[Type text] [Type text] [Type text] STRENGTHENING INNER PERSPECTIVES IN LEADERSHIP DEVELOPMENT ON LOVE AND FORGIVENESS WHITE PAPER Prepared by Borislava Manojlovic , Thais Corral and members of the Advisory Council* Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER Table of Contents Forward Abstract Introduction Methodology Lessons learned Addressing issues and unmet needs in the field Programs The Collective Leadership Institute Global Academy Foundation ForestEthics Global Leaders Academy U-Process Adaptive Leadership Trans4m Center for Integral Development The Center for Partnership Studies’ Leadership and Learning Program Society for Organizational Learning (SOL)/SENEC, Brazil Effective and Sustainable Law Practices: A Mindfulness-Based Perspective Appendixes I - Questionnaire II - Additional programs III- Advisory Council IV- Database 2 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER Forward by Thais Corral I would like to acknowledge the important contribution provided by the Global Leadership Network (GLN), especially Walter Link and Alain Gauthier, on the analysis of the field of generative leadership. GLN developed in 2007 a nine month exploratory study of the emerging field of "generative change agent development" ( GCAD). The nine month study was based on an analysis of articles, books and websites as wells as interviews with observers of the field and program directors on five continents. My earlier participation in this study, as part of the coordinating team, has given me the knowledge and the insights to guide seven years later this update, which for reason beyond our control has a more limited scope. My gratitude goes to the members of the advisory council which provided invaluable time and contributions to this white paper. In especial, I would like to thank Professor Alexander Schieffer which provided critical remarks to the first draft. Finally I would like to thank Borislava Manojlovic that compiled the information provided by the program directors in the manuscript as well as in the database. We consider this a work in progress that will be further refined as we engage in the next fases of the project. Abstract The key findings, interpretations and questions summarized in this white paper resulted from two exploratory studies of the emerging field of generative leadership. The first one was carried in 2007 over nine months by Global Leadership Network ( Alain Gauthier, Walter Link and Thais Corral). Seven years later, this exploratory study is conducted within the framework of a project on Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness, which is part of a global initiative of Fetzer Institute (www.fetzer.org) to foster the power of love and forgiveness as an intrinsic force in the generative field of human development. While keeping in mind the larger leadership development field, we focused our exploration on development programs for generative change leaders who tend to work in and across the public, business and civil society sectors. These programs integrate personal, interpersonal and systemic dimensions of change, in service of individual, organizational and societal transformation. Generative in this context is synonymous with creative, as well as socially and environmentally responsible. Generative change leaders are able to shift the inner and 3 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER interpersonal perspective from which they operate, and enable people to accept responsibility for changing their own attitude and behavior, as well as to co-create positive outcomes for themselves, their organization, and the larger whole. After a brief review of the objectives, context, and scope of the study and lessons learned the white paper outlines the views on leadership development shared by the 10 program directors of generative programs that we interviewed and how they integrate love and forgiveness. The paper is largely exploratory in nature, and is complemented by a database highlighting the resources collected in the course of the research. These are presented in appendix IV. 1. INTRODUCTION 1.1. Objectives of the study The objectives of the exploratory study were to: (1) globally search some of the programs that could be indicative of generative education, training, and development programs for leaders, social entrepreneurs, and other change agents; (2) identify societal change agent development needs that are not currently addressed; and (3) identify program directors who would be interested in being connected through a learning and collaborative network. The focus has been on programs for leaders who come from diverse sectors (private, public, and civil society) – as well as for “change process practitioners” (educators, facilitators, consultants, and coaches) – committed to bringing about a more humane, just, and sustainable world. The scope of the project was global, with an emphasis on identifying potentially universal principles and practices. Currently, most of internationally known and applied processes and programs, books and videos originate from North America and Europe; little is known (except locally) about leading-edge programs on other continents. Given the large size of the leadership development field and the resources we had, we focused our study on the programs that met most of the following criteria: a. The primary audiences of the program are leaders, social entrepreneurs, social change agents and change practitioners who work in and across sectors. b. There is a substantial degree of integration among the personal, interpersonal, and systemic components of the program. c. The design has some innovative features that differentiate it from traditional leadership development programs. 4 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER d. The profile and experience of the designers and facilitators of the program indicate a deep understanding and practice of the integration between personal, interpersonal and systemic change. e. The curriculum is at least a few months long to facilitate meaningful transformative outcomes. f. Post-program evaluation results are available. 1.2. Context of the Study This exploratory study was directed by Thais Corral, as project coordinator and count with the support of Borislava Manojlovic, senior research from Seton Hall University in the USA, in consultations with the advisory group which consists of global leadership experts from four continents: Walter Link, Alexander Schieffer, Scilla Elworthy, Rama Mani, Graciela Tapia, Hein Dijksterhuis, Mark Gerzon, Ignacio Martin Maruri, Sue Cheshire and Alain Gauthier. This group began to cooperate already several years before the beginning of this exploratory study through the Global Leadership Network. The objectives, scope and methodology build on a process and a network that started some years ago. 1.3. Representation of the Study The 10 programs we looked at ranged from longer programs (six months up to 2 years) to shorter programs (one to several weeks). Though the exploratory study does not cover the field of generative leadership, the programs selected are representative/indicative of major tendencies in the field. They could be divided in three sub-groups. The first sub group represents methodologies that are implemented across the globe and by a very diverse type of institutions: NGO's, collaborative networks, universities, companies. This is the case of the U-Process, the Society for Organization Learning and Adaptive Leadership. In this category we identified three examples, which express some of the core principles of these methodologies. The second sub group includes programs created by leadership coaches and mentors who work primarily with individual leaders and through them, with their organizations. They are also the main resource of the programs. In this category we have two programs, with organizations that have been created to support the implementation of the leadership work: Global Leadership Academy and Global Leardership Foundation. The third sub group includes organizations that have been formed around certain perspectives of leadership development such as multistakeholder dialogue, building collective intelligence across sectors, building partnerships based on feminine principles of collaboration and respect to the rights of women and children. All of them offer frameworks and processes to enable a full transformative potential of individuals, organizations and societies. In this category we have three organizations: 5 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER Collective Leadership Initiative and the Center for Partnership Studies/ Leadership and Learning and TRANS4M Center for Integral Development. A final subgroup consists of two programs, which are straightforward expression of implementation of generative leadership principles - Forest Ethics and Effective Sustainable Law Practices - A Mindfulness Based Perspective, which is a program offered in the context of an university. 2. METHODOLOGY Through our initial framing of the study, literature review, websites’ analysis, and individual interviews of field observers and program directors, with the help of the advisory council, we have identified a first list of about two dozen programs in the world that meet most of the criteria listed above. Specifically, we examine ten programs in more depth and list the other programs in appendix II. There are certainly other programs that could be added to this list and they could be added as the time goes on. 2.1. Identification of programs We used a snow-ball research methodology, asking members of our advisory council whom they knew as program directors, and then asking interviewees whom else they knew that led programs that met our criteria. We were not able to interview all the program directors we had identified, mostly due to time and resources constraints. We recognized that the snowball methodology could introduce a certain bias in the selection of the programs and were attentive to other possible sources and referrals as we progressed through our search. See the programs considered in appendix II. 2.2. Interviews and website research The interviews used an open one-page questionnaire , created in consultation with the advisory council – which was sent ahead of time to the interviewee – as a conversation starter (see Questionnaire in Appendix I). All interviews were preceded or completed by some website or literature research in order to focus the conversation on some of the points not addressed in the website. 2.4. Discussion of findings, hypotheses and questions The initial findings, hypotheses and questions were discussed and refined with the advisory council and program directors after the first round of interviews. A few additional questions and materials were added to the original questionnaire. We have found that these programs share similar views on leadership development as well as a number of design characteristics, and that there are a number questions and unmet needs in this emerging field – that could be best addressed within a learning and 6 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER collaborative network. These findings by the way are guiding the designing and content of the learning lab. 3. LESSONS LEARNED 3.1. Shared emerging views on leadership development Most of the program directors and designers we interviewed - this analysis includes the insights of the study carried by GLN as mentioned earlier - tend to share the following views on leadership development: 1) addressing complex challenges calls for a new type of change leadership; 2) developing this new type of co-leadership requires both a congruent mix of methodologies and instructors/facilitators who practice what they teach; 3) developmental methods/tools and facilitators/coaches need to be culturally appropriate to be truly effective; 4) an integral framework is most useful in assessing both intangible and tangible results, at the individual and collective levels. As Alain Gauthier explains in the analysis he did of the data provided by the GLN exploratory study: "addressing today’s most complex challenges requires both a shift in consciousness and the skilled, creative and collaborative interventions of ‘post-heroic’ change leaders or ‘social artists’ at many levels and across boundaries. It also calls for new organizational forms such as ‘living networks’ where individual and collective leadership enables the emergence of collective intelligence. Most of the programs we have identified focus on developing leaders and leadership development practitioners in and across sectors through an integrally-informed approach – which is both inside-out and outside-in – although they might not use these terms explicitly. Their designers put equal emphasis on the ‘interior’ dimensions of experience (intention, worldview, values, vision and culture) and on its ‘exterior’ or visible dimensions (behaviors, structures and processes), and how they interact for change to be both deep and sustainable. They also pay attention to the dynamic relationship between individual and collective transformation. Combining a variety of developmental models, methods and tools from the West with Eastern and local practices of inner and community development – seems to be key to both effectiveness and cultural appropriateness. In the case of international programs, identifying and developing local facilitators and coaches ensures both local relevance and program sustainability. Evaluation of the effectiveness of programs is one of the key challenges of programs that have both a strong inner-work component and field experimentation in the organization or community. Program designers recognize the complexity of attributing success in outcomes and impacts to any one program or player, as well as the limitation of focusing on short-terms results, given the lengthy self-development process of change leaders and the institutional resistance to change." 3.2. Common characteristics of generative leadership programs 7 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER Generative programs use a variety of selection methods to ensure diverse, motivated and stimulating classes, although some of the programs cannot be as selective, given their charter. a. Programs seek candidates from various sectors and pay attention to racial, ethnic and gender balance. b. Most programs address a specific age range (e.g. young, emerging, confirmed or senior leaders, women), although some of them adopt a wider age distribution. c. Alumni are often solicited as promoters, nominators and mentors because they know the program first-hand. d. Detailed questionnaires, essays, and in-depth interviews by the program director or faculty of the program are considered crucial to determine whether it is the right fit and timing for the candidate; some interviewers focus on participants going through a shift or transition phase (personal and/or professional), as a time of greater openness. e. Many programs also pay attention to the candidate’s value orientation (e.g. service, equity, integrity, authenticity), and to their willingness to both learn and contribute to the class f. Endorsement and support from senior management is sought for emerging leaders’ enrollment. g. Intensive retreats are faculty-led and based on peer-learning; in most cases, they place a simultaneous emphasis on personal practices, small and large group interactions, and planning or review of organizational initiatives h. In some programs, guest speakers and learning journeys contribute to develop the participants’ capacity to sense reality from a broader and fresher perspective. i. Most programs incorporate individual coaching throughout the curriculum, using every day’s experience as a practice field. That component is key for challenging/changing one’s mental models, attitude, and behavior. Most program we have looked at combined and adapted to their audience some of the more advanced approaches to leadership development. Many programs blend and integrate several conceptual frameworks such as Otto Scharmer’s U theory, Peter Senge’s 5 learning disciplines, Ronald Heifetz, Adaptive Leadership. Most of the programs use peer learning in their intensive retreats, for co-consulting or learning teams with a coach, joint research and other action-learning projects, and mutual support during and after fieldwork. The smaller programs also use these retreats for community building, and many of them encourage meetings across cohorts and among alumni to extend the learning experience through network sharing and support. 8 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER 3.3- innovative components Most programs use a combination of innovative methods and practices that set them apart from traditional management education. a. Self-reflection practices such as journaling, action inquiry, meditation, contemplation, and solo nature retreats are incorporated in many of them. b. The use of arts for self-expression, communication and trigger for deep dialogue is also widespread, including drawing, interpretation of paintings, viewing of provocative films and theater improvisation. c. Forms of deep dialogue such as collaborative inquiry and circle rituals are also used by a number of the programs. d. Several programs use cases emerging in the class as a laboratory or active experiment in living leadership; faculty is trained to challenge and support the participants in this type of learning. e. Hands-on ‘prototyping’ and experimentation is also encouraged by a number of programs, using field work as an opportunity to seed and ground the practices learned and insights gained during the retreat and coaching. Mentoring by alumni and experts in the field is particularly helpful to conduct these experiments. f. Peer shadowing and learning journeys are also part of several programs. They enable participants to broaden their experience and look at their own situation with fresh eyes; at least two of the programs participate in global classroom initiatives, connecting their cohort to other cohorts on-line. g. Some programs offer participants a wide menu of methodologies and tools that they can use during and after the program, either in the form of a workbook that they receive during the retreats or on a portal that is accessible and updated on an on-going basis. h. Creative technological companies such as Google has created through the dream of one of his senior executives, the program Search Inside Yourself, which then became an institute http://siyli.org/, now globally recognized which method has been adopted by important global companies, articulating emotional intelligence, mindfulness and neuroscience. More than 1200 executives have been trained. 