Transcript Document

LAP/ELDP Programmes
2004 In-take
Information Briefing
Gauteng/Western Cape/KwaZulu-Natal
Nelius Volschenk
CEO, INSETA
Mebs Loghdey
Director: Customised Executive Programmes
GSB, UCT
© UCT INSETA/GSB 2003
“…professional management is a transdisciplinary and integrative
profession and…
…the corporate leader participates in a web of interactions amidst emerging
themes and events.
While a manager can influence these complex interactions by his or her
intentions and actions, outcomes cannot be controlled or predicted.
Management is rarely about solving given problems with predeterimined
answers. Instead it is a matter of identifying and reformulating ambiguous
problems into possibilities. It is also a matter off creating and - not least implementing new solutions.
Learning how to continually learn is decisive in a time when the industrial
society is transforming in to a learning society.”
Henry Mintzberg
© UCT INSETA/GSB 2003
The ELDP/LAP Design Challenge
• Global: The digital revolution, post 9/11 (changing nature of
risk), N/S divide, rise of the global teenager, GMO, biotech,
equity markets scare, corporate governance etc.
• National: Economic and political transition, EE, and BEE
• Sectoral: Growing the sector’s future leadership bench, AIDS,
FS Charter, FAIS Act, bancassurance, emerging market
segments, risk product transformation, distribution channels,
multiple stakeholder management
• Personal: Discontinuous change, ambiguity, diversity, work/life
balance – complexity!
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Our (the sector’s) Response
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Development vs training
Transformational vs transaction leadership
Leadership vs managment
Transdisciplinary and integrative management
practise vs siloed delivery of content
• Recognise mature learners – androgogy vs pedagogy
• Acknowledge workplace impact vs decontextualised
learning
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Our (the sector’s) Response (Cont.)
• Accreditation /assessment
• Action learning
• Sectoral, organisational and personal
development
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What Makes This Programme Different....
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Participation, reflection, synthesis and application
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Multicultural and diverse settings where participants can immerse themselves,
question and be questioned, and give and receive feedback all at the same time
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Opportunities to explore the limits of their particular specialities, find and define
problems, and understand the spaces where available solutions lie by looking at them
from the perspective of other disciplines.
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Provides an intelligent combination of the best of both worlds - reflective
classroom time and guided practice in execution
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Allows participants to understand the long term consequences associated with
situations such as lack of transparency, weak governance structures, or the lack of
responsibility toward the environment
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Includes simulations, interactive cases, collaborative and constructionist learning
methods, mixed teaching models
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Has executive sponsorship, is linked to the workplace, has HR system alignment
and is linked to performance drivers.
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Outcomes
• Think systemically
• Put learning into practice
• Identify and manage organisational barriers
• Increase business performance
• Inspire and motivate teams in difficult periods
of transition
• Advance personal management challenges
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Target Audience
• Emerging leaders needing to accelerate their
development
• Emerging leaders who will direct and manage
the accelerated growth of business opportunities
and operations in the near term
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Executive
Performance
Learning to Jump the Curve
Executive
Legitimacy
Social value
Development vs training
General
Effectiveness/strategy
Shareholder value
Functional
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Efficiency/operations
Customer value
Time
© UCT INSETA/GSB 2003
Delegates 2003
LAP:
49
delegates
BLACK
COLOURED/
INDIAN
WHITE
TOTALS
15
9
7
31
FEMALE 6
8
4
18
TOTALS
17
11
49
MALE
ELDP:
25 delegates
MALE
FEMALE
TOTALS
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21
BLACK
COLOURED/
INDIAN
WHITE
TOTALS
8
4
12
2
0
2
9
2
11
19
6
25
INSETA LAP programme architecture
Company action
learning project
1
2
3
Leaders as teachers
Coaching
Learning
modules
Introduction
Content
Team delivery
Synthesis
and evaluation
2
3
Leadership skills
Development in
coaching,
diversity etc
Critical thinking
Ongoing
learning
processes
Systems thinking
Group presentation legislation
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Reflective practice
Leadership framework
4
INSETA ELDP programme architecture
Company action
learning project
1
2
3
LEADERS AS TEACHERS
Group action
learning project
1
2
3
INTERNATIONAL STUDY TOUR
Coaching
Learning
modules
Cape Town
UK
Joburg
Scenarios
Internationalisation
SA application
Leadership framework development
Critical thinking
Ongoing
learning
processes
Strategic thinking and action
Leadership
Action learning & systems thinking
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Reflective practice
Programme Content
LAP
• Systems thinking
• Creative thinking and problem
solving
• Operations
• Human capital management.
