpro.in) and the tool for this continues to be clextra PRAY Module. 3. The Individual Behavioural Assessments; IQ & EQ, Group Interactions; Leadership Assessment & Development and several related programmes have been incorporated into the clextra Platform. 4. Training & Development Programmes are now called 'Skretch'.

Testing insights "Human Beings can't and should not be tested". Unfortunately it's being done all the time. Canada immigration. US driving licence. Defense Services Recruitment. Astronauts for Space. Marine Biologists. Management Trainees. Kindergarten children in Japan. Engineering Students in India.

Source : Casper Abraham (casper@edgevalue.com)

“If you think Education is expensive, try Ignorance”.

In a 'Demand & Supply' situation in education and occupational areas; when the Supply is large usually an 'elimination' method is enforeced, first, before a 'selection' method is adopted. If the Supply is small; then 'Training' & 'Learning' makes imperative. If the 'demand' is high 'Self­Learning' to the point of ful­filling the demand will take place in the market­place. If the demand is low; it's a hobby.

“Give me a fish, I eat for a day; Teach me to fish, and I eat a lifetime."

"If you can't measure it, you don't anything about it." ­ Six Sigma.

Choice of sounds, words, language and linguistic preference to actualise a 'thought', 'feeling' or 'idea' AND expect an identical comprehension from another living being is ludicrous, ridiculous and incredulous.

Testing along sensory lines may involve; motion or depth in visual perception. Recognition and depth in auditory perception; senses of smell, taste and touch may also be relevant to many occupational situations.

Those dreams that on the silent night intrude, And with false flitting shapes our minds delude, Jove never sends us downward from the skies, Nor can they from infernal mansions rise, But all are mere productions of the brain, And fools consult interpreters in vain.

"On Dreams" ­ Jonathan Swift 1727

Assessment Systems Ranking System(s) Rating System(s)

Slotting System(s) Mapping System(s)

A B C D E

GPA (Grade Point Average)

TPA (Technical Point Average)

Bell Curve on Population

List 1. 2. 3. 4. 5. 6. 7. .. .. .. 56. 57.

Sports

1 2 3

Sports Divsions * Premiere * 2nd Division * 3rd Division * Under 19

The GE Way 5% 15% 30% 30% 15% 5%

Stable

Unstable

Extrovert Introvert

Sanguine

Choleric

Phlegmatic

Melancholic

Intuitive

Sensing Extrovert

Introvert

Thinking

Feeling Perceiving

Judging

dextra GSA

mensa IQ

Guns of Navrone

Microsoft Feature Teams

dextra Competency Mapping

dextra 'Pattern Maps' C­Level Dashboard

dextra Problem­Solution Map(s) ­ Medical Doctor Diagnostics ­ Engineer Machine Diagnostics ­ Society Economist Models

Example : MBTI Map

Introverts direct their dominant function inwardly and their auxiliary function towards the outside world. Extraverts direct their dominant function towards the outside world and their auxiliary function inwardly. The dominant function & auxiliary function are determined by the ‘judging’ or ‘perceiving’ preference.

What are you testing for? The entire population of the world can be fit into this statistical graph in Figure 1. The majority are in the middle. Those few without or with LESS than the capability we are testing for are a few at the bottom, left side of the graph. A few with MORE than required or exceeding capability are again only a few at the top, right side of the graph.

Figure 1

Figure 2

Minority few ­ LESS than average.

Minority few ­ MORE than

average. Majority ­ MOST below average, average to above

average.

You could make the test too difficult to

eliminate most, select a few or to rank the top 3.

You could make the test too easy to allow most to pass, reject only a few; even rank

the worst

You could set the test just right to achieve your objective(s)

Figure 2 Reasons could include : Mental

imparitment, dis­orders and syndromes.. Mental or physical illness.

Genetic Factors. Environment Conditioning. Want of opportunity.

Lack in economic resources. Lack of Motivation. Want of Stimulation.

