Alicia Swart

Alicia Swart Page 1 of 19 Module 1: Self, Other and Social Context.

Module 1:

Self, Other and Social Context .

Compiled by:

Alicia Swart

Risk Manager : Project Support

Unique Number : 3999550

Tel: (011) 800 4079 / 079 270 0406

Email: [email protected]

11 March 2008

Alicia Swart Page - 1 - of 19 Module 1: Self, Other and Social Context.

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1. Introduction ..................................................................................................................... - 2 -

2. Background..................................................................................................................... - 3 -

3. Scope.............................................................................................................................. - 3 -

4. Understanding of self, in terms of learning styles and concepts of reframing................ - 3 -

4.1 Self analysis.............................................................................................................. - 3 -

4.2 Work situation application......................................................................................... - 6 -

4.2.1 Contextual setting ............................................................................................ - 6 -

4.3 Reframing ................................................................................................................. - 8 -

4.3.1 Spiral Dynamics ............................................................................................... - 8 -

4.4 Conclusion .............................................................................................................. - 10 -

5. 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. Conclusion and recommendations ............................................................................... - 20 -

7. bibliography .................................................................................................................. - 21 -


1. Introduction

Let’s 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 department’s 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.


2. Background

1 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 gun’s 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 Africa’s 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. Scope

During 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 analysis

When 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,


� 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 who’s 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.


The following careers usually have Fact Finders, a Judge, Researcher or Inspector.

A Follow Thru’s instinct calls for a sense of order or structure. This person is good at paying attention to detail, thinking analytical and rational, developing systems and seeing how they fit into one overall working system, arranging and co-ordination for implementation. The following careers usually have Follow Thrus, IT programmers, Project Planners, Theorists.

A Quick Start’s instinctive force is experimentation. This person is good at thinking on their feet, embracing open-ended opportunities, finding new innovative ways of doing things, brainstorming and risk-taking. The following careers usually have Quick Starts, Entrepreneur, Public Speaker, Crises Centre Director or Alternative Program Trainer.

An Implementer’s instinct is to convert ideas into something tangible. This person is good at implementing what they have learnt, a hands-on approach, building and crafting. The following careers usually have Implementers, Builder, Craftsman, Operators and Agriculturist.

As every person has aspects of all four learning elements within himself, the primary learning style will be fixed but can be flexibly applied according to how circumstances and environmental aspects change.

Every single person has got a sum total of 100% conative talent, however it will be determined by your unique combination of the four learning styles. There is no right or wrong instinctive profile, you will just need to ensure that you are applying your natural instincts effectively where you are placed in life and at work. This is good news, because it means that we can move between the four learning styles. We might not always like to move towards the learning style which your profile has the lowest score in, but it can be done. The key is to ensure that you do not operate in a situation where you are going against your instinct and learning style constantly and continuously.

Let’s play the “guess who it is” game. I am an expert Jugler with ten balls in the air at once. I follow my gut feeling, call it intuition if you like. I live on diversity in life and work. I can easily think out of the box and come up with the next wild and wacky, but interesting idea. I am a last minute deliverable person, but will meet deadlines. I don’t like being boxed in, focusing on one thing at a time, finishing everything I start and following a routine… might it be Richard Branson? No, it is my natural instinct. If we look at the sumtotal of my conative abilities (100% ) that make up my potential for productivity, I am 45% Quick Start, 25% Fact Finder, 20% Implementor and 10% Follow Thru. (Kolbe, K. 2001)

In terms of Kolbe, I was analysed to be the following:

Dominant Quick Start.

In general I am true to my instincts; I trust it and “Go for it” even though the outcome of the situation is not clear. The more pressure I experience, the more effective I become. I create challenges and opportunities for myself to ensure I stay energised. I have the ability to think out of the box, and experiment to see what will happen.


Fact Finder

My Fact Finder side in just right to ensure I get the essential facts on a situation, without getting as much facts as possible. I do not simply get the overview and move on, my instincts tell me to look at least one step deeper and do the bear essential research to be able to explain a situation. I will usually spend time to research key concepts or understand certain analysis, to empower myself to understand the outcomes, but also be able to explain high level if I have to.

Imprementor

My Imprementor learning style is more on a maintenance side, to ensure I keep things working as they should. I would prefer to initiate and set things into motion and handover to someone to do the actual implementation. If I have to implement, I usually do not put a detailed plan in place, I implement as I go, which keeps the uncertainty and the chaos close by. I will also start to implement something, If I have not done it before and see it as a challenge, and the moment I feel I have conquered the challenge and know how to do it, I want to hand over to someone else to finish.

