© uct inseta/gsb 2003 lap/eldp programmes 2004 in-take information briefing gauteng/western...

© UCT INSETA/GSB 2003

LAP/ELDP Programmes2004 In-take

Information Briefing Gauteng/Western Cape/KwaZulu-Natal

Nelius VolschenkCEO, INSETAMebs Loghdey

Director: Customised Executive ProgrammesGSB, UCT


“…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


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!


Our (the sector’s) Response

• 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


Our (the sector’s) Response (Cont.)

• Accreditation /assessment

• Action learning

• Sectoral, organisational and personal development


What Makes This Programme Different....• Participation, reflection, synthesis and application

• Multicultural and diverse settings where participants can immerse themselves, question and be questioned, and give and receive feedback all at the same time

• 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.

• Provides an intelligent combination of the best of both worlds - reflective classroom time and guided practice in execution

• 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

• Includes simulations, interactive cases, collaborative and constructionist learning methods, mixed teaching models

• Has executive sponsorship, is linked to the workplace, has HR system alignment and is linked to performance drivers.


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


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


Time

Executive Performanc

e

Learning to Jump the Curve

Functional -

General

Executive

Efficiency/operationsCustomer value

Effectiveness/strategyShareholder value

LegitimacySocial value

Development vs training


Delegates 2003LAP: 49 delegates

BLACK COLOURED/ INDIAN

WHITE TOTALS

MALE 15 9 7 31

FEMALE 6 8 4 18

TOTALS 21 17 11 49

ELDP: 25 delegates

BLACK COLOURED/INDIAN

WHITE TOTALS

MALE 8 2 9 19

FEMALE 4 0 2 6

TOTALS 12 2 11 25


Leadership skills Development incoaching, diversity etc

IntroductionContent

Team deliverySynthesis

and evaluation2 3 4Learning

modules

Ongoing learning processes

INSETA LAP programme architecture

Coaching

Systems thinking

Critical thinking

Reflective practice

Leadership frameworkGroup presentation legislation

Company action learning project

1 2 3

Leaders as teachers


Learning modules

INSETA ELDP programme architectureCompany action learning project 1 2 3

Ongoing learning processes

Action learning & systems thinking

Critical thinking

Reflective practice

Strategic thinking and action

Leadership framework development

Coaching

Cape Town

Scenarios

UK

Internationalisation

Joburg

SA application

Leadership

Group action learning project 1 2 3

LEADERS AS TEACHERS

INTERNATIONAL STUDY TOUR


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)

ELDP• 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•Critical thinking•Creative thinking•Systems thinking•Introspective leadership

Re-framing ‘…n’•Reflection•Integration

•Seeing wholes •and patterns

•Knowing self

Content delivery, personal development, group work, action learning projects, guest speakers, travel


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.


Assessment architectureAction/ 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


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


INSETA ELDP 2003 Assessment Planning Schedule

Code Description Due date

PP1 First module position paper April 11

ALP1 Individual Action Learning Project - scenario April 18

LF1 Leadership Framework initial definition of Leadership May 16

ALP2 Action Learning Project description and action plan August 15

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

RLJ final Portfolio of Evidence of Learning final submission Feb 09 2004


Assessment (Cont.)

• 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)


Benefits of a Reflective Learning Environment

• 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)


QUESTIONS AND FEEDBACK FROM 2003

LAP and ELDP DELEGATES

© uct inseta/gsb 2003 lap/eldp programmes 2004 in-take information briefing gauteng/western...

Documents

uct insetagsb

uct slide

learning society

personal development

henry mintzberg slide

professional management

corporate governance

time opportunities