4. The UNMET NEEDS IN THE FIELD In the earlier exploratory study conducted by GLN, the unmet needs of the field, were a particular quest included in the research. Seven years later this was also flagged in conversations with the advisory council. Through our interviews, we have found that many of them are also eager to discuss some of the questions and issues they face in maintaining and growing their programs. Although some of them are connected to a few colleagues, particularly in the same country or state, most of them feel isolated in a field that is still emerging and fragmented. For all these reasons, the time seems to be 9 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER right to create a community where program directors and designers could learn from each other and possibly collaborate. a. Connecting the developers and directors of generative leadership development programs together in a learning community that constantly shares and build strategic collaborative ventures. b. Promoting a more integral leadership education in mainstream business schools and corporate executive education programs. c. Identifying the integral leadership development needs of future and young leaders/social entrepreneurs through a periodic global survey. d. Connecting graduates of various programs – particularly social entrepreneurs, other cross-sector leaders, and socially-minded change practitioners – in communities of practice (locally, regionally, globally). e. Mapping out, describing and operationalizing the processes and practices that best integrate four levels of development: intrapersonal, interpersonal, organizational, and societal. f. Developing new funding models to make programs accessible to all potential participants and keep them viable when foundations shift their priorities, for example through: corporate sponsorship, without biasing the curriculum toward corporate needs only higher tuition for corporate leaders funding by local government and international development agencies. 6. PROGRAMS The programs are analyzed by focusing on their key approaches and concepts, and how they relate to love and forgiveness. The insights from the interviews with the representatives of individual programs have been included as well as the review of relevant literature on theory and practice of the said programs. The ten programs analyzed in this study are as follows: 1) The Collective Leadership Institute 10 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER 2) Global Academy Foundation 3) ForestEthics 4) Global Leaders Academy 5) U-Process 6) Adaptive Leadership 7) Trans4m Center for Integral Development 8) The Center for Partnership Studies’ Leadership and Learning Program 9) Society for Organizational Learning (SOL)/SENEC, Brazil 10) Effective and Sustainable Law Practices: A Mindfulness-Based Perspective 1) The Collective Leadership Institute1 Program Description The Collective Leadership Institute has been building competence for sustainability through stakeholder dialogues, engagement processes and collaboration. The Collective Leadership Institute was founded in 2005 and is an independent initiative supporting sustainability by engaging stakeholders across all sectors by building the individual competence to lead collectively and at the systemic level (organisation, cooperation systems, and networks), by strengthening the collective capacity of collaborating actors to implement dialogic change and to shift towards more co-creation. The Collective Leadership Institute enables the participants of their program, whether they are in the private sector, the public sector, or in civil society, to be more effective in catalyzing change within a complex, multi-stakeholder environment, increasing change agents’ confidence to face a broad range of challenges associated with such settings. The Collective Leadership institute is serving systems change and societal transformation through strategic coaching, process advisory, dialogic facilitation, tailor-made trainings (based on open courses), and accreditation of organizations in their methodology leveraging the power of cross-sector networks (StakeholderDialogues.net, Young Leaders for Sustainability network). Any attempt to initiate, implement or facilitate cooperation processes is an intervention into a fragile and often controversial system of actors. So, it requires careful attention to the quality of the process, the quality of relationships and interaction among stakeholders (Armistead, Pettigrew und Aves 2007), as well as to the quality of the formal and informal structures that are created to make the cooperation work (Bryson, Crosby und Stone 2006). Complex cooperation processes in sustainable development may be influenced by external factors that the initiators have little power over, such as political instability or Data that informed this section are based on the interview with Kristiane Schaefer, CLI, on 26 September 2014 via Skype. 1 11 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER economic crises. But most factors crucial for the success of such initiatives actually can be influenced to a certain degree. These factors – in combination – can determine the quality of a cooperation process and, eventually, contribute to its success. Paying attention to them helps to maintain the dynamic, to keep stakeholders sufficiently involved and finally to achieve tangible outcomes or successful implementation. Key Concepts and Approaches The Dialogic Change Model The Collective Leadership Institute’s Dialogic Change Model (Kuenkel, Gerlach und Frieg 2011) is a tool, which assists the result-oriented, structured planning and implementation of a Stakeholder Dialogue/partnership in four phases. The different phases of the approach have proven helpful in taking all demands and requirements of a dialogue process into account and preparing for them adequately. The CLI Dialogic Change Model is an appropriate tool to design and implement complex processes that require different interest groups to be included and integrated. A systematic, methodological knowledge consisting of a dialogic approach and change management is a pre-requisite for successfully establishing meaningful stakeholder engagement processes. CLIs open and tailor-made trainings are designed to deliver this knowledge. 12 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER In Phase 1 (Engaging and exploring) a small team of people builds resonance for the process, engages with key stakeholders, creates understanding and seeks to understand the context. Creating and strengthening trusting relationships between stakeholders are critical for maintaining stability throughout the initiative. Phase 2 (Building and formalizing) involves the consolidation of the system of stakeholder engagement by agreeing on a shared vision, objectives and strategies. The roles and resources required for the effective implementation are defined. The issues of task allocation, decision-making and communication strategies are also the focus of this phase. Monitoring and indicators for measuring impact are established. Phase 3 (Implementing and evaluating) stands for a result-oriented implementation with the focus on visible results to demonstrate progress and to keep all stakeholders engaged in the process. Attention is paid to effective communication and continued trust building between stakeholders to better address crises such as criticism from external parties, counter initiatives or non-productive discussions. Monitoring systems are used and results measured. In Phase 4 (Developing further, replicating or institutionalizing) the stakeholder initiative is evaluated for further development, replication or institutionalizing. Some initiatives end successfully in Phase 3. Stakeholder Dialogues may be influenced by external factors that the initiators have little power to change, such as political instability or economic crisis. But most factors crucial for the success of Stakeholder Dialogues can actually be influenced to a certain degree. These factors – in combination – can determine the quality of a Stakeholder Dialogue and, eventually, its success. The Collective Leadership Institute has developed the following 8 key factors based on the experience of many practitioners since 2005. The factors are interrelated and mutually supportive. They can be seen as lenses through which a group of initiators or convenors can look at and evaluate the quality of their Stakeholder Dialogue process and review which areas require attention. Figure 1: 8 Key factors for the successful implementation of stakeholder partnerships (Kuenkel, Gerlach und Frieg 2011) 13 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER Key factor 1: Leadership and high-level sponsorship The initial collaboration in a complex stakeholder cooperation can be brokered/initiated by a credible high-level individual or organization. Most stakeholder cooperation projects build on past, often fragmented project experience and attempt to strengthen impact by aligning the efforts of different stakeholders. Hence, it is often practitioners in the field who draw attention to an issue and bring in a powerful sponsor or organization. Legitimacy within a group of stakeholders is key at the onset, as initiators need a mandate to start the collaboration process. More generally, initiating individuals can be e.g., highlevel leaders, recognized for their cross-sector experience, CEOs, or politicians. They can also be large NGOs, private enterprises or foundations. High level sponsorship is vital for the successful launch of a collaboration process. Key factor 2: Cohesion and relationship management Under the assumption that successful partnerships are key to achieving sustainable results, stakeholders need to move from an individual project management style into collaborative action (Glasbergen 2010). This is achieved through the principles of transparency and participation (Kuenkel, Gerlach und Frieg 2011) and the recognition that equity and accountability in interpersonal interaction/communication are relevant. Key factor 3: Goal and process clarity 14 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER People engage when they see the bigger picture and understand how they can contribute to positive change. Clarity about goals and about process go hand in hand in stakeholder partnerships. Key Factor 4: Knowledge and Competence Trust can be based on both the competence and on the perceived intentions of either individuals or organizations (B. Nooteboom 2006). As stakeholder partnerships take place around content issues and delivery, expertise and information need to be provided in a way that helps stakeholders to see the issue’s full picture. If one partner’s shortcomings are due to a lack of competence, then capacity-building (particularly for weaker stakeholder groups) may be an option to help strengthen their voices and improve the quality of their contributions, e.g., educating stakeholders about the concepts, information, and tools that are key to its work (Keast, et al. 2004). Key factor 5: Credibility Partnerships need credibility to be effective. Firstly, the reputation, neutrality and credibility of the initiator, convener or facilitator are especially important to lend credibility and legitimacy to the initiative and facilitate collaboration (Gray 1989). Secondly, it is important that all stakeholder groups be equally represented in the dialogue process in order to remain credible not only to stakeholders within the process, but also to those observing it. Thirdly, the reliability with which recommendations or inputs from different stakeholders are taken into account can affect the overall credibility of the decision-making process. Finally, how embedded the Stakeholder partnership is in relevant societal processes also contributes to its credibility. Scholars call this the degree of structural embeddedness (Bryson, Crosby und Stone 2006). The more partners have interacted in positive ways in the past, the more social mechanisms will enable coordination and safeguard exchange (Jones, Hesterly und Borgatti 1997). Key factor 6: Inclusivity Stakeholder partnerships that exclude important stakeholders will lose credibility and will cause mistrust among non-participating stakeholders. They will also be less effective, because stakeholders who are important for implementing or supporting results are absent from the dialogue process. In a study in the health sector in the US, Lasker et al. (2001) identify one of the main indicators for the effectiveness of leadership in stakeholder partnerships as being the degree of inclusiveness and openness exhibited in the collaboration process. Key factor 7: Ownership People implement what they have helped to create. Ownership develops when the goal of the stakeholder partnership is relevant to all stakeholders and when they perceive that their contribution counts. Keeping people engaged is an important road to success. If 15 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER participants in a dialogue process have the impression that their recommendations are not being implemented and feel that their concerns and perspectives are not being taken into account, there is a high probability that they will reduce their engagement and fail to implement decisions, become passive observers, or completely withdraw from the process altogether. Key factor 8: Delivery and outcome-orientation Bryson et al. (2006) argue that the main objective of cross-sector partnerships should be the creation of sustainable “public value” that would not otherwise be created by a single sector alone. This is most likely to occur by making use of each sector’s characteristic strengths while also finding ways to minimize, overcome, or compensate for each sector’s characteristic weaknesses. Focus on outcomes is a prerequisite for commitment. The Collective Leadership Compass The Collective Leadership Compass is the core of the practice-oriented approach to leading complex change in multi actor settings used by the Collective Leadership Institute. It is applied to strengthen our individual leadership skills, to enhance the leadership capacity of a group of actors and to shift systems of collaborating actors towards better co-creation. Quotation? “This model empowers leaders to navigate collaboration successfully by attending to a pattern of interacting human competencies in the six dimensions: future possibilities, engagement, innovation, humanity, collective intelligence and wholeness.” Engagement and Collective Intelligence are the two competencies referring to the initiation and development of a collaboration process that is supported by the Dialogic Change Model (see above), designed and evaluated through the 8 success factors as described. Figure 2: The Collective Leadership Compass (Source: www.collectivele adership.com) 16 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER The six competencies of Collective Leadership 1. Future possibilities Inspiring and empowering others, staying open-minded, observing trends, developments and new knowledge, going beyond problem diagnose, sensing and enacting future possibilities, following-through, taking a stand for sustainability. 2. Engagement Building meaningful stakeholder engagement processes that create trust and cohesion, invigorating network connections, fostering collective action that leads to tangible outcomes and enhanced collective impact. 3. Innovation Venturing into the unknown, driving excellence, fostering creativity, acknowledging diverse expertise, building a climate of trust-based co-creation and developing the potential to spot innovative solutions to sustainability challenges. 4. Humanity Acknowledging diversity in the world and in humanity, accessing our humanity in ourselves and in others, creating an atmosphere of mutual respect, cultivating reflection, attending to inner balance. 5. Collective intelligence Respecting difference, inviting diverse perspectives, experiences and viewpoints for better solutions, fostering structured dialogue, valuing contributions, ensuring iterative learning. 6. Wholeness Placing our actions in a larger context, opening up to seeing the bigger picture of a situation, acting in favour of the common-good, continuously improving our contribution to sustainability, creating networks of mutual support. Integrating love and forgiveness 17 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER In the process of developing competence for collaboration, love and forgiveness are essential human resources. Through Stakeholder Dialogues, leaders delve deeply in their inner self searching for clues as to why they are doing what they are doing and what is driving them. This is necessary for leaders because, as Petra Kuenkel, founder and Director of CLI, suggests, “we become disconnected from our heart. …we let ourselves be driven by superficial stimulation and the desire to excel. We take on more and more new challenges, frequently change jobs, engage in extreme sports or indulge in stimulants. We become restless in our unconscious search to access the deeper force of life that is the source of genuine passion. We focus on outward achievement only”. 2 By focusing on interconnectedness of individuals and groups, by connecting our inner self with the wider consequences of our action, it is possible to see the wider picture in which love for the other and the environment becomes clearer. As the vision expands, people become more aware of the need to understand the intricate web of relationships that we are embedded in and to forgive others and ourselves. According to Kristiane Schaefer, co-founder of CLI, many of CLI trainings and courses are dialogic practices, which provide insight and generate certain dynamics among people – which help participants to realize their inter-connectedness and integrate the ‘human dimension’ as an important element of all collaboration and engagement efforts. CLI works with people to become more self-aware, as well as to analyze the system of stakeholders that they are operating in. At any time, there may be different kind of people such as movers, followers, supporters, opposers and observers. By becoming aware about these action modes, initiators of Stakeholder Dialogues and change processes can develop a process to mke them work together. The CLI model also has a deeper layer with love as a central force. For an ineffective system to be changed, there has to be a confluence of the different elements. There are people who will compete, but change cannot be achieved without the support of those who will help the system to move to the next level. “We could call that a love energy, with the people who are taking care of the system and what it needs. Once people have started a course, we can see the trust and people opening up. How they communicate, dialogue, and collaborate with others is so closely linked to their human side and the human side of others that they are collaborating with.” In the CLI’s Collective Leadership Compass, there is this strong element of humanity together with wholeness, or the interdependency, and the acknowledgement that we are all interdependent. CLI’s initiatives are connected by a real passion for change and a passion to connect to the work for the larger good. References Gerlach, Silvine, and Vera Frieg. 2011. Working with Stakeholder Dialogues. Norderstedt: Books On Demand. 2 See: http://petrakuenkel.wordpress.com/2013/09/02/when-passion-lives-a-remote-life/ 18 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER Armistead, C., Pettigrew, P. & Aves, S., 2007. Exploring Leadership in Multi-sectoral Partnerships. Leadership, 3(2), p. 211. Bryson, J. M., Crosby, B. C. & Stone, M. M., 2006. The Design and Implementation of Cross-Sector Collaborations: Propositions from the Literature. Public Administration Review, December.pp. 44-55. Kuenkel, Petra. 