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    LEADING SELFJOURNAL WORKBOOK

    EXAMPLES OF SOME

    OF THE EXERCISES

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    The Learning System The New Leadership Paradigm

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    Introduction to the Leadership Development Learning System

    From an evolutionary perspective, all learning has always been emergent and self-directed. One

    could say that evolutionary learning has always been on-job, and on-demand. Entities

    experienced events, reacted or responded to them, and then gauged the efficacy of their reactions

    or responses based on whether they were able to enhance their ability to survive and thriveto

    improve or sustain their internal stability and external equilibrium in their framework of existence.

    Reactions and responses that proved successful in meeting these requirements were recorded in

    memory and used again when similar situations arose in the future. Responses that proved

    unsuccessful were forgotten. This is how atoms evolved into molecules; molecules evolved into cells;

    cells evolved into organisms; and organisms evolved into creatures. One of those creatures, Homo

    sapiens, is now learning how to take evolution to the next level. We are learning how to adapt our

    individual and collective behaviours so that we can live happily and peacefully (survive and thrive) in

    a sustainable world.

    This Journal and Workbook have been designed to facilitate this type of evolutionary learning by

    providing you with a way of keeping an evolving record of your leadership journey.

    Universal Principles

    There are three universal principles that have guided the evolutionary process on planet Earth over

    the past four billion years. First, individual entities had to learn how to become viable and

    independent in their framework of existence, otherwise they would not have been able to survive.

    Secondly, as their framework conditions became more complex and threatening, individual entities

    had to learn how to bond together to form group structures that were more sustainable than eachindividual entity could be on its own. Thirdly, as framework conditions became even yet more

    complex and threatening, group structures had to learn how to cooperate with other group

    structures to create a higher order entity that was more sustainable than each of the group

    structures could be on their own. This is how atoms evolved into cells; how cells evolved into

    creatures; and this is how Homo sapiens is developing high performing organisations and making

    palpable the concept of humanity.

    Evolutionary Characteristics

    The most successful entities in this evolutionary process shared five common characteristicsthey

    were masters of adaptation; they never stopped learning; they developed their ability to bond; they

    developed their ability to cooperate; and at each stage they became more adept at handling

    complexity. Adaptation and continuous learning were the qualities that allowed individual entities to

    become viable and independent. Learning how to bond allowed them to form group structures; and

    learning how to cooperate allowed them to create a more sustainable higher order group entity.

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    Human Evolution

    As far as Homo sapiens is concerned this three stage evolutionary process maps directly to the Seven

    Levels of Consciousness model. Stage 1 of this processbecoming viable and independentrequires

    an individual to master the first three levels of consciousness. Stage 2bonding to form a group

    structurerequires an individual to master levels 4 and 5. Stage 3cooperating to form a higher

    order entityrequires an individual to master levels 6 and 7.

    The Learning System

    The New Leadership Paradigm Leadership Development Learning System incorporates all these

    evolutionary principles into its design.

    It is based on the three universal principles of evolution.

    It is emergentyou can search the Web site, your Leadership Journals and Workbooks for

    information and resources to address issues you are currently facing and access your

    previous learning.

    It is self-directedyou can learn at your own pace, and you can dig deeper into any topic by

    exploring the resource links that are provided.

    It is evolutionaryyou progress through the system by first learning to lead yourself, and

    then learning to lead others. The Leading Yourself and Leading Others modules are

    foundational. Once you have completed these modules you can either move to learning to

    lead an organisation or learning to lead in society.

    It isflexibleyou can follow the learning system on your own or you can meet regularly in a

    group and facilitate the process yourselves or have an external facilitator do the job for you.

    It is customisableyou can add or remove exercises from the Workbook.

    It involves the whole system. It uses the knowledge of everyone who is using the system to

    constantly update the Web site and the learning system.

    Learning Modules

    There are four learning modules in the New Leadership Paradigm Leadership Development Learning

    System.

    Leading Self

    Leading a Others (Team)

    Leading an Organisation

    Leading in Society

    Leading Self

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    The purpose of the Leading Self component of the evolutionary leadership development programme

    is to help you find personal fulfilment by uncovering, and exploring your authentic self, thereby

    fulfilling your potential and becoming all you can become.

    This requires you to establish an intimate understanding of who you are, how you operate, what is

    important to you, and most importantly, what you need to do to find fulfilment in your life. The

    Leading Self programme also develops your capacity to manage your internal stability and external

    equilibrium by making decisions and choices that support you in meeting your needs; your egos

    needs (deficiency needs), your souls needs (growth needs), and your bodys needs (physiological

    needs). You will find personal fulfilment when you are able to meet all these needs.

    Leading Others (Team)

    Leading a Team or any group of people with a common goal or purpose is obviously not the same as

    leading yourself. It requires significantly more skills and capabilities.

    Just as you learned to create the conditions for yourownfulfilment in the leading-self module of the

    leadership development programme, you are now going to learn how to create the conditions for a

    group of peopleto find their individual andtheir collective fulfilment by becoming a high performing

    team. Ultimately, its all about excellence, performance, getting results and being the best you can

    be individually and collectively.

    Who you are as an individual and the level of progress you have made on leading yourself will

    significantly influence your ability to be an effective team leader.

    Leading an Organisation

    Leading an organisation is infinitely more complex than leading a team, a division or a business unit,

    and it is not something you can do on your own. You need to surround yourself with a leadership

    team. You need the best team you can get; but more than that, you need a team that you can trust;

    a team that trusts each other; and a team that trusts you.

    When you lead an organisation, you need to be able to create the conditions that allow you, your

    leadership team, and all your employees to find fulfilment, and also meet all your stakeholders

    needsinvestors, customers, partners, the local communities where you operate, and society in

    general.

    Leading in Society

    There are many ways that you can become a leader in a societal context. You can be a local or

    national politician; you can be advocate or activist for social change or you can set up or run a

    charity, an association, a sports team, or some other type of interest group. The possibilities are

    endless.

    This module goes beyond the first three modules by helping you to develop a deep understanding of

    community and societal motivations, and what you as a leader need to know and understand to be

    effective in leading your community, your nation or a cause that improves the human condition or

    the sustainability of our natural environment.

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    Learning System Components

    There are four components to the New Leadership Paradigm Leadership Development Learning

    System:

    The New Leadership Paradigm Web site.

    The New Leadership Paradigm book.

    A downloadable Journal for each of the four learning modulesyour own

    personalised record of your leadership journey.

    A downloadable Workbook associated with each Leadership Journal containing

    exercises and feedback/performance materials that can be self-administered or

    facilitated by a third party.

    The Leading Self Journal

    The Leading Self Journal has five Sections.

    Section 1:TheJourneysection explores the past to the present. Where you have been and

    where you are now.

    Section 2:ThePotentialsectionexplores the possibility for the futurewho you can become, and

    where you want to go.

    Section 3:The Challengessection explores the reality of where you are now and the hurdles you

    have to overcome.

    Section 4:The Masterysection explores the way you manage your day-to-day reality so you can get

    the outcomes you need to get to where you want to go.

    Section 5:The Evolutionsection explores your evolutionary progressyour latest

    feedback/performance measures, and your commitments to continued growth and learning.