Competitive Factors. Peer Pressure.

Reasons could include : High IQ. Quality Learning & Teaching resources. Economic strenght. High Motivation. Sufficient Stimulation. Genetics. Parenting & up­bringing. Adequate opportunity. Competitive Factors. Peer Pressure.

Will you decide?

Do you really need Talent?

Capital

Labour

Talent

Capital

Labour

Talent

Capital

Labour

Talent

(a)

(b)

(c)

What do you 'Preach' and what do you 'Practice' ....

a, b or c?

Testing Areas

Educational Clinical Occupational

The dextra SOLUTION

Adequate Current State of Subject Expertise

Partnerships with 'Best Exponents' globally

Understand end­user / customer / patient 'Need'

Match 'Need(s)' to 'Best Exponent(s)'

Integrate & recommend Solution based on TOTAL 'Need' with SIGMA of 'Exponents'

Commercial Proposal.

Deliver 'offer' and ensure 'Customer' Relationship.

Recruit

Occupational

Assess Learning Role Assignment

Leading Tests .... Globally known & Accepted Tests :­

The PA Preference Inventory Myers Briggs Type Indicator (MBTI) Cattell 16­PF The OPQ 4.2 FIRO­B GMA Abstract Test Sweney's Decision Profile Sweney's Stress Index Fleishman's Leadership Opinion Questionnaire The Thomas­Kilman Modes of Conflict Instrument The Insight Profile The SPQR The Omega Motivation and Competency Inventory Raven's Progressive Matrices Watson Glaser Critical Thinking Analysis The Colour Test The DMT Belbin's Team Role Model The Bartner Type A Weschler Adult Intelligence Scales (WAIS) DISC Test Graphology Test

Immediately Available Tests :­ mensa IQ test (Used by mensa international for testing IQ) dextra APT Aptitude test, with interpretive results for India dextra SAT A SAT equivalent test with interpretive results for India. TPA (Framework for Mapping Technical Skills to Tasks &

Performance Appraisals in Software & IT Organisations). ROP Return on People. Includes and based on Return on Investment,

People Assessment & links to Financials norms & metrics. Individual ROP's linked back to Corporate ROP.

Graphology Test General test on personality Micro­Innovation Test Ability for micro­innovation. Personality Test Eysenck Test on General Personality Management Potential latent and inherent potential for management. Motor Skills Test For candidates requiring functional Hand­eye co­ordination Visual Imagination Visual creative ability. Leader­Follower Used by 'dextra' to asssess; Team Leader & Followers; (Boss­

employees) relationship gap. Software aptitude Everyone wants to be in IT. Do theuy understand Software?

Coding? This test establishes basic aspirations. Executive Potential Fresher & other recruitment tests. Occupational Advisory Career start and mid­career occupational satisfaction advisory. Children Advisory From Gifted to Problem children, counselling and advisory.

dextra 'TESTS' :­ * dextra methods; can source and

procure known and globally accepted tests.

* dextra methods (Edgevalue is the company that owns dextra) has an arrangement with 'some' partners to adminster tests on their behalf.

* dextra has its' own set of tests; proven over 15 years of Management; adapted to India.

* dextra can 'design', 'manage' and 'monitor' specific­custom­made tests for customers.

Human Behaviours

Eyesenck

(E)xtroverion (I)ntroversion

(S)ensing I(N)tuition

(T)hinking (F)eeling

(J)udging (P)erceiving

Carl Jung

We still use the 4 basic personality types originally specified as the 4 humours by Hippocrates of ancient Greece. These original 4 are; Sanguine, Melancholic, Choleric and Phlegmatic.

Throughout history there have been debates of differentiating between heart and mind. Brain & Matter; Soul & Body. Often they have been kept apart; sometimes treated as a whole. Used wrongly to divide and rule, often to understand; sometimes to help and alleviate the human condition; but mostly never understood and unlikely to be understood at anytime in the future.

With modern influences; complexity of understandin of the huamn psyche is only increasing.