Follow Thru

My Follow Thru side is the side I resist the most. When it comes to systems the only systems and procedures I like to produce are the shortcuts to keeping all my balls in the air. I tend to think in pictures and colours rather than coulombs and logical flows. I do not give enough attention to detail and I do not like planning ahead, and then following that plan to the line. I am not very systematic and detailed which can lead to fire fighting mode. I know that I can do very good planning and procedures if I have to, but do not necessarily like to do it and will get frustrated if I do it full time.

4.2 Work situation application

4.2.1 Contextual setting

I am currently the Risk Manager for Capital Expansion Projects within Projects Support. I did not apply for my current position; my intention was to be a Risk Manager for one of the Projects. When I was recruited I worked on the assumption that Risk Management was already in place on the Projects and I will just implement existing frameworks.

In reality, what I found was that there was nothing in place and I suggested we start up a Risk Management and support section for the projects, within Project Support. True to my form, I created an opportunity which I did not know the outcome of, or how we are going to do it. Being A Quick Starter. The department’s mandates became to:

� Develop and implement a Project Risk Management framework on all the Capital Expansion projects.

� Put in place a Proof of concept and get buy in from the roll players.

� Draw up an implementation plan. Ensuring the projects has resources, procedures, process maps, tools, training etc. to execute risk management on their project.


� Support the project to implement the process.

It now becomes imperative to fit the required learning styles that the role and function requires to my predominant style.

Let us analyse what learning styles the position requires.

Develop a Risk Management framework : Quick Start. Brainstorm for new ideas for a framework. Creative and experimental way forward. Fact Finder. You need to research what are available, and how new model will be applied. An evaluation needs to be done between different options to take forward. Follow Thru. You need to be able to see the bigger picture and how it fits together. Ensure what you developing makes logical sense and the system can be implemented.

Put in place proof of concept and get buy in from roll players: Quick Start Present the proof of concept to the key roll players. High level and straight to the point. Be sure to communicate the system not a “change” to the way they currently do things but a “enhancement” to their projects. Fact Finder / Follow Thru : Ensure enough details are available to support the proof of concept and the concept has a logical flow.

Draw up an implementation and roll-out plan: Follow thru. Thinking systematically about everything that has to be done and putting it into a logical flow of events. Mobilize and co-ordinate the implementation thereof.

Ensuring the projects has resources, procedures, process maps, tools, training etc. Combination of Fact Finder / Follow Thru to ensure the procedures, process maps, tools are available for use. Quick start and Implementor for tools selections and acquirement thereof. They will also be able to find new ways of training which is interesting, effective but fun.

Support the project to implement the process. Implementor, to support and implement the Risk Management framework on the projects. This person does the doing of what has been planned.

This gives you a high-level overview on what the department’s goals is, and what kind of people is required to do the job. Well the reality was that I was the only member in the department for over a year, where my team has now grown to 9 members. I had to take the process from proof of concept to ensuring the projects has resources, procedures, process maps, tools, training etc. I had to use all my different learning styles, during that time, even a Follow Thru. It was frustrating at times, but the all the different challenges kept me going.

I am in the position now where I manage the output of the other people. I like the challenge, because now that my team has grown, I have more people contributing to our goals, which mean we can get more done, but I am busier than ever, which once again makes me an expert Juggler. I now have the backing team to be a Quick Start. Irony of this is that I am by nature a Risk-taker and we are implementing a Risk Management system to help reduce Risk. Do I practice what I preach? Well one thing is for sure, I will fist do my risk assessment before going down table mountain and think twice, but my instinct will probably win and I will let the rope go.


4.3 Reframing

“Leaders who can not reframe in times of crises and overload feel confused and overwhelmed”. (Bolman, L.G: Deal, T.E [no Date]) Reframing is the ability to look at a situation or problem, from a different contextual point of view, and gain new perspective on the situation or problem. To be able to take a step back, put on new pair of viewing glasses, and examine something from a different contextual point. This is not always as easy as it sounds. It is an art to be able to detach yourself from your current situation, take a step back, detach yourself from preconceived ideas and biases an to reframe the problem. There is a saying which says, “the only constant in life is change”(Unknown). Change is a part of life and of business. Why should we be spending time on reframing, if it should be something that is second nature to a good manager? The truth is that we limit ourselves in terms of past experiences, preconceived ideas and perceptions. We are able to reframe but with limited views or number of frames.