2008. Mind and Heart. Mapping Your Personal Journey Towards Leadership for Sustainability. Auflage: 1., Aufl. Norderstedt: Books on Demand. Kuenkel, P., Gerlach, S. & Frieg, V., 2011. Working with Stakeholder Dialogues. Potsdam: a publication by the Collective Leadership Institute, BoD. Glasbergen, P., 2010. Understanding Partnerships for Sustainable Development Analytically: the Ladder of Partnership Activity as a Methodological Tool. Environmental Policy and Governance, Issue DOI: 10.1002/eet.545. Gray, B., 1989. Collaborating: Finding Common Ground for Multiparty Problems. San Francisco: Jossey Bass. Jones, C., Hesterly, W. & Borgatti, S., 1997. A General theory of Network Governance: Exchange Conditions and Social Mechanisms. Academy of Management Review, 22(4), pp. 911-45. Keast, R., Mandell, M. P., Brown, K. & Woolcock, G., 2004. Network Structures: Working Diff erently and Changing Expectations. Public Administration Review, 64(3), pp. 363-361. Nooteboom, B., 2006. Trust and innovation. October. Nooteboom, S. G., 2006. Adaptive Networks: The Governance for Sustainable Development. Delft, The Netherlands: Eburon Academic Publishers. Routledge. 2014. “Adaptation to Climate Change through Water Resources Management: Capacity, Equity and Sustainability (Hardback) - Routledge”. Text. Accessed September 4. http://www.routledge.com/books/details/9780415635936/. “Living Collective Leadership | This Is the Personal Blog of Petra Kuenkel on Living Collective Leadership. I Write for Anybody Who Believes That This World Needs More Collective Action for Sustainability and Wonders How Best to Get There. It Is Meant to Inspire You with Thoughts, Experiences, Hints, Links, Tools, and Open Questions. Your Comments Are Most Welcome!” 2014. Accessed September 4. http://petrakuenkel.wordpress.com/. Lasker, R. D., Weiss, E. S. & Miller, R., 2001. Partnership synergy: a practical framework for studying and strengthening the collaborative advantage. The Milbank Quarterly, 79(2), pp. 179-205. 19 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER Petra Kuenkel, Kristiane Schaefer, “Shifting the way we co-create. How we can turn the challenges of sustainability into opportunities”, Collective Leadership Studies – Volume 1 2) Global Academy Foundation3 Program Description Global Academy Foundation (GAF) is inspired by the ancient understanding of the academy as a living organism, which integrates personal and interpersonal development with transformational action in the world. From this perspective GAF supports individuals, organizations and societies to develop towards their overall individual and collective potential. GAF’s Global Leadership & Innovation Approach (GLIA) therefore integrates personal and interpersonal development with organizational and societal transformation. It integrates ancient eastern and western wisdom traditions, modern science and psychology with hands-on leadership experience across diverse sectors, cultures and societies. It aims to integrate the depth of human inspiration with the pragmatism to effectively act on real world issues at this time of tremendous challenges and opportunities. GAF’s services range from innovation support and strategic advise, individual and team coaching, leadership and culture development programs and social investment banking to network and movement development, conference organizing and media offerings, executive and academic education programs – all of which empower generative change agents and their organizations and movements who want to develop themselves and make a real difference in the world. GAF’s content areas include innovation, leadership and management development; education, peace work and conflict transformation, social and environmental sustainability, human rights and justice, sustainable business and economic development, governance and respectful globalization, responsible science and integrative medicine as well as the intellectual and psycho-spiritual maturation that GAF considers to be core to excelling in any of them. This diversity of topics is integrated by GAF’s integral view of the emergence of a unifying evolutionary movement that impacts all aspects of human life around the world as we move towards new paradigms of civilization. Ultimately it is this emergence that GAF wants to support. GAF’s clients and partners include civil society organizations and social movements such as Sarvodaya in Sri Lanka and ForestEthics in North America and the Global Leadership Data that informed this section are based on the written responses to the questionnaire by Walter Link, Chair of the Global Academy Foundation, shared on 14 October 2014. 3 20 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER Network, Ashoka and the Rockefeller Brothers Fund which are active globally; progressive companies such as Triodos, Europe leading sustainability bank and members of the sustainable business movements SVN and Empresa as well as global technology leaders such as Philips and Tata Communications; universities ranging in the USA from Berkeley and Stanford to the Buddhist inspired Naropa University as well as the University of Panama and Peking University in Beijing; holistic learning and research centers throughout the former Eastern and Western Europe as well as Omega Institute and IONS in the USA; governments and multilateral institutions such as Latin America’s Cumbre, the International Finance Corporation and United Nations. Incorporated in the USA in 1999, GAF’s group of related organizations has been active in the field of generative change agent development since 1985. From its beginnings it used a network approach to organizing that focused not on building a single institution but rather a flexible network of individuals and organizations that collaborate as needed. While GAF’s founder and chair Walter Link has been involved in many of its activities, GAF has therefore many co-leaders who are highly respected in their respective fields. Therefore co-leadership is a core principle of GAF’s work. In this context GAF created and co-created, led and co-led hundreds of change agent development programs around the world, which were offered both under its own name and under those of other institutions. Selected Programs In our research study, we include five programs, which exemplify GAF’s diverse yet integral approach to generative leadership development: 1. GAF’s ongoing leadership, innovation and culture development program for the top leaders of Sarvodaya, Sri Lanka’s largest social movement across their extensive spiritual and educational, civil society and business activities. 2. The USA’s first fully accredited MBA in Sustainable Management at Presidio Graduate School in San Francisco, for which GAF played a major role in program design, delivery and board leadership. 3. The two-year Visionary Leadership Program and ongoing coaching process with top leaders at Triodos, Europe’s leading sustainability bank, which GAF codesign and co-lead with Hein Dijksterhuis. 4. GAF’s ongoing Mindful Leadership Development Program at ForestEthics, one of North America’s leading environmental campaign, which is now collaborating with GA to co-create an international campaign training program 5. GAF’s online media and learning platform GlobalLeadership.TV, which as its first program series, The Heart of Innovation features in-depth dialogues with some of the world’s most innovative leaders who credit their diverse paths to personal development with their impact on the world. Each of these programs intends to empower specific individuals and organizations as well as co-create with them models that ground this emerging paradigm of civilization into concrete reality. By offering successful examples, which demonstrate that real change 21 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER throughout all sectors of society and in diverse cultures around the world is not only possible but already happening. In a world filled with bad news that can lead to withdrawal and cynicism GAF and its partners aspire to provide evidence-based hope and inspire active engagement because GAF believes that each of us is a potential change agent for meaningful innovation. Innovative program features The most innovative features of GA’s programs can be summarizes as: Diversity: Adaptation of the programs’ form, content and language to very diverse contexts, while maintaining coherence through a unifying theory of change. Conscious Theory and Praxis of Change: Programs are intentionally designed based on a specific understanding of how transformation actually happens in individuals, organizations and larger societal systems. Integral Approach: GAF’s Global Leadership & Innovation Approach integrates diverse organizational and societal change work with deep inner and interpersonal work approaches. Faculty Selection: Diverse faculty members range from senior psycho-spiritual teachers and experienced educators and scientists to leadership and innovation experts and successful social and business entrepreneurs. Peer-to-Peer Activities play an important role in GAF’s programs not only as interactions during course time but beyond it as shared support and joint action in the world, where much of the integration occurs. Nature: GAF’s theory of change includes that experiencing nature deeply provides access to an important source of inspiration and guidance, nourishment and maturation. GAF suggests that we live in a time rich with inspiration to change - on individual and relational, organizations and larger societal system levels. That is an important step forward and GAF’s media products contribute to this effort. They include the pioneering book Leadership is Global, which was co-authored by 22 leadership experts from around the world and which GAF’s chair Walter Link co-edited with Thais Corral and Mark Gerzon as well as its Global Leadership TV (GLTV) series The Heart of Innovation, in which Walter dialogs with some of the world’s most innovative leaders about the how their personal transformation process is at the core of their success in the world. To move from inspiration towards transformation GLTV also offers concrete practices that viewers can engage in to get a taste of the methods that helped these leaders to excel. With these media products GA wants to create a bridge to its and other transformative programs that help people change, not only their ideas but who they are, what they do and how they do it. GAF believes that faculty plays a key role in this process because in its view they don’t only teach what they know but impact others by who they are and what they can do. Walter Link: “We understand that together with the participants we co-create a living field that invites and facilitates change. Its catalytic impact depends also on who shares this space both as faculty and as participants. This is why GA very carefully assembles its 22 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER program faculties to range from successful leaders who played important roles in innovation and changing organizations and sectors to faculty members who have deep levels of psycho-spiritual realization as well as the capacity to facilitate the unique transformation processes of diverse participants. And we try to co-create a strong peer-to-peer development community among the participants. In our programs everybody is supported to learn from everybody, also by doing things together because much development occurs in the context of mindful action. We call that the Path of Action, a contemporary version of Engaged Buddhism or Kharma Yoga, Lived Christianity or ancient western philosophy for which mindful action was the primary practice for transformation. This is particularly relevant as the majority of humanity will not become meditators. But they are in constant action and that action – if reoriented towards aware activity – can become even more transformative with support for conscious practice.” GAF‘s programs don’t have a standard form but adapt to participants’ contexts. For example when GAF works with Sarvodaya’s community leaders in Sri Lanka who grew up in a rural Buddhist culture, GAF uses Buddhist terminology, values and processes that make it easier for participants to engage in the change program. As Sarvodaya now creates a fully regulated (yet socially and environmentally responsible) bank out of its non-profit micro finance institution, GAF helps to bridge various divides between the forprofit and the not-for-profit culture inside and around the Sarvodaya movement by helping them to understand, respect and integrate each other orientations so that together the movement can reach its shared objectives. On the other hand when working with western activists or global business leaders who don’t see themselves as ‘spiritual’ and are possibly even anti-spiritual, GA uses secular, science and action based conceptualization and language for what may or not be more or less the same content. Walter Link: “What matters to us is positive impact. We keep asking ourselves: what works? That’s why we sometimes refer to our work as inspired pragmatism. In our observation, it is not enough for people have good intentions and learn new ideas and behaviors if they don’t change more fundamentally. New ideas and good intentions work when the sun is shinning though even then it lacks the power that comes with authentic transformation. But in the midst of crises when we most need these new ways of perceiving and thinking, communicating and acting, we tend to revert to our old conditioned behaviors. This dilemma makes transformation an imperative for new action in times of crises - and crisis is fast becoming the new normal. Wanting to transform requires us to be humble and patient in our expectations because humans develop at their own pace and not according to their or our expectations. That’s why we can’t wait for all individuals to change but need to co-create institutions and communities that support people to behave in better ways. The Nazis of Germany didn’t die out overnight. A new cultural, social and political context helped Germany to gradually grow into a peaceful democracy. Therefore the personal development favored by the inner change communities and the societal change goals of the outer work communities are mutually enhancing. The debate over which is primary helps nobody. 23 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER What we need is mutual understanding, respect and collaboration. That’s why GAF tries to bridge these communities to develop integral views and practices.” In its effort to support deep understanding and effective action in participants GAF uses a wide variety of approaches from diverse fields of practice. They range from various approaches to innovation and leadership, management and organizational development to transformation approaches such as Buddhist mindfulness, the Diamond Approach’s inquiry and the knowledge of neuroscience and psychology. This integral approach combines scientific research with direct knowing gained through action and introspection, emotional maturation with business effectiveness, understanding internal protection mechanisms with societal transformation dynamics, social and environmental sustainability with corporate success and economic development, constructive confrontation with love and forgiveness. Walter Link: “When we understand reality deeply enough, what appears at a more superficial level as paradoxes or polar opposites, reveals itself as mutually challenging but supportive elements of an integral whole.” In co-founding Presidio’s MBA for Sustainable Management, GAF helped to pioneer the integration of social and environmental sustainability as well as personal and interpersonal leadership development with hands-on business courses to demonstrate that on can realistically co-create an integral paradigm for business and its education. In support of this integration, the carefully selected faculty included not only academics but successful social and business entrepreneurs as well as leadership and inner work experts who supported students to do meaningful inner and interpersonal work. The understanding of how to make such as program not only inspirational but also pragmatic grew out of GAF’s extensive experience of co-creating and co-leading progressive business networks in which companies tried to implement this new paradigm of business. One of these companies was Triodos, Europe’s leading sustainability bank, which asked GAF to co-create and co-lead a 2-year Visionary Leadership Program for its top level bankers. The program objectives ranged from reinventing the role of banking in support of sustainable society to finding deep inspiration and meaning in ones own work and life because Triodos understood that only when their leaders’ visions are grounded in transformation are they robust and sustainable. Because Triodos had used Theory U to develop its strategic plan, the program integrated the U-Process with GAF’s Global Leadership & Innovation Approach, which easily adapts to the U form. Also here the main faculty consisted of leadership and transformation experts while the important adjunct faculty included globally respected business and social change innovators. The multi-layered program invited participants into several retreats in nature as well as to enter challenging social contexts such as Brazil’s favelas that challenge the status quo of their predominantly European experience. Inherent in these diverse programs is GAF’s detailed Theory of Change. Walter Link: “In all their diversity, our programs are unified by our clear and consistent Theory and Praxis of Change. It is simple and yet also complex and can be understood to the degree of shared experience. Therefore I can only point here in its direction: In our view transformation in individuals and their collectives occurs through the interaction of 24 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER awareness, understanding and action, all of which can be greatly refined and empowered as we develop. This triad is mutually reinforcing within a constant feedback loop. In order to transform beyond our powerful status quo that limits change, these three elements have to occur on all relevant levels – intellectual and deep mind (head center), emotions and essential feelings (heart center), body and energy (belly center) including also the diverse qualities of presence, space and emptiness that determine their functioning. Therefore each program addresses all of these levels in both a conceptual and experiential manner.” GAF also points out that if one learns how change works on the inside, one also become much better at helping to cause it on the outside. Walter Link continues: “Because of this unifying Theory of Change, we can use many forms of process, conceptualization and language. Unfortunately many people focus too much on form at the detriment of the essence that actually does most of the work in whatever form we use. Of course good forms can significantly help. But no form can save us if the essence is lacking, while the right essence can make most forms work. So people debate whether it is better to use Buddhist mindfulness or other approaches to develop sensitivity, awareness and understanding. Or they debate whether the U-Process is better than Kotter’s Seven Steps. In our view, there is much more common ground between these approaches then people realize. Reinforcing their distinctions limits us in understanding what really makes them work. And it hinders us in cocreating and being perceived by mainstream society as a coherent field that is needed in addressing the pressing challenges and opportunities of our time. By cocreating organisms like the Global Leadership Network and the Global Change Agent Development research project, which studied thirty diverse programs from around the world, GAF has been trying to contribute to advancing mutual understanding and respect. Integrating Love and Forgiveness Walter Link: “Love and forgiveness are always central to GAF’s work because they are at the heart of our Vision and Mission, our Theory and Praxis of Change. However depending on the context these terms may or not be used because we don’t impose terminology but rather adapt to what works in diverse contexts. For example Sarvodaya frames its activities under the term of awakening and compassion. This relates more easily to its cultural context. Yet the organization is a living manifestation of what Martin Luther King would have called Agape love. Sarvodaya is also one of the world’s experts in multi-ethnic reconciliation and collaboration, which in a country with a 30-year civil war history requires an especially deep understanding and practice of forgiveness.” Another example is ForestEthic’s fundamental principle of ‘Fierce Compassion’, the wording and framing of which grew out of its change agent development work with GAF. Fierce Compassion could also be called ‘courageous love and forgiveness’. Compassion here means the love and care for nature and people that depend on it is fundamental and primary to ForestEthics orientation and action. The fierceness is required to stand up to the world’s most powerful governments and corporations whose actions can and often do harm nature and people. Effective action includes to vigorously 25 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER challenge these institutions. Love and forgiveness guides us to do so without making these institutions and the people representing them into enemies but rather to fiercely offer them options for change, in which adversaries become partners. In a world often split between hostile activism and non-challenging advice, Fierce Compassion is a model of impactful campaigning that achieves ‘peace by peaceful means’ – which is a fundamental principle of GAF’s Theory and Praxis of Change. (See further details in ForestEthics program description of this study.) References Dialog between Thais Corral and Walter Link. December 1st, 2014. ForestEthics website. Accessed November 28th 2014 http://forestethics.org GAF website. Accessed November 28th 2014 http://global-lead.org/gaf/. Global Leadership TV website. Accessed November 28th, 2014 http://globalleadership.tv Link, Walter, Thais Corral, and Mark Gerzon, eds. 2006. Leadership Is Global: CoCreating a More Humane and Sustainable World. Shinnyo-en Foundation. Presidio Graduate School website. Accessed November 28th, 2014 http://presidioMBA.org Sarvodaya website. Accessed November 28th 2014 http://sarvodaya.org “Walter Link and Bernie Glassman – Living a Life That Matters Workshop.” 