Showing posts with label Leadership. Show all posts
Showing posts with label Leadership. Show all posts

Friday, June 27, 2025

Evolutionary Leadership Toolkit

 Link: https://www.evolutionaryleaders.net/download-toolkit

Evolutionary Leaders: Purpose, Mission, Vision & Principles, How We Engage

Evolutionary Leaders Circle Purpose Statement

Our purpose is to collectively inspire, support and serve conscious evolution.

Evolutionary Leaders Circle Mission Statement

United by a shared commitment to strategically engage our collective field of potential, we serve our purpose by providing opportunities for synergistic engagement among evolutionary leaders who are forging a movement for the conscious evolution of humanity. 

The Evolutionary Leaders Circle gathers annually in retreat to come into communal relationship with one another, deepening our collective consciousness and strengthening our mutual intention, thus setting the foundation for the emergence of the next steps of our evolutionary journey.

The retreat balances silence, relaxation, collaborative inquiry, and sharing amongst peers, inspiring and fostering new pathways of consciousness, capacity, collaboration, and community among us.

Together we explore ideas, perspectives and modalities that support an evolutionary worldview, pushing the edge of our collective thinking, knowing, and evolution. We seek to make insights that emerge from our exploration accessible to the public through diverse media, educational, and other relevant platforms.

Our engagement with one another inspires cooperative partnerships within the EL Circle and also enhances and amplifies the work we are already doing in our various fields of endeavor. The EL Circle strives to inspire and support evolutionary leadership and visionary action throughout the world by giving voice to conscious, transformational and evolutionary ideas that meet the challenges of our time.

 

Evolutionary Leaders Circle Vision & Principles Statement

Vision: 

To collaboratively co-create and synergize a global network of networks, organizations and individuals dedicated to accelerating the evolution of consciousness for the benefit of all life.

Principles: 

Unitive Worldview: We weave together a diverse global community in service to a universal, unitive and evolving consciousness. (Click here for the unitive narrative statement.)

Heart-Based: We balance and integrate mind- and heart-based wisdom to empower compassionate action.

Synergy: We nurture synergies that lead to constructive, creative collaboration. 

Empowerment: We are mutually supportive of each other’s uniqueness, diversity, strengths, and efforts.

Coherence: We integrate our individual and collective gifts and strengths to create super-coherence among organizations. 

Innovation: We utilize emergent social processes and technologies that bring us together and enable us to live in harmony with each other and enhance all life. 

New Narrative: We co-create a unitive new narrative of peace, well-being, and an expanded evolutionary consciousness for all humanity.

 

Evolutionary Leaders How We Engage Statement

We are a network of people who feel deep caring and a sense of urgency about the state of our world, and who each dedicate our lives and work to expressing a passionate commitment to both the inner work of human transformation and the outer work of social transformation.

We come together to catalyze and contribute to the evolution of one another and everyone whose lives we touch, and to magnify our ability to be of benefit. We aspire to pioneer the processes by which evolutionaries themselves continually evolve holistically, personally and in our service to all life.

We are committed to mentoring, coaching, inspiring and loving one another dynamically. Our convergence helps us, individually and collectively, to become more and more authentic, aligned, humble, cooperative, courageous, vulnerable, co-creative, innovative, and effective. Our engagement with one another inspires synergistic collaborations in self-organizing partnerships, in service to the emergence of a movement for the conscious evolution of humanity. 

Friday, August 4, 2023

Peace Leadership Collaborative

 Source: https://www.peaceleadershipcollaborative.org/

A global hub for the collective wisdom of peace leadership.

The Peace Leadership Collaborative provides a space for peace leaders from all identities and contexts to learn with and from peace leadership communities around the globe. 

Our Mission

Peace leadership is a proactive and intentional approach to individual and collective action that challenges violence and aggression to create peaceful, positive, just change. 

— Whitney McIntyre Miller, 2016

WHAT WE DO

LEARN

Nurture ongoing learning and advancement of peace leadership by fostering innovative opportunities for collaboration between researchers and practitioners.  

PRACTICE

Promote peace leadership practice through education, training, and development. Provide space for organizations and members to share their opportunities and offerings.  

ENLIVEN

Document and share stories of peace leadership in action to inspire local and global practice.  

Promote the understanding & practice of peace leadership globally

We believe we all have the ability to be peace leaders in the work that we do, in the communities we are engaged in, and in systems large and small.

The Peace Leadership Collaborative holds space to explore peace leadership as a way of living that opens possibilities for peace to root and grow within ourselves, our relationships, our community, and our world.

A global hub for the theory, practice, & collective wisdom of peace leadership worldwide

The Collaborative is a space of belonging for peace leaders from all identities and contexts to learn about and from peace leadership communities around the globe, and collaboratively work together to effect just change in our relationships, communities, and societies at a global scale.

Embracing a generative relationship between theoretical perspectives and grounded work in communities

The Collaborative provides opportunities for peace leaders to learn skills, gain knowledge, and share stories to support what they need to be ready to engage in and lead peace; and offers researchers opportunities to learn from peace leaders in active community leadership about what is working to cultivate and sustain more peaceful communities and systems. 



Thursday, September 2, 2021

6 skills young leaders need for the 21st century

 Source: https://www.thnk.org/blog/6-skills-young-leaders-need-for-the-21st-century

Article by: Sophie Poulsen

You just got promoted. Now you’re the boss.

There’s just one problem: You want to maintain the same relationship and dynamic with your co-workers, but you are torn between being a “member” and being a leader.

We spoke to over 50 participants in the THNK EMERGE: Lead With Courage program about the challenges they face as (new) managers. One of the most common challenges that came up was navigating the transition from membership to leadership.

In the EMERGE program, we focus on six key skills we believe will make young professionals more effective leaders, ready to drive positive change:

1. SELF-AWARENESS

It all starts with you.

In order to be an effective leader, you must first know yourself: What drives you? What are your strengths, passions, and values?

By becoming more self-aware, you will be better able to recognize your weaknesses and hidden biases, thereby gaining the trust of your team members and increasing your credibility.

Luckily, self-awareness can be taught and practiced.

In the EMERGE program, we use the Leadership Compass, a tool for participants to explore their strengths, passions, and values to paint a picture of the type of leader they want to be.

2. LEARNING MINDSET

All leaders – but especially emerging leaders – need to have a desire to learn as well as encourage their teams to learn. Fostering this kind of learning culture can only have positive effects, such as improved employee engagement, happiness, and retention.

Research from Deloitte also shows that organizations with a strong learning culture are 92% more likely to develop innovative products and processes, 52% more productive, 56% more likely to be the first to market with their products and services, and 17% more profitable than their peers. Their engagement and retention rates are also 30-50% higher. 

A key ingredient of a healthy learning culture is the ability to give (and receive) feedback effectively. By making feedback a regular part of the cadence of work, leaders can create an environment where teammates are giving and receiving feedback regularly, and therefore flexing their feedback muscles. Feedback is an important prerequisite for a culture of continuous improvement.