    Section 6: The Self-Coaching section supports your evolutionary progress by providing a checklist of

    actions you can take when you are confronted by specific issues.

    The Leading Self Workbook

    The Workbook exercises associated with each section and subsection of the Leading Self Journal

    are listed below. Unless otherwise stated, each exercise can be self-administered or externally

    facilitated. Instructions on how to self-administer or facilitate each exercise can be found in the

    Workbook. Wherever the Workbook requires surveys or feedback, an indication of the type of

    feedback/survey and an order of magnitude cost is provided.

    My Self-Leadership Journey

    Explores the past to the presentwhere you have been and where you are now.

    My life story

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    My leadership story

    My positive role models

    Leaders I admire

    My PotentialExplorespossibilities for the futurewho you can become, and where you want to go.

    My authentic in-flow days

    My personality profile

    My strengths/unique abilities

    My personal values inventory

    My values/beliefs/behaviours

    My sense of purpose at work

    My core motivation at work

    My vision/mission at work

    My workplace alignment

    My Challenges

    Explores the reality of where you are now, and the hurdles you have to overcome.

    My inauthentic out-of-flow days

    My anxieties

    My stressors

    My upsets

    My conflicts

    My fears and needs inventory

    My Personal Mastery

    Explores how you manage your day-to-day reality so you can get the outcomes you need to get to

    where you want to go.

    My self-management skills

    My personal mastery log

    Using my values to make decisions

    My balance wheel

    My goals and actions

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    My Evolution

    Explores your evolutionary progressyour latest feedback/ performance measures, and your

    commitments to continued growth and learning.

    My feedback/performance (Johari Window)

    My feedback/performance (Jobari Window)

    My levels of identity

    My levels of motivation

    My psychological evolution

    My level of happiness

    My type of mind

    My level of personal consciousness

    My commitments to evolution

    Self-Coaching

    Supports your evolutionary progress by providing a checklist of actions you can take when you are

    confronted by specific issues.

    Self-coaching for Personal Mastery

    Self-coaching for Internal Cohesion

    Self-coaching for External Cohesion

    Getting the Most from this ExperienceTo get the most from this learning experience you should:

    Be open and willing to receive feedback

    Operate in Dialogue mode when working with others

    Use the concept of Circle Time to stimulate thinking

    Make a copy of the original Journal/Workbook after you have downloaded it; and, as you

    move through the exercises save your journal with a file name that includes the date

    Choose the exercises that correspond to your needs and resonate with you the most

    Receiving Feedback

    Be open and willing to receive feedback from others no matter what that feedback is. Recognize that

    how others experience you can be a support or a hindrance to your growth and development as a

    leader. Be grateful for all the feedback you receive. Thank the people who have taken the time to

    give you the feedback, and where appropriate indicate to them what actions you will be taking

    based on the feedback. If you find yourself reacting to feedback, then use this as a learning

    experience by referring to the eight step personal mastery process in Section 4 of the Leading Self

    Journal/Work.

    Dialogue

    When you are doing exercises with others move into a dialogue mode as quickly as possible. William

    Isaacs, a proponent of the use of dialogue, says the goal of dialogue is to reach a shared

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    understanding by exposing our beliefs and assumptions to other people and having them expose

    theirs to us. The main advantage of dialogue is that it activates the collective creativity of the group,

    thereby resulting in better decisions. There are three conditions that must be met for dialogue to

    possess the capacity to facilitate changes of understanding:

    Participants must suspend their assumptions so they are able to fully hear what other

    people are saying. Questions are asked solely for the purpose of seeking clarification.

    Participants must be willing to see each other as colleaguesthere has to be a sense of

    equality in the exchanges.

    Someone should take on the role of facilitator to monitor the process and intervene if

    the dialogue degenerates into a debate.

    Nancy Klein suggests ten conditions for stimulating thinking either in groups or on one-on-one

    coaching sessions. These conditions are similar to the principles for promoting dialogue. The most

    essential conditions for creating a thinking environment are:

    Equality: Everyone gets an equal amount of time to put forward their ideas and expose their

    assumptions. While people are talking, no one interrupts. Questions can be asked for thesake of clarity when the person has finished speaking. Depending on the size of the group,

    everyone should be heard at least twice.

    Attention: Listen, listen and listen. Especially in a one-on-one discussion, ask over and over

    again, What else do you think about this? What else is on your mind? What other ideas

    do you have? The purpose here is to have the person think so deeply that they tap into

    their intuition. It is important to recognise that you cannot listen at this deep level if you are

    thinking about your own agenda. Therefore, you must park your ideas for the moment. Since

    you know you will get your turn to speak, you can put your ideas on hold until your turn

    arrives.

    Questions: The purpose of questioning is to remove limiting assumptions. Questions shouldbe open-ended and freeing. For example, If you were to assume for a moment that there

    are no budget constraints, what would you do to tackle this issue? or If you could choose

    anyone at all in the company to work with you on this, whom would you choose? The

    purpose is to uncover the individual and group assumptions that are limiting the ability to

    think. Very often the perceived obstacles are assumptions that may or may not be real.

    Feelings: It is important to recognise that when people are passionate about something they

    are expressing their positive energy. When passion encounters what is perceived as an

    obstacle, frustration and emotion bubble up. The ensuing upset stops people thinking.

    Therefore, it is important to allow feelings to be expressed. As soon as they are expressed,

    thinking starts again. So allowing feelings to be expressed is an essential pre-requisite for a

    thinking environment.

    Ultimately, the purpose of dialogue is to enhance meaning-making, thereby reaching a more

    informed decision.

    Based on the above, you can see how important it is to differentiate between dialogue time, and

    debate time. Dialogue time opens up the conversation to everyone so together they can explore

    diverse options. Debate time closes the conversation down by trying to narrow the options to one.

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    Circle Time

    One way of metaphorically distinguishing between dialogue time and debate time is to refer to

    dialogue time as circle time, and debate time as triangle time.

    It works in the following way. At the start of any discussion, there is a conscious choice made to

    begin with circle time and then move into triangle time. The rules for circle time are as follows: Every person in the group is given as much time as they need to speak to the issue on the

    table, without interruption from other members.

    The dialogue proceeds clockwise around the table. When one person finishes the next

    person begins.

    There is no discussion except for questions concerning points of clarity.

    Everyone, having listened to everyone else, and had their say, then gets a second chance to

    speak. They can modify their position based on what they have heard or they can make

    additional points.

    Depending on progress towards a conclusion, a third round of dialogue can be undertaken.

    At the end of the second or third round the person facilitating the discussion or the leader of

    the group will check to see if people are ready to move into triangle time. If necessary, after

    debate, the group can move back into circle time.

    Making this distinction at the beginning of a group conversation allows people to find a space during

    circle time where they can detach from their position or the outcome they want, and stay open up

    to other possibilities. It allows constructive listening, rather than destructive listening.

    Once the switch is made from circle timeto triangle time the rules change. People are

    encouraged to advocate for the position they think is best using the points that have been made. If

    necessary, the group can return to circle time before making a decision. Before, during and after

    the discussion frequent reminders should be made as to how the espoused values of theorganisation relate to the topic being discussed.