2014. Accessed November 28. http://global-lead.org/integratingactionworkshop/. 3) ForestEthics4 Program Description ForestEthics was born out of a coalition of North America’s leading environmental organizations, which after the limited success of traditional campaign methods realized that they needed a radically approach to protect endangered old growth forests. ForestEthics’s campaigns so far helped to protect 70 million acres or 30 million hectares. However ForestEthics’ focus has significantly broadened. It is now considered to be one of North America’s most impactful environmental organizations, helping for example to 4 Data that informed this section are based on the interview and written responses to the questionnaire by Matthew Westendorf, Chief operating officer, ForestEthics, shared on 14 October 2014. 26 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER lead the campaign against tar sands, the most polluting and climate endangering form of carbon products. Due to the effectiveness of its campaigns the Canadian Prime Minister placed it at the top of an illegal black list of environmental organizations he intended to destroy with the help of various government agencies. Eventually the press was informed of these governmental activities, causing a public outcry that further strengthened ForestEthics impact. ForestEthics pioneered a new approach to corporate and market campaigning based on the “conflict to collaboration” model. This approach successfully transformed the behavior of global corporations and governments in North America.To support its work ForestEthics asked Global Academy Foundation to co-create a mindful leadership development program that is now offered to all staff members. The program integrates deep inner and interpersonal development practices with organizational change and its outside oriented coalition building and campaign activities. The program started in 2009 with one-on-one coaching for the organization’s top leaders and grew to include the entire staff in a variety of interactive program offerings, which are continuously being adapted to ForestEthics evolving needs. The objectives of the program are as follows: Strengthening ForestEthics’ staff members’ capacity to work and live according to their shared values, while advancing personal and interpersonal, organizational and systemic innovation, sustainability and regeneration. Enhancing the effectiveness and overall success of ForestEthics campaigns and other activities that serve the protection of forests and more generally nature, climate and the people who depend on them. Serving as a model and support for transforming the environmental and other civil society fields by integrating inner and interpersonal work with action in the world. Affecting change within the global systems of public policy, business, and media—all of which have a powerful impact on shaping culture and understanding of how humanity can live in harmony with the natural world. Its reputation for successful campaigns and inspiring leadership has prompted other campaigners and campaign organizations to ask ForestEthics for support in developing their leadership capacities. Therefore, ForestEthics is now teaming up with Global Academy Foundation to co-create an international training and development program for campaigners as well as other activists and social entrepreneurs in and beyond the environmental arena. Innovative Aspects of the Program The most innovative aspect of the program is the seriousness and comprehensiveness with which it aims to implement mindful leadership into every aspect of ForestEthics’ work. They understand that this is much more than developing certain ideas, skills and tools. It is a way of being and acting that is both collective and individual to each of 27 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER them. The program also put an important emphasis on opening into nature as a source of inspiration, guidance and sustenance, reminding everybody that being in deep contact with nature is central to who they are and what they serve. Therefore the program supports participants to refine their awareness and sensitivity to deepen their contact with nature. One opportunity for this is their annual 5-day retreat, which during the past years was hosted at the Bbar Ranch, adjacent to Yellowstone National Park in Montana. In this powerful natural environment they work on strategy and other work related topics and integrate that work with mindfulness practic as they hike and river raft and do specific meditations and interactive sessions in nature. A variety of practices is used in the program ranging from Global Leadership Practices to Buddhist mindfulness and Diamond Approach’s inquiry, from inter-hierarchical feedback sessions to work with the Superego/Voice of Judgment and Discernment. Because of ForestEthics’ focus on running the organization based on strong guiding principles such as ’the best idea wins’, the program constantly looks at how to integrate hierarchy with a very open process of contribution. That creates a challenging but also creative governance process, facilitated by the use of inner and interpersonal work to enhance creativity and initiative and to support very frank feedback up and down hierarchical lines and to transform conflict, which inevitably arises under such pressured circumstances. Another result of the program is that organizational meetings now start with a meditation on the meeting’s objectives to be achieved by a mindful meeting process that attends to the quality of interaction as well as concrete outcomes. When meetings get stuck, participants return to self-awareness, then start fresh and often find that they are saving time and increase creativity and effectiveness by spending time to become mindful. ForestEthics’ leadership approach is grounded in the very diverse communities in which they do their work. These communities range from the indigenous communities and the environmental movement to forest workers and farmers, local and national governments to global corporations and the media. Each of these communities requires specific forms of interactions, which the program supports with its mindful leadership practices. Key Concepts and Approaches A key element of ForestEthics approach that is supported by its leadership development program is its attempt to rigorously implement its cultural principles. They provide a framework for who they are, how they do things, what matters to them, and what they value most. Here the self-explanatory list as it hangs in their offices: We Do the Impossible: We know that a better world is out there - our role is to push toward that place. We will get there by doing what has never been done, doing what 28 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER some say cannot happen, doing what is believed to be impossible. We are Pragmatic Idealists: Cynicism is easy; dreaming big isn't, but that's what we do. We take our dreams and make them real by adopting outcome-driven strategies, by overcoming adversity, and by maintaining our focus for as long as is needed to succeed for people, forests and wild places. Relationships are Crucial: Respectful relationships are essential to our work and to our lives. Collaboration is our preferred approach, but we won't take no for an answer. If confrontation becomes necessary, we don't see our adversaries as enemies but as potential partners with whom we temporarily disagree. Best Idea Wins: Creativity and innovation are the lifeblood of ForestEthics' strategies. We find the best ideas when curiosity, experimentation, risk-taking and collaboration are used as tools to foster breakthrough thinking and uncommon solutions. Leverage and Dynamic Tension: Significant progress requires power: we are constantly searching for leverage and applying it at the precise location needed to unleash the forces of change. To maximize this leverage, we reject dogmatic thinking, we are comfortable with uncertainty, and we embrace uncommon allies. Balance: Sometimes we have to sprint, and we sprint hard. Significant change, however, is a marathon. We go above and beyond to accomplish our goals and we also take the time to balance our professional and personal lives so we can bring passion, creativity and excitement to the next challenge we face. Fierce Compassion: Investing in our team is a priority and we do so through leadership training and mindfulness practice to tap into the immense power resident in each of us. That great capacity is harnessed to speak truth to power - and to speak truth to ourselves, our colleagues, our allies, and our adversaries with skill and grace. These principles also guide the leadership program, which in turn offers support to actually live them. The program breaks these principles down into specific leadership capacities – skills of doing and enabling qualities of being – the development of which is supports, also by co-developing with participants specific work practices for day-to-day functioning. While pushing hard to achieve their goals, ForestEthics mindful leadership program stresses balance in their staff’s lives so they can sustain passion, creativity and excitement in the face of the great challenges and pressures they face as they build complex coalitions and stand up to major governments and corporations. Therefore investment in the team is a priority and it is done on practical levels such as through healthcare benefits, 29 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER paid vacation and limited working hours as well as through leadership training and mindfulness practice that ForestEthics claims has had a powerful impact on the success of its campaigns. The theory of change underlying the program is adapted from Global Academy Foundation’s perspective, which is confirmed by the ForestEthics experience: Transformation occurs in the interplay of awareness, understanding and action. These elements reinforce each other in a constant feedback loop. To unfold their biggest impact these must occur on all relevant levels – intellectual and deep mind (head center), emotions and essential feelings (heart center), body and energy (belly center) and the qualities of presence, space and emptiness that empower them. The program addresses all of these levels in both a conceptual and experiential manner. Evaluation The program is assessed on a regular basis using the following methods. The leadership team periodically engages in direct feedback and inquiry sessions with participants to assess how individuals are engaging with and benefiting from the work. Participants are also invited to unanimously share their views on how the program impacts them professionally and personally and how it can be improved. Additionally participants’ work performance is assessed by observing the way they think, communicate and act. Lastly ForestEthics seeks input from their stakeholders who so far reacted positively to the changes they observed. Their best feedback may well be that they are asking ForestEthic to help them develop the similar leadership capacities, which is now causing ForestEthics to develop its open subscription training and development program with Global Academy Foundation. Integrating Love and Forgiveness Love and forgiveness are central to ForestEthics’ work. For example, one can find this orientation in the organization’s cultural principles that are fundamental to all of their work. One of these fundamental principles for action is “fierce compassion”. It could also be called ‘courageous love and forgiveness’. Compassion here means the love and care for nature and people that is primary to ForestEthics orientation and action. ForestEthics also aims to love and care for their team and network partners. And this love aided by forgiveness also extends to those ForestEthics opposes and whose views and behaviors they seek to change. ForestEthics staff respects them as human beings and organizations even as they do all they can to motivate change in their views and behaviors. If necessary, they organize media and action campaigns, which put strong enough pressure on their adversaries’ financial and other interests to motivate dialog and ultimately transformation. This is where the word ‘fierce’ comes into play because their compassion needs courage and fierceness to challenge very powerful people, organizations and overall systems that maintain or even advance a destructive status quo. It would not be loving and caring to nature and people, and not even to the potential of those they try to 30 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER change to let them do this. At the same time they refrain from judging and attacking them personally but rather try to understand that their adversaries find themselves in a difficult situation facing opposing pressures. With this approach, many adversaries have been turned into allies. Case studies include their work with logging executives in the Great Bear Rainforest Campaign and corporate leaders at 3M and Staples (office supply stores), and the catalogue giant Victoria’s Secret that prints millions of catalogues and now has not only changed its paper sourcing policies but went way beyond to implement an ambitious environmental agenda. Each of these cases features powerful leaders and organizations who were unwilling to consider change. Yet with fierce compassion, skilled negotiation and where necessary hard hitting campaigns, , not only did they eventually agree to ForestEthics’ specific demands, but they also became partners and allies in their ongoing work lobbying other companies and governments to collaborate with ForestEthics. To walk this line between fierceness and compassion in the midst of situations of extreme pressure in which they challenge some of the world’s most powerful corporations and governments, requires developmental support to mature as professionals and human beings. References “2008 ForestEthics Annual Report.” 2014. Issuu. Accessed November 28. http://issuu.com/forestethics/docs/2008_forestethics_annual_report. “ForestEthics | Annual Reports.” 2014. ForestEthics.org. Accessed November 28. http://forestethics.org/annual-reports. “ForestEthics | Community Success Stories.” 2014. ForestEthics.org. Accessed November 28. http://forestethics.org/community-success-stories. “ForestEthics | Stay Out of Our Parks Kinder Morgan!” 2014. ForestEthics.org. Accessed November 28. http://forestethics.org/blog/stay-out-our-parks-kinder-morgan. “ForestEthics | Walking the Talk on Oil Trains and Rail Safety.” 2014. ForestEthics.org. Accessed November 28. http://forestethics.org/blog/walking-talk-oil-trains-and-railsafety. “ForestEthics: Because Protecting Forests Is Everyone’s Business.” 2014. ForestEthics.org. Accessed November 28. http://forestethics.org/. 31 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER 4) Global Leaders Academy5 Program Description Global Leaders Academy (GLA) brings together individuals who understand that leadership and learning are indispensable to each other. Those individuals who wish to continuously break through on multiple levels and achieve extraordinary things in their lives. GLA provides a profound learning journey of inquiry and action, delivered through a forum of monthly learning circles supported by retreats, international learning journeys and other experiential activities that might inspire. GLA enhances abilities in personal mastery by offering knowledge, wisdom, tools, resources, skills, a nurturing community and the opportunity to be in service to others. The best way to generate continuous learning and to catalyze real growth is to have an integrated approach where people create the habit of learning. In this way one has a regular, monthly space for regeneration, renewal, inspiration, and learning. Rather than sudden bursts of unmanageable change, your organization receives you as a leader who is consistently bringing new and valuable perspectives to the business in a continuous and digestible flow. It is this commitment to continuous co-creation of collaborative and systemic learning which sets GLA apart from other leadership development programs, and which offers maximum added value for its clients and all the systems they touch – whether it is their business or their family. Key concepts and approaches Global Leaders Academy (GLA) brings together a community of like-minded, inspirational individuals who are all leaders in their chosen field, both in business and society. Members are invited to join a circle (peer group) that meets monthly to discuss and confront the challenges and opportunities they face. This dialogue is further enhanced by the regular introduction of 'Guest Experts' who offer wisdom and inspire further dialogue around specific subject areas. GLA is building a community of resilient leaders who are dedicated to raising their own consciousness across the 4 interconnected learning domains of personal, interpersonal, organizational and global. Such a systemic approach enriches members' own lives and the lives of those within the systems they touch, to make a positive difference and impact in the world. The curriculum, while focusing on the business challenge, encompasses learning with and from respected peers using dialogue, questing into concepts and challenges, experiential activities that take participants outside their comfort zones, and learning from outside guests who are masters in their field. This unique forum and format keeps the experience vital and different. 