UNSTABLE

Melancholic

STABLE

INTROVERT EXTROVERT

Choleric

Phlegmatic Sanguine

Touchy Restless Aggressive Excitable Changeable Impulsive Optimistic Active

Sociable Outgoing Talkative Responsive Easygoing Lively Carefree Leadership

Passive Careful Thoughtful Peaceful Controlled Reliable Even­tempered Calm

Moody Anxious Rigid Sober Pessimistic Reserved Unsociable Quiet

MBTI / PF16 etc. Extroversion­Introversion Preferred Vocabulary Extroversion, E (75% of Population) Introversion, I (25% of Population) sociability territoriality breadth depth external internal extensive intensive interaction concentration expenditure of energy conservation of energy interest in external events interest in internal reaction multiplicity of relationships limited relationships

Sensing­Intuition Preferred Vocabulary Sensing, S (75% of Population) Intuition, N (25% of Population) experience hunches past future realistic speculative perspiration inspiration actual possible down­to­earth head­in­clouds utility fantasy fact fiction practicality ingenuity sensible imaginative

Thinking­Feeling Preferred Vocabulary Thinking, T (50% of Population) Feeling, F (50% of Population) objective subjective principles values policy social values laws extenuating circumstances criterion intimacy firmness persuasion impersonal personal justice humane categories harmony standards good or bad critique appreciate analysis sympathy allocation devotion

Judgement­Perception Preferred Vocabulary Judgement, J (50% of Population) Perception, P (50% of Population) settled pending decided gather more data fixed flexible plan ahead adapt as you go run one’s life let life happen closure open options decision­making treasure hunting planned open ended completed emergent decisive tentative wrap it up something will turn up urgency there’s plenty of time deadline! what deadline? get show on the road let’s wait and see...

Five­Factor Model : FFM or Big­5

Map that anyone should agree

While population

Generians. 65­99 years old

Toddlers 6 years and less

Our Target Population

Children 6 to 18 year olds

Men Women

Competency Mapping

Global, Regional or Internal Context

Internal People Competencies

Task(s) on hand

Out­Source People

Competencies

An individual Self

Known

Others

Unknown

Your Firm

Self

Known

Others

Unknown

PR Process

IPR Consulting

Analytical Intelligence. High grades and test scores in traditional school. Good at anlayzing, planning, judging, evaluating, comparing, contrasting, critiquing, explaining why and examining. Using statistical methods and concern about quality of information.

Practical Intelligence Good common sense. Use knowledge, adapt it to situations, get along with others. Involves doing, practicing, demonstrating, using, applying and implementing. Making best use of a household budget. Tom Sawyer getting the fence whitewashed.

Creative Intelligence Original thinking, Sees things differently. discovering, imagining, supposing, designing, ‘what if’ inventing and producing. Coming up with an unusual novel or surprising solution to a problem. Able to apply problem­solving skills in a new situation. See relationships others just don’t see

The ability to manipulative language effectively, the sort shown in the extreme by poets, people write in complete sentences rather than point form, enjoy crossword puzzles and word games such as Scrabble.

The ability to manipulate symbols, not only displayed in logic and mathematics but in science in general, people can balance their check book, understand Stephen Hawking’s book A Brief History of Time.

The ability to process conitnously information in 3 dimensions like a sailor or sculptor, the ability to hold in your head a model of the organisation of the world around you.

The ability to manipulate sound in a complex way like a composer or with other below skills like a performer.

The sort shown by, say, dancers using the whole or parts of the body to fashion some product or performance timing in sportsman.

The ability to know what is happenning between people and to mobilise it as good teachers and salespersons do.

The ability for self­ understanding, without which, all the others maybe distorted in use.

Adaptiveness. The ability to harness self & community to holistic cycles in nature. Geology; Biosphere; Animal & Plant kingdoms. Existential questioning & comprehension.