    Copy the Original and Save Your Journal after Each Working Session

    You should keep a copy of the original Journal/Workbook in case you make a mistake. To make sure

    you dont lose your work always save your Journal/Workbook with a new file name that includes the

    date. If you do make a mistake, you can then retrieve the most recent version of the document.

    Choose the Exercises

    Although the Journals and Workbooks have been designed in a logical progressive manner to

    facilitate your learning, you should feel free to pick and choose which exercises you wish to do and if

    necessary change the order. You can even add or substitute exercises as you wish.

    Having completed a particular Journal/Workbook, we would ask you to send us your feedback, so

    that we can continually improve the learning system.

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    My Leading Self

    Journal

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    Section 1: My Self-Leadership Journey

    Explore the past to the presentwhere you have been and where you are now.

    My Life Story

    (Insert Text: Exercise 1.1)

    My Positive Role Models

    (Insert Text: Exercise 1.2)

    Leaders I Admire

    (Insert Text: Exercise 1.3)

    My Leadership Story(Insert Text: Exercise 1.4)

    Workbook Exercises

    Exercise 1.1:My Life Story

    Exercise 1.2:My Positive Role Models

    Exercise 1.3: Leaders I Admire

    Exercise 1.4: My Leadership Story

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    Section 2: My Potential

    Explorespossibilities for the futurewho you can become, and where you want to go.

    My Authentic Self

    (Insert Text: Exercise 2.1)

    My Personality Profile

    (Insert Text: Exercise 2.2)

    My Strengths/Unique Abilities

    (Insert Text: Exercise 2.3)

    My Personal Values Inventory(Insert Text: Exercise 2.4)

    My Values/Beliefs/Behaviours

    (Insert Text: Exercise 2.5)

    My Sense of Purpose at Work

    (Insert Text: Exercise 2.6)

    My Core Motivation

    (Insert Text: 2.7)

    My Vision/Mission/at Work

    (Insert Text: 2.8)

    My Workplace Alignment

    (Insert Text: 2.9)

    Workbook Exercises

    Exercise 2.1:My Authentic In-Flow Days

    Exercise 2.2: My Personality Profile(Survey)

    Exercise 2.3: My Strengths/Unique Abilities(Survey)

    Exercise 2.4: My Personal Values Inventory(Survey)

    Exercise 2.5: My Values/Beliefs/Behaviours at Work/Home

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    Exercise 2.6: My Sense of Purpose at Work

    Exercise 2.7: My Core Motivation at Work

    Exercise 2.8: My Vision/Mission at Work

    Exercise 2.9: My Workplace Alignment(Survey)

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    Section 3: My Challenges

    Explores the reality of where you are now, and the hurdles you have to overcome.

    My Inauthentic Self

    (Insert Text: 3.1)

    My Anxieties

    (Insert Text: 3.2)

    My Stressors

    (Insert Text: 3.3)

    My Upsets(Insert Text: 3.4)

    My Conflicts

    (Insert Text: 3.5)

    My Fears/Needs Inventory (Work/Home)

    (Insert Text: 3.6)

    Workbook Exercises

    Exercise 3.1:My Inauthentic Out-of-flow Days at Work/Home

    Exercise 3:2: My Anxieties at Work/Home

    Exercise 3.3: My Stressors at Work/Home

    Exercise 3.4: My Upsets at Work/Home

    Exercise 3.5: My Conflicts at Work/Home

    Exercise 3.6: My Fears/Needs Inventory at Work/Home

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    Section 4: My Personal Mastery

    Explores how you manage your day-to-day reality and get the outcomes

    you need so you can get to where you want to go.

    Personal Mastery Process

    Step Action Explanation

    Step 1 Release your emotions Pause while you allow the pent up

    emotional energy and hurt to dissipate.

    Step 2 Engage your self-witness Move into the balcony, and observe

    what is happening to you on the dance

    floor of life.

    Step 3 Identify your feelings Name your feelings and describe them

    to yourself in detail. Write down yourfeelings

    Step 4 Identify your thoughts Notice what you are thinking and the

    judgements you are making. Write

    down your thoughts.

    Step 5 Identify your fears What are the fears that lie behind your

    thoughts? What are you afraid may

    happen. Write down your fears.

    Step 6 Identify your needs What needs do you have that are not

    being met. This is together with your

    fears is what is motivating your

    instability. Write down your needs.

    Step 7 Identify you beliefs Develop a belief statement about what

    you think you lack, and what you need.

    Step 8 Question your thoughts/

    beliefs

    Differentiate between perception and

    reality, and reshape your

    thoughts/beliefs and re-evaluate your

    needs.

    If another person is involved in a situation that is causing you anxiety, stress, upset or conflict,you will need to add three more steps.

    Step Action Explanation

    Step 9 Inquire about the

    needs of the other

    Be curious about the other persons needs.

    Try to understand what fear-based

    thoughts may be motivating them. What

    needs do they have that are not being met.

    Step 10 Communicate your

    needs

    Identify what you needs, and make a

    request of the other person to see if they

    are willing to support you in getting your

    needs met.

    Step 11 Dialogue Take time to hear one another and explore

    various strategies to meet both of your

    needs. This takes time and patience. You

    may discover that you are not able to meet

    one anothers needs.

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    Dealing with Upsets and Conflicts (Steps 1 and 2)

    (Insert Text: 4.1)

    Dealing with Anxieties, Stress, Upsets and Conflicts Step (Steps 3, 4, 5 and 6)

    (Insert Text: 4.2)

    Dealing with Anxieties, Stress, Upsets and Conflicts Step (Steps 7 and 8)

    (Insert Text: 4.3)

    Dealing with Anxieties, Stress, Upsets and Conflicts Step (Steps 9, 10 and 11)

    (Insert Text: 4.4)

    My Personal Mastery Log

    (Insert Text: 4.5)

    My Reflection/Meditation Plan

    (Insert Text: 4.6)

    Using My Values to Make Decisions

    (Insert Text: 4.7)

    My Balance Wheel

    (Insert Text: 4.8), (Insert Text: 4.9), (Insert Text: 4.10)

    My Goals/Actions(Insert Text: 4.11)

    Workbook Exercises

    Exercise 4.1:Personal Mastery ProcessSteps 1 & 2

    Exercise 4.2: Personal Mastery ProcessSteps 3, 4, 5 & 6

    Exercise 4.3: Personal Mastery ProcessStep 7 & 8

    Exercise 4.4: Personal Mastery ProcessSteps 9, 10, & 11

    Exercise 4.5: Personal Mastery Log

    Exercise 4.6: My Reflection/Meditation Plan

    Exercise 4.7: Using My Values to Make Decisions

    Exercise 4.8: My Balance Wheel (Body Mind)

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    Exercise 4.9: My Balance Wheel (Ego Mind)

    Exercise 4.10: My Balance Wheel (Soul Mind)

    Exercise 4.11: My Goals/Actions

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    Section 5: My Evolution

    Explores your evolutionary progressyour latest feedback/performance measures,

    and your commitments to continued growth and learning.