4.3.1 Spiral Dynamics

By applying the Concepts of Spiral Dynamics, we see that a manager and

employee might have very different world views and values. People think in different ways. Through employing Spiral Dynamics as a way of handling the complexities of human existence we bring some order and predictability to the apparent chaos of human affairs. It provides a framework for tracking the evolution of worldviews and a scaffold on which to stand while analyzing situations and planning the most appropriate actions. Based on the original research and theory of Dr. Clare W. Graves, this point of view describes how waves of consciousness emerge and flow through individuals and groups. It describes bio-psycho-social systems along a continuum that form an expanding spiral. (NVC CONSULTING. [ca 2001]) Spiral Dynamics purport eight sets of viewing profiles, which are linked to a specific colour. Beige, purple, red, blue, orange, green, yellow and turquoise. The first six of these make up the old way of thinking about business and management.

� BEIGE view things in loose bands and supported by survival processes.

� PURPLE view things in tribe-like groups and is supported by circular processes. Magic gets introduced.

� RED view things in empires and supported by exploitative power seeking processes.

� BLUE view things in pyramidal form, and supported by purposeful, controlling or even authoritarian processes.

� ORANGE view things in delegative forms, supported by achievement oriented, strategic and competitive processes. Experimental and creative thinker.

� GREEN view things in unrestricted fashion, supported by processes that are both experiential and consensual, and driven by communication standards. Human relationship and feeling is important.


If we think about the old way of viewing business and reframing, these are usually the frames that are used.

The two viewing perspective that constitutes to the beginning of a new way of thinking and reframing.

� YELLOW is flexible and integrative, both as a structure and in its systemic processes. Thinks systematically but with a flexible side to change.

� TURQUOISE is holistic and global in structure, and flowing in its process. This view point seeks to become familiar with all life’s forces to address problems which can put the future in danger.

All of these frames are important because they are a critical slice of an organizational reality, and each frame has something to contribute. It is important to recognise that you would naturally move towards one or two of these colours, and view life and business through these view points. A person is not stuck in one of these levels and can move out of your viewing profile, reframe and conceptualise from a different profiles view. This may not come naturally, but it is a conscious decision which can be made, and a good manager is able to do. The ability to use multiple frames has three advantages: (a) each frame can be coherent, parsimonious, and powerful; (b) the collection can be more comprehensive than any single frame; and (c) multiple frames enable leaders to reframe. (Bolman, L.G: Deal, T.E [no date])

How do we reframe? You are able to do this by firstly STEPPING OUTSIDE your own viewing profile or frame. Ensure you understand your profile and make a conscious decision to look at a situation or a problem differently. Choose multiple frames to view from, not just the ones you are comfortable with. Understand the strengths of the profile to ensure it keeps you focused when viewing through a particular view point. Secondly by recognising the CONDITIONS that surround a particular situation or problem. Seeing the obvious basic facts, issues or ideas. Thirdly by asking the WHY’S AND HOW’S questions from a particular viewing frame or profile. Imagine you are naturally the profile you are looking through and ask the right questions. Fourthly by being able to bring a DIFFERENT CONTEXTS to the same situation and problem.

My dominant Spiral Dynamic Styles is GREEN. I view things without boundaries. Think creatively about situations and experiment on way forwards. I tend to link organisational and individual needs. I achieve results on a human scale through interaction, involvement, and purposeful learning and teaching. I value relationships and feelings and try to empower and support my team as much as possible. When I am faced with a situation where it requires change this will be my first set of viewing glasses I will put on. It is not difficult for me to move out of this profile and reframe. My next preferred viewing style is ORANGE. I look at what needs to be done and how are we going to do it. Goal orientated. When I think about situations and problems, I see them as interpretive them rather than looking at the facts objectively. I will view a situation through intuition and creativity rather than logical and linear thinking.


The Profiles which I struggle with, but can apply, is RED, BLUE and ORANGE. RED and BLUE is the profiles politics and power play comes in. In a company like Eskom, it is important to be able to view a situation through these profiles. If this is not your preferred viewing profile you might be blind sighted to different objectives and agendas. It is sometimes necessary to network, create coalitions, build your powerbase and negotiate compromises. YELLOW is a very structural view point. You need to be able to see the bigger picture, and develop a system, procedure or policies to support it. Due to my learning style being a Quick Start and my lowest complement is a Follow Thru, this frame becomes my last resort. I tend to over rely on the human resource and driving for results, with non-linear thinking perspectives, and under using my political and structural lenses. I think by relying more on the human resource and non-linear thinking perspectives it makes me a better leader, where if I gave more attention to political and structural lenses it will improve my managing abilities. The key is to have a balance between being a good leader and manager. It is important to ensure I know which lens your team looks through to ensure you are able to reframe and look through their viewing profile, and respond within that context.