1. Linguistic

2. Logical­ mathematical

3. Spatial

4. Musical

5. Bodily­ kinesthetic

6 Interpersonal

7 Intrapersonal

8. Environmental

Howard Gardener Multple­Intelligence

Robert Sternberg Successful­Intelligence

Casper Abraham Integration

Spearman 'g' Theory

Intelligence Array

Source : Casper Abraham (casper@edgevalue.com)

Intelligence Map

Chimpanze

Amoeba

Single skill Human Expert Fighter Pilot Oil Painter Village Craftsman

Trained Animal Dolphin Police Dog Carier Pigeon

BioTech / DNA modified

FPGA / ASIC / AI

Automated Machine

Gardener ­ all 8 Multiple Intelligences

Sternberg Creative, Practical AND Analytical Intelligence

A B

A B

The task at hand, that needs to be done to get and meet your set objectives.

The 'ideal' or near­ideal person to can ensure meetng the above stated needs or getting the required task done.

Spearman 'g'

Factor

Innate Abilities

Primary Task

Role Motivation Skill

Knowledge Learnable

Innate

Intellectual Firepower

Theory Know­How

Practice Skills

Motivation

Intellectual Firepower ...

… Psychological Damage

'Talent' an often used word; implies a 'complete' person. A human being with an all­round certain 'ability'. The totality of a person pre­recruitment, post­recrutiment; mid­career; on­retirement can be summed up in these diagarams. The one at the side being a summary of the one below.

If you have 'NOT TESTED' for this; the relationship is doomed to fail.

Source : Alistair Mant : from his book 'Intelligent Leadership'.

'Motivation'. No one can motivate anyone to do anything at any time. There is no text book nor lessons on motivation. 'Stimulii', however is a key­word in creating short & long­term motivation in a human being.

VII Global Corporate Prescience Sustaining long­term viablity, 25­50 defining values, moulding contexts.

VI Global Corporate Citizenship Readinginternational contexts 15­20 to support/alert level V strategic business units.

V Strategic Intent Overview of organisational purpose in context. 1 ­ 100 IV Strategic Development Investing, modelling new futures, positioning the organisation. 1 ­ 5 III Good Practice Constructing, connecting and fine­tuning systems. 1 ­ 2/3 II Service Supporting/serving Level I and customers/clients. 1 ­ 1 I Quality Hands­on skill

Suggested Growth and Thinking associated with a minimum of 7­layers for a Global Transnational Company. Levels of Authority, Complexity & Talent.

Today 1 wk 1 mo 1 qtr 1 yr 2 yrs 3 yrs 10 yrs ahead ahead ahead ahead ahead ahead ahead

President 1% 2% 5% 17% 15% 25% 30% 5%

Vice President 2% 4% 10% 29% 20% 20% 13% 2%

General Manager 4% 8% 15% 38% 20% 10% 5% 0

Divisional Manager 6% 10% 20% 43% 10% 9% 2% 0

Team Manager 10% 10% 25% 39% 10% 5% 1% 0

Supervisor 38% 40% 15% 5% 2% 0 0 0

Advance Planning. How does your workday compare with the following :­

Executive Growth

Set 'goals' for your wards ....

Venture Capitalist

Entrepreneur

Intrapreneur

Manager

Executive

Fresher

Realist Pessimist

Dreamer Optimist

Builder(s)

Achiever

Abdicator Dreamer

Administrator

LEFT BRAIN

RIGHT BRAIN

'dextra' to help you meet mid­career skills enhancement OR change.

99 Die

65 Retire

0 Born

21 Graduate

30 Learning Crisis

Source : Casper Abraham (casper@edgevalue.com)

People Metrics ....

Eg a 4­year Mechanical Engineering Degree for a Shopfloor Supervisor; gets 4 points. while a Chemcial Engineer for the same task gets 3. Diplomas; PhD; Post­ Graduate; 1st Line College; 2nd or 3rd Line Unviersity each gets a rating.