    My Feedback/Performance

    (Insert Text: 5.1), (Insert Text: 5.2)

    My Levels of Identity

    (Insert Text: 5.3)

    My Levels of Motivation

    (Insert Text: 5.4)

    My Psychological Evolution

    (Insert Text: 5.5)

    My Levels of Happiness

    (Insert Text: 5.6)

    My Type of Mind

    (Insert Text: 5.7)

    My Levels of Personal Consciousness(Insert Text: 5.8)

    My Commitments to Evolution

    (Insert Text: 5.9)

    Workbook Exercises

    Exercise 5.1:My Feedback/Performance(Johari Window)

    Exercise 5.2:My Feedback/Performance(Jobari Window)

    Exercise 5.3: My Levels of Identity

    Exercise 5.4: My Levels of Motivation

    Exercise 5.5: My Psychological Evolution

    Exercise 5.6: My Level of Happiness

    Exercise 5.7: My Type of Mind

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    Exercise 5.8: My Levels of Personal Consciousness

    Exercise 5.9: My Commitments to Evolution

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    Section 6: My Self -Coaching

    Self-Coaching for Personal Mastery

    (Insert Text: 6.1)

    Self-Coaching for Internal Cohesion

    (Insert Text: 6.2)

    Self-Coaching for External Cohesion

    (Insert Text: 6.3)

    Workbook Checklists

    Checklist 6.1:Self-coaching for Personal Mastery

    Checklist 6.2:Self-coaching for Internal Cohesion

    Checklist 6.3:Self-coaching for External Cohesion

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    My Leading Self

    Workbook

    EXAMPLES OF SOME

    OF THE EXERCISES

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    My Self Leadership Journey

    Exercise 1.1: My Life Story

    Purpose: To uncover and understand the events that have defined who you are today.

    Objective: To determine what is important to you in your life, now, and into the future.

    Background: We all have patterns that play out in our livesroles we play; the way we deal with

    disappointments; the way we react to specific situations, etc. If these patterns

    support your growth and development, then you will want to see how these

    patterns can support you now. If these patterns are not supporting you will want to

    identify them, understand them, and take actions to change them.

    Instructions:

    1. Draw a horizontal line on a piece of paper (landscape), approximately one third down from

    the top. This line represents your life from birth to death. Mark where you are right now with

    your age. Leave room for the part of your life that is as yet unlived.

    2. Mark above the line, with approximate dates, the most significant life changing events that

    you have experiencedyour successes, your moments of greatest joy.

    3. Mark below the line, with approximate dates, the most significant life changing events that

    you have experiencedyour challenging times, your moments of sadness.

    4. Write brief notes against each event indicating how this experience impacted you; what youlearned about yourself, and what strengths/qualities showed up in you. Note down how you

    changed or your relationships changed as a result. Write down the values that became more

    important to you, and the values that became less important to you after each significant

    experience.

    5. When you have finished, look for common positive andnegative themes, qualities and

    values.

    6. If you have someone you can share with, take 20 to 30 minutes to tell them your life story and

    what you believe you have discovered from carrying out this exercise. If you are listening to

    the story, you may ask clarifying or probing questions, but do not speak of your own

    experiences. When you have finished, ask the person who has been listening to summarise

    what they heard, and provide any comments or insights they might have.

    7. Summarise what you have learned about yourself. Based on what you learned about yourself,

    write down the themes/qualities/values, positive and limiting, that are consistently showing

    up in your life.

    8. Write down also what qualities and values you think it is important for you to embrace

    between now and the end of your life.

    9. Complete the worksheet.

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    WORKSHEET

    My Life Story

    Positive themes/qualities/values that show up in my life:

    Values that I want to emphasise in the future that will help me have more positive experiences:

    Negative themes and values that show up in my life:

    Values that I want to emphasise in the future that will help me overcome my challenges:

    What I have learned about myself and what has become clear to me:

    When you have finished this exercise, copy what you have written in the shaded section

    of the worksheet, clickText 1.1,and paste into your journal.

    Facilitator Notes:

    You should allow about 30-45 minutes for people to complete this exercise. You can then split the

    group up into pairs and have them share with each other for about 20-30 minutes each following the

    instruction in Item 6. Then invite each participant to share one insight from this exercise in a plenarysession. Give the group about 20 minutes to complete the worksheet, and transfer the worksheet

    contents to their Leadership Journals.

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    Exercise 1.2 My Positive Role Models

    Purpose: To discover the qualities in others you admire.

    Objective: To determine to what extent these qualities are present in you.

    Background: The reason we admire people is because we see qualities in them that we respond to

    intuitively and would like to emulate in ourselves. This exercise is intended to help

    you become aware of these qualities so that you can actively develop them.

    Instructions:

    1. Think of a person who has had a positive impact on you, and to this day, you remember with

    great affection and admirationsomeone who you regard as personal role model.

    2. What qualities did this person display that you liked so much?

    3. How did this person make you feel?

    4. What qualities would you like others to admire in you?

    5. To what extent do you think others see these qualities in you?

    6. How would you like to make others feel when they come into contact with you?

    7. What values/behaviours do you need to display to make this happen?

    8. Complete the worksheet.

    WORKSHEET

    Positive Role Models

    Name of Person:

    Qualities:

    This person made me feel:

    The qualities I would you like others to admire in me and why?

    To what extent do you think others see these qualities in you?

    How would you like to make others feel when they come into contact with you?

    The values I need to display to make this happen:

    What I have learned about myself:

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    When you have finished this exercise, copy what you written in the shaded section

    of the worksheet, clickText 1.2,and paste into your journal.

    Facilitator Notes:

    After giving people about 20 minutes to complete this exercise, split the group up in threes or fours

    and ask them to share their stories with each other. After sharing for about 20 minutes, give the

    group about 10 minutes to complete the worksheet, and transfer the worksheet contents to their

    Leadership Journals.

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    My Potential

    Exercise 2.1: My Authentic In-Flow Days

    Purpose: To find out who you are when you are at your best.

    Objective: To deepen your understanding of what motivates you.

    Background: When you are in your flow and living an authentic life, you feel a sense of happiness,

    even joy, and sense of personal fulfilment. If you understand what is happening, and

    how you are contributing to the experience of such days, then you can create more

    of them in the future. This will make you more effective and increase your level of

    personal fulfilment.

    Instructions:

    1. Read the resource document before starting this exercise.

    2. Complete the worksheet.

    Resources:

    1. Seven Levels of Motivation

    WORKSHEET

    My Authentic In-Flow Days

    At Work

    Explore in drawings and words:

    a) What is happening when you have a really good day at work?

    b) What makes this a good day?

    c) How are you feeling? (Consult the list of feelings)

    d) Who are you with?

    e) What are you doing?

    f) What needs are you meeting? Identify the specific words that represent your needs and

    http://www.valuescentre.com/uploads/2010-07-06/The%207%20Levels%20of%20Human%20Motivation.pdfhttp://www.valuescentre.com/uploads/2010-07-06/The%207%20Levels%20of%20Human%20Motivation.pdfhttp://www.valuescentre.com/uploads/2010-07-06/The%207%20Levels%20of%20Human%20Motivation.pdf
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    either highlight/underline/embolden them:

    Level 1:SurvivalSecurity/safety/money/protection/survival

    Level 2:RelationshipFriendship/attention/connection/love/belonging

    Level 3:Self-EsteemAchievement/recognition/power/status/professional

    growth

    Level 4:TransformationAccountability/freedom/adventure/challenges/

    personal growth

    Level 5:Internal CohesionMeaning/creativity/enthusiasm/passion

    Level 6:Making a differenceMaking a difference/coaching/mentoring

    Level 7:ServiceServing humanity/planet/future generations

    g) What would you need to do or change to have more good days at work?