4.4 Conclusion

So the question is, am I still hanging from Table Mountain in life and at the office? The answer is yes. My natural instincts still Prevail. I am a Quick Start. I create challenges and opportunities, which I do not know the outcomes off. I strive on having too many balls in the air and I experiment with my out of the box thinking. I am by nature a risk –taker. My position in Eskom is currently still in line with my preferred learning style, and challenges me to the fullest. My viewing profiles I use when I look at challenges in our section are human resource and driving for results, with non-linear thinking perspectives. A combination of GREEN and ORANGE. Which helps me to empower my team and lead them dynamically. I do however realise that I need to ensure I put my next two lenses on top of my natural profiles to ensure we get the winning combination, which is my political, power play and systematic lenses. A combination of RED and BLUE. I am comfortable that I am able to reframe and look at a situation or problem, from a different contextual view point, and gain new perspective on the situation or problem.

It is no wonder that managers are often viewed as chameleons who can adapt to any setting, or as dispassionate manoeuvres who are guided only by expediency. Analysis and agility are necessary, but they are not enough. Organizations will need leaders who can provide a persuasive and durable sense of purpose and direction, rooted deeply in human values and the human spirit.(BOLMAN, L.G: DEAL, T.E. 1992) I am comfortable that I have the ability to change colours, next time you will have to look more closely because my chameleon powers might just fool you.


5. Learning and development plan for Project Support Risk Management Department

5.1 The importance of understanding yourself and your team

"I'm not talking about the intelligence to do the job. Or the training. Or the personality. I'm talking about how you'll do the job - the predictable, determined internal force that governs how you act. It's like being in the right sport, but the wrong event. You'd never expect a sprinter to run a long distance race, just as you know a long-distance runner doesn't have enough steam to excel as a sprinter. How can we so clearly see the benefit of "playing your own game" on the sports field, when we can't see the same thing is needed in business? (Kolbe, K. 1999)

When we think about a successful individual or team, we make a few assumptions. We go an assumption that everyone in our team knows their natural advantages and instincts, and that is what drives them and determines how they spend their time. We assume they have taken their natural instincts into account when they applied for the position, that they are in the right position which complements their natural instinct and not resist them. We also assume that the manager has evaluated the deliverables of the department and has interviewed the candidates with this in mind. We assume the manager has done a learning style evaluation of the candidate and marry it the style required to deliver objectives, before appointment. We also assume the manager understand their own instincts and is recruiting a team of people which will complement his or her lower intensity learning style to become a dynamic combination. The reality is quite different from this. This is the part of the manager’s job description which they left out. The position usually get advertised and driven by HR, without the manager giving it much thought and the next time the manager gets involved is in the interview. The manager has a set of questions they ask the candidate and a subjective decision is made. If it is a scares type of resource you appoint without questioning. The person joins the team and is expected to start delivering. Sometimes you have a match and the person jumps in and strives in that position. On the other hand you might have somebody that struggles and becomes frustrated and delivers but maybe not to their full potential. Their natural instincts or learning style clashes with their deliverables. They might be surviving in the short term but, frustration and stress will eventually get the upper hand and the person will start looking for other opportunities. This introduces a cycle of job-hopping and constant recruitment and no continuity in a team.

This scenario can be mitigated to an extend, when you empower the employee and the manager. The employee needs to understand their natural instincts or learning styles and use to their advantage. They need to see how their learning style contributes their deliverables. The manager needs to analyse what styles is needed to deliver the objectives, and ensure they place employees according to the winning mach of what is required and what comes naturally to the employee. The manager needs to understand how the person will react naturally to a satiation or problem, to be able to reframe and respond in a way which will compliment the employee’s needs. If you have a Follow thru learning style in you team and you are by nature a Quick Start, you will


automatically communicate the instructions high level and creatively, but what the employee needs is detailed information and instructions from you to complement their natural instincts. As a manager you need to understand you team and manage them accordingly. A good team has employees with different learning styles to have a balance, which means as a manager you will have to be able to reframe according to all the learning styles. Any person has a portion of all four learning styles in them and the manager needs to be able to draw from them.

As an additional dimension to supporting and understanding the employees in your team, you need to understand the persons drive for achievement, willingness to accept responsibility, and experience in relation to a specific task. Every person is at a different level of commitment and competence for every task they take on. The leadership they will require from you as a manager will vary according to where they are in terms of commitment and competence, when it comes to the specific task. This concept is called situational leadership. You need to assess what the employee’s competence and commitment is and plot it in the following figure 1 – Situational leadership quadrants. You will then have to reframe according to what leadership style is required to support employee.