3. DEEP LISTENING

In the EMERGE program, we focus on topics like psychological safety, healthy conflict, and building a learning culture.

Deep listening lies at the core of all of these topics.

For new leaders, deep listening allows you to connect, empathize, and truly hear someone. When you practice deep listening, you’ll find yourself uncovering the other person’s needs and values. As a result, your people will feel heard, valued, and cared for – and when your people feel heard, they are more engaged and effective in their jobs.

A global study of over 4,000 employees found that 74% of employees are more effective at their job when they feel heard and 88% of employees whose companies financially outperform others in their industry feel heard compared to 62% of employees at financially underperforming companies.

Here are some tips to improve your listening skills:

Use mindfulness to calm your own inner chatter.

Let go of your own agenda to open your mind to new information and perspectives.

Ask “what if” questions to connect with the other person in a safe, optimistic, and productive way.

4. CONFLICT MANAGEMENT

As a new leader, avoiding conflict is not an option. It can be tempting to bottle up your feelings, but these conflict-avoiding tendencies can cause dysfunctional work environments, mediocre results, strained communication, and high turnover.

The opposite of avoiding conflict is not seeking conflict. The opposite of avoiding conflict is “effective assertion”: an honest and appropriate expression of your opinions, feelings, and needs. Being assertive can reduce conflict, build your self-confidence, and improve your personal and work relationships.

Everyone approaches conflict differently – but as a team leader, you can learn how to manage conflict in a healthy, productive way. In the EMERGE program, participants explore the idea of “healthy conflict,” a constructive approach to solving conflict that fosters respect and enables everyone involved to grow. As part of this, participants will learn non-violent communication techniques to improve their conflict management skills.

Want to get a head start? Check out these five tips to practice healthy conflict.

5. INFLUENCING WITHOUT AUTHORITY

You don’t have to be the CEO, the investor, or even the most senior person in the room to have influence.

Gaining influence in your organization can empower your – and your team’s – development. It can also make you feel respected, appreciated, and acknowledged, which will boost your performance and career growth as a result.

While a managerial title might be one of the most obvious sources of authority, it isn’t the only place influence comes from. There are many sources of authority you can leverage to inspire others to follow your lead, including:

Your expertise.

Your relationships.

Your organizational understanding.

Relational skills such as deep listening, effective assertion, and self-awareness are all tools you can use in order to influence the system around you in an authentic way. In the EMERGE program, you will explore the ways in which you can influence your organization using the skills you have developed during the six-week journey. 

6. REFRAMING

We won’t solve problems with the same kind of thinking that created them.

Innovation happens when you challenge conventional wisdom, allowing you to see things from a different perspective. Research shows that changing your mind is critical for growth. It’s called neural plasticity; each time we learn something new, the brain’s neural pathways are changed to accommodate the new information.

In many organizations, we are often told, “This is how we do it here.” But creative leadership is about unearthing assumptions and getting comfortable with contradiction, paradox, and ambiguity to discover new possibilities. As the great Nelson Mandela once said, “It always seems impossible until it’s done.”

In the EMERGE program, we introduce participants to a unique reframing tool, which will help them reframe their limiting beliefs in order to generate new ideas and perspectives.



The best leaders are sharers

 Source: https://hbr.org/2021/08/leaders-dont-be-afraid-to-talk-about-your-fears-and-anxieties

by Lauren C. Howe, Jochen I. Menges, and John Monks

Summary.   

Now more than ever, leaders are struggling with anxieties, fears, and all sorts of difficult emotions. What’s the best way to handle these internal struggles at work? The authors analyzed journal entries from thirty global leaders in May and June of 2020 and identified three distinct leadership styles: Heroes, who focused on the positive; Technocrats, who focused on results; and Sharers, who openly shared both positive and negative experiences. Despite a common assumption that the Hero and Technocrat leadership styles are best, the authors found that Sharers were in fact most effective when it came to building cohesive, high-performing teams that were resilient in the face of the myriad challenges posed by the pandemic. Based on both their own study and extensive secondary research, the authors go on to offer several strategies to help leaders get more comfortable sharing negative emotions in a helpful, appropriate manner.

“I realize my boundaries are blurred, but I don’t know how to handle everything on my plate. There is a lot to do and a lot to take care of … The team looks for so much in terms of guidance, direction, energy, ideas, structure … I feel like I am carrying the weight of it all.” 

We all struggle with stress, anxiety, and other difficult emotions. But it can be tough to figure out what to do with these feelings, especially if we’re the ones who are supposed to be leading and supporting others. What’s the best way for a leader to handle their own emotional struggles at work?

To explore this question, we invited 30 leaders from the US and UK to keep journals for four weeks in May and June of 2020. The leaders were from a variety of global corporations, national and international charities, and startups, and we asked them to write weekly entries in response to three different prompts: 1. What is emerging for you? 2. What are you finding you need? and 3. What are you letting go of? Without exception, every leader in our study described major emotional turmoil. One leader wrote, “Just the stress of lockdown has made me wonder if this is all worth it. I’m struggling to keep my emotions in check, and the people closest to me are getting the brunt of it.” Another shared that on some days, they felt like they had lost their will to live and sense of purpose. Yet another described feeling “a sense of dread. I feel I have little grasp on how to navigate the future, much less to lead others.”

Despite their common emotional experiences, however, the leaders diverged significantly in how they responded to these challenges. Specifically, our analysis identified three distinct types of leaders, each of whom took a different approach to managing their negative emotions:

Heroes: Leaders who focused on the positive, doing their best to convince their teams that they would get through the crisis no matter what.

Technocrats: Leaders who ignored emotions altogether and focused on tactical solutions.

Sharers: Leaders who openly acknowledged their fears, stresses, and other negative emotions.

While there are pros and cons to every leadership style, we found that Sharers were particularly successful in building cohesive, high-performing teams that were resilient in the face of the myriad challenges posed by the pandemic. Why might this be? Both our own work and a vast body of existing research suggests several reasons why Sharers are likely to outperform Heroes and Technocrats.

Technocrats and Heroes Aren’t as Heroic as They Seem

First, while positivity can improve performance, research suggests that trying to ignore a negative emotion actually makes you feel worse. As one leader put it, “I’m sick of reading, self-motivating, learning, staying upbeat, etc. when all I can feel is tiredness from overwork and fear.” Another expressed a similar sentiment: “My positivity, resilience, and outwardly strong mindset … are pillars for those around me — I find that people are gravitating around this, but I have to protect my space and keep looking after myself when I’m tired etc., because I can give others the impression it’s all under control and ‘in good hands’ and that isn’t always true.”

In addition, a Hero leadership style can make team members feel more distant from their leader, since if the leader appears not to be struggling at all, it can put pressure on others to suppress their own challenges. A façade of positivity can decrease the well-being of both team members and leaders, undermine leaders’ relationships with employees, and ultimately reduce self-confidence and performance at work.