    Away from Work (At Home)

    Explore in drawings and words:

    a) What is happening when you have a really good day away from work (home)?

    b) What makes this a good day?

    c) How are you feeling? (Consult the list of feelings)

    d) Who are you with?

    e) What are you doing?

    f) What needs are you meeting? Identify the specific words that represent your needs and

    either highlight/underline/embolden them:

    Level 1:SurvivalSecurity/safety/money/protection/survival

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    Level 2:RelationshipFriendship/attention/connection/love/belonging

    Level 3:Self-EsteemAchievement/recognition/power/status/professional

    growth

    Level 4:TransformationAccountability/freedom/adventure/challenges/personal growth

    Level 5:Internal CohesionMeaning/creativity/enthusiasm/passion

    Level 6:Making a differenceMaking a difference/coaching/mentoring

    Level 7:ServiceServing humanity/planet/future generations

    Describe in your own words how people would recognise you are having a good day:

    a) At Work

    b) Away from Work (At Home)

    What do you need from other people to support you in having a good day:

    a) At Work

    b) Away from Work (At Home)

    What would you need to do or change to have more good days?

    a) At Work

    b) Away from Work (At Home)

    What I have learned about myself:

    When you have finished this exercise, copy what you written in the shaded section

    of the worksheet, clickText 2.1,and paste into your journal.

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    Facilitator Notes:

    Give the group about 30 minutes to complete this exercise. If you have a small group or a team, ask

    everyone to stand in front of the group for a few minutes and describe the answers to their

    questions, both work and home. If you have a larger group, split the group into threes and have

    them share their answers with each other. After they have finished sharing, give the group about 20

    minutes to complete the worksheet, and transfer the worksheet contents to their Leadership

    Journals.

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    Section 3: My Challenges

    Exercise 3.1: My Inauthentic out-of-flow Days at Work/Home

    Purpose: To find out who you are when you are not at your best.

    Objective: To deepen your understanding of your conscious and sub-conscious reactions to

    situations.

    Background: When you are out of alignment with who you really arewhen you feel energetically

    challengedyou know that your fears are getting the better of you. Whenever you

    feel anxiety, resistance, impatience, frustration, anger or rage, or you are

    experiencing conflict, you know that in some way you are holding onto a belief that

    you will not be able to get your needs met. This is the cause of your anxiety and

    stress, and unless you deal with these limiting beliefs you will continue to experience

    upsets.

    Instructions:

    1. Read the resource document before starting this exercise.

    2. Use the worksheet to identify what is happening to you when you are having a bad day at

    work.

    3. Repeat this exercise for when you are having a bad day at home.

    Resources:

    1. Chapter 8. The New Leadership Paradigm: Personal Consciousness.

    2. Chapter 9. The New Leadership Paradigm: Personal Mastery.

    WORKSHEET

    My Inauthentic Out of Flow Days at Work/Home

    At Work

    Describe in your own words:

    a) What is usually happening when you have a bad day at work?

    b) What makes this a bad day?

    c) How are you feeling? Consult the list of feelings.

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    d) Who are you with?

    e) What are you doing?

    f) What is frustrating you?

    g) What needs do you have that are not being met? Consult the list of needs.

    Describe in your own words how people would recognise you are having a bad day. What are the

    external signs that you display that indicate to people you are having a bad day at work

    What do you need to do in order to cope when you are having a bad day at work?

    What do you need from other people when you are having a bad day at work?

    Since you know that you are responsible for what you are feeling, what questions do you need to ask

    yourself to get back to a state of calm at work?

    What I have learned about myself and what has become clear to me:

    At Home

    Describe in your own words:

    a) What is usually happening when you have a bad day at home?

    b) What makes this a bad day?

    c) How are you feeling? Consult the list of feelings.

    d) Who are you with?

    e) What are you doing?

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    f) What is frustrating you?

    g) What needs do you have that are not being met? Consult the list of needs.

    Describe in your own words how people would recognise you are having a bad day. What are the

    external signs that you display that indicate to people you are having a bad day at home

    What do you need to do in order to cope when you are having a bad day at home?

    What do you need from other people when you are having a bad day at home?

    Since you know that you are responsible for what you are feeling, what questions do you need to ask

    yourself to get back to a state of calm at home?

    What I have learned about myself and what has become clear to me:

    When you have finished this exercise, copy what you have written in the shaded section

    of the worksheet, clickText 3.1 and paste into your journal.

    Facilitator Notes:

    Allow about 30-45 minutes for this exercise. If you have a small group or a team in a workplace

    setting, ask everyone to stand in front of the group for a few minutes and describe the answers to

    their workquestions. It would notbe appropriate to describe the answers to the home questions in

    a work situation. If you are conducting a personal transformation workshop, you should get

    everyonesapproval to share the answers to the home questions.

    When the exercise is over give participants about 10 minutes to transfer the worksheet contents to

    their Leadership Journals.

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    Section 4: My Personal Mastery

    Exercise 4.1: Personal Mastery ProcessSteps 1 & 2

    Purpose: To learn how to deal with the immediate effects of an upset or conflict.

    Objective: To release your emotions and step into your self-witness.

    Background: When you are out of flow or out of alignment with who you really are, energetically

    you feel challenged. Whenever you feelresistance, impatience, frustration, anger or

    rage, you know you are out of alignment. You will find yourself reacting to situations.

    You will not be showing up in a compassionate way. If you understand what is

    happening, then you can take measures to reduce the severity and frequency of your

    upsets and conflicts. Developing these abilities will make you more effective in your

    work life and home life, and increase your happiness/sense of personal fulfilment.

    The first stage of the personal mastery process involves dealing with the energies

    that are created by upsets and conflicts and stepping into your self-witness.

    Instructions:

    1. Read the resource document before starting this exercise.

    2. Go to the worksheet and answer the questions.

    Resources:

    1. Chapter 9: The New Leadership Paradigm.Process of Personal MasterySteps 1 & 2.

    WORKSHEET

    Personal Mastery Steps 1 & 2

    Releasing Your Emotions

    The purpose of this exercise is to help you think about and identify what are your preferred ways of

    releasing your emotions in a non-violent (to yourself and others) way.

    List all the ways that you can think of for releasing your emotions when you are upset or findyourself in a on-going conflict, without harming anyone. (For example: Going for a long walk or run;

    beating a cushion with a baseball bat; talking with a friend.)

    What are yourpreferred ways of releasing your emotions?

    Become Your Own Self-Witness

    The purpose of this exercise is to get you used to the idea of witnessing what is going on in side yourbody, mind and soul.

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    Close your eyes and ask yourself, What is alive within me today?

    (The world alive seeks to get at the energetic dimension of peoples feelings. Is it something you excited

    about? Is it something that is upsetting you? Is it someone special that you are thinking about? It may just be

    that you may be feeling happy and contented. You are trying to find what physical sensations are in your body;

    what thoughts and feelings are occupying your mind. Observe them from a distance, like watching a movie,

    with as little judgement or self-association as possible.

