leading self journal workbook sample
TRANSCRIPT
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LEADING SELFJOURNAL WORKBOOK
EXAMPLES OF SOME
OF THE EXERCISES
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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
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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.