Years of 'relevant' and 'non­relevant' experience get points. The 'past' ­ 'skills' and 'know­how' are quantified.

Standard behaviourial tests apart; a clear 'understanding' of the required 'role' and 'aptitude' and 'attitude' towards this must be clearly understood; in terms of time­frame for the next job and day­to­day operations must be known and quantified. This is the present.

The 'innate' ability to do the given 'role' well; and then move to the next levels of improved 'efficienty', 'effectiveness', 'growth' and 'leadership' can affect today's decision. No one can predict the 'future' but it must be quantified.

1.Genetic

7. Potential

6. Aptitude

5. Experience

4. Qualifications

2.Environs 3.Community

Your DNA; protein expression; mind­ body chemical controls; food & energy metabolism are all dictated by your genes. No choice on this one.

Upbringing; Social enriorment; family; friends & peers and society in large and your up to now 'fit'.

Like it or not ­ call it caste, creed, racial, religion, colour or nationality ­ occupational differences DO exist based on who you are and where you came from.

You can't motivate a person. The Balance and Hole Equalisation Model … At any given point in time the following 8 need to be in equilibrium. Failing which they will be an over­whelming motivation, desire and action towards achieving this balance …

Stimulus … No one stays motivated or can be motivated. However periodic and timely supply of a stimulus of the appropriate type and level is the real ‘fuel’ for motivation. Customised to individuals or teams and buil t­in for Configurability within Clextra … please talk to us for a Solution to motivate your workforce.

Motivators Influencers … The 5 common motivator influencers are … 1. The carrot 2. A stick 3. The father figure or authority of up­bringing. 4. The boss or superior or pay­check person. 5. The guru, priest, godfather, mentor.

More so in Asian countries ‘bias’ to motivator influences include .. 1. The respect for age and on older person. The role of the ‘mother’, ‘sister’, ‘wife’ … other women acceptable in that community or

society.

Bio­Rhythms The chemical composition of the human body, anatomy and the brain cannot be ignored. While the following ups and downs are easily recognized …

1. Physical bio­rhythm 2. Mental bio­rhythm 3. Intellectual bio­rhythm

The following cannot be ignored … 1. Spiritual bio­rhythm 2. Awareness bio­rhythm 3. Aesthetic bio­rhythm and 4. Intuitive bio­rhythm

More obvious in women as the menstrual cycle; perhaps linked to the tides, the moon and alignment of stars or singular origin of matter the pulse and rhythm of life at the micro, nuclear, sub­atomic and molecular level with the macro, planetary and stellar level is best left un­disclosed.

People Risk

People Actions Costs

Employees

Suppliers

Customers

TEMPS

Catering Staff

Housekeeping

Security Staff

Drivers

Ghost Employees

Order Acceptance

Procurement

Wrong Vendor

Wrong Hiring

Poor Decisions

Direct OR Indirect

Fixed OR Variable

Liable for Litigation Negligence

Graft (CORRUPTION)

Cartel

Behavioural

Not Insured

100% Revenue Loss

Increased Cost

Lower Profits

High Risk Behavour

Stopped Learning

Ego – Alpha­Male

Long term consequence

Personal Debt

Greed

Clinical Problem(s)

No Succession Planning

Poor Due­Diligence

Obsolescence

Re­work & Waste

Whether you like it or not ... other than Force Majeure causes ... all risk is created, managed, mitiaged and provided for by People.

Whether you agree or not ... at the core to every human being are basic conflicts, curiosity, likes & dis­likes, wishes, desires, fears, concerns ....

'Fear' vs 'Greed'. 'Fright' vs 'Flight'. 'Survival vs Pro­creation'. 'Victim or Victimiser'. 'Parent, Child OR Adult'.

Quantifying and measuring these are the first steps to fairness, consistency, transparency and a move towards a more rational, near­scientific, win­win situation for BOTH partiies in every interaction. Whether 'forced' or 'voluntary'.

