SASCEC

The research, technology and applications behind AltanaESP Network & System Developments

Code

The code of conduct, as applied and encourage by SASCEC, centres around the AltanaESP electronic assessment, facilitation and coaching procedure, enabling all participants to benefit from a peer coaching system (cooperative learning), as a methodology through which, they are allowed to consciously and deliberately apply reflections to enhanced and maintain life long learning.

The above methodology of guidance, assistance and facilitation/mediation is implemented, with the primary aim to support an individual with his/her self-empower drives and psyche management strategies using accountable and focused reflections. When an individual make use of the AltanaESP Network & System, the principle behind this kind of reflections, are to enable a person to think through what s/he is doing at present and to focus on what s/he would like to achieve in future. Thus, assisting the individual to establish future expectations, as rooted in the acceptance (to come to terms with) of the past and dealing with the present, through making accountable choices and taking responsible decisions.

When you compare your present circumstances (environmental realities), applying reflective techniques, this action permits you to select (choose) the areas in your life in which you prefer to change and most probably need some support an/or guidance to ensure an efficient monitoring and evaluation of these selected areas of envisioned change. Without the initial act of exploration and continues discovery (comparative-reflections), there is no actual lasting progress towards obtaining significant purpose and meaning in life. Therefore, participants are constantly encouraged to realize that life and career orientations activities, are a continues growing and developing process through frequent reflections (i.e. a life-long activity).

Reflection often is a process (principle) that commence as a tentative kind of activity, which gradually collects data, gathers focus, gain momentum, strength and purpose, to eventually develop as a major source of information for personal and a professional growth and development. The methodology or technique of reflection requires a certain patience with the process and an acknowledgement that some things will be quite difficult, but that is just fine, because once accepted as such, it could become a challenging and exciting obstacle to overcome.

The AltanaESP Network and System (often described as virtual assistance) is a generative process which, when implemented, can yield rich personal rewards and growth. However, the AltanaESP System, can never be seen in isolation, and the system could only contribute to making a difference, IF and WHEN the system is used in conjunction  with people (i.e. network of facilitators) to ensure excellent qualitative assistance and guidance to each and every individual.

Thus… The AltanaESP System doesn’t work… PEOPLE DO!

The Facilitator/Mediator (parent, teacher, lecturer, manager, HR-officer, coach, …etc.) is the key person that primarily assists and directs (as requested) an individual or group of individuals in the process of empowering themselves. Without the essential contribution of a facilitator, the AltanaESP System, becomes yet another, computerized procedure, that reduce the rich diversities and potential (energy) of people, to a mere “statistical-scientific-financial-logical” cause-and-effect scenario.

Thus, there is a particular stance towards these proposed interactive guidance (facilitator & AltanaESP Network) that is found to be extremely helpful to establish and maintain an attitude and climate of learning through implementation-, life long-, focused- and co-operative learning. The following are key areas that describes and indicate the main principles of the facilitation, coaching and/or mediation role (responsibilities) within, the AltanaESP assistance process as the observable outcomes of SASCEC’s Code of Conduct:

LISTENING

The facilitator withholds his/her own agenda regarding self-empowerment or psyche management strategies and is receptive to what the individual tells him/her. The facilitator permits a “debriefing” or feedback after observed-involvement, so that the individual(s) can describe what s/he/they are trying to achieve and what concerns him/her/them the most. The facilitator supports the individual in this, rather than trying to provide direction, give “expert advice” and/or to inform him/her/they what should be done next, how and when. Thus, the facilitator/coach guide the person where to look and not what to see.

CONSTRUCTING A SHARED AGENDA

The facilitator works to construct a shared vocabulary, a common understanding between them (common strata). For example, establish a common strata by active listening and debriefing (feedback), by probing and clarifying what the participant(s) actually means. Together, they (facilitator & client) then develop an understanding of what the client is trying to do or achieve. As well as, the criteria for expected actions, as part of this shared understanding, Thus, the shared agenda (common strata) is in essence a continues communication, about the mutually identified criteria, its meaning, its purpose and how such criteria could be applied in changing or dealing with present circumstances, events or settings. The client takes the lead in selecting criteria, upon which to focus and the facilitator supports him/her/them in this to implement and administer the shared agenda (i.e. doing something… NOW!).

SUPPORT PROBLEM-SOLVING

The facilitator/mediator supports a problem-solving approach by asking questions (What could we do about that? How could we get that working better for you?) and works to elicit solutions and consequences of answers to these questions from the client. Because the client is normally the one, actually the only person, with the most accurate information about his/her/their problems and possible solutions. Clients are often able to identify solutions that is most likely to work, and such solutions are the ones to which s/he/they will make a definite commitment to and put the necessary effort into it.

FOCUS ON A SPECIFIC PROBLEM

The facilitator/mediator keeps the interactive workshop session (groups) and facilitation sessions (individual) focused on a specific problem or issue. The focusing should always be on the client, the program (shared agenda or common strata), the procedure outcome (process results) and what they want to see or expect to happen in the end (climate results). Please avoid unnecessary digressions into personality details, different teaching styles, possible cultural or philosophical differences or any unrelated topics, which can be quite uncomfortable to many clients, and that have no bearing on what should be accomplished in the end or that may create unnecessary defensive reactions.

FACILITATE/MEDIATE AS SCRIBE

The facilitator/mediator keeps a running record of the thinking or reasoning process (state of mind or mind-sets) that clients goes through in their quest for self-empowerment, establishing psyche management strategies, determination, seek solutions and/or generating new ideas. This documentation or record of processing ideas, can be immensely helpful, because it leaves the client free to think, knowing s/he/they does not have to worry about remembering and recording everything. Such recorded information is especially helpful and supportive for feedback, as the foundation for the monitoring, evaluation and correction procedure, which determine success in the individual or group’s change efforts.

INTEGRITY

Both the facilitator/mediator and clients must maintain their own integrity, that is, their autonomy. When the facilitator disagrees with the client, there is NO advantage to false sympathy and an illusion of agreement, but an important gain to be achieved from a different idea or perspective put forth. The key is that the facilitator or any other person for that matter, “owing” the idea, present it to the others NOT as something that must done, BUT as his/her perspective or view with regards to the situation, and the “idea” should be treated merely as a different or another perspective (point of view). It is a sign of maturity when two people could disagree, BUT still are able to retain respect and emotional equilibrium for one another.

Updated: 13 December, 2014 — 11:47 am
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