5 Data that informed this section are based on the interview and written responses to the questionnaire by Sue Cheshire, Global Leaders Academy, www.globalleadersacademy.com on 17 October 2014. 32 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER Circles are facilitated by an expert coach; a teacher, who catalyses the learning and ensures a dynamic, challenging experience, particularly when guests are included as subject matter specialists. In each session, GLA uses different techniques to deal with any challenges or opportunities executives may be facing in their work and lives. These processes open up new ways of applying the learning to their own employees and coworkers. GLA is developing a totally new type of program that reinvents how leadership is cascaded throughout an organization, blending innovation and sustainability. Whether across 30, 100 or 300 days, GLA ensures teams deliver outstanding real-world deliverables on projects core to the future of the organization. This is truly learning through doing; and doing through learning rigorously upholding the GLA values of courage, curiosity, compassion and integrity. The underlying principles of any program are based on the belief that the world has increasingly become very linear and hierarchical, straight lines, queues, boardroom tables etc. GLA methodology of holding circles for the gatherings is not a new process but simply a way of remembering the benefits of some ancient rituals and ways of being together - a new way of valuing, bringing things together, holding conversations that matter; sitting as equals, where there is no beginning and no end, and where we truly value each person. There is no place to hide and everyone is truly seen. Allowing for emergence within the circle sessions is key using many processes and models to explore issues, e.g. Constellations, Voice Dialogue, Appreciative Inquiry, Role Play etc. Experiential activities include going into the community and switching experience, whereby gang leaders become the teachers for a workshop to the CEOs on Anger Management; introducing Daoism by taking the business leaders on a “nothing” retreat – two days without any agenda; learning about invisible leaders, leaders who are doing remarkable things in some of the most challenging parts of the world by bringing them together in different sectors, across borders, across countries. The program takes the participants for walks with wolves, walking safaris, mindful walks and learning about leadership and deep ecology from the natural world. There are impromptu workshops, learning ‘gravitas’ by going on stage, exploring deep community issues with leaders who care, discussing the meaning of happiness, leading learning journeys e.g. to Auschwitz to explore collective healing and confronting the concept of ‘willful blindness’ etc. These workshops and experiences are designed to create dissonance and open up the heart as well as the mind. In-Company Learning Circles A key offering of GLA is the creation of in-company learning circles whose participants address a core challenge or opportunity facing the organization. Each circle will work on their defined project within a defined time limit, typically 100 days. During this time there will be intensive personal development alongside the team, including 360° reviews, individual coaching and experiential team exercises. Each circle presents their project outcomes to the board at the end of the 100 days. Learning circles create an ideal vehicle for participants to capture, share and embed the required learning. Participants easily interact with each other during the sessions, such that they become co-learners and cocreators of their agenda. 33 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER The adoption of circles is used in all GLA activities as a core principle and way of being together. Sue provides an example: “I run one program in a major marketing agency here in London, where I run a circle for the board every month. Although there is a board meeting, they know that the meeting in a circle is about using the principles of circle technology, checking in and talking openly; operating differently, sharing leadership. With different clients we will put together a program within the circles that not only we feel meets their needs, but also that allows for emergence of new ideas and continuing personal and business development of all involved.” Again building strong focus on values driven behavior. The members of the Board then cascade the circle processes to their own individual teams thus cascading the learning throughout the organization. A different case study of the circle work is a program where GLA ‘catalysts’ focus primarily on the personal mastery of the top 23 heads of countries of a major corporate. This involves one to one coaching, working at a team level and researching and delivering a sustainable business project by integrating the new wisdoms and conscious micro skills that we are introducing. Raising the consciousness of every business leader is a key driver. A different client and a different challenge in another major company that we are working with has a brand new team that is feeling they are dysfunctional and struggling with work overload, multiple priorities and real issues around “what’s the point?” Guilt, inertia, victimhood and bullying show up and these behaviors become infectious. GLA is introducing mindfulness practices into the workplace as well as developing personal and emotional mastery. The incentives and training to run their own company circles are a way of cascading new cultural values and behaviors. The current values are distilled, helping reshape them to bring in more conscious values and developing accountability and responsibility ensuring that the values espoused are the values that are truly lived. In private one-on-one coaching, GLA is developing dialogue around the deep philosophical issues of spirituality, purpose and meaning in the work place. In GLA’s experience, there is a distinct yearning for this depth of work. In the corporate world it is important to ground everything that is introduced into business benefits as well as personal mastery. Love and forgiveness are concepts introduced as much by being as doing. Membership of open circles is primarily for chief executives and senior leaders across disciplines and sectors. Individual leaders come into the groups with various levels of awareness and consciousness and they join for many different reasons. They also need to see the return of investment in their business. But the reason they stay is because they feel the huge uplift in personal well-being, both mental spiritual, physical and emotional. They will join for one reason and often stay for another! They experience a sense of ease in their lives with better relationships with self, with their colleagues, their families, their communities and the wider planet. Integrating love and forgiveness 34 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER GLA continuously addresses the patterns of thought and behavior that truly enable individuals to flourish helping them to go beyond their life’s programming. In essence confronting them with their own freedom. GLA operates adopting their principle of “conscious systemic leadership” - catalyzing continuous breakthrough in the lives of leaders and the wider systems they touch. A new direction is the introduction of deep inquiries in their CEO circles. Sue mentions: “The first inquiry ran for 6 months earlier this year. I had 23 CEOs and leaders that went through the program. The theme was ‘Money and Consciousness”. We had a deep belief that individuals are often hampered in their own evolution if they do not address their own personal relationship to money and understand their own projections that they place on this hugely impactful subject. The results were astonishing and revealed deep unconscious patterns that enabled the group to own and then go beyond their programming. Understanding their deeply programmed family and cultural patterns around money brought about much personal healing, love and forgiveness of self and others”. Sue has been using Steven Pressfield’s book called “The War of Art” in her circle methodology focusing on the concept of resistance. Pressfield states: “Most of us have two lives: the life we live and our unlived life, and in between is resistance.” Awakening members to their own ‘resistance’ is a constant driver. The different concepts and conscious micro skills introduced in their circles have brought awareness to participants to acknowledge ‘who they have become’ and to then consciously choose who they wish to be. Love and forgiveness are the cornerstone of any personal mastery development program. But first we must awaken, and then we can awaken others. References “Developing the Global Leader of Tomorrow.” 2014. ABIS Global. Accessed September 29. http://www.abis-global.org/resources-publications/developing-the-global-leader-oftomorrow. “Global Academy Foundation.” 2014. Accessed November 28. http://globallead.org/globalacademyfoundation/. “Global Leaders Academy.” 2014. Accessed September 29. http://globalleadersacademy.com/. Brochure-6 - Summit_circle.pdf.” 2014. Accessed November 29. http://globalleadersacademy.com/wp-content/themes/gla/pdf/summit_circle.pdf#page=1. Pressfield, Steven. 2012. The War of Art: Break Through the Blocks and Win Your Inner Creative Battles. Edited by Shawn Coyne. New York: Black Irish Entertainment LLC. 35 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER 5) U-Process6 Program description Theory U or U-process is a change management method to change unproductive patterns of behavior. It is a methodology for addressing highly complex challenges—for solving complex problems or realizing complex opportunities. It is a “social technology” for effecting the transformation of reality, within and across the worlds of business, government, and civil society. It was first developed by Dr Friedrich (Fritz) Glasl and Dirk Lemson of the NPI (Netherlands Pedagogical Institute) in 1968 and presented systematically from the 1980s. The U-Process has been developed further through twenty years of intensive learning-bydoing by Joseph Jaworski and Adam Kahane of Generon Consulting in partnership with Otto Scharmer and Peter Senge of the Massachusetts Institute of Technology and the Society for Organizational Learning. They have done this development in a range of settings around the world, with corporate executives and line managers, politicians and public servants, activists and revolutionaries, scientists and intellectuals. The U-Process is simultaneously a cutting-edge technology and a distillation of ancient wisdom. It is a process that many creative people—business and social entrepreneurs, inventors, artists—use when they generate breakthroughs. Since it emerged, theory U has come to be understood in three primary ways: first as a framework; second, as a method for leading profound change; and third, as a way of being - connecting to the more authentic of higher aspects of our self. The success of our actions as change-makers does not depend on What we do or How we do it, but on the Inner Place from which we operate.7 Since the early 2000s, Otto Scharmer incorporated his theory of presencing at the core of the "U" Theory: sensing + presence. In using the U-Process, an individual or team undertakes three activities or movements: Sensing the current reality of the system of which they are part, carefully and in depth; Presencing and reflecting to allow their “inner knowing” to emerge, about what is going on and what they have to do; and then Realizing, acting swiftly to bring forth a new reality. Figure 3. U-Process8 6 A significant amount of data included in this section is based on the interview with Hein Dijksterhuis that took place on 17 October 2014. 7 See more at: https://www.presencing.com/theoryu#sthash.0AsYKfVt.dpuf 8 Source: http://ncdd.org/rc/item/1454 36 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER The U-Process takes what has previously been an individual, tacit, intuitive, and largely unreplicable practice, and embodies it in a methodology that can be used collectively and consciously to open up and make visible concrete fields of opportunity. The U-Process creates shared learning spaces within which teams of highly diverse individuals become capable of operating as a single intelligence. This mode of operation allows them to share what each of them knows, so that together they can see the whole system and their roles in enacting it. This “systems sight” enables extraordinarily effective individual and collective leadership. Over the last five years, Generon with Joseph Jaworski and Adam Kahane, and its partners have been analyzing and synthesizing their work with the U Process, developing a structure within which the U-Process could be used most effectively, particularly to work on highly complex global challenges. This structure is called the Change Lab . In a Change Lab, a diverse group of leaders from different parts of a poorly performing societal system work together to shift the system—to generate breakthrough innovations that create a new and better reality. Their work occurs in four phases: Convening the Lab, and then using a collective version of the U-Process to undertake Co-Sensing, Co-Presencing, and CoRealizing. This process was used, for example, used in Sustainable Food Lab, which brought together 32 respected and influential leaders of food companies and farmer, civil society, and governmental organizations, from Europe, North America, and Brazil. They were learning to see food systems not only from their own particular perspectives, but as a whole from the multiple perspectives of their teammates. Their collaboration resulted in several global initiatives to improve food sustainability. Key approaches and concepts Blind spot of Leadership We can observe what we do and how we do it. But the quality of the source (or inner place), the blind spot from which we operate in “the Now” tends to be outside the range of our normal observation, attention, and awareness. That puzzling insight into the deeper source level of social reality creation set us on an intriguing path of inquiring and 37 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER integrating recent findings in leadership, management, economics, neuroscience, contemplative practice and complexity research. Figure 4. The Blind Spot of Leadership9 The essence of that view is that we cannot transform the behavior of systems unless we transform the quality of awareness and attention that people apply to their actions within these systems, both individually and collectively.10 In exploring this territory more deeply, the insight emerged that most of the existing learning methodologies relied on learning from the past, while most of the real leadership challenges in organizations seemed to require something quite different: letting go of the past in order to connect with and learn from emerging future possibilities. This second type of learning—learning from the emerging future—not only had no methodology, but also had no real name. And yet innovators, entrepreneurs, and highly creative people all express an intimate relationship with this deeper source of knowing. Scharmer started referring to it as Theory U and “presencing.” Presencing is a blended word combining “sensing” (feeling the future possibility) and “presence” (the state of being in the present moment): presencing means “sensing and actualizing one’s highest future possibility— acting from the presence of what is wanting to emerge.” The proposition of Theory U, that the quality of results in any kind of socio-economic system is a function of the awareness that people in the system are operating from, leads to a differentiation between four levels of awareness. These four levels of awareness affect where actions originate relative to the boundaries of the system. Consider the example of listening. We call the first level of listening downloading. Downloading describes habitual behavior and thought and results in “same old, same old” behaviors 9 Source: https://www.presencing.com/theoryu#sthash.0AsYKfVt.dpuf 10 Ibid. 38 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER and outcomes: This type of listening originates from the center of our habits, from what we already know from past experience. In contrast, level 4 listening, called presencing, represents a state of the social field in which the circle of attention widens and a new reality enters the horizon and comes into being. In this state, listening originates outside the world of our preconceived notions. We feel as if we are connected to and operating from a widening surrounding sphere. As the presence of this heightened state of attention deepens, time seems to slow down, space seems to open up, and the experience of the self morphs from a single point (ego) to a heightened presence and stronger connection to the surrounding sphere (eco). Principles of Presencing (1) Energy follows attention. Wherever you place your attention, that is where the energy of the system will go. “Energy follows attention” means that we need to shift our attention from what we are trying to avoid to what we want to bring into reality. (2) Follow the three movements of the U. We refer to this as the U process because of the “shape” of the journey. In order to get to the deep point of transformation (at the bottom of the U) it is necessary first to “go down the U” (the left-hand side) by opening our minds, hearts, and will, and then, after “passing through the eye of the needle” at the bottom, “go up the U” (the right-hand side) to bring the new into reality (see figure 5). In the words of our colleague, economist Brian Arthur, the three main movements of the U process are: Going down the U: “Observe, observe, observe.” Stop downloading and totally immerse yourself in the places of most potential, in the places that matter most to the situation you are dealing with. At the bottom of the U: “Retreat and reflect, allow the inner knowing to emerge.” Go to the places of stillness where knowing comes to the surface. Here you share and reflect on everything that you have learned from a deep place of listening, asking, ”What wants to emerge here?” and ”How does that relate to the journey forward?” So the key question is: how can we become part of the story of the future rather than holding on to the story of the past? Going up the U: “Act in an instant.” Explore the future by doing. Develop a prototype. A prototype explores the future by doing something small, speedy, and spontaneous; it quickly generates