We know how to quantify 'Risk' ... especailly 'People Risk'. http://riskpro.in

Domain Expertise Overload ...

The total volume of data, information or knowhow that you have in your organisation.

The total volume of acquisition, creation & 'content facilitation' withis new Project.

The total volume of knowhow in the entire world through history across all media.

* Body of world knowledge * About 320 Exa Bytes

Ü Target Group Ü Target knowhow Level Ü Self­learning Ü Assisted Learning Ü Available Aids/Resources Ü Rrequired Aids/Resources Ü Delivery in Calendar Time Ü Time in Hours Ü Quality requirements Ü Cost Ü Starter Status Ü End Goal definition Ü Gap Analyses

Deliverable System

Global Volumes : JUNE 2001 HTML Internet 100 TB

Analog Film etc. 300 EB

Online Hard­disks 1 EB+

Offline Digital 20 EB

Your Current Information

Analog With People Digital Paper

Further ‘You & I’ Created

Internet New Media Activity

Intranet Extranet

The ‘idea’

wired wireless Low­cost

Lifestyle Single Feature

Local use

Multi­ Feature

Global use

Multimedia Communications a=text, b=audio, c=video, d=visuals, e=animation

Kilo=1024 bytes Mega=1000 KB Giga=1,000 MB Tera=1000 GB Peta=1,000,000 GB Exa=1000 PB Zeta=1000 EB Yotta=1000 ZB

Source : Casper Abraham (casper@edgevalue.com)

The initial set of knowledge that exists in

your organisation.

All other knowledge that you will create, acquire

or gain over tiime

♦ Teacher ♦ Lecturer ♦ Professor ♦ Student

♦ Employee ♦ Executive ♦ Labourer ♦ Citizen

♦ Mentor ♦ Guru

♦ Manager ♦ Administrator ♦ Advertiser ♦ Politician

♦ Social Service

Money Flow

Informatio

n Divide

Knowled

ge Barri

er

Who is the Customer?

♦ dextra Altruessor

Source : Casper Abraham (casper@edgevalue.com)

Barriers to Learning

Source : Casper Abraham (casper@edgevalue.com)

Individual Easiest. Sometimes happens despite the organisation.

Group or Team More difficult than individual learning, but given the right 'anxiety' any team or group will acquire the requisite learning.

Organisation Extremely difficult. When involving the whole organisation, changing the culture and very fabric in even small ways may take even decades to achieve.

Resistance to Change

Pareto applied to Organizational Learning

Current state of

Organizational Learning

Desired state of

Organizational Learning

10% WILL LEARN ‘too well’ and will leave the

organization or work against the common objective(s)

10% WILL NOT LEARN nor change OR choose not to learn

and will deliberately or inadvertently work against the

organization’s learning objectives.

The majority 80% will stay on a passive ‘stay­put’, ‘non­learning’ straight line unless

survival anxiety exists or is introduced.

Source : Casper Abraham (casper@edgevalue.com) : Excerpts from Edgar Schein, Cambridge Masuchussets

Learning Testing Threshold

Learning Threshold #1

No stretch. Not challenging nor sufficient

motivation to Learn. Ideal 'stretch' &

Motivation to be set for an individual

Too much expected of the individual, cannot be motivated to reach this much. Willing individuals can have a burnout

or other health related problems.

An individual's current, skills & mental

firepower.

An individual's current, skills & mental

firepower.

Learning Threshold #2 Will learn anyway

Won’t learn anyway

Baseline

Sufficient to Perform

Ignorance OR Partial know how

Recruitment

Training

Learning happens only when 'Survival Anxiety' is greater than 'Learning Anxiety'.

An inherent paradox surrounds learning. Anxiety inhibits learning. However anxiety is also necessary if learning is going to happen at all. There are 2 kinds of anxiety.

Learning Anxiety. Being afraid to try something new for feat that it will be too difficult, that I will look stupid in the attempt or that I will have to part from my old habits that have worked for me in the past. It also means a deviant from the group I belong to now. It can threaten my self­esteem and may even affect my identity.