Let’s look at how situational leadership works. If your subordinate is a beginner at a specific task, they tend to be very enthusiastic about the challenge. They are in quadrant 1 and a D1 . Words like hopeful, exited, curious can be used to describe the employees. As a manager you will have to apply a directive leadership style- S1. You will have to help define, plan and check and monitor progress. As the subordinate becomes experienced in the task and take on more responsibility, they will move into quadrant 2 and become a D2. The person understands the basics but do not have the competence to deliver on their own. They start knowing what they do not know and the commitment drops. Words like confused, demotivated and frustrated can be used to describe this person. As a manager, you have to endure you move into a Coaching style – S2, role to support this individual and ensure they move to Quadrant 3 as soon as possible. This is a very dangerous quadrant to get stuck in as, people usually give up. As a manager you need to explain, clarify, encourage and praise a person. When the employee moves to the 3rd Quadrant, the employee has gained the experience to do the task, but is not an expert – D 3. Words like cautious, capable, self-critical, contributing can be used to describe this employee. As a manager you need to move out of the full time guidance on how to do a task, but let the employee run with it and move to a supporting style – S 3. . As a manager you need to listen, reassure and give feedback. If the person has mastered the task they move over to Quadrant 4. The employee becomes a specialist, a D4. Words used to describe this person will be, expert, self assured and accomplished. As a manager you will need to apply a declarative leadership style – S 4. You need to empower, acknowledge and trust this employee. This concept is visually represented in figure 1. – situational leadership quadrants.


Figure 1 – Situational leadership quadrants.

(Source – Blanchard, K: Zigarmi, P et. 2001.Situational leadership 2)

It is important to apply the right leadership style to the right level of competence and commitment of an employee. If you apply the wrong style you and the employee will be frustrated.

5.2 Team analysis

I have evaluated my team to see what is the individual’s learning styles. The basic assessment provided in the Da Vinci study material was used to do the assessment. We have also assessed what the employees work deliverables is and looked if it is in line with their learning style. We have done a diagnosis of the person’s competence and commitment to every deliverable and identified the style of management I need to apply to support delivering for every task. We have also looked at the basic training needs required and linked it to preferred way of learning. The results were recorded per individual and demonstrated on the profile breakdown on the separate pages underneath. We have also plotted the departments overall complement of staff and graphically represented and overview.

Employee: D 1

(Enthusiastic beginner – low competence, High

commitment)

Manager: S 1

Directing style

Employee: D 2

(Disillusioned learner-

Low to some competence -

Low commitment

Manager: S 2

Coaching style

Employee: D 3

(Capable but cautious

performer-

Moderate to high

competence – variable

commitment

Manager: S 3

Supporting Style

Employee: D 4

(Self reliant achiever-

high competence – High

commitment

Manager: S 4

Delegating style

Employee: D 1

(Enthusiastic beginner – low competence, High

commitment)

Manager: S 1

Directing style

Employee: D 2

(Disillusioned learner-

Low to some competence -

Low commitment

Manager: S 2

Coaching style

Employee: D 3

(Capable but cautious

performer-

Moderate to high

competence – variable

commitment

Manager: S 3

Supporting Style

Employee: D 4

(Self reliant achiever-

high competence – High

commitment

Manager: S 4

Delegating style


.

Learning style profileRequired from

managerDeliverables

Learning styles

required for

deliverables

Situational Leadership

style required (to be

reviewed on Monthly

Basis)

Preferred way of

learningNext steps

Learning by doing :

Simulations, on the job

training, learnerships

*Show techniques to

do things

*Try out and proactive

techniques

*Demonstrations by

experts

*Immediate

implementation after

learning

Training Required:

* Presentation Skills -

Short course

* Train the trainer

course - Practical

demonstrations

* Software interactive

training and couching

from developers

*Monthly review to be

held on progress on

deliverables.

*Areas of support to

be identified

* Review on

Situational leadership,

linked to deliverables

on a monthly basis.

* Ensure training is

arranged

Implementor / Follow Thru

D 3 - Capable but cautious

performer - Has done it before

S 3 - Supporting role




D 2 - Disillusioned learner

- System not mature

S 2 - Coaching role


- Have not done training before

S 2 - Coaching role


- Have not done training before

S 2 - Coaching role








- Software not mature

S 2 - Coaching role

D 1- Enthusiastic Beginner

- New challenge

S 1- Directing role

C-ordinating Web Page development

and regular updating

Implementor

Implementor


Implementor / Quick Start

Fact Finder / Quick Start /

Follow Thru

Implementor

Implementor


Fact finder / Follow Thru

Ensure projects are set up on the

system and access is give to the

projects (Risk matrix, consequence

tables, WBS, etc)

Ensure Prism is used effectively on the

projects and information is live.