    Write down your thoughts and feelings (consult list of feelings).

    My thoughts are:

    My feelings are:

    Example:

    What is alive in me today? Tomorrows trip to Europe. I am both excited and anxious about the trip

    (feelingsexcited and anxious). I just remembered that I need to pack my passport (thoughtpack

    my passport).

    Repeat the exercise everyday for two weeks so you get used to witnessing yourself.

    Ask at least two people you know within the next 24 hours,

    What is alive in you today

    Notice what they say and how it enables you to connect with them in an empathetic way.

    What I have learned about myself and what has become clear to me:

    When you have finished this exercise, copy what you have written in the shaded section

    of the worksheet, clickText 4.1,and paste into your journal.

    Facilitator Notes:

    Allow about 15 minutes for people to complete this exercise and then spend 10-20 minutes milling

    around asking each other What is alive in you today? At the end of the exercise, have a general

    discussion about the process of a) releasing emotions, and b) accessing their self-witness. When the

    exercise is over give participants about 10 minutes to transfer the worksheet contents to their

    Leadership Journals.

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    Section 5: My Evolution

    Exercise 5.1: My Feedback/Performance (Johari Window)

    Purpose: To find out how I am perceived by friends and family.

    Objective: To identify the changes you need to make to consciously evolve.

    Background: We rarely see ourselves exactly as others see us. Getting feedback from others helps

    us to learn how we are coming across, and what changes we might want to make to

    our behaviours to develop more successful relationships.

    Instructions:

    1. Read the resource documents before starting this exercise.

    Resources:

    1. Chapter 12: The New Leadership Paradigm. Measuring your performance.

    2. Johari Window

    WORKSHEET

    My Goals and Actions

    Johari Window

    Print out theJohari Window Survey Form and ask 10-15 people you know to complete the survey.

    Also, take the survey yourself.

    Plot the words on the diagram:

    Known to self and known to others: Matching Values

    Known to self and not to others: Words I picked that did not come across in top ten of others.

    Know to others and not known to self: Words in the top ten of others that I did not pick.

    Known to Self Not Known to Self

    Known to Others

    http://en.wikipedia.org/wiki/Johari_windowhttp://en.wikipedia.org/wiki/Johari_window
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    Not Known to Others

    Matching words:

    Words that represent my blind spots at home/in my personal life are:

    Words that represent my faade at home/in my personal life are:

    What I have learned about myself and what has become clear to me:

    When you have finished this exercise, copy what you have written in the shaded section

    of the worksheet, clickText 5.1 and paste into your journal.

    Facilitator Notes:

    This exercise can either be self-administered or be part of a facilitated programme. When peoplehave finished the survey and plotted the results, allow 20 minutes sharing in twos or threes. Give

    people 10 minutes to complete their worksheets and transfer the worksheet contents to their

    Leadership Journals.

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    Exercise 5.2: My Feedback/Performance (Jobari Window)

    Purpose: To find out how I am perceived by work and business colleagues.

    Objective: To identify the changes you need to make to consciously evolve.

    Background: We rarely see ourselves exactly as others see us. Getting feedback from others helps

    us to learn how we are coming across, and what changes we might want to make to

    our behaviours to develop more successful relationships.

    Instructions:

    1. Read the resource documents before starting this exercise.

    Resources:

    1. Chapter 12: The New Leadership Paradigm. Measuring your performance.

    WORKSHEET

    My Goals and Actions

    Jobari Window

    Print out theJobari Window Survey Form and ask 10-15 people you know to complete the survey.

    Also, take the survey yourself.

    Plot the words on the diagram:

    Known to self and known to others: Matching Values

    Known to self and not to others: Words I picked that did not come across in top ten of others.

    Know to others and not known to self: Words in the top ten of others that I did not pick.

    Known to Self Not Known to Self

    Known to Others

    Not Known to Others

    Matching words:

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    Are there any potentially limiting words?

    Words that represent my blind spots at work are:

    Are there any potentially limiting words?

    Words that represent my faade at work are:

    Are there any potentially limiting words?

    Comparing the results of this exercise with the previous one.

    How are my work and home blind spots similar or different?

    How is my work and home faade different?

    What I have learned about myself and what has become clear to me:

    When you have finished this exercise, copy what you have written in the shaded section

    of the worksheet, clickText 5.2 and paste into your journal.

    Facilitator Notes:

    This exercise can either be self-administered or be part of a facilitated programme. When people

    have finished the survey and plotted the results, allow 20 minutes for sharing in twos or threes. Give

    people 10 minutes to complete their worksheets and transfer the worksheet contents to their

    Leadership Journals.

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    Self-coaching

    Checklist 6.1: Self-coaching for Personal Mastery

    If you are dealing with a personal mastery issue follow the check list of items. When you

    have finished, go toExercise 4.5 and complete the log. Also, clickText 6.1to go to your

    journal and make any notes that you need to about your experience for future reference.

    Checklist of items:

    Release your emotions:If you are noticing any pent up emotional energy or hurt, pause

    while you allow it to dissipate.

    Engage your self-witness:Move into the balcony, and observe what happened to you on the

    dance floor of your life.

    Identify your feelings:Name your feelings and describe them to yourself in detail. Write

    down your feelings.

    Identify your thoughts:Notice what you are thinking and the judgments you are making.

    Write down your thoughts.

    Identify your fears:What are the fears that lie behind your thoughts? What are you afraid

    may happen? Write down your fears.

    Identify your needs:What needs do you have that are not being met. These needs together

    with your fears are what are motivating your upset. Write down your needs.

    Identify your beliefs:Develop a belief statement about what you lack, and what you need.

    Question your thoughts/beliefs: Differentiate between perception and reality and reshape

    your thoughts/beliefs and re-evaluate your needs.

    If someone else is involved:

    Inquire about the needs of the other:Be curious about the other persons needs. Try to

    understand what fear-based thoughts may be motivating themwhat needs they have that

    are not being met.

    Communicate your needs:Identify your needs, and make a request of the other person to

    see if they are willing to support you in getting your needs met.

    Dialogue:Take time to hear one another and explore various strategies to meet both of your

    needs. This takes patience. You may discover that you are not able to meet one anothers

    needs.

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    Checklist 6.2: Self-coaching for Internal Cohesion

    If you are dealing with an internal cohesion issue follow the check list of items. ClickText 6.2

    to go to your journal and make any notes that you need to about your experience for future

    reference.

    Self-coaching for internal cohesion

    Identify your values:Gain an understanding of what values drive your decision-making and

    the beliefs and behaviours that support them.

    Understand your motivations:Get clear and focused on why you do what you do each day,

    and in particular, your motivation for going to work.

    Understand your current purpose:Get clear on your most important goals and the outcomes

    you want to achieve.

    Find your mission:Understand and get clear on your life purpose.

    Create a vision:Understand and get clear on what outcome you would like to create by

    following your life purpose.

    Get aligned with your work: Evaluate to what extent your current work environment

    supports you in achieving your purpose, mission and vision, and if necessary change it.