feedback from all the key stakeholders and allows you to evolve and iterate your idea. Figure 5. The U Process of Co-sensing and Co-creating — Presencing11 11 Ibid. 39 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER (3) Go to the edges of the self. To apply this process in the context of institutions, we have to power it with a new leadership technology. The core of this new leadership technology focuses on tuning three instruments: the open mind, the open heart, and the open will. With an open mind we can suspend old habits of thought. With an open heart we can empathize, see a situation through the eyes of someone else. With an open will we can let go and let [the new] come. (4) Pass through the eye of the needle. At the deepest point of each U journey is a threshold. Crossing that threshold, passing through the eye of the needle, can feel like dying and being reborn. The phrase “eye of the needle” refers to a gate in ancient Jerusalem, where, according to the Bible, “it is easier for a camel to go through the eye of a needle than for a rich man to enter the kingdom of God.” For a man to fit his camel through Jerusalem’s gate, he has to remove all the bags from the camel’s back. Likewise, if we want to go through the eye of the needle at the bottom of the U, we have to let go of everything and offload all the baggage that isn’t essential. Going through that gate means encountering the two root questions of our journey: Who is my Self? and What is my Work? The capital “S” Self is my highest future possibility. The capital “W” Work is my sense of purpose or calling. It’s what I am here on this earth to do. 5) Transform the three enemies. Why is the U journey the road less traveled? Why is it that most people are aware of this deeper process of knowing and yet it rarely happens in the context of our larger systems? Because the moment we commit ourselves to going on this journey we start to encounter our three principal enemies: the voice of judgment (VoJ: shutting down the open mind), the voice of cynicism (VoC: shutting down the open heart), and the voice of fear (VoF: shutting down the open will). (6) Always start by “attending to the crack.” Where do we meet the future first? “Seek it with your hands, don't think about it, feel it” is the essential instruction that Bagger Vance gives to Junah in the Robert Redford movie Bagger Vance. The future shows up 40 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER first in our feelings and through our hands, not in our abstract analysis. “Attend to the crack” means attend to the openings, the challenges, and the disruptions where you feel the past ending, and the future wanting to begin. (7) Transform the fields of conversation from downloading and debate to dialogue and collective creativity. Each social field needs a container. Higher-level conversation like dialogue and collective creativity require higher-quality containers and holding spaces. “Transforming the quality of conversation” in a system means to transform the quality of relationship and thought—that is, the quality of tomorrow’s results. (8) Strengthen the sources of presencing in order to avoid the destructive dynamics of absencing. Modern society emerges from the interplay of two powerful social fields: presencing and absencing. The field of presencing works through the opening of the mind, the heart, and the will. We know that there are many empirical examples of this process. But everyone who works in institutions and systems also knows that there is another field out there. That field is characterized by getting stuck with the idea that there is only One Truth rather than operating with an open mind, by getting stuck in One Us vs. Them rather than operating from an open heart, and by being frozen inside one rigid identity rather than operating from an open will. Figure 6. The social spaces of collective creation (presencing) and destruction (absencing)12 Social systems that have these three characteristics can be called fundamentalist. Fundamentalism is the result of closing down and freezing your mind, heart, and will — as opposed to opening, warming, and illuminating them. 12 Ibid. 41 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER We live in the tension of these two fields. We are not one, but two. Sometimes we operate from our highest future possibility (presencing). But every now and then we lose it and get stuck in old patterns of downloading (absencing). We experience this fragile nature of current reality not only in personal relationships, but also on the field of global development and change. We are torn between these two fields, and we need to learn how to strengthen our grounding in the field of presencing. Integrating love and forgiveness Love always shows up in all of these programs. Usually, forgiveness manifests more in the idea of acceptance, self-acceptance, and the acceptance of others. Participants of the programs must have done inner work, meditation practice and introduced this inner change into their settings and work places. It is very important for all the participants that they have some sort of community where they can share their experiences and deepen their understanding of their own role and situation. We call those case-cleaning groups or true north groups. Those kinds of groups are important for the exchanges among participants who are undergoing a lot of challenges and difficulties. One also needs to have a balance between work, family, and oneself. One really needs to take some time for oneself as well; it can be running, it can be meditation or something else. Meditation helps us realize our own inner state. You can know if boundaries are crossed so that you don’t give too much and receive too little. The moral confrontation with oneself is always challenging. What always works well in connecting with and accepting the others, is that people actually have a challenge that they need to address together. For example, they may work together on a project that they feel really involved in. So they start to learn about each other. And one can introduce certain practices, such as having them share their personal life events with each other, so that they start to learn and connect in deeper ways and they will share more than they usually do with their friends or colleagues. References Cristian, Flaviu, and Christof Fetzer. 1999. “The Timed Asynchronous Distributed System Model.” Parallel and Distributed Systems, IEEE Transactions on 10 (6): 642–57. http://ieeexplore.ieee.org/xpls/abs_all.jsp?arnumber=774912. Dijksterhuis, Hein. 2014. Coming into Presence. Utrecht, Netherlands: UNOO. Hedges, Kristi. 2011. The Power of Presence: Unlock Your Potential to Influence and Engage Others. 1 edition. AMACOM. Hewlett, Sylvia Ann. 2014. Executive Presence: The Missing Link Between Merit and Success. HarperBusiness. 42 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER Jaworski, Joseph, and Betty Sue Flowers. 2005. Presence: An Exploration of Profound Change in People, Organizations, and Society. 1 edition. Crown Business. Kaeufer, Katrin, and Judith Flick. 2007. “Cross-Sectoral Leadership for Collective Action on HIV and AIDS in Zambia: Applying the U-Process to Complex Societal Challenges.” Reflections: The SoL Journal 8 (2): 12–16. Presencing Institute. 2014. Accessed September 29. https://www.presencing.com/. Scharmer, C. Otto. 2008. “Uncovering the Blind Spot of Leadership.” Leader to Leader 2008 (47): 52. http://www.rqgenesis.com/wp-content/uploads/2013/02/Otto-ScharmerTheory-U.pdf. ———. 2009. Theory U: Learning from the Future as It Emerges. Berrett-Koehler Publishers. Scharmer, Otto, and Katrin Kaufer. 2013. Leading from the Emerging Future: From EgoSystem to Eco-System Economies. 1 edition. San Francisco: Berrett-Koehler Publishers. Senge, Peter M., C. Otto Scharmer, Joseph Jaworski, and Betty Sue Flowers. 2008. Presence: Human Purpose and the Field of the Future. Reprint edition. New York,: Crown Business. Siegel, Daniel J. 2010. Mindsight: The New Science of Personal Transformation. Reprint edition. New York: Bantam. UNOO. 2014. Accessed September 29. http://www.unoo.eu/nl/start.html. Coming into Presence, by Hein Dijksterhuis | Facebook. 2014. Accessed September 29. https://www.facebook.com/comingintopresence. 6) Adaptive Leadership13 Program description Adaptive leadership is the practice of mobilizing people to tackle tough challenges and thrive. Adaptive leadership is specifically about change that enables the capacity to thrive. New environments and new dreams demand new strategies and abilities, as well as the leadership to mobilize them. As in evolution, these new combinations and variations help organizations thrive under challenging circumstances rather than perish, regress, or contract. Leadership, then, must wrestle with normative questions of value, purpose, and process. 13 A significant amount of data included in this section is based on the interview with Ignacio Maruri, La Universidad Adolfo Ibáñez, Chile that took place via Skype on 20 October 2014. 43 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER Since1994, adaptive leadership has been advanced and explored in a series of other books in addition to Leadership Without Easy Answers and Leadership on the Line.14 The literature in this emerging field includes the work of Sharon Daloz Parks, in Leadership Can Be Taught, and Dean Williams, in Real Leadership.15 Other books that have applied the adaptive leadership framework to the challenges in specific professional contexts include Richard Foster and Sarah Kaplan’s Creative Destruction and Donald L. Laurie’s The Real Work of Leaders on applications to big businesses; Gary De Carolis’s A View from the Balcony on systems of care; and Kevin Ford’s Transforming Church: Bringing Out the Good to Get to Great on the challenges facing American churches.16 All of this work has grown from efforts to understand in practical ways the relationship among leadership, adaptation, systems, and change, but also has deep roots in scientific efforts to explain the evolution of human life, and before us, the evolution of all life going back to the beginning of the earth. Adaptive Leadership is a practical leadership framework that helps individuals and organizations adapt and thrive in challenging environments. It is about being able, both individually and collectively, to take on the gradual but meaningful process of adaptation. It is about diagnosing the essential from the expendable and bringing about a real challenge to the status quo. For example, the adaptive leadership model has been applied in Chile for 8 years as part of the masters programs at the university, especially in the MBA in Business. The people who attend these courses are business leaders. The program on leadership at La Universidad Adolfo Ibáñez is one of the leading programs and the oldest program of the adoptive leadership in Chile. Distinguishing technical problems from adaptive challenges The most common cause of failure in leadership is produced by treating adaptive challenges as if they were technical problems. While technical problems may be very complex and critically important (like replacing a faulty heart valve during cardiac surgery), they have known solutions that can be implemented by current know how. Adaptive challenges can only be addressed through changes in people’s priorities, beliefs, habits, and loyalties. Making progress requires going beyond any authoritative expertise to mobilize discovery, shedding certain entrenched ways, tolerating losses, and generating the new capacity to thrive anew. Resisting change or loss 14 Ronald A. Heifetz, Leadership Without Easy Answers (Cambridge, MA: Belknap Press of Harvard University Press, 1994); and Ronald A. Heifetz and Marty Linsky, Leadership on the Line: Staying Alive Through the Dangers of Leading (Boston: Harvard Business School Press, 2002). 15 Sharon Daloz Parks, Leadership CanBe Taught (Boston: Harvard Business School Press, 2005); and Dean Williams, Real Leadership (San Francisco: Berrett-Koehler, 2005). 16 Richard Foster and Sarah Kaplan, Creative Destruction: Why Companies That Are Built to Last Underperform the Market—and How to Successfully Transform Them (New York: Doubleday Business, 2001); Donald L. Laurie, The Real Work of Leaders (Cambridge, MA: Perseus, 2000); Gary De Carolis, A View from the Balcony (Dallas: Brown Books, 2005); and Kevin G. Ford, Transforming Church: Bringing Out the Good to Get to Great (Colorado Springs, CO: David C. Cook, 2008). 44 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER The common factor generating adaptive failure is resistance to loss and not to change. A key to leadership, then, is the diagnostic capacity to find out the kinds of losses at stake in a changing situation, from life and loved ones to jobs, wealth, status, relevance, community, loyalty, identity, and competence. Adaptive leadership almost always puts you in the business of assessing, managing, distributing, and providing contexts for losses that move people through those losses to a new place. At the same time, adaptation is a process of conservation as well as loss. Difference between leadership and authority People have long confused the notion of leadership with authority, power, and influence. It is useful to see leadership as a practice, an activity that some people do some of the time. Leadership should be seen as a verb, not a job. Authority, power, and influence are critical tools, but they do not define leadership. Authority is granted by one or more people on the assumption that you will do what they want you to do: centrally in organizational life to promptly provide solutions to problems. People will confer authority or volunteer to follow you because they are looking to you to provide a service, to be a champion, a representative, an expert, a doer who can provide solutions within the terms that they understand the situation. In any of your roles, whether parent or CEO or doctor or consultant, you have a specific scope of authority that derives from your authorizers’ expectations and that defines the limits of what you are expected to do. An authorizer is anyone who gives you attention and support to do your job of providing solutions to problems. As long as you do what is expected of you, your authorizers are happy. On the other hand, adaptive leadership is not about meeting or exceeding your authorizers’ expectations; it is about challenging some of those expectations, finding a way to disappoint people without pushing them completely over the edge. And it requires managing the resistance you will inevitably trigger. Key approaches and concepts The adaptive leadership model was created by professor Heifetz from the Harvard Business School. It is a model that mainly considers change as a common effort of people that are confronted the situation unknown to them and that they have to contribute in order to progress. When organization’s aspirations—the innovations and progress— demand responses outside the current capacities, Adaptive Leadership is the framework needed to effectively close the gap and make one’s aspirations reality. 17 Figure 7. Introduction to Organizational Adaptation 17 Source: http://www.cambridge-leadership.com/index.php/adaptive_leadership/ 45 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER Principles of adaptive leadership18 Successful adaptive changes build on the past rather than jettison it. A challenge for adaptive leadership, then, is to engage people in distinguishing what is essential to preserve from their organization’s heritage from what is expendable. Successful adaptations are thus both conservative and progressive. They make the best possible use of previous wisdom and know-how. The most effective leadership anchors change in the values, competencies, and strategic orientations that should endure in the organization Organizational adaptation occurs through experimentation. Those seeking to lead adaptive change need an experimental mind-set. They must learn to improvise as they go, buying time and resources along the way for the next set of experiments. Adaptation relies on diversity. The secret of evolution is variation, which in organizational terms could be called distributed or collective intelligence. Likewise, adaptive leadership on economic policy would want to diversify an economy so that people are less dependent on one company or industry for sustenance. For an organization, adaptive leadership would build a culture that values diverse views and relies less on central planning and the genius of the few at the top, where the odds of adaptive success go down. This is especially true for global businesses operating in many local microenvironments. New adaptations significantly displace, reregulate, and rearrange some old structures. Learning is often painful. One person’s innovation can cause another person to feel incompetent, betrayed, or irrelevant. Not many people like to be “rearranged.” Leadership therefore requires the diagnostic ability to recognize those losses and the predictable defensive patterns of response that operate at the individual and systemic level. It also requires knowing how to counteract these patterns. 18 The principles of adaptive leadership are adopted from Heifetz, Ronald A., Marty Linsky, and Alexander Grashow. 2009. The Practice of Adaptive Leadership: Tools and Tactics for Changing Your Organization and the World. 1 edition. Boston, Mass: Harvard Business Press. 46 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER Adaptation takes time. Progress is radical over time yet incremental in time. It seems to work this way: a variant in the current population has the adaptive capacity in its time to venture a bit beyond the normal ecological niche for its kind, stressing itself near the margins of the range that it and its offspring can tolerate. Integrating love and forgiveness People usually resist change, even if it is for the better. Without the purpose in facing a new situation, people will not adapt to change. It is something that has to be coconstructed with everyone. So, in that sense, love is the need to unite the separateness, it is the common accepted purpose that moves people to plunge into the uncertain world, in order to develop new skills that would allow them to progress. People from business milieus are used to the power language. So, one needs to understand this perspective and start from it, if one wants to enable the space for forgiveness and empathy to emerge. On the other hand, if one works with communal organizations, one has to start with love. The aspect of power as something oppressing, something hard to change, is part of the NGOs discourse since they often see power closely aligned to oppression. For civil society community, personal and communal fulfillment is power that keeps everything together and moves the system forward. Martin Luther King said: “Power without love is reckless and abusive, and love without power is sentimental and anemic. Power at its best is love implementing the demands of justice, and justice at its best is power correcting everything that stands against love.” In adaptive leadership, we need both power and love – they are the two sides of the same coin. References “Adaptive Leadership : Cambridge Leadership Associates.” 2014. Accessed November 30. http://www.cambridge-leadership.com/index.php/adaptive_leadership/. Carolis, Gary de, Ronald Heifetz, and Marty Linsky. 