Continuous software support for

projects

Co-ordinating Knowledge Management

repository

Do's:

*Show responsiveness to new

ideas

*Demonstrate interest in

specific action plan

* Ensure enough details is

provided when given a task

* Encourage to experiments

and implement results.

*Link current problems to

current situations

*Encourage short term wins

*Support with escalating

operational issues (political

frame)

Don't:

* Drive research before

implementing. Only bear

essential research to be done

* Ensure level of creativity

links to what needs to be done

*Do not have to long detailed

session which does not

directly concern him.

Perform user testing and report of

errors in development and execution

phase of software development

Liaising with the development team on

enhancements as per func. Spec

(Stakeholder Management)

Fulfill a super-user role for Prism Risk

Manager

Provide System Training for the

projects

Develop training CD for Prism Risk

Manager


- New challenge

S 1- Directing role

Egan’s Learning Style Profile

Fact

Finder

18%

Follow Thru

23%

Quick

Start

21%

Implementor

38%

Figure 2 – Egan’s Profile



managerDeliverables

Learning styles

required for

deliverables



reviewed on Monthly

Basis)

Preferred way of

learningNext steps

MARKETING AWARENESS

CAMPAIGNImplementor / Quick Start


- has not done it before

S 2 - Coaching role

Follow Thru /Quick Start


- new challange

S 2 - Coaching roleDon't:

*Do not force her to simplify

thinking

* Do not force to mentor

someone with different

learning style or different

intelectual level

* Just jump in and do

something whith out fully

understanding

Training Required:

* AdvanceContract

management course -

formal with subject

matters.

* Advance risk

management course -

formal with subject

matters.

TRAINING DAY ORGANISATION Implementor



S 2 - Coaching role

MARKETING STRATEGY FOR

PROJECT RISK MANAGEMENT Follow Thru /Quick Start


-New challange

S 2 - Coaching role

Learning by Listening

and Asking: Attending

lectures and seminares

or talking to subject

mater experts*Ensure you partner

up with your team

members to help

implement. It is one of

Tlakale's strong

points. Manage her

correctly.


held on progress on

deliverables.


be identified

* Review on



on a monthly basis.


arranged

IMPLEMENTATION OF

PROCEDURES TO THE PROJECTSImplementor


- New challenge

S 1- Directing role

CONTRACT MANAGEMENT

GUIDELINEFollow Thru


- System to be understood

S 2 - Coaching role*Allow time to be

methodical

* Questioning the logic

behind an existing

system

* analyzing the

complexity of a

situation

NEC & FIDIC GUIDELINE

Do's:

* Show intrest in respectable

intellectual idea

* Give as much information as

possible on the systems or

concept in a situation or

activity.

* Give attantion to detail

* Communicate objectives in

detail

* Explain the bigger picture

and ensure she understands

where she fits in and what

need to be done.

DEVELOPMENT OF PROCEDURE

TO DO MONTHLY CONTRACT RISK

ASSESSMENT ON ALL PROJECTS

CONTRACTS

Fact Finder / Follow Thru


- New challenge

S 1- Directing role

Follow Thru



S 2 - Coaching role

CORPORATE GOVERNANCE

PROJECT MANAGEMENT

GUIDELINE

Follow Thru



S 2 - Coaching role

TRAINING STRATEGY FOR RISK

MANAGEMENT TO BE DEVELOPED

Susan’s learning style profile

Fact Finder

22%

Follow Thru

35%

Quick Start

24%

Implementor

19%

Figure 3 – Susan’s Profile



managerDeliverables

Learning styles

required for

deliverables



reviewed on Monthly

Basis)

Preferred way of

learningNext steps

MARKETING AWARENESS

CAMPAIGN TO BE IMPLEMENTED

ON THE PROJECTS

Implementor / Quick Start


- New challenge

S 1- Directing role

Follow Thru /Quick Start


- new challenge

S 2 - Coaching role

Don't:


thinking

* Do not force to mentor

someone with different

learning style or different

intellectual level


something with out fully

understanding

Training Required:

* Contract

management course -

formal with subject

matters.

* risk management

course - formal with

subject matters.

* Communication and

assertiveness short

course

ASSIST TRAINING DAY

ORGANISATION Implementor



S 2 - Coaching role

MARKETING STRATEGY FOR

PROJECT RISK MANAGEMENT Follow Thru /Quick Start





and Doing: Attending

lectures and seminares

or implementing what

have learnt*Ensure you partner

up with your team

members to help

deliver overall

objectives. Support

Susan with

implementation.