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    Checklist 6.3: Self-coaching for External Cohesion

    If you are dealing with an external cohesion issue follow the check list of items. ClickText

    6.3to go to your journal and make any notes that you need to about your experience for

    future reference.

    Self-coaching for external cohesion

    Deepen your self-connection:Develop your intuition and inspiration through reflection, and

    meditation.

    Work with other people:Develop your empathy, compassion, humility and wisdom to build

    partnerships and strategic alliances.

    Manifest outcomes:Move beyond intention and vision and trust in the forces of inspiration

    to provide for your needs.

    Eleven strategies for staying in the flow:Develop your ability to find long-term fulfilment bystaying at the top of your game.

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    My Leading Self

    Workbook Resources

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    Johari Window Survey Form

    Friends and Family

    Return to: Exercise 5.1

    Insert your name:

    Please select ten words (ring or underline) that most reflect how you perceive me.

    accepting

    accountable

    adaptable

    bold

    brave

    calm

    caring

    cheerful

    clever

    complex

    cooperative

    confident

    dependable

    energetic

    empathetic extroverted

    friendly

    giving

    happy

    helpful

    idealistic

    independent

    ingenious

    intelligent

    introverted

    kind

    knowledgeable

    logical

    loving

    mature

    modest

    nervous

    observant

    organized patient

    powerful

    proud

    quiet

    reflective

    relaxed

    religious

    responsible

    responsive

    searching

    self-assertive

    self-conscious

    sensible

    sentimental

    shy

    smart

    spiritual

    spontaneous

    sympathetic tense

    trustworthy

    wise

    witty

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    Jobari Window Survey Form

    Work and Business Colleagues

    Return to: Exercise 5.2

    Insert your name:

    Please select ten words (ring or underline) that most reflect how you perceive me.

    accessible

    accountable

    achievement

    adaptable

    ambitious

    analytical authoritarian

    balance(home/work)

    being liked

    blaming

    cautious

    calm

    coaching/mentoring

    collaborative

    commitment

    compassion

    conflict avoider connecting with

    customers

    continuousimprovement

    controlling

    creative

    decisive

    delivering onpromises

    demanding

    developing others

    detail orientation

    drive/determination

    empathetic

    enthusiastic ethical

    experienced

    fairness

    focus on bottom line

    focus onsustainability

    forgiving

    goals orientation

    high standards

    honesty

    humility

    humour/fun inspiring

    integrity

    internallycompetitive

    listening

    logical

    long hours

    long-termperspective

    making a difference

    open to new ideas

    organised

    patient

    focus on personal

    growth focus on

    professional growth

    positive attitude

    powerful

    reactive

    relationship builder

    reliable

    risk-taking

    short-term focus

    solution focus

    strategic thinker

    supportive team builder

    trusting

    vision

    focus on well being(physical/emotional/mental/spiritual)

    focus on win-winpartnerships

    wisdom

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    The seven levels of human identity

    Return to: Exercise 5.3

    Our sense of identity is determined by the associations we hold in our mind that allow us to place

    ourselves in time and space. Without a sense of our own identity we are lost. We do not know

    where we belong.

    When we say, I am this, or I am that, we are indicating to ourselves and others the affiliations or

    associations that are important to us in our lives. We are also telling people indirectly who or what

    we care about. This in turn gives us an indication of what levels of consciousness we are operating

    from. This is why the question, Who am I? is so important. It gets us to focus on the associations

    that are meaningful to us in our lives.

    From the perspective of identity, a person who is said to be operating for the common good is

    simply someone who is operating with an expanded sense of self-interest. This is the same as sayingthey are operating from a higher level of consciousness because the self that has the self-interest

    has taken on a more inclusive sense of identity.

    As you evolve in breadth consciousness terms, you shift from making decisions based on what is

    good for you alone, to what is good for you and those with whom you chooseto bond and associate,

    and while these decisions are all wrapped up in your own self-interest, they give the appearance of

    being driven by the common good.

    What I am saying is that at the higher levels of consciousness your personal needs are still important,

    but you either satisfy them through focusing on the collective needs of the groups you associate

    yourself with or you subordinate some aspect of your personal needs for the benefit of a collective

    need that you consider to be more important. In other words, at these higher levels of

    consciousness, you recognise that your well being is best served by contributing to the well-being of

    the whole.

    For example, a strong team is one in which everyone works for the good of the whole, and where

    our need for personal success is satisfied by the teams success. Thus, you dont seek glory for

    yourself, you seek glory for the team, and in that glory you find your own sense of self-esteem. This

    is the essence of the shift from I to Weworking to satisfy the needs of those with whom you

    form a We so that you and everyone else who is part of the We can meet their needs.

    This also turns out to be one of the distinguishing characteristics of the leaders Jim Collins talks

    about in Good to Great. He states that Good to Great leaders channel their ego needs away from

    themselves and into the larger goal of building a great company. It is not that they have no ego or

    self-interest. Indeed they are incredibly ambitiousbut their ambition is first and foremost for the

    institution, not themselves.

    When we examine the shift from I to We from a breadth perspective, we can identify two

    main factors that differentiate levels of human consciousness. These are:

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    The level of inclusiveness and connectedness you have towards others, and your

    physical environment; and

    The degree to which your conscious and subconscious fears separate you from others or

    undermine your sense of connectedness to others and your physical environment.

    Fear prevents us from evolving because it promotes self-interest and separation. It restricts your

    sense of identity, and blocks your progress from I to We.The major inhibiting factors in this

    regard are a strong sense of racial identity, and/or religious affiliation. These issues arise from the

    fears we hold at the second and third level of human consciousnessfears associated with safety

    and belonging, and respect and authority.

    Connectedness and love, on the other hand, promote evolution because they expand your sense of

    identity, and support your progress from I to an ever expanding sense of We. When youoperate

    from the fourth level of identity, you are able to accept and celebrate ethnic diversity, andreligious

    freedom.

    Thus, the more inclusive your sense of identity and the less influenced you are by your conscious and

    unconscious fears, the higher will be the locus of the centre of gravity of consciousness that you

    operate from. The seven levels of identity are described in the following table, and explained in

    more detail in the text below.

    Levels of

    Consciousness Identity

    7 Service Self as a member of the human race, living on Earth and

    embracing full spectrum sustainability.

    6 Making a

    difference

    Self as a member of a community, and/or an affiliation of

    groups with shared values, aligned missions, and a common

    vision.

    5 Internal

    cohesion

    Self as a member of a group that shares the same values

    and a mission that aligns with your own sense of purpose

    and direction.

    4 Transformation Self as a member of a group that shares the same goals and

    values, and celebrates and encourages your unique abilities

    and talents.

    3 Self-esteem Self as a member or supporter of a group that aligns with

    your religious faith, interests and/or opinions.

    2 Relationships Self as member of a family or clan with a shared heritage, or

    ethnicity.

    1 Survival Self as an individual in a physical body seeking to meet your

    physiological needs.

    Table:The seven levels of human identity

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    Level 1: Survival identity

    At the first level of identity, you are concerned about the physiological needs of your body (food

    warmth, shelter, and comfort), and satisfying your security needs, and your pleasure/entertainment

    needs. You are concerned only about yourself, and your ability to survive, experience pleasure, and

    thrive.