• Finance
• Project management
• Managing strategic conversations
• Team dynamics and diversity
• Environmental scanning
• Projects (individual)
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ELDP
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Learning for leaders
Leadership
Scenario thinking, critical thinking
Strategic finance
Leading change through
complexity and diversity
International Study tour
Work/life balance
Argument/thought construction
Projects (individual and team)
How does the process impact the
Delegate?
Framebreaking
•Learning to learn
•Surfacing assumptions
•Mental models
•“Discomfort”
Re-framing 1
Re-framing ‘…n’
•Critical thinking
•Creative thinking
•Systems thinking
•Introspective
leadership
•Reflection
•Integration
•Seeing wholes
•and patterns
•Knowing self
Content delivery, personal development, group work, action learning projects, guest speakers, travel
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Andragogy- The Way Adults Learn
•Andragogy is based on four crucial assumptions about the
characteristics of adult learners that are different from the assumptions
about child learners.
•As persons mature,
 Their self concept moves from being a dependent personality toward one of
being a self-directing human being
 They accumulate a growing reservoir of experience that becomes an
increasing resource for learning
 Their readiness to learn becomes oriented increasingly to the developmental
tasks of their social roles, and
 Their time perspective changes from one of postponed application of
knowledge to immediacy of application.
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Assessment architecture
Action/ implementation
(Do/activist)
Individual action learning project (ALP)
Theory/ concepts
(Theorise/ conceptualise)
(LF) Personal leadership framework project
Leadership skills
development
(Planning/ pragmatist)
(LSD) Leadership skills in coaching, diversity and one
other
Reflection, review and
assimilation
(observe, reflect, interpret)
Portfolio of evidence of learning – position papers,
daily learning log, critical incidents reports, Action
Learning Project evaluations, synthesis of learning etc
© UCT INSETA/GSB 2003
INSETA LAP 2003 Assessment Planning Schedule
Code
Description
Due date
PP1
First module position paper
Friday in the week following module 1 end
LSD1
Leadership Skills Development initial definition of skills
to develop
March 31 2003
ALP1
Action Learning Project initial definition (SCQARE)
April 22 2003
LF1
Leadership Framework initial definition of Leadership
day 1 module 2
LSD2
Leadership Skills Development definition of starting
and target skills levels, and plan for year
day 1 module 2
ALP2
Action Learning Project Plan 1
day 1 module 2
PP2
Second module position paper
Friday in the week following module 2 end
LSD3
Leadership Skills Development coaching assignment
July 18 2003
ALP3
Action Learning Project update
day 1 module 3
LF2
Leadership Framework theory review
day 1 module 3
PP3
Third module position paper
Friday in the week following module 3 end
LSD4
Leadership Skills Development skills final submission
Day 1 module 4
PP4
Fourth module position paper
Friday in the week following module 4 end
LF3
Leadership Framework final submission
Dec 12 2003
ALP4
Action Learning Project final submission
Jan 16 2004
RLJ final
Portfolio of Evidence of Learning final submission
Jan 30 2004
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INSETA ELDP 2003 Assessment Planning Schedule
Code
Description
PP1
First module position paper
April 11
Individual Action Learning Project - scenario
April 18
Leadership Framework initial definition of Leadership
May 16
ALP1
LF1
Due date
ALP2
Action Learning Project description and action plan
GP1
Group project hand-in 1
July 31
PP2
Second module position paper
July 31
LF2
Leadership framework theory review
Sep 12
GP2
Group project hand-in 2
Dec 01
ALP3
Action Learning Project action update and action report
Dec 01
PP3
Third module position paper
Dec 19
LF3
Leadership Framework final submission
Dec 19
GP3
Group project final submission
Jan 31 2004
ALP4
Action Learning Project final submission - final report and
reflection on outcomes of implementation
Jan 31 2004
Portfolio of Evidence of Learning final submission
Feb 09 2004
RLJ final
© UCT INSETA/GSB 2003
August 15
Assessment (Cont.)
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Personal Development
Awareness of change in oneself
Taking charge of one’s life
Participative leadership development
Opportunity to develop within group
Group development
Ability to adjust (ambiguity)
Self-directed learning
Commitment/investment/purpose (career)
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Benefits of a Reflective Learning Environment
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Academic Learning
Improved basic skills
Better learning of subject matter
Learning to learn from experience
Memory development
Expands the ability to attend to details/features (differentiation,
discrimination)
Develop abilities to assess evidence (distinguish, discern)
Develop grounded judgement (resolution, clarity) through meaning
in context
Perspective development (transformation)
imaging/imagining/visioning
Changes in thinking (theory of mind)
Ability to apply learning principles (thoughtfulness)
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QUESTIONS AND
FEEDBACK
FROM 2003
LAP and ELDP
DELEGATES
© UCT INSETA/GSB 2003