Survival Anxiety. Is the horrible realisation that in order to make it, you're going to have to change. Almost like prisoners of war, potential learners experience some much despair and hopelessness that they eventually become open to the possibility of learning. Sometimes even this dejection is not enough. Individuals can choose or remain in a permanent state of despair without learning.

Learning happens = Survival Anxiety >

Learning Anxiety

Learning Issues ...

Learning Categorisation E Not important. There is absolutely no anxiety of any kind to learn. In fact resistance to change and

learning. D Average importance. 80% of the people and time in the office, in class, on the shopfloor is in this

passive state. No reason whatsoever to learn or move in any direction from the current situation. C Medium importance. Above average anxiety. I don't mind trying this. It may help, I have nothing to

lose Let me give this a try. I hope it is not too hard. Why should I change? I don't like learning. B Extremely important. Money involved. I have to do something just to stay where I am. May even lead

to loss of lifestyle and social status. A Mind­boggling importance. Crucial to Survival, Maximum Anxiety involved. I have to learn.

Alternately, despari and hopelessness and nothing may happen but clearly the 'need' is known and felt.

Recall vs Retention Issues • You retain 10% of what you read. • 20% of what you hear. • 30% of what you hear and see. • Has a half­chance if you can read, hear and see. • Add interactivity and your recall may actually move to the near full­learning ability

What is the 'Learning Relationship' .... • Teacher & Student? • Coach & Player? • Despatcher & Receiver? • Friend & Friend? • Boss & Subordinate? • Mentor & Protege? • Guru & Sishya? • Shogun & Ninja?

No anxiety. Learning is also affected by the 'Sender' and 'Receiver' of the Learning process as in conventional communications theory.

The 4 Learning Dilemmas.

If you .... • Command your student ... • Instruct your student .. • Reproach your student ... • Entertain your student ...

.... then. • ... is he or she willing to follow? • ... in a position to understand? • ... wants to improve? • ... in a mood to be entertained?

Source : Casper Abraham (casper@edgevalue.com)

Time Space Immediate ­ Future Local ­ Global

Scale Scope Few ­ Many Individual ­ Group

Source : Casper Abraham (casper@edgevalue.com

Classical The ancient learning and teaching methods of Aristotle, Plato. Japanese & Chinese Methods. Sanskrit, Brahminic, The Vedas and the traditional India way. The way Indian Carnatic and Hindusthani music is still learnt. It could even include being aware of and the observation of the way animals learn from their environment.

Traditional All schools, colleges, universities and possibly Corporate Business learning the world over. Books. Reading. Syllabus. Semesters. Professors & Lecturers. Teachers. Portions. Attending classes. Tests & Examinations.

Modern Including distance Learning, several methods of educating the population on as diverse subjects as AIDS awareness, population control, organisational design and culture management, adult education in the 3rd world have been attempted with numerous methods.

eLearning Essentially a means where with white collared workers, with high PC penetration and possibly Internet or Intranet access, learning can be structured to be interactive and at the Learners pace, without (or only partial) availability of an Instructor, Teacher or Examiner.

dextra A method pioneered, followed and maintained by Casper Abraham over 20 years of Teaching & Learning Experience and established at several firms including Ionidea Interactive.

Learning Options & Methodologies ...

'Selection' & 'Rejection'

Selection Method Predictive Ability • Work Samples Excellent • General Cognitive Ability Excellent • Consistent Structure Interview Excellent • Unstructured Interview Good • Assessment Centre Good • Reference Check Poor

Elimination Methods Implication? • Soft Copy CV ? Hard­copy applicants can be as good. • CV Presentation ? Don't judge on 'appearance' alone. • Insufficient 'reach' to wider population of candidates ? Use the right media to reach out. It costs. • Insufficent numbers of 'applicants' ? Your media choice and position is faulty. • Insufficient number of 'right' applicants ? Your 'creative' was inadequate. • Not referred / nor forwarded by someone you know ? Strangers can also become known, quickly. • No time to interview or meet personally. ? Use quality 'selection' methods. • Cost of 'every' candidate followup. ? Spend to eliminate as well as select. • Delegating to un­qualified / un­interested colleague ? The general should select his or her army.