Similarly, while there’s certainly a time and a place for focusing on results, many of the Technocrats in our study found that ignoring emotions simply didn’t work. For one, it undermined leaders’ own mental health. As one leader noted, “At the start of the pandemic, I managed the stress and the uncertainty by looking after my own mental space a lot. Now, I am still locked in but I am a lot less kind to myself. My old ‘business as usual’ pushing has come back … I am feeling more and more out of sync and not giving myself any more of the ‘self-nurturing’ space I had at the beginning of the pandemic.”

This approach can also take a toll on leaders’ relationships with their teams. One Technocrat wrote that they were “letting go of some of the niceties and ‘fluff.’ I just don’t have enough time right now and it’s the softer sides that are being sacrificed.” And of course, letting negative emotions go unaddressed inevitably ends up impacting productivity. Another participant noted that despite (or perhaps because of) his results-focused leadership style, “there are people (and I include some senior people) who seem to be doing the very minimum that is required of them … People are hitting walls, and there are lots of frustrations.”

While emotions may seem frivolous to some, they in fact drive everything leaders care about, from job performance to turnover to customer satisfaction. By ignoring emotions, Technocrats fail both to harness the positive emotions that spur performance and to address the negative emotions that undermine it.

The Best Leaders Are Sharers

In contrast, sharing negative emotions can lessen their impact on the leader, build empathy between leaders and employees, encourage others to open up about their own negative emotions, and help others recontextualize and overcome those struggles — ultimately boosting morale and performance throughout the organization. For example, one leader found that when they opened up about emotions with their team, it allowed them “to get beyond small talk and connect more deeply… it opened up a different and richer conversation, a very ‘data rich’ discussion in a way that can be lacking from video calls.” These “more human conversations” helped teams to weather the days that still felt “very much like a roller coaster — exciting, energetic, and optimistic in one moment and deflated, down, and lethargic the next.”

Another leader wrote about how acknowledging their own emotional turbulence helped them to understand the mental state of their employees and to interact with them more effectively and empathetically. Throughout our study, we found that being open about their own inner turmoil helped Sharers’ teams to feel more comfortable doing the same, which in turn both helped everyone to cope more effectively with their negative emotions and created greater psychological closeness between teammates despite their physical separation.

Becoming a Sharer Is Difficult — But Not Impossible

Of course, becoming a Sharer is often easier said than done. In the journal entries, we found that many leaders had strong biases towards the Hero and Technocrat styles, driven by a widespread assumption that true leaders must always be aspirational and results-oriented, and that admitting negative emotions is a sign of weakness. One Hero-type leader described feeling like they “had to lead others with positivity while fighting fires on a daily basis,” and others even apologized for the negativity of their entries — as if they were ashamed not to focus on the positive, even in a private journaling exercise. Similarly, Technocrat leaders often prioritized “immediate challenges around how to work going forward,” writing that they needed “organization and focus so I don’t get distracted.”

Conversely, despite the well-documented advantages of sharing emotions, many leaders described a “fear of — and desire to shy away from — uncomfortable conversations,” worrying that sharing negative emotions would undermine team motivation and foster pessimism and anxiety. Others noted the lack of time and space for more emotional conversations at work: “None of the current structures and forms of communication seem to be encouraging open dialogue,” wrote one participant. “They are either too operationally-focused — ‘this is what we are doing’ — or too socially-focused — ‘let’s have fun in a light-hearted way.’ How can people talk about the emotional impact and personal relevance of something like Black Lives Matter?” Another offered a similar insight: “People need more than rational updates. We need to find different ways to allow people to express emotions and deeper feelings at work.”

That said, we did see some leaders transform from Heroes or Technocrats into Sharers over the course of the four-week exercise. One leader noticed themselves letting go of their “tendency to pretend things are okay when they’re not,” while another described overcoming their “fear of talking about my emotional state,” choosing instead to open up to their team.

So what does it take to embrace your inner Sharer? Many organizations don’t have a culture or structures in place that encourage openness, but there are a few strategies we’ve found that can help even the most reluctant leaders become more open about their negative emotions:

1. Self-reflect

When you’re working long hours full of back-to-back Zoom calls, it can be hard to find the time to check in with yourself. But you can’t effectively share your emotions with others until you begin to recognize them yourself. If you’re not sure where to start, try one of these techniques:

Track your emotions with a daily “temperature check.”

Set aside time to write or talk about your emotions. This could be through journals (like the leaders in our study), letters to a friend (whether you send them or not), or conversations with a loved one or mental health professional.

Create a routine. Research shows that even fifteen minutes of intentional reflection at the end of the day or during your commute can boost performance and build your emotional awareness.

2. Start small

Building a more open and honest relationship with your coworkers doesn’t happen overnight. In fact, if you share too much too soon, it can backfire. Especially if you have limited existing rapport with an employee or you’re feeling nervous about opening up, start by admitting a minor frustration rather than sharing a major challenge or extreme emotion.

3. Plan your disclosures in advance

It isn’t generally a great idea to share every dark thought that races through your head. Aimless venting can lead to emotional contagion, a phenomenon in which excessive negative emotions end up rubbing off on others. For example, one leader in our research described a colleague whose negativity wasn’t helpful: “I was on a call with other agency leaders and we were asked how business had been. One leader spent most of their time recounting all the terrible things that happened. It is important to acknowledge the individual stories and challenges that people have faced, and the emotions that people have gone through. But as a message it was very flat and sucked energy from the conversation.”

To ensure you’re sharing emotions in a productive way, consider creating a rolodex of personal challenges you’ve faced that you can draw on when appropriate. This way, instead of randomly sharing your struggles whenever and however they come to mind (and running the risk of making yourself or others uncomfortable), you can ensure that you’ve thought through the best way to communicate these difficult emotions and are prepared to leverage them effectively.

4. Create dedicated time and space for sharing emotions

Just like oversharing can backfire, sharing emotions at the wrong time or place can also be counterproductive and worsen people’s impression of you. To avoid awkward or irrelevant disclosures, leaders should set aside specific times for these potentially challenging conversations. For instance, consider creating a weekly check-in, or explicitly dedicating the last few minutes of a recurring meeting to sharing highs and lows.

5. Model effective emotion regulation

One of the biggest benefits of sharing your negative emotions is that other people can learn to better manage their own emotions based on how you handle yours. There are a few specific strategies for effective emotional regulation that you can model for your employees:

Lean on your support network. Whether it’s a trusted colleague, a spouse, or even a professional counselor, there’s no shame in asking for help. Show your employees that you reach out for help when you need it, and they’ll be much more likely to do so as well.

Help yourself by helping others. One of the leaders in our research reflected on the power of helping others, writing: “I’ve found new ways to support my wife and daughter through these difficult times, and I’ve spoken to friends properly for the first time in months, which has helped.” Research has shown that supporting others can improve your mood, your confidence, and even your physical health, but the best way to convince others of that is by example.

Change your perspective. While it’s important to acknowledge and embrace negative emotions, one of the most effective coping mechanisms to keep them from overwhelming you is to refocus on the positive elements of a situation. For example, if you’re feeling frustrated about how the pandemic has disrupted normal working life, try pushing yourself to focus on how the last year has also created opportunities to improve the workplace going forward. Or if new office hygiene measures feel annoying or stressful, try to focus instead on how those policies represent an inspiring, collective effort to protect one another — and make sure to emphasize that shift in perspective when describing the negative emotion to your team.