2005. A View from the Balcony: Leadership Challenges in Systems of Care. Dallas, TX: Brown Books. Ford, Kevin G. 2008. Transforming Church: Bringing Out the Good to Get to Great. New edition. Colorado Springs, CO: David C. Cook. Foster, Richard, and Sarah Kaplan. 2001. Creative Destruction: Why Companies That Are Built to Last Underperform the Market--And How to Successfully Transform Them. Reprint edition. New York: Crown Business. Heifetz, Ronald. 1998. Leadership Without Easy Answers. 1 edition. Cambridge, Mass: Harvard University Press. 47 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER Heifetz, Ronald A., Marty Linsky, and Alexander Grashow. 2009a. “Connect to Purpose.” In The Practice of Adaptive Leadership: Tools and Tactics for Changing Your Organization and the World, 1 edition, 38–40. Boston, Mass: Harvard Business Press. ———. 2009b. The Practice of Adaptive Leadership: Tools and Tactics for Changing Your Organization and the World. 1 edition. Boston, Mass: Harvard Business Press. Heifetz, Ronald, Alexander Grashow, and Marty Linsky. 2009. “The Practice of Adaptive Leadership.” Boston, MA: Harvard Business School Publishing. http://www.mcgrawhill.com.au/professional/booksellers/resources/2009/05_May/May%2009%20Harvard%2 0Master.pdf. Laurie, Donald L. 2001. The Real Work Of Leaders: A Report From The Front Lines Of Management. Revised edition. Cambridge, MA: Basic Books. Lichtenstein, Benyamin B., Mary Uhl-Bien, Russ Marion, Anson Seers, James Douglas Orton, and Craig Schreiber. 2006. “Complexity Leadership Theory: An Interactive Perspective on Leading in Complex Adaptive Systems.” http://digitalcommons.unl.edu/managementfacpub/8/. Linsky, Martin, and Ronald A. Heifetz. 2002. Leadership on the Line: Staying Alive through the Dangers of Leading. 1 edition. Boston, Mass: Harvard Business Review Press. Parks, Sharon Daloz. 2005. Leadership Can Be Taught: A Bold Approach for a Complex World. 1 edition. Boston, Mass: Harvard Business Review Press. Williams, Dean. 2005. Real Leadership: Helping People and Organizations Face Their Toughest Challenges. Annotated edition. San Francisco, CA: Berrett-Koehler Publishers. Yukl, Gary, and Rubina Mahsud. 2010. “Why Flexible and Adaptive Leadership Is Essential.” Consulting Psychology Journal: Practice and Research 62 (2): 81. http://psycnet.apa.org/journals/cpb/62/2/81/. 7) Trans4m Center for Integral Development19 Program description Trans4m is a Center for Integral Development, based in Geneva, working with communities and enterprises in different parts of the world (e.g. UK, Germany, US, A significant amount of data included in this section is based on the interview with Alexander Schieffer, TRANS4M, that took place via Skype on 20 October 2014, referenced articles and the website: http://www.trans-4-m.com 19 48 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER South Africa, Zimbabwe, Nigeria, Middle East, Sri Lanka) through Catalysing societal development, promoting community Activation, engaging in innovation driven Research, and enhancing lifelong Education. Through such CARE-ing processes, Trans4m supports these organizations and communities to integrate further into society, enabling them to contribute to society’s most burning issues. At the heart of Trans4m is its Integral Worlds approach. Trans4m operates by designing and executing long-term processes (e.g. as accredited educational or research programs, or as client based processes) that lead to integral development on the ground. Trans4m’s long-term vision is to develop a localglobal Integral Development CARE-movement to promote healthy communities, peaceful co-evolution, open societies and sustainable livelihoods. The Integral Worlds approach to research and development, enterprise and economics, has been evolved, in theory and practice, by Trans4m Center for Integral Development over the course of the last decade. It has emerged as one of the most innovative (and globally tested) approaches to individual, organisational, community and societal transformation in the field. Through Trans4m and its growing international community of transformation agents, the Integral Worlds approach has been employed in a large variety of contexts across the world: from rural communities in Nigeria (Pax Herbals) and Zimbabwe (Chinyika), to corporate entities in the UK (Virgin Money) and Germany (Deutsche Telecom), to universities in Egypt (Heliopolis University for Sustainable Development) and Switzerland (University of St. Gallen) and to a whole economy in Slovenia (Integral Green Slovenian Economy). In addition there are countless further applications, all of them articulated in two book series, both edited by Lessem & Schieffer, and published by UK/US publisher Gower Ashgate: the Transformation and Innovation Series and (more recently) the Integral Green Society and Economy Series. Key approaches and concepts Introduction of the Integral Worlds Model The Integral Worlds (IW) approach is the ontological and epistemological perspective to understanding and consciously evolving human systems. Trans4m has applied it to address imbalances, within a particular individual, organisation, community and/or society and also within specific fields such as economics, management and human development. The circular design symbolizes the wholeness and the cycle of life of each living system (Schieffer & Lessem 2014). Figure 7. The Meta-Model: Integral Worlds20 20 Source: Schieffer, A. & Lessem, R. (2014). The Integral University: Holistic development of individuals, communities, organisations and societies. PROSPECTS, 44 (4): 607-626. 49 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER According to Schieffer and Lessem (2014), the outer globe represents a worldly perspective, with the local context embedded within it and at the very centre of this globally embedded context, the impulse for development is initiated, at the personal level, through a perceived imbalance. This inner personal core and the outer, global circle are then connected through the 4Rs of IW: realities, realms, rhythms and rounds. Linking these terms with more commonly used ones, we see realities aligned with ontology and realms with epistemology, while rhythms represent our own integral research trajectory, from origination (research method) to transformation (action research) (Lessem and Schieffer 2010b). Rounds (self to society) serve to co-evolve them all (Schieffer & Lessem 2014). It is important to note that there is no hierarchy in the model but the whole systems are simultaneously engaged in development. Four integral realities There are diverse perspectives on reality and different interpretations of the world that developed through time. Throughout history all cultures, according to Schieffer & Lessem (2014) used fourfold patterns to indicate diversity in wholeness. The four poles represent differentiated human consciousness, which can self-reflectively understand the diverse individual and collective positions, each sharing a part of the totality. This diversity is also reflected within ourselves as different aspects of our individual personality. Among the core cultural symbols that mirror this fourfold reality within a circular design are representations of the Tibetan mandala, the Christian cross, Native American medicine wheels, the (double-fourfolded) Buddhist wheel of life, some Arab calligraphy and some African cosmologies like the cosmograms of the Yorubas in Nigeria (Schieffer & Lessem 2014). This integrated fourfoldness is also represented in the four directions, four seasons, four temperaments and four elements (ibid). 50 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER In the model, the four directions (south, east, north and west) illustrate the diversity of cultural realities: • ‘‘Southern’’ reality is engaged with the world primarily through relationships to nature (including our inner nature) and to other humans and the community we build with them. • ‘‘Eastern’’ reality interacts with the world primarily from an inner, interpretive, cultural and spiritual perspective, seeking to understand the deeper meaning of human existence and our holistic participation with the world and the cosmos. • ‘‘Northern’’ reality views the world primarily through a scientific, rational perspective, seeking to distinguish patterns and structures within reality and to translate them into viable concepts and systems. • ‘‘Western’’ reality acts upon the world primarily through active experimentation and practical treatment of things and applying ideas through action. These realities are in quotation marks to avoid an overly simplistic, geographic association. Each of them suggests a particular world outlook, which was translated into knowledge fields and disciplines that deepened people’s understanding of the world. These knowledge fields and disciplines then became the major structural criteria for organizing universities into departments and faculties. However, this has led to a dramatic compartmentalizing of knowledge, with knowledge fields or disciplines fragmented and disconnected from each other. IW model is designed to help us better see the rich diversity of knowledge and disciplines, through the four different realms and to generate interaction between them. The four realms of relationship and their major knowledge perspectives are: • ‘‘Southern’’: nature and community • ‘‘Eastern’’: culture and spirituality • ‘‘Northern’’: science, systems and technology • ‘‘Western’’: enterprise and economics The four realms are closely aligned with the four realities (south, east, north, west). Each realm has a core perspective, illustrating its main tenor. Further, these four perspectives represent a vast number of knowledge fields and disciplines. It is important to deal interactively with all four realms and engage in interdisciplinary pursuits when trying to address any transformational issue. The transformational journey is rooted in the four worlds: the South, the East, the North and the West. Each world has a contribution to make to the process of transformation. So while the South stands for a more community based humanistic approach, the East has contributed much to our understanding of Holism. The strength of the North is its Rational Power, while the West has developed a strong sense for Pragmatism. The West 51 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER and North have dominated global development over the past centuries. This is one of the core reasons why the world is so out of balance. We have simply left out the Southern and Eastern perspective. The educational process purposefully reintegrates the South and the East in the transformation of the Self, Organization and Society. Wherever the journey starts, local wisdom takes the lead, and global knowledge follows and is integrated when needed. Of course, one can find all four worlds in every society, in every organisation, in every individual. The pragmatic West needs not only the rational northern dimension, but also the holistic eastern dimension and the humanistic (nature, people and community orientated dimension) of the South. Each dimension needs the other in order to be truly meaningful and effective. In fact when one dimension is isolated from the others it becomes distorted. So, for example, pragmatism degenerates into materialism, and humanism into nepotism. Hence, it is the integration of these four worlds within individuals, organisations and society, which the program is ultimately about. Fourfold integral rhythms The IW approach is dynamic and it incorporates an inbuilt transformational rhythm, which is also part of both natural and cultural systems. This rhythm is called the GENE (grounding, emerging, navigating, effecting) and it represents a fourfold spiralling force, activating the entire IW model. This rhythm is embedded in the diverse realities and realms and serves to stimulate the dynamic interaction of and between each of them. The GENE cycle is not the end of the process; it moves on continuously. The fourfold GENE rhythm flows as follows: • ‘‘Southern’’ grounding: The issue at hand and the people involved are grounded in a particular nature and community, which must be understood. • ‘‘Eastern’’ emergence: With the move to ‘‘eastern’’ emergence, the issue and the people involved find deeper insights into its unfolding nature. • ‘‘Northern’’ navigation: The move to ‘‘northern’’ navigation requires that people translate their new insights into new concepts, new knowledge, new institutions, knowing and making explicit what hitherto had been rather implicit, and activating the mind level, the conceptualising prowess of the human system. • ‘‘Western’’ effect: Moving to ‘‘western’’ effect requires us to put all prior levels into integrated action and pragmatically apply the new knowledge, actualising the innovation it contains. Within IW, the GENE represents the dynamic part of the model, affecting all other core aspects. It links the inner and outer circles; through it we move dynamically, through the diverse reality perspectives, realms and rounds. Four integral rounds The IW approach distinguishes between four interconnecting levels, which we call rounds, which can be individual, organizational, societal and global. Each level is fully rounded, integral, moving and interconnected. 52 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER Core program21 The PhD program with its CARE component will be examined in more details as an example of Trans4m’s work. This three-year part time PhD program for prospective integral developers is a joint offering of South Africa based Da Vinci Institute and Geneva based Trans4m Center for Integral Development. It builds upon a pioneering approach to integral development, interlinking all realms of a living human system: nature & community; culture & spirituality; science, systems & technology; as well as enterprise and economics; altogether underpinned by an integral polity. The PhD program engages its participants to follow a “4C”-trajectory – including Call, Context, Co-Creation and Contribution – geared to bring about individual Integral Development. It also amplifies participants’ particular impulse with an institutionalized one, thereby sustaining and evolving participants’ original contribution. Participants are institutionally involved in Catalysing societal development; community Activation; innovation driven Research, transformative Education – “CARE-ing 4 YOUR SOCIETY“. The program-process follows an “alternating rhythm”, comprised of the “4C’s” (Call, Context, Co-Creation, Contribution), “4C”-ing individual development, and the four “CARE” functions (following the sequence of Activation, Catalysation, Research-to-Innovation and Education) underlying institutional development. Together they co-engage in a constant upwards-downwards-and-sideways, spiralling and cyclical movement. Thereby, these intertwined rhythms gradually “rise” towards full-fledged Integral Development. 4C’s MODEL Call suggests discovering one’s inner calling with real-life outer challenges Contexts refers to understanding self-to-society context Co-Creation suggests transforming one’s reality by interweaving research paths and knowledge fields and coming up with an integral theory and practice Contribution suggests distilling and sharing one’s integral development with community and society CARE – ING 4 SOCIETY MODEL Activation refers to activating one’s community by forming an inner circle and start building an outer community 21 See: http://www.trans-4-m.com//PDFs/PHDProgramTrans4mDaVinci.pdf 53 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER Catalysation suggest building a catalyzing innovation interdependent ecosystem to support one’s integral development and address challenges Research-to-Innovation implies institutionalization of integral development by newly evolving or linking up with existing center to institutionalize, sustain and further leverage one’s research and innovation Educational transformation suggests developing a transformative educational program delivered by the center one created or have become affiliated with This program seeks to attract dedicated individuals from the private, public, civic and environmental sectors who have already illustrated their commitment to caring for their society. Current participants include organizations/communities of local and/or global standing in terms of their developmental achievements. The program fosters a maximum of crosspollination and co-evolution between all participants, their particular communities, organizations and societies. Through modular courses and distinctive processes of co-evolution, participants have been both hosted in diverse cultural contexts and existing Integral Development Centers (from Africa to the Middle East, to Europe). Integrating love and forgiveness The PhD program described above is an expression of love. The models that inform the program represent the new consciousness, which enable participants to engage with their communities, organizations and societies in order to address some burning issue constructively and caringly. There is a different dynamic in terms of institutionalizing love and forgiveness at various levels. However, in order to generate change at any level, it is fundamental to be exposed to various outlooks and perspectives and draw from the local culture. The said PhD program exposes its participants to different cultures from Africa to Europe and Middle East. There is a need for educational programs than enable participants to embrace the full range of culture, that encourage the human capacity to bring love in the particular context, to breach the enormous divides that are created around the world. If one is forced into one way of generating knowledge, it deprives one of the new methods, and it limits one in finding new solutions. There is a need to develop the local institutions, change relationships and deal with conflicts constructively. This is only possible through integral university, which should be the main agent of transformation. Ultimately the major goal of the program is to apply its work in practice and in the community, bringing it into conflict areas. References Lessem, R. & Schieffer, A. (2010). Integral Economics: Releasing the Economic Genius of your Society. Farnham: Gower. Lessem, R. & Schieffer, A. (2010). Integral Research and Innovation: Transforming Enterprise and Society. Farnham: Gower. 54 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER Lessem, R. & Schieffer, A. (2009). Transformation Management: Towards the Integral Enterprise. Farnham: Gower. Schieffer, A. & Lessem, R. (2014). Integral Development: Realising the Transformative Potential in Individuals, Organisations and Societies. Gower Ashgate: Farnham. Schieffer, A. & Lessem, R. (2014). The Integral University: Holistic development of individuals, communities, organisations and societies. PROSPECTS, 44 (4): 607-626. 