    Level 2: Relationship identity

    At the second level of identity, you are concerned about the safety needs of yourself and those with

    whom you have a close relationshipyour life partner, your family, your kin, your tribe or your co-

    workers. These are generally people who look like you, dress like you, and speak your languagein

    other words, people of your ethnic identity. You are concerned your own comfort, pleasure, and

    safety as well as those with whom you interact on a daily basisthose with whom you share a

    common heritage (ethnicity) or emotional bond of loyalty.

    Level 3: Self-esteem identityAt the third level of identity, you are concerned about yourself and those with whom you share a

    common faith, interest or opinion. These groups may be multiple, and may vary over timeyour old

    school, your organisation, your church, or your community. Other interest groups you might identify

    with could include a political party or a sports team. These are groups with whom you may or may

    not share a common ethnic identity. You are concerned about achievement, winning, your personal

    salvation, or promoting your point of view in your community, nation or the world.

    Level 4: Transformation identity

    At the fourth level of identity, you are concerned about yourself and those individuals with whom

    you have a shared set of values, and with whom you interact to achieve a shared set of goalsa

    team with a specific objective. This is a group that encourages and celebrates your unique abilities

    and talents. The group or team may be comprised of people of different ethnicities all sharing the

    same values and pursuing the same goals and objectives. You are concerned about your own self-

    expression, and your ability to build and manage the future you want for yourself through the

    success of the team.

    Level 5: Internal cohesion identity

    At the fifth level of identity, you are concerned about yourself and those individuals with whom you

    share a shared set of values, a shared sense of mission (purpose), and a shared sense of the futurethat you want to create together (vision). You recognise at this level of identity that your future

    success is wrapped up in the success of the group or groups that you have chosen to affiliate with.

    You are concerned about the level of trust and commitment in the group because you know that this

    impacts the groups capacity for setting a strong intention and galvanising action. You are concerned

    about your ability to work on what you believe is important.

    Level 6: Making a difference identity

    At the sixth level of identity, you are concerned about yourself, and your group, your community, as

    well as those groups that are external to your group that have similar values, aligned missions,

    and/or a shared vision of the future. You recognise the importance of forming strategic alliances or

    partnerships with other like-minded individuals or groups to gain leverage in furthering your

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    collective purpose or vision. You are concerned about building the internal capacities of your group

    through mentoring or coaching those with whom you work, and you are also concerned about

    building a culture of collaboration with your partners and the groups that form part of your strategic

    alliance. You are concerned about your ability to leverage your impact on the world.

    Level 7: Service identity

    At the seventh level of identity, you are concerned about yourself, your group, the groups that your

    group is in partnership with, and everyone else on the planetthe whole of humanityevery race,

    religion, and creed. At this level, your identity also expands to include the Earth and all life forms

    that inhabit the Earth because you recognise that your well-being and the well-being of everyone on

    the planet is dependent on a healthy global ecosystem. The experience that you have gained in your

    journey to this higher level of consciousness gives you the wisdom to become an elder in your

    community or a counsellor in the arena in which you operate. You want to achieve a sense of joy in

    your life by fulfilling your purpose.

    Having described the seven levels of human consciousness from the identity or breadth perspective,

    let us now explore the seven levels of human consciousness from the depth or motivation

    perspective.

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    The Seven Levels of Human Motivation

    Return to:Exercise 5.4

    The seven levels of human motivation are described in the following table, and explained in more

    detail in the text below.

    Table:The seven levels of human motivation

    Level 1: Survival motivation

    The first level of human motivation is concerned with physiological survival. We need clean air, food

    and water to keep our bodies alive and healthy. We also need to keep ourselves safe from harm and

    injury. The motivation or our ego at this level of consciousness is self-preservation. Whenever we

    feel threatened or insecure physically or economically, we shift into survival consciousness.

    Level 2: Relationship motivation

    The second level of human motivation is concerned with relationships that engender a sense of

    emotional belonging. We learn very quickly as young children that if we dont belong we cannot

    survive. We also learn that in order to belong we need to be loved. When we are loved

    unconditionally, we develop a healthy sense of relationship consciousness. We like ourselves

    because we grew up feeling loved for who we are.

    Level 3: Self-esteem motivation

    The third level of human motivation is concerned with self-esteem and self-worth. We need to feel

    good about ourselves and respected by others; not just our immediate family, but also by our peers.

    We build a healthy sense of self-esteem when we are young by spending quality time with our

    Levels of

    Consciousness Motivation

    7 Service Devoting your life to self-less service in pursuit of your

    purpose and your vision.

    6 Making a

    difference

    Actualizing your sense of purpose by collaborating with

    others to make a difference in the world.

    5 Internal

    cohesion

    Finding meaning for your life by uncovering your purpose

    and creating a vision for the future you want to create.

    4 Transformation Embracing your individuality so that you can become a fully

    self-actualized, authentic individual.

    3 Self-esteem Satisfying your need to feel good about yourself, your

    ability to manage your life, and having pride in your

    performance.

    2 Relationships Satisfying your need for belonging and feeling loved and

    accepted by those with whom you interact on a daily basis.

    1 Survival Satisfying your physiological needs and creating a safe,

    secure environment for self.

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    parents, and receiving praise and acknowledgement from thempraise for trying, not just for

    winning. People with a healthy sense of self-esteem take pride in themselves and in their

    performance.

    Level 4: Transformation motivation

    The fourth level of human motivation is concerned with managing, mastering or releasing the

    subconscious fears that keep you focused on the first three levels of consciousness, and the search

    for your true authentic self. It is about understanding who you are as a separate unique individual

    without your parental and cultural conditioning. It is a time for expressing yourself without fear, and

    it is a time to start the process of uncovering your soul.

    Level 5: Internal cohesion motivation

    The fifth level of human motivation is concerned with finding your meaning in existence by

    uncovering your soul purpose. What we focus on at this level of conscious is finding an answer to the

    question, Why am I herein this life, in this body and in this situation? For some, this may appearto be a daunting inquiry. For others, those who were gifted with a particular talent, it may be

    obvious. If you are not sure or dont know your soul purpose, simply focus on what you love to do,

    follow your joy, develop your talents and pursue your passion. This will eventually lead you to where

    you need to be to fulfil your destiny.

    Level 6: Making a difference motivation

    The sixth level of human motivation is to make a difference in the world that surrounds you. It is

    pointless having a purpose that gives your life meaning if you dont doanything about it. You quickly

    learn that the difference you can make is much bigger if you collaborate with others who share a

    similar purpose or are aligned with your cause. This is where all the work you have done in learning

    how to manage, master or release the emotions associated with your subconscious fear-based

    beliefs pays off. The more easily you are able to connect and empathise with others, the easier it is

    to collaborate.

    Level 7: Service motivation

    The seventh level of human motivation is selfless service to the cause that is the object of your soul

    purpose. This occurs when making a difference becomes a way of life. You are now fully imbued with

    your soul purpose and are living as a soul-infused personality. You are at ease with uncertainty. You

    will need time for quiet and reflection. You embrace humility and compassion, and you live and

    breathe your purpose every moment of your day. You know that there is nothing else for you to do

    with your life. Your ego and your soul are completely merged.