Take time to recharge. Research shows that disconnecting from work when you’re off the clock reduces stress and promotes wellbeing. Don’t be afraid to let people see you taking breaks, keeping your evenings free, using your vacation days, and pursuing hobbies outside of work.

6. Share the good and the bad

No one is perfect. If you’re not proud of how you handled a negative emotion or challenging situation, be open about that too. When your team sees you reflecting productively on a negative experience and thinking through what you would do differently next time, they’ll be better prepared to keep trying if they face similar challenges coping with their own negative emotions.

***

Even when we’re not in the midst of a global pandemic, negative emotions are a fact of life. The most effective leaders are those who don’t push those emotions under the rug, but who instead openly and honestly acknowledge the challenges they face — and invite their employees to do the same.

Lauren C. Howe is an Assistant Professor in Management at the University of Zurich. As part of the Center for Leadership in the Future of Work, she focuses on how human aspects matter in the changing world of work.

Jochen I. Menges is a professor of leadership and human resource management at the University of Zurich and a lecturer of organizational behavior at the University of Cambridge. He directs the Center for Leadership in the Future of Work.

John Monks is a Co-Founder of Curve, a business consultancy helping organizations and their leaders create their own change.

Journaling for leaders

 Source: https://www.thnk.org/insights/journaling-for-leaders

Article by: Valeria Mecozzi, Rajiv Ball, Paul van ‘t Veld

What happens when we actively reflect on the day’s events? To routinely dedicate a part of your day to look back is humble and powerful leadership tool. Journaling gives the brain an opportunity to pause amid the chaos to untangle recent observations and experiences. We create time to summon our day’s activities and extract meaning, and these will inform future mind-sets and actions. For leaders, this “meaning-making” is crucial to ongoing growth and development in a fast-paced environment.

 

A team of researchers at the Harvard Business School wanted to explore which of the following learning sources was beneficial to individual performance: was it the accumulation of experiences, or the articulation of reflection? They hypothesized the latter, guided by the Confucian quote, “By three methods we may learn wisdom: First, by reflection, which is noblest; Second, by imitation, which is easiest; and third, by experience, which is the bitterest.”

 

The researchers sought out to prove this by testing a call-center team in India, made up of qualified, college-educated professionals who had received extensive onboarding training. Their test subjects were divided in two groups: the first as experience-based, and focused on training, automation, and intuitive processes; the other was the reflective group which mixed experience and subsequent reflections in a slow and methodical way.

 

Participants who recorded their day’s events with regularity were recorded to have improved performances. By journaling in 15 minute windows each day, researchers observed an improvement of confidence among the diarists: motivation was stronger, and actions deliberate towards learning. Turning it into a part of life expanded a cognitive understanding of the effects of learning opportunities between actions and outcomes. Participants sought more challenging tasks, exerted greater effort, and were observed to face professional adversities with greater stability. The diarists improved their learning curves for faster and visible growth spurts.





LEARNING FITNESS

Journaling for leadership is the tangible action of reflection designed for deliberate learning. The articulation of an experience gives us a greater understanding of it. When we consistently reflecting on what feel significant, we hone in on what matters most to us. 


“Designing a product is keeping 5,000 things in your brain, these concepts, and fitting them all together in kind of continuing to push to fit them together in new and different ways to get what you want. And every day you discover something new, that is a new problem or a new opportunity, to fit these things together a little differently.” Steve Jobs 


This purposeful learning sets the brain’s mode into a constructive reflection, which acts as a crucial aspect of development. When we see our thoughts and our words reflected to us on paper, we learn more about ourselves, and our reality. Brains benefit from codifying experiences in a reflective state. The participants in the Harvard study understood the effects of learning opportunities between action and outcomes, and how it worked as motivation.


The results are promising, but there are plenty of blockers from turning the practice into routine. In busy times, and busy is the reality of the entrepreneur, no-one needs another obligation. Reflecting smart, and not hard, is key. Give yourself a week’s test period, and tinker around with what worked and didn’t as the weeks progress. You can, in fact, reflect about reflecting.


We found a sweet spot for even the busiest entrepreneur, who juggles a million ideas and responsibilities. Fifteen minutes on a regular daily or biweekly rhythm worked best for optimized returns. The rule is that there isn’t a strict rule: reflecting before leaving the workplace is as effective as the end of the day. Explore what works best.


Do you prefer long-form or bullet points, fragments or short paragraphs, or do you like to expand freely but with days in between? Do you prefer to draw out our reflections, or record a conversation with yourself? Different days will bring different needs for your reflections so your approaches will change.


GETTING BACK WHAT YOU GIVE

As with everything in life, what you put into reflection is what you will get from out of it. What turns your focus will feed your actions, so beware turning reflection into rumination. Unpacking the learnings from an event is healthy, but psychology professor and happiness expert Sonja Lyubomirsky warns of the risks of dwelling for too long. This can create nasty cycles of ineffective attitudes, which lead to stress and negative responses. Gratitude journals might not be for everyone, but choosing a positive point of entry won’t hinder your efforts.


Journal prompts like 'What did you learn today?' and 'What did you do well today and what could have gone better?' are great ways to get you started on a reflective #journaling practice.CLICK TO TWEET

Here are some prompts to get you started with journaling every day


Give yourself a prompt (see inset) or a question to get you started. We invite you to take it one step further: setting an intention at the beginning of each day. Take a moment early in the day to give yourself a challenge, or a motivation. Revisit this thought as your return to your journal that evening. Buy a beautiful notebook, one that fits your need.


THNKer Regine Zamor, an entrepreneur and experienced journaler, keeps a classic Leuchtturm with dotted pages: “Lines suggest order and rules, and with dots I am free to explore my thoughts and feelings as they are, not as the page dictates.”


Keeping a healthy cycle of communication with yourself will sow behaviors where thoughts become words, then actions, then habits. The researchers found that the effect of journaling is beneficial over time, so keep at it. Watch yourself flourish.



Thursday, September 5, 2019

How to Use Spiral Dynamics for Psychological and Leadership Development

by Scott Jeffrey

Why do you humans have so much conflict with one another?
How can two intelligent beings be unable to see eye to eye?
What’s at the root of so much of our internal conflict and our frequent inflexibility to adopt different perspectives?
Spiral Dynamics addresses all of these questions and more.
If you’re interested in understanding human behavior, psychological development, cultural dynamics, leadership, and communication, jump in!

Source: https://scottjeffrey.com/spiral-dynamics/




Evolutionary Coaching and The Barret Models


A masterclass in evolutionary coaching handout from Richard Barrett

7Levels_ModelNumbersHiRes

THE BARRETT MODEL™

The Barrett Seven Levels Model is the breakthrough work of Richard Barrett. Inspired by Abraham Maslow’s Hierarchy of Needs and tested over more than two decades of real-world experience with thousands of organisations, the model identifies the seven areas that comprise human motivations. These range from basic survival at one end, to service and concern for future generations at the other.
It provides a proven and extraordinarily useful map for understanding the values of your employees, leaders, and stakeholders. Even better, it offers a means for creating more supportive and productive relationships between them, and a deeper alignment of purpose across your organisation.