Communicate

effectively.


held on progress on

deliverables.


be identified

* Review on



on a monthly basis.


arranged

IMPLEMENTATION OF

PROCEDURES TO THE PROJECTSImplementor


- New challenge

S 1- Directing role

CO-DEVELOP CONTRACT

MANAGEMENT GUIDELINEFollow Thru


- New challenge

S 1- Directing role

*Allow time to be

methodical


behind an existing

system

* analyzing the

complexity of a

situation

*Practical Application

*Demonstrations

CO-DEVELOP NEC & FIDIC

GUIDELINE

Do's:

* Show intrest in respectable

intellectual idea




activity.

* Give attantion to detail


detail




need to be done.

* Encourage practical

application and

implementation

SUPPORT DEVELOPMENT OF

PROCEDURE TO DO MONTHLY

CONTRACT RISK ASSESSMENT ON

ALL PROJECTS CONTRACTS



- New challenge

S 1- Directing role

Follow Thru


- New challenge

S 1- Directing role

CO-DEVELOP CORPORATE

GOVERNANCE PROJECT

MANAGEMENT GUIDELINE

Follow Thru


- New challenge

S 1- Directing role

TRAINING STRATEGY FOR RISK

MANAGEMENT TO BE DEVELOPED

Tlakale's learning style profile

Follow Thru

33%Quick Start

16%

Implementor

28%

Fact Finder

23%

Figure 4 –Tlakale’s Profile



managerDeliverables

Learning styles

required for

deliverables



reviewed on Monthly

Basis)

Preferred way of

learningNext steps


and Doing: Attending

lectures and seminars

or implementing what

have learnt

*Allow time to be

methodical


behind an existing

system

* analyzing the

complexity of a

situation

*Practical Application

*Demonstrations

Do's:

* Show interest in respectable

intellectual idea




activity.

* Give attention to detail


detail




need to be done.

* Encourage practical

application and

implementation

Draft of risk management

implementation plan for Peaking

projects

Follow thru


- new challenge

S 2 - Coaching role

Implementor




Offer assistance to Peaking

Management with regards to risk

management procedures, risk

reporting etc

Follow thru




Lessons learnt report to be provided

for every Peaking project and

communicated to approved knowledge

repository. Every three months.

*Ensure you allign with

overall roll-out plan -

team work

*Encourage informal

mentoring of other

collegues, to help you


held on progress on

deliverables.


be identified

* Review on



on a monthly basis.


arranged

Facilitate Implementation of plan for

Peaking projects and ensure dates are

met.

Implementor


- New challenge

S 1- Directing role

Support Prism set up for Peaking

projectsImplementor


- System not mature

S 2 - Coaching role

Facilitate risk workshops for Peaking

Projects

Don't:


thinking

* Don't give to many balls in

the air



understanding

Training Required:

* risk management


subject matters.

* Communication and

assertiveness short

course

*Presentation skills-

practical application

Coordinate Risk Management

procedure training for Peaking projectsImplementor



S 2 - Coaching role

Recorded training session for Risk

Management ProcedureFollow thru



S 2 - Coaching role

Ensure Prism load up and update of

data by the projectsImplementor


- System not mature

S 2 - Coaching role



- New challenge

S 1- Directing role

Mahali's learning style profile

Fact

Finder

24%

Follow Thru

32%Quick

Start

16%

Implementor

28%

Figure 5 –Mahali’s Profile



managerDeliverables

Learning styles

required for

deliverables



reviewed on Monthly

Basis)

Preferred way of

learningNext steps




- System not mature

S 2 - Coaching role



- New challenge

S 1- Directing role

Don't:

*Encourage to risky behavior

and tasks, without allowing

time for preparation



understanding

Training Required:

* risk management


subject matters.

* Communication and

assertiveness short

course




procedure training for PDP projectsImplementor



S 2 - Coaching role

Cost recoveries co-ordination for

departmentFollow thru



S 2 - Coaching role

Learning by Doing and

Reading: Simulations,

on the job training,

learnerships. Referring

to a book or a journal *Ensure you align with


team work

*Lets work on

confidence and

communication


held on progress on

deliverables.


be identified

* Review on



on a monthly basis.


arranged


PDP projects and ensure dates are

met.

