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LEADING SELF

JOURNAL & WORKBOOK

EXAMPLES OF SOME

OF THE EXERCISES

The Learning System The New Leadership Paradigm

© Barrett Values Centre Page | 2

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 thrive—to

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 each

individual 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 characteristics—they

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.



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 process—becoming viable and independent—requires

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

structure—requires an individual to master levels 4 and 5. Stage 3—cooperating to form a higher

order entity—requires 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 emergent—you 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-directed—you can learn at your own pace, and you can dig deeper into any topic by

exploring the resource links that are provided.

It is evolutionary—you 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 is flexible—you 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 customisable—you 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



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 ego’s

needs (deficiency needs), your soul’s needs (growth needs), and your body’s 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 your own fulfilment 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 people to find their individual and their collective fulfilment by becoming a high performing

team. Ultimately, it‘s 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 stakeholder’s

needs—investors, 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.



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 modules—your 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: The Journey section explores the past to the present. Where you have been and

where you are now.

Section 2: The Potential section explores the possibility for the future—who you can become, and

where you want to go.

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

have to overcome.

Section 4: The Mastery section 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 Evolution section explores your evolutionary progress—your 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 present—where you have been and where you are now.

My life story



My leadership story

My positive role models

Leaders I admire

My Potential

Explores possibilities for the future—who 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



My Evolution

Explores your evolutionary progress—your 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 Experience

To 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



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 colleagues—there 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 the sake 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 should be 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.



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” time to “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 the organisation 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 don’t 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.

My Leading Self

Journal

Leading Self Journal The New Leadership Paradigm


Section 1: My Self-Leadership Journey

Explore the past to the present—where 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



Section 2: My Potential

Explores possibilities for the future—who 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



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)

Leading Self Journal New Leadership Paradigm


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



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 your feelings

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 person’s 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 another’s needs.



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 Process—Steps 1 & 2 Exercise 4.2: Personal Mastery Process—Steps 3, 4, 5 & 6 Exercise 4.3: Personal Mastery Process—Step 7 & 8 Exercise 4.4: Personal Mastery Process—Steps 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)



Exercise 4.9: My Balance Wheel (Ego Mind) Exercise 4.10: My Balance Wheel (Soul Mind) Exercise 4.11: My Goals/Actions



Section 5: My Evolution

Explores your evolutionary progress—your 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



Exercise 5.8: My Levels of Personal Consciousness Exercise 5.9: My Commitments to Evolution



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

My Leading Self

Workbook

EXAMPLES OF SOME

OF THE EXERCISES

My Leading Self Workbook The New Leadership Paradigm

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 lives—roles 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 experienced—your successes, your moments of greatest joy.

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

you have experienced—your challenging times, your moments of sadness.

4. Write brief notes against each event indicating how this experience impacted you; what you

learned 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” and “negative” 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.

Leading Self Workbook The New Leadership Paradigm


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, click Text 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 plenary

session. Give the group about 20 minutes to complete the worksheet, and transfer the worksheet

contents to their Leadership Journals.



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 admiration—someone 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?


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:



When you have finished this exercise, copy what you written in the shaded section of the worksheet, click Text 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.



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.


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.pdf



either highlight/underline/embolden them:

Level 1: Survival—Security/safety/money/protection/survival

Level 2: Relationship—Friendship/attention/connection/love/belonging

Level 3: Self-Esteem—Achievement/recognition/power/status/professional growth

Level 4: Transformation—Accountability/freedom/adventure/challenges/ personal growth

Level 5: Internal Cohesion—Meaning/creativity/enthusiasm/passion

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

Level 7: Service—Serving 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)



f) What needs are you meeting? Identify the specific words that represent your needs and either highlight/underline/embolden them:

Level 1: Survival—Security/safety/money/protection/survival



Level 2: Relationship—Friendship/attention/connection/love/belonging

Level 3: Self-Esteem—Achievement/recognition/power/status/professional growth

Level 4: Transformation—Accountability/freedom/adventure/challenges/ personal growth

Level 5: Internal Cohesion—Meaning/creativity/enthusiasm/passion

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

Level 7: Service—Serving 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, click Text 2.1, and paste into your journal.



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.



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 are—when you feel energetically

challenged—you 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:


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.





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?


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.





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?


When you have finished this exercise, copy what you have written in the shaded section of the worksheet, click Text 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 work questions. It would not be appropriate to describe the answers to the home questions in

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

everyone’s approval 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.



Section 4: My Personal Mastery

Exercise 4.1: Personal Mastery Process—Steps 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 feel resistance, 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:


2. Go to the worksheet and answer the questions.

Resources:

1. Chapter 9: The New Leadership Paradigm. Process of Personal Mastery—Steps 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 find yourself 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 your preferred 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 your body, mind and soul.



Close your eyes and ask yourself, “What is alive within me today?” (The world “alive” seeks to get at the energetic dimension of people’s 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? Tomorrow’s trip to Europe. I am both excited and anxious about the trip (feelings – excited and anxious). I just remembered that I need to pack my passport (thought – pack 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.


When you have finished this exercise, copy what you have written in the shaded section of the worksheet, click Text 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




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 the Johari Window Survey Form and ask 10-15 people you know to complete the survey. Also, take the survey yourself. Plot the words on the diagram: Known to self and known to others: Matching Values Known to self and not to others: Words I picked that did not come across in top ten of others. Know to others and not known to self: Words in the top ten of others that I did not pick.

Known to Self Not Known to Self

Known to Others

http://en.wikipedia.org/wiki/Johari_window



Not Known to Others

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



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 sharing in twos or threes. Give

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




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 the Jobari 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:



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 façade 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 façade different?



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




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 to Exercise 4.5 and complete the log. Also, click Text 6.1 to 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 person’s needs. Try to

understand what fear-based thoughts may be motivating them—what 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 another’s

needs.



Checklist 6.2: Self-coaching for Internal Cohesion

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



Checklist 6.3: Self-coaching for External Cohesion

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

6.3 to 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 by

staying at the top of your game.

My Leading Self

Workbook Resources

Workbook Resources The New Leadership Paradigm


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



Jobari Window Survey Form Work and Business Colleagues


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

continuous improvement

controlling

creative

decisive

delivering on promises

demanding

developing others

detail orientation

drive/determination

empathetic

enthusiastic

ethical

experienced

fairness

focus on bottom line

focus on sustainability

forgiving

goals orientation

high standards

honesty

humility

humour/fun

inspiring

integrity

internally competitive

listening

logical

long hours

long-term perspective

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-win partnerships

wisdom



The seven levels of human identity


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 saying

they 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 choose to 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 team’s success. Thus, you don’t 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 “We”—working 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 ambitious—but 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:



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 consciousness—fears 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 you operate

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

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



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 relationship—your 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 language—in

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 basis—those with whom you share a

common heritage (ethnicity) or emotional bond of loyalty.

Level 3: Self-esteem identity

At 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 time—your 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 goals—a

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 future

that 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 group’s 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



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 planet—the whole of humanity—every 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.



The Seven Levels of Human Motivation


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 don’t 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.



parents, and receiving praise and acknowledgement from them—praise 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 here—in this life, in this body and in this situation?” For some, this may appear

to be a daunting inquiry. For others, those who were gifted with a particular talent, it may be

obvious. If you are not sure or don’t 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 don’t do anything 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.

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