SEVEN LEVELS OF PERSONAL CONSCIOUSNESS






















SEVEN LEVELS OF LEADERSHIP CONSCIOUSNESS



SEVEN LEVELS OF ORGANISATIONAL CONSCIOUSNESS




WHY VALUES?

The Barrett Model is rooted in understanding authentic motivations – the values that matter to and motivate us. Which is why building your optimal culture begins with understanding the values that inspire it. These values – conscious or unconscious – motivate every decision made or action taken.
Focusing on values allows us to perceive and interpret the underpinnings of behaviour. As a result, we’re able to craft a clear and precise picture of your organisation’s present and future dynamics, without preconceptions – so that action plans are based on accurate insights, and tuned to your particular circumstances.
In fact, values are so fundamental to your organisation’s dynamics, they are actually a lead indicator of potential trouble areas. The seeds of issues can be identified long before they express themselves in your organisation’s culture, which gives you a tremendous advantage in addressing them.
This is where our approach is uniquely effective. We have pioneered and continue to perfect ways to discover and activate your values to forge a targeted, measurable path towards a thriving culture.

Monday, September 2, 2019

Dare you lead from the emerging future? Otto Scharmer on change.

By MARCELLA BREMER

“We are collectively creating results nobody wants”, says Otto Scharmer (famous for Theory U). That’s why leadership should help people to see the whole system. It is time to change our organizations and institutions, and bust three leadership myths. Make your difference and start with this blog post!
Otto Scharmer is a senior lecturer at Massachusetts Institute of Technology and co-founder of the Presencing Institute. He developed Theory U with colleagues Peter Senge and Joseph Jaworski.
The results achieved by a system depend on the awareness of its peopleCLICK TO TWEETTheory U is a framework based on 18 years of interviews, action learning and research initiated by the intriguing question: Why do some change tools work well in the hands of some practitioners, while in other cases no significant change occurs? Theory U describes a process of learning and change. The gist: the quality of results achieved by any system depends on the quality of awareness from which people in the system operate.
Leading from the emerging futureScharmer’s latest book, written with Katrin Kaufer, is “Leading from the Emerging Future: From Ego-system to Eco-system Economies”. The subtitle explains the book’s wide perspective: Applying Theory U to transforming business, society and self.
Wow! That is a huge challenge. The book presents a framework that can help change-makers understand where they are and how they could move forward. Each chapter concludes with journaling questions for reflection and questions to discuss in a coaching circle. This book is not just meant to be read: it addresses the “who” and “how” of change, and gives guidance for how to start practicing. What can YOU do? How can you make your difference?

Results nobody wants: three divides

Scharmer and Kaufer state that we are collectively creating results that nobody wants. They describe an “iceberg model” in which they discern three visible divides “above the waterline”:
The ecological divide: we currently use 1.5 times Planet Earth; that is our ecological footprint. This is the divide between self and nature.
The social divide: 2.5 billion people live on less than $2 a day, for instance… Here we see the divide between self and other.
The spiritual-cultural divide: people are excluded, experience lack of meaning and more and more feel depressed; here’s the divide between self and Self. Capital Self represents your highest future potential that you may develop – what you are here for on Planet Earth.
(This corresponds with Charles Eisenstein’s work about the Story of Separation – that I will review in another blog post).
Otto Scharmer 3 dividesBelow the waterline are eight systemic disconnects that cause the three divides. You can see them as eight acupuncture points of economic and social transformation – if we fix them. This is recommended reading if you want to amplify your positive impact: you can explore the ecological, income and wealth, financial, technology, leadership, consumerism, governance and ownership issues in Chapter 3: summarized in the insightful Matrix of Economic Evolution. Why not focus on the field that resonates with you most – and start making your difference there?
These eight fields show four levels of systemic evolution.
Otto Scharmer lectureEgo system awareness to Eco system awareness: four levels
1.0 state-centric; hierarchy and control
2.0 free market; competition
3.0 social market; negotiating, special interest groups
4.0 co-creative eco system awareness; whole system awareness

Our current 2.0 mindset is outdated

Scharmer’s point is: We cannot solve our current 4.0 problems with our 2.0 mindset. Our 21st-century world has developed into a 4.0 connected-complex-whole-eco-system. But our thinking is stuck in 2.0: based on scarcity, fear, competition, and control. We’re way behind.
The only way to truly change is to upgrade the awareness of the participants in a system. Here’s the biggest lever for change, below the eight disconnects: our outdated paradigms and beliefs. The Matrix of Social Evolution shows us how we behave on each level, whether we are an individual (micro: attending), a group (meso: conversing), an organization (macro; organizing) or global system (mundo: coordinating).
Levels of developmentWe need to work on these levels, as individuals (personal development from me to we: how we focus attention and open our minds, heart and will), in our relations (interpersonal development from ego to eco, how we relate in conversations), and in our institutions (organization development to become aware of the whole and to allow the organization to see itself…). Sounds mystical maybe, summarized like this – but read the book and you’ll see.

Leadership is connecting what was separated

There’s no way to summarize an extensive book like this. But let me share what Scharmer and Kaufer say on leadership: Decision makers are disconnected from the people affected by their decisions – so they don’t see what they cause. There is no closed feedback loop. Instead there is fragmentation and a disconnect. Top-down leadership doesn’t work anymore because the world is no longer in silos but everything is connected to everything. Leaders cause side-effects beyond their knowing. Here’s why we collectively create results nobody wants.
Leadership is to help people change their perspective from “me” to “we”CLICK TO TWEETThe biggest leadership challenge today is that our awareness is fragmented and focused on ego: “what’s in it for me?” Real leadership work is to help people see the whole and change their perspective from “me” to a systems view: “we”.
Whether it is silos in departments that prevent people to share a collective purpose in an organization or whether it’s an ecological disconnect (that keeps me eating tons of meat without realizing the effects on the environment and others). The leadership challenge is to help people become aware of connection and wholeness. Leaders, managers and change-makers in thousands of organizations and situations can facilitate this change by pointing out what it would be like for the “opponent”, to see the “other side”, and to consider side-effects for “far-away others”.
Back in the past, leadership 0.0 was communal; shared in the community.
1.0 is top down in a hierarchical pyramid, aligned with centered organizations.
2.0 is delegation and competition, aligned with decentralization in organizations.
3.0 is participatory, relational leadership in a networked, stakeholder environment.
4.0 leadership is co-creating with the wellbeing of the whole in mind!
Where is your organization at this point? And where are you?
(Compare this to Frederic Laloux’ stages of organization development and you can see that 4.0 Leadership is Teal leadership in his model).