Agriculture Era

Industrial Era

Information Era

BioTech Era

•Physical strength •Artisan skills • Regional • Bio­energy

• Production • Efficiency • Repeatability • Modularity • Win­Lose • National • Electrical energy • Metals & Minerals

• Timeliness • Speed • Summary • 80­20 rule • Win­Win • Fuzzy Logic • Global • Electronics energy • Silicon, PLC, FPGA

• Self­repairing • Integrated Systems • Holistic understanding • Food­chain • Fuzzy Logic • Planetary • Solar energy • DNA & Molecules

Every individual; manager; leader; team; group or community will adapt; learn and behave; motivated only for that moment; living day­to­day within their community & industry at a minimum ‘energy’ expedient level.

Be 'clear' as to what you want ...

Team Task

Individual

Manager

Carpenter Plumber Electrician Mason Contractor Designer

Carpenter Plumber Electrician Mason Contractor Designer

Do you want a 'Team' that includes .... ... this combination of skills? OR ... this combination of skills

* Have a 'Job Description'.

* Communicate CLEARLY; what is the 'role' to be performed is.

* CLEARLY indicate what is 'expected' from the 'role' and 'task(s)' and of the candidate.

* STATE and have 'upper', 'lower' and 'average' limits of acceptable performance. You would do this with any machine; why not with people?

* A gentle, loving and human touch; with constant and on­going 'Stimulus' is important to motivate people to improve their Learning; practice their skills; be motivated to deliver; capitalising on their innate intellecutal firepower while living with the psychological effects of their up­bringing.

So what goes into our clextra 'Test'(s)

1. There is a well­thought through proven set of questions; that elicit a certain response from the person being tested.

A wide variety of assumptions exist. On genetics; up­bringing & environment; physical or mental impairment or otherwise; lanugage understanding; educational background.

Other factors include whether the 'testee' wants to be tested; his or her expereinces with testing in general; motivation to want to win or beat the test; physcial and mental well­being at the time of taking the test etc.

A good test is 'designed' to test the specific response / results tested to meet the set objective(s).

2. An 'Answer Sheet' allows either the testee and/or the observer to make observations, notes and create a record of the test.

3. On completion, a scoring mechanism, allows 'metrics' to be defined for the process. This metric may be a number, position on a scale, a grade, percentage or comparison with a population and or statistical study. This is purely observational and factual without bias within the set parameters.

4. The interpreation or 'match' between the individual tested and the 'knowledge' is the crucial but perhaps pseudo­science. Taking the Believers vs non­believers BIG­FIGHT; with the constant building up of this data, information and knowledge the comparison, report, feedback and advice improves every time a test is taken and every time additional bits of information are available to this base of 'knowledge'.

For ease of understanding and implementation of the above, we have :­ 1. TEST SHEET(s) or BOOKLET (Given to each tested candidate and TAKEN BACK) 2. ANSWER SHEET (Given to each tested candidate and TAKEN BACK) 3. SCORING SHEET (For each sheet, never revealed to a candidate, nor our Scorer). 4. INTERPRETATION (A doctor­patient, lawyer­client like confidential Service,

which we call Mentor­Sishya).

Close

Entrust us with your, ­ not just 'Testing' but ­ 'Learning', we will enhance your 'per­person per year'

profitablity.

edgevalue (C) 2001, Casper Abraham Version 1.0 : FEB 2003 Email : casper@edgevalue.com

http://edgevalue.com http://edgevalue.com/skretch

62­B Modi Residency, Millers Road Benson Town

Bangalore 560­ 005 INDIA Phone : 91 (india) 80 (bangalore) 2595 0059