Implementor


- New challenge

S 1- Directing role

Support Prism set up for PDP projects Implementor


- System not mature

S 2 - Coaching role

*Show techniques to

do things


techniques

*Immediate


learning

*Research projects

* analysis and reports

Facilitate risk workshops for PDP

Projects

Do's:

* *Show responsiveness to

new ideas








current situations

* Suggsest activities can be

observed if he has to, before

implementation

*Encourage research and

understanding


implementation plan for PDP projectsFollow thru


- new challenge

S 2 - Coaching role

Implementor


- New challenge

S 1- Directing role

Offer assistance to PDP Management

with regards to risk management

procedures, risk reporting etc

Follow thru


- Knowledge not extensive

S 2 - Coaching role


for every PDP project and



Sibo’s learning style profile

Fact

Finder

28%

Follow

Thru

26%

Quick

Start

18%

Implementor

28%

Figure 6 – Sibo’s Profile



managerDeliverables

Learning styles

required for

deliverables



reviewed on Monthly

Basis)

Preferred way of

learningNext steps




- System not mature

S 2 - Coaching role



- New challenge

S 1- Directing role

Don't:

*Do not force him to simplify

thinking



understanding

* Ensure level of creativity

links to what needs to be done

*Do not have to long detailed

session which does not

directly concern him.

Training Required:

* risk management


subject matters.

* Communication and

assertiveness short

course




procedure training for RTS projectsImplementor



S 2 - Coaching role

Co-ordinate Safety permits for

departmentImplementor


- New challenge

Learning by Doing and

Listening: Attending

lectures and seminars

or talking to subject

mater experts. On the

job training. *Ensure you align with


team work

*Lets work on

confidence and

communication


held on progress on

deliverables.


be identified

* Review on



on a monthly basis.


arranged


RTS projects and ensure dates are

met.

Implementor


- new challenge

S 2 - Coaching role

Support Prism set up for RTS projects Implementor


- System not mature

S 2 - Coaching role *Show techniques to

do things


techniques

*Immediate


learning

*Allow time to be

methodical


behind an existing

Facilitate risk workshops for RTS

Projects

Do's:

* *Show responsiveness to

new ideas








current situations

Show intrest in respectable

intellectual idea




activity.


implementation plan for RTS projectsFollow thru


- new challenge

S 2 - Coaching role

Implementor


- new challenge

S 2 - Coaching role

Offer assistance to RTS Management

with regards to risk management

procedures, risk reporting etc

Follow thru


- new challenge

S 2 - Coaching role


for every RTS project and



Chuene’s learning style profile

Fact Finder

21%

Follow

Thru

30%Quick

Start

19%

Implementor

30%

Figure 7 – Chuene’s Profile


.

5.3 Way forward

On a monthly basis I will sit with and the employee and discuss progress on deliverables. We will incorporate where the employee is in terms of competence and commitment on every task and discuss how I will manage and support them. Concerns should be raised from the employee’s and manager’s side to ensure we partner up for performance and deliver our objectives.

6. Conclusion and recommendations Managers can optimise individual and group performance by: • Giving people the freedom to be themselves. • Assigning jobs suited to instinctive strengths and learning styles. • Communicating in ways that trigger the effective use of the natural, universal and

unbiased energy of creative instincts and learning styles. • Reframing and contextualising a situation from a different view point. • Adapting your leadership style to support an employee’s learning through doing

what is expected of them.

We have the ability to lead, manage and reframe. It is up to us to put it to good use and get the work done!

Fact F

inder

Follo

w T

hru

Quic

k S

tart

Imp

lem

en

tor

Alicia (manager)

MahaliTlakale

Chuene

Egan

Sibo

Susan

Fact F

inder

Follo

w T

hru

Quic

k S

tart

Imp

lem

en

tor

Alicia (manager)

MahaliTlakale

Chuene

Egan

Sibo

Susan

Figure 8 – Overview of department’s Learning Style complement


7. bibliography

• KOLBE, K. 1999. Kolbe. http://www.kolbe.com/the_kolbe_concept/the_kolbe_concept.cfm. 3rd March 2008.

• KOLBE, K. 2001.Kolbe A Index – Alicia Manser. Kolbe corp.

• BOLMAN, L.G: DEAL, T.E. What makes a team work? Organizational Dynamics. Issue number. 34 – 44.

• NVC CONSULTING. [ca 2001] A mini-course in Spiral Dynamics. www.spiraldynamics.org.

• BOLMAN, L.G: DEAL, T.E. Leadership lessons from Mikhail Gorbachev. Human resource development quarterly. Vol 3. no 1. Spring 1992.

• Blanchard, K: Zigarmi, P et. 2001. Situational Leadership 2. Participant workbook. The Ken Blanchard companies. Pp 3:1-21, 4:1-20

• SMITH, P.J : DE J CRONJE, G.J et. 2004. Management Principles, a comtemporary edition for Africa. 4th ed. Juta and co.ltd. p. 282, 306

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Alicia Swart