Helplessness

Planet EarthThe helplessness that many people feel when looking at our current world is the result of a lack of leadership; we need a new, whole perspective, says Scharmer. I’d like to add that we also need to come up with actionable ideas at a local level.
Scharmer and Kaufer emphasize that we first need to bust three leadership myths:
1. The leader is the guy at the top – instead, today everyone must be involved to find solutions and respond.
2. Leadership is about individuals – instead, today a better definition is that leadership is the capacity of a system to sense and shape the future.
3. Leadership is about a vision – instead, today leadership is above all about listening. As Theory U describes: immerse in listening and observing, become still and reflective, next, act when you sense what is “wanting to emerge” and co-create with this sensed reality instead of trying to impose your plan or vision upon reality.
What’s missing today in organizations is this collective sensing: the Theory U process of attention and learning and a whole-system-dialogue. Prototyping is also missing: exploring things by doing them. Don’t wait until you know everything, but learn by doing.
It takes personal and group development to become aware of who we are and how we create social reality by what we give attention. It is equally essential to practice true, respectful dialogue and learn to be open.
But, in spite of this personal and group development: nothing will happen if we don’t succeed to transform our key institutions, that coordinate and create the global system. We must diminish strict hierarchy, fragmentation, and competition and we must cultivate dialogue and co-creation on a large scale. We must upgrade from organizations 3.0 to 4.0. This takes major organization development.

Organization 4.0 cares

Organization 4.0 desires not only to make profit but also cares for people and planet – it holds a purpose for the wellbeing of the whole.
Aim for the wellbeing of the whole - beyond your own business and selfCLICK TO TWEET
Otto shares the beautiful example of Judy Wicks, the owner of the White Dogs Café in Philadelphia who upgraded her already social, sustainable restaurant to 4.0 when she realized that nothing in her industry would change if her competitors didn’t produce locally and sustainably as well. She started a foundation to spread the use of local produce in other restaurants and lent money to her biological-pigs farmer so he could buy a large truck to deliver to other restaurants – her competitors – as well. She went beyond the usual 2.0 and 3.0 mindsets of scarcity, competition, and negotiation – believing in abundance and faith that there would be enough for everyone. Her intention is to lift more local restaurants to a sustainable, social level.
Aim for the wellbeing of the whole – beyond your own business and self… That is courage! Buy this book. Read it, organize a coaching circle and practice this. Let’s be courageous. Let’s upgrade ourselves to 4.0 Let’s amplify our positive impact by practicing this kind of change in our organizations, whether you’re a leader, employee, change-maker, coach or other professional.
Look out for my next blog post with the interview with Otto Scharmer: “The calling of our time is to change the macro institutions and begin with ourselves.” What do you think? I look forward to reading your thoughts below this post.
Transforming business, society and self with U-Lab. You can join Otto Scharmer’s online course here:
https://www.edx.org/course/transforming-business-society-self-u-lab-mitx-15-671x
Marcella Bremer is an author and culture & change consultant. She co-founded Leadership & Change Blog and OCAI-online.com.
Link: https://www.leadershipandchangemagazine.com/lead-emergent-future-otto-scharmer/


Vertical Literacy: Reimagining the 21st-Century University

By Otto Scharmer

The Fridays For Future (FFF) climate strike by high school students may well be one of the most important, yet hardly covered stories by the US media today. During the week of March 15th alone, 1.6 million strikers were counted across 125 countries. This environmental movement to reduce carbon emissions was started by Swedish teenager Greta Thunberg in late 2018. In the meantime, a discussion has ensued among politicians in Germany about whether it is the right thing for students to take to the streets instead of the classroom on Fridays.
The principles below weigh in on this conversation from a bigger picture view: how to “update” the world’s educational system, particularly the university, to tackle the technological, environmental, and social disruptions of the 21st century. See figure 1.
Figure 1: Twelve Principles for Reinventing the 21st Century University (and Education)
The classical university was based on the unity of research and teaching; the modern university has been based on the unity of research, teaching, and practical application. I believe that the current historical moment, with one civilization ending and dying, and another being born, invites us to reconceive the 21st-century university as a unity of research, teaching, and the praxis of transforming society and self.
Yet, the current contribution of universities to societal transformation remains unclear. This is because the traditional output of universities — knowledge — is not the missing piece to catalyzing social change. Let’s consider the example of the Paris Agreement and the 17 Sustainable Development Goals (SDGs), the current global framework outlining the transformation objectives of the next decade.
The difficulties in implementing the Paris Agreement and the SDGs worldwide are not caused by a knowledge gap. The problem is lack of political will and a knowing-doing gap: a disconnect between our collective consciousness and our collective action. This gap leads us tocollectively create results that nobody wants: massive environmental destruction, societies breaking apart, and social media-induced mass separation from our deeper sources of self.
To address these profound challenges, we need new platforms and new capacities that upgrade our mental and social operating system from ego-system awareness to eco-system awareness.
Figure 2 maps the evolution of key societal systems in terms of their OS (operating system):
· from 1.0 (input and authority-centric) and 2.0 (output and efficiency centric)
· to 3.0 (user-centric) and 4.0 (ecosystem-centric).
Figure 2: Four Types of OS, Four Stages of Systems Evolution (Source: O. Scharmer, The Essentials of Theory U)
Since I have presented this matrix in other places, here I will focus on its essence: the vertical dimension of the matrix maps the evolution of various societal systems in terms of their operating system (OS), including the evolution of the economy to post-capitalistic ways of operating. Each later stage includes the modes of the earlier stages, but in a new meta context. It also highlights how the collective knowing-doing gap persists because we try to solve level 4 problems with OS 1.0, 2.0, or 3.0. But, as we learned from Einstein, you cannot solve problems at the same level of thinking that created them.
The main problems in our universities and schools today is the lack ofvertical literacy. Vertical literacy is the capacity to lead transformative change, i.e., to shift the level of operating from 1.0 and 2.0 to 3.0 and 4.0 as needed by:
· seeing yourself — i.e. self-awareness — both individually and collectively
· accessing your curiosity, compassion, and courage
· deepening the space for listening and conversation
· reshaping the type of organizing from centralized to ecosystem
· cultivating governance mechanisms that operate from seeing the whole
· holding the space for profound transformation: letting go and letting come
This shift of focus is mirrored by the principal challenges we face across societal sectors, where we are often stuck in levels 1, 2, and 3 ways of operating, unable to progress to level 4. When you ask experienced CEOs and CPOs (chief people officers) of major companies, or public sector leaders, what they are trying to do and what they need, they typically say they need people who are agile and co-creative and who can make their organizations thrive in a world of volatility, uncertainty, complexity, and ambiguity. To restate that in terms of the matrix: they need capacities that can take their organizations to 4.0 ways of operating. When you talk to NGOs and civil society activists that try to change the economic system towards well-being for all, they basically say the same thing: we need to increase our capacity to collaborate and co-create across institutional and sector boundaries.
Then ask university leaders and deans of management and engineering schools the same question. There are some exceptions, but most are rather illiterate or uninformed when it comes to building the capacity for vertical development. They, like most of their faculty, live and operate most of their time in the straightforward 2.0 world of education (figure 2). Their thinking is framed in terms of horizontal development — for example, adding another skill here or another course there — not in terms of verticaldevelopment, which essentially deals with the evolution of consciousness. To use the analogy of the smartphone: they think in terms of adding anotherapp, not in terms of upgrading the entire operating system.
In short, vertical literacy is about leading transformation by shifting consciousness from ego-system awareness to eco-system awareness. I believe that in this century the primary reason for universities to exist increasingly lies in helping individuals, organizations, and societal systems to build such vertical transformation literacy.
The following 12 principles summarize what a 21st-century university could look like if we upgraded the entire OS towards vertical literacy. The principles are not just a compilation of ideas. They are derived from two decades of hands-on experimentation and from participating in a global movement of learners and educators that is taking shape as we speak. It’s a movement focused on reinventing universities and schools as platforms for helping people and their organizations transform themselves and make the world a better place — by pioneering solutions that bridge the three major divides of our age: the ecological, the social, and the spiritual divide.

1. Transforming Society & Self: build vertical literacy

If the 21st-century university is about the unity of research, teaching and transforming society and self, learners must go out into the real world and engage with the core challenges of our time. To be relevant for society, universities need to be relevant to the pressing challenges at hand, such as the implementation of SDG goals. One of the biggest roadblocks in making progress on these challenges is the gap between knowing and doing. Addressing that gap requires a vertical literacy for leading transformational change by shifting the awareness from ego to eco (consciousness-based systems change). These deep learning capacities need to be cultivated across all levels: at the level of individuals (holding the space for self-awareness), groups (deep listening and dialogue), organizations (from centralized to ecosystems), and the evolution of larger systems (coordinating through seeing the whole). All these dimensions are at play whenever you deal with transformational change in society.

2. Kindling: learning is the kindling of a flame

“Education is the kindling of a flame, not the filling of a vessel.” Those words of Plutarch are as true today as they were two thousand years ago. Still, the misconception of education as a vessel-filling activity remains. So, if the kindling of the flame is the ultimate core of all profound learning, why do we tend to leave it to chance in institutions of education? How do we create the conditions for this to happen more intentionally? Here are three gateways to helping learners discover their own journey in life and work.
o The flame can be ignited whenever you meet an inventor, entrepreneur, or change-maker who operates from his or her highest purpose and self. You meet these people, and being in their presence changes something within you. It’s subtle, but very real. It activates a spark.
o Simply get out of your own bubble — including the bubble of your campus — and immerse yourself in places of most potential, especially places of marginality, where you sense the system from the viewpoint of those who are on the receiving end of institutional racism and structural violence.
o Create environments and deep listening practices that allow learners to explore one deeper sources of knowing.

3. Action Learning: shift the outer place of learning

Students must learn by doing. Action learning inverts the traditional teacher-student relationship. Traditional educational relationships focus on explaining (by the teacher) and listening (by the student). In action learning the student is the change agent or entrepreneur, and the teacher is the coach, the helper who holds the space for the learner to activate her highest future potential. Developing action learning at scale requires very different learning infrastructures, including classrooms that are not primarily about content delivery but about reflection on action, which requires a different type of faculty that can hold the space for student-centric forms of learning.

4. Whole Person: shift the inner place of learning

Learners and change makers must cultivate different ways of knowing. While action learning shifts the outer place of learning from the classroom to the real world, whole-person learning shifts the inner place of learning from the head to the heart, and from the heart to the hand. Activating these different intelligences requires a deepening of the learning process by cultivating curiosity (open mind), compassion (open heart), and courage(open will).
Figure 3: The Deep Learning Cycle for building vertical literacy (Theory U)
Figure 3 shows how these principles work together in a deepened learning cycle that goes through the stages of co-sensing: observe, observe, observe; stillness: allow the inner knowing to emerge; and co-creating: act in an instant (Theory U).

5. Ecosystem Leadership: build capacity from me to we

Students and learners must be ecosystem leaders, i.e., change-makers in their own context. The number one institutional leadership challenge across systems and sectors is how to become effective at ecosystem leadership challenges. How to convene a diverse group of stakeholders and partners and then take them on a journey from a silo to a systems view, from ego-system to eco-system awareness. Holding the space for such a journey is at the heart of all major leadership challenges today. It’s a capacity that is largely missing in organizations and insufficiently developed in higher ed. Real-world platforms and ecosystem partnerships in the cities and regions that universities are embedded in build that capacity by providing relevant “labs” for student participation and learning by doing.

6. Self-Knowledge: know thyself

Learners and change makers must know themselves. “Know thyself” has been at the foundation of wisdom traditions in both the East and the West. Today, in a world where old structures quickly dissipate, the quest for self-knowledge is even more mission-critical than before. “Who is my Self?” and “What is my Work?” are essential questions we need to ask ourselves not only as individuals, but also as organizations, as ecosystems, and — with artificial intelligence (AI), gene editing, and global SDG challenges looming — as civilizations: Who are we as human beings? Who do we want to be? What kind of future do we want to co-shape and be part of?
The currency that counts when it comes to self-knowledge is not ideas. Anyone can have an idea. You can pull one off the Web at any moment. The currency that counts at the bottom of the U process (figure 3) is practice. Practices are things that we do every day. Practices relevant to the development of self-knowledge include listening, contemplation, mindfulness, social-emotional learning practices as well as presencing practices (to sense and actualize one’s highest future potential).

7. Systems Thinking: make the system see itself

Learners and change makers must be systems thinkers. What is the most important practical contribution of systems thinking to the world? It’s the use of methods and tools that make the system see itself — i.e., that make people in the system see the patterns that they collectively enact. Students need to develop mastery in delivering these interventions at all levels of change: individuals, groups, organizations, and societal systems.

8. Social Arts and Aesthetics: make the system sense itself

Learners and change makers must be literate in the social arts and aesthetic practices. The knowing-doing gap is the disconnect between head and hand. So what is the gateway to overcoming that gap? Activating the heart. Activating the senses. Learners must be literate in “aesthetics” in its original meaning: aistesis — to sense. We must cultivate all of our senses.
Advanced systems thinking includes the capacity for systems sensing. Because making a system see itself is not good enough. To address the knowing-doing gap we have to make the system sense and see itself. How can you build this capacity at scale? Answer: through social arts-based practice fields. Social arts and social aesthetics-based practice fields are the main vehicles to developing these foundational capacities. They should be a core element of any student curriculum, because they provide the foundation for vertical literacy.

9. Science 2.0: bending the beam of scientific observation back onto the observing self

Students and change makers must have a method. Science uses particular methods to get the data to talk to us. Traditional science, however, limits the application of scientific methods primarily to one type of data — data based on third-person views. In the future we need to extend the concept of science by letting all three types of data talk to us: third-person (external observations), second-person (deep listening and dialogue), and first-person data (one’s own experiences). To do this we have to bend the beam of scientific observation back onto the observing self — i.e., we have to investigate not only external but also internal data, the more subtle aspects of our experience. Doing so will allow us to make the applied scientific method relevant to where it matters most in the context of this century: the cultivation and evolution of our self-knowledge not only as individuals, but also on the level of the collective. Because we cannot change a system, unless we change consciousness. And we cannot change consciousness, unless we make the system sense and see itself.

10. Tech 2.0: create awareness-based social technologies

To put this into practice — making a system sense and see itself — learners and change makers need new awareness-based social technologies. Today, literacy and proficiency in these social technologies is no less important than, say, calculus or reading. Social technologies build foundational skills for collaborating and operating in complex environments. They involve tools and practices for embodied knowing that rely not only on opening the mind (curiosity), but also on opening the heart (compassion) and the will (courage).
One example of this is 4D mapping, a practice that a research group at the Presencing Institute invented by using Social Presencing Theater, a blend between social science mapping, mindfulness, constellation, and theater methods. Invented a few years ago, 4D mapping is now being used by hundreds of teams across all sectors and cultures. In a two-to-three-hour workshop setting, it provides a reliable tool for getting a system to sense and see itself. The result of the practice is (a) a map that shows the deep structure of the system, (b) a shared language that allows stakeholder groups to address deeper structural issues, (c) a set of intervention points and prototype ideas for taking the system from here to there, and most importantly, (d) a shift in consciousness among the members of the group that alters their perspective from ego-system to eco-system awareness.
Here are two examples of social arts practices. The first one is a video clipon Social Presencing Theater. The second one is an example of Generative Scribing by Olaf Baldini in which he captures a recent deep listening-based, virtual peer coaching session with hundreds of participants in u.lab-S: Societal Transformation.
Figure 4: Example of Generative Scribing (by Olaf Baldini)
The picture depicts not only factual information of the session, but also visualizes the deeper essence of the process, which in this case has two people deeply listening to a third one, which opens up a space of “highest possibility” among them (figure 4). For the origins of Generative Scribing.
These are just two examples. Students and change-makers in this century need to be literate in state-of-the-art social technologies, because the capacity to co-sense and co-create will be our ultimate resource for dealing with the various breakdowns and disruptions that are already coming our way.

11. Democratize: build infrastructures for deep learning at scale

Learners and change makers must facilitate deep learning at scale. The democratization of access to knowledge is one of the main accomplishments of recent decades. Yet, access to quality education and access to a deep learning cycle are not as readily available. MIT, for example, has been a major driver in making educational content freely available online for anyone (through OpenCourseWare [OCW] and edX). However, studies have shown that online learning tends to be shallow (head-centric) and the completion rate is low. So, what does it take to make the deep learning cycle (involving head, heart, and hand) available to everyone?
With that question in mind, we rolled out a prototype for a massive open online course (MOOC) called MITx u.lab four years ago. With more than 125,000 registered users that have formed more than 1,200 communities across the world, we have demonstrated a radical decentralization of the classroom (or holding space) for deep learning. Exit surveys showed that more than 30% reported “life-changing” experiences. As of this year, we have made the methods available to teams that want to take their change intention from idea to prototype. This global ecosystem of place-based teams through an online-to-offline support structure is currently also used and supported by MIT students (in a class that i co-teach at the Department for Urban Studies and Planning), who apply the tools to their own change initiatives. In doing so, they learn to operate the basic tools of 21st-century movement building.

12. The Fourth Teacher: cultivate generative social fields

Learners and change makers must be able to experience and cultivate generative social fields. Who are the main teachers in our journey toward making the deep, transformative learning cycle accessible to everyone? The Reggio Emilia approach is known for seeing place as the third teacher (with the learner and the educator being the first two). Building on that foundation, we have come to see the cultivation of generative social fields, of relationships among learners, educators, parents, community members, and nature, as a powerful gateway to the deeper sources of knowing (”the fourth teacher”). What is a great university, a great school? First and foremost, it is a generative social field. Which brings me to my closing point.

Institutional inversion: practice ecosystem breathing

Figure 5: Ecosystem Breathing (by Kelvy Bird)
So, do the Friday For Future demonstrations by high school kids and young people in Europe belong to this extended notion of learning?
It depends. Seen from the school and university of the past, they do not. Seen from the emerging school and university of the future, as outlined in the 12 principles above, of course they do. They are part of the new global university and school in the making. That new school is characterized by “institutional inversion”. Inversion means turning the inside out and the outside in. “Inside out” in this case means that learners leave the classroom and engage with the major hotspots of societal innovation in their own cities, regions, and ecosystems. In short: the city, the region, and the global ecosystem is the classroom. “Outside in” means that the problems, the challenges of the world, are brought back onto the campus where they can be at the center of study and scientific inquiry. In short: the challenges of the world, and of societal transformation, are the curriculum.
The dynamics of this inversion can be thought of as an “ecosystem breathing process” where action learners and action researchers move out into the real world and engage in the frontlines of societal change (“breathing out”); and change-makers from across sectors and systems regularly bring their experiences on campus in order to share, reflect, co-sense, and co-create new ways of operating (“breathing in”). The new university is coming into being through this process of ecosystem breathing, through functioning as a ‘living organ’ of a larger social ecosystem — such as a city, a region, or a global community— that it helps to sense and see itselfin order to co-shape its next wave of collective opportunities.
At the heart of the breathing process is vertical literacy — the capacity to shift one’s consciousness from one level to another, from ego to eco.
Figure 6 sums up the above by highlighting the two key changes that currently reshape all our innovative learning systems: deepening the learning cycle (from head-centric to whole person) and broadening it (from individual to eco-system).
Figure 6: Matrix of Learning and Leadership: Broadening, Deepening
In other words, we need to move the main focus of our societal learning infrastructures from the bottom left (which currently consumes probably 90 % of our attention and resources today) to the entire matrix in general, and the top-right area of the matrix in particular, which currently tends to be in the blind spot of our learning systems (example for the top-right: Societal Transformation Labs).
The twelve principles are pointers that help us to progress on this journey from the bottom left to embracing the entire matrix. In doing so schools and universities expand their focus to the ‘breathing’ and the well-being of the entire city or ecosystem that they are embedded in. Broadening and deepening the learning cycle in these ways grounds our institutions of higher ed in the praxis of transforming society and self. Because societal and personal transformation are not separate — they are two different aspects of the same deeper evolutionary process. Supporting this process in ways that are more intentional, systemic, personal, and practical — and making these new learning infrastructures accessible for all the world’s future Gretas — may well be the biggest single leverage point of our time.

For the remainder of this year, my monthly blog posts will offer practical examples of how to reinvent our economies, democracies, and educational systems in ways that embody a shift of consciousness from ego to eco. I’ll write about principles and practices that allow you to become a co-shaper of this movement. A monthly online dialogue series on the same topics will invite you to join the conversation.
To take part in the Dialogue on Societal Transformation series, click hereand scroll down to the announcements section.
I want to thank my colleagues Eva Pomeroy for her super helpful comments,Rachel Hentsch and Sarina Bouwhuis for commenting on and editing the draft, as well as Olaf Baldini and Kelvy Bird for their amazing work in Generative Scribing.


Source: https://medium.com/presencing-institute-blog/vertical-literacy-12-principles-for-reinventing-the-21st-century-university-39c2948192ee