8) The Center for Partnership Studies’ Leadership and Learning Program22 Program description The Center for Partnership Studies (CPS) is a public service organization dedicated to research and education for cultural transformation from domination to partnership systems, which was founded by Dr. Riane Eisler and Dr. David Loye in 1987. CPS has worked with thousands of individuals and organizations to change consciousness, promote positive personal action, encourage social advocacy, and influence policy. The mission of the Center for Partnership Studies is to accelerate movement to partnership systems of human rights and nonviolence, gender and racial equity, economic prosperity, and a sustainable environment through research, education, grassroots empowerment, and policy initiatives.23 This section focuses specifically on the Center for Partnership Studies’ Leadership and Learning Program, whose purpose is to articulate and teach how to put love into practice personally and institutionally as intrinsic to leadership education, partnership, and human development. The program is online and its primary audience consists of change practitioners working on both inner and outer transformation from all world regions and diverse areas, including civil society, government, and business. There are thee tracks: 1. Caring Economy Leadership Program (CELP) 2. Cultural Transformation Course for Leaders 3. Transforming Health Care Culture (first of more specialized offerings developed by a Caring Economy Leadership alum) The main modules/components of the program 22 Data that informed this section are based on the written responses to the questionnaire by Riane Eisler as well as the following website: http://www.partnershipway.org/ 23 http://www.partnershipway.org/about-cps/mission-history/mission 55 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER Caring Economy Starter Course Caring Economy Leadership Program Riane Eisler’s Cultural Transformation Course Transforming Healthcare Culture Alumni in Action Series 1 hour One-hour introduction to a Caring Economy 5 Weeks OR Certification as a Caring Economy 3 Session Conversation Leader. Toolkit including a Weekend set of scripted slides to guide community Intensive conversations on caring economics. Access to an Alumni partnership online community, with members from across the globe. 5 Live, real-time online discussion 5 sessions; sessions led by Riane Eisler plus 4 videos 4 exclusive downloadable videos to be watched with accompanying study guides before the (Videos: 1. Where We Wre; 2. How first 4 We Got Here; 3. Human sessions each Possibilities and Human Nature; 3. Moving Forward) 30 years of groundbreaking insights Online discussion board TBD In development Semi-annual online gatherings Open to all graduates and facilitated by Riane Eisler, this session brings together alumni from all courses to share stories, learnings, and how they are living out learnings in their personal and professional lives. The cohorts are small (12 for CELP and 25 for others) to ensure maximum participation and bonding. The participants include change practitioners, social entrepreneurs, intersector, business, government and/or civil society leaders. In the CELP series, the participants came from 17 nations and 33 U.S. states. Participants have been of all ages. More women than men have attended the program. The other program participants range from very experienced leaders to people who want to become leaders. Their experiences range from directors of non-profit organizations and even CEOs of corporations to coaches, teachers, professionals from many areas, and parents and other caregivers seeking to understand cultural transformation and/or bring awareness to the value of care and wishing for a new language and the data to do so. Some attend because they have heard of the Center’s work or read Riane Eisler’s writings. Others come by referral from program alumnae. Some come out of particular interest in the Caring Economy Campaign. Still others come from Facebook or Linked In 56 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER or other social media. The programs continue to have impact through their alumni who take the knowledge and insights (as well as their own personal empowerment as leaders) out into the world. CELP is a training of trainers program as well as a means of community building for cultural impact and continued personal empowerment and leadership. There is an alumni web page as well as periodic online meetings of alumni. Their impacts range from incorporation of the materials into university courses and schools to speaking and/organizing conferences, using it in their professional work, and changing hearts and minds in communities, as well as proposing innovative policies for business and government. Key approaches and concepts The programs are based on innovative research and a new conceptual framework that enables change agents to think creatively and act effectively. In addition, the modeling of partnership (instead of domination) principles in every element of the program is one of its key innovations, and keys to our popularity and success. Facilitators of our online programs guide conversations that build upon the unique combination of expertise and background of participants, give participants a frame within which to interact, share, and learn with each other, as well as give them the tools to facilitate conversations in their own communities. Moreover, by framing the participants of our programs as conversation leaders, the learning doesn’t stop there. Individuals don’t just work on change within themselves, but they are encouraged to start conversations (inherently partnership-based) as well as to identify opportunities for positive interventions. Building on a training of trainers infrastructure, our programming has a scope of impact far beyond the courses. We reach out to many organizations through our Caring Economy Coalition, representing memberships of over 16 million. The program can be adapted, and is being adapted by alumni, to many fields. A unique aspect of the program is that, with the understand that the program is based on a training of trainers theory of change, our trainers go on to make the program more robust, proposing, designing, and implementing new modules as they see opportunities. The aim of the program is as follows: Give participants the language and tools to articulate care in their personal and professional lives Connect grassroots with the experts Individuals go through transformations, but institutions can also be transformed. Institutions (public and private) can be caring. 57 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER Courses are a roadmap to articulate care (the ultimate ACTION embodiment of love and forgiveness) Care is an action verb. Care is articulated in various (and often unlikely) contexts. One example of this is the new Transforming Healthcare Culture course, led by CELP alum Julie Kennedy, a CELP graduate. Another example is the book on health care education by Riane Eisler and Teddie Potter, professor at University of Minnesota and CECLP and CT alum now being used in courses internationally. Other exemplars include the following: For her practicum experience, author and consultant Olivia Parr-Rud introduced the Caring Economics material to a local Meetup group that gathers monthly in the Philadelphia area. Bolstered by the positive reception to her presentation, Olivia now plans to book a 350 seat auditorium to host a larger-scale conversation involving people from the Occupy Philly movement and others. Her presentation also led to an invitation to participate with other community leaders and members of congress in an initiative to create a new constitutional congress in Philadelphia. Tara Wersing, a Professor of Business and Leadership in Madrid, Spain introduced Caring Economics principles to 120 MBA students as part of her practicum work, and looks forward to further integrating Caring Economics concepts into her teaching. Andre Cardoso hosted a Caring Economics conversation for 25 college CELP students, professors, and community members at his university’s Culture Club. He is now heading to Sweden to further his studies of community-based approaches to economic sustainability. The program graduates create ongoing opportunities to share Caring Economics with others through presentations, study groups, teaching and writing, and they find ways to integrate the principles of Caring Economics into their work and their activism. Graduates also gather online monthly in the "Alumni in Action" groups to share resources and inspiration for creating change in specific fields, including Healthcare, Education, Earth Advocacy, Media and the Arts, Organization Leadership and Development, and Community-based change. All Certified Caring Economy Conversation Leaders complete a practicum experience by leading a conversation about Caring Economics in their community or organization. The practicum gives students a supported opportunity to personalize their approach to the material and get feedback so that they leave the program feeling confident and fully prepared to continue their work as a Caring Economy Conversation Leader. Innovation 58 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER The modeling of partnership (instead of domination) principles in every element of the program is one of its key innovations, and keys to the popularity and success of the program. Facilitators of the online programs guide conversations that build upon the unique combination of expertise and background of participants, give participants a frame within which to interact, share, and learn with each other, as well as give them the tools to facilitate conversations in their own communities. In addition, by framing the participants of programs as conversation leaders, the learning does not stop there. Individuals do not just work on change within themselves, but they are encouraged to start conversations (inherently partnership-based). Building on a training of trainers infrastructure, the programming has a scope of impact far beyond the 6-week course. Integrating love and forgiveness The Leadership and Learning Programs empower individuals to articulate and implement love and forgiveness in their own lives, and through programs and policies of the public and private organizations within which they work. They show that the ultimate articulation of love and forgiveness is care. Care for people and for the natural environment. In essence, these programs are practical: they empower participants to define care in terms of policy and economics, and to work for better outcomes. Institutions, organizations, corporations, and governments can also be caring, and the programs outline how they can actualize care in assumptions, programs/policies, and artifacts of culture. Through conversations, bringing care, policy and economics together in new ways is possible and the participants are empowered as change agents in their professional and personal lives. In the field of transformational leadership, what is most needed is clearer and wider understanding of common actions, organizational partners with allied and aligned missions, and a wider view of the landscape of change agents that could be potential partners. Current actions and actors in the field do not take full advantage of partnership opportunities, mutual co-benefits, and collaboration for greater impact. Along similar lines, greater integration of foundational cultural change theory (personal and institutional) should be incorporated and mainstreamed in university curricula and formal educational institutions – something that many of our CELP conversation leaders and Cultural Transformation participants have been doing in their own professional lives. There is a growing conversation around transforming organizational and business culture, in particular towards sustainability broadly. When we hear about sustainability, we typically think about natural resources and “being green.” CPS has a tremendous opportunity to expand this sustainability conversation to include and highlight the sustainability of people, care, and partnership, and to integrate personal and cultural transformation. 59 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER CPS has an opportunity to integrate transformational concepts (like love and forgiveness) via unlikely vehicles (such as policy and economics). An integration of concepts such a care, love, forgiveness, partnership into the way institutions operate is essential. We can no longer keep these concepts separate, and it is more urgent than ever that we create tools to blur the lines between institutions, policy, and economics and transformational concepts like care, love, and forgiveness. References “Coalition.” 2014. Caring Economy. Accessed December 11. http://caringeconomy.org/coalition/. Eisler, Ph D. Riane. 2001. Tomorrow’s Children: A Blueprint For Partnership Education In The 21st Century. Reprint edition. Boulder :; New York : Basic Books. Eisler, Riane. 1988. The Chalice and the Blade: Our History, Our Future. First edition. Cambridge Mass.: HarperOne. ———. 2010. The Power of Partnership. New World Library. Eisler, Riane Tennenhaus. 2008. The Real Wealth of Nations: Creating a Caring Economics. First Edition edition. San Francisco, CA: Berrett-Koehler Publishers. “Publications | Riane Eisler.” 2014. Accessed October 11. http://rianeeisler.com/publications/. “Riane Eisler — Center for Partnership Studies.” 2014. Accessed December 10. http://www.partnershipway.org/. 9) Society for Organizational Learning (SOL)/SENAC Brazil24 Program description The Society for Organizational Learning (SOL) is a learning community oriented to unveil, integrate, sow and implement theories and practices for the interdependent development of people and organizations. Members of SoL community articulated the three key processes that in coming together, make SoL unique: applied (action) learning, an evolving social knowledge network, and profound questions that link many of their endeavors. SoL's 50-year vision is as follows: 24 Data that informed this section are based on the written responses to the questionnaire by Tatiana Pincerno Ribeiro, Senac (http://www.sp.senac.br/jsp/default.jsp?newsID=a13156.htm&testeira=1063) and http://www.solonline.org/. 60 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER We believe that the interdependent development of people and their institutions will be an area of interest beyond our lifetimes and we are striving to make SoL relevant to our most pressing needs for collective intelligence and wisdom. The program started with the Center for Organizational Learning founded in 1991 at MIT by Peter Senge with a mission of fostering collaboration among a group of corporations committed to fundamental organizational change and advancing the state of the art in building learning organizations. Its initial focus was on developing new learning capabilities in the areas of systems thinking, collaborative inquiry into tacit mental models, and nurturing personal and shared vision. By 1995, the center consisted of 19 organizational partners including Amoco, AT&T, Chrysler, EDS, Federal Express, Ford Motor Company, Harley Davidson Motorcycle Company, Hewlett Packard, IBM, Intel Corporation, Lucent Technologies, Merck & Company, National Semi-Conductor, Pacific Bell, Philips, and the Quality Management Network (a consortium of healthcare organizations), Shell Oil Company, Texas Instruments, and US West. Working in partnership with researchers at MIT, a number of these companies undertook a variety of significant organizational experiments. Through these experiments, the companies were building learning capabilities in intact teams, developing new organizational learning infrastructures, transforming the assumptions and practices of executive leadership, and developing internal learning communities. The desire to expand this learning community led to a process of extended reflection and renewal in 1995, and the founding of SoL in 1997. This process was guided by Dee Hock, the founder and former CEO or Visa International. Dee's belief in the power of "chaordic organizations" had a strong influence on SoL's design. Over the years, SoL has focused its attention on further refining its theories tools and methods, while also expanding the arenas in which this work is applied. In June of 1999, SoL began publication of its journal, Reflections. This publication continues today and is intended to provide a way for the SoL community to share its work with each other and the world. In June of 2003, coordinators of local communities organized the first SoL Global Forum in Finland, a convening for over 300 participants from over 30 countries. In September of 2005, the second SoL Global Forum was held in Vienna with 450 members and over 50 parallel session featuring projects, theories, tools from around the world. The third Global Forum, Bridging the Gulf, was held in Muscat, Oman in April 2008. In October of 2004, the SoL Sustainabilty Consortium offered the first public Business Innovation for Sustainability Forum: Leadership, Learning, and collaboration for People, Planet and Profit, highlighting the work of our oldest and strongest consortium; a second Forum was held in 2007. SoL published its first book in 2004 called Presence: An Exploration of Profound Change in People, Organizations, and Society, by Senge, Scharmer, Jaworski and Flowers. SoL and SENAC, Brazil 61 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER SoL Brazil and its member organization SENAC are examined in more detail in this section as representative of SoL’s work as a global agent of change. SoL Brazil was founded in 2000, and since then, it is estimated that 1000 people have participated in SoL. SoL Brazil engages a diverse audience including social entrepreneurs, educators, directors and managers from different companies and sectors, students, civil society and leaders. The age of SoL Brazil participants ranges from 20 to 60, and they have 60% women and 40% men. SENAC’s mission is to provide people development through education that stimulates the exercising of citizenship and transforming and bold professional actions to contribute towards society’s well-being. By 2015, SENAC aims to strengthen its name as an institution of excellence in providing innovative educational services geared towards social inclusion and the diversified training of citizen professionals. Key approaches and concepts SoL Brazil Guiding Principles Drive to Learn - All human beings and communities are born with an innate, lifelong desire and ability to learn, which should be enhanced by all organizations. Learning is Social - People learn best from and with one another, and participation in learning communities is vital to their effectiveness, well-being and happiness in any work setting. Learning Communities - The capacities and accomplishments of organizations are inseparable from, and dependent on, the capacities of the learning communities which they foster. Aligning with Nature - It is essential that organizations evolve to be in greater harmony with human nature and with the natural world. Global Interdependence - It is important to reinforce the social web with gratitude, valorization and mutual support. Diversity – Diversity of concepts, experiences and talents represents the potential richness of an organization; and as so, must be a source to enrich individual and organizational learning. Living Organizations – The alignment between purpose and vision, personal and organizational values, with brand and strategies creates living organizations. These Organizations are constantly evolving to nurture the true needs and desires of the organization and its people by learning and un-learning. 62 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER SENAC’s Educational Principles - Autonomy and innovation With an educational methodology targeted to entrepreneurship, students learn how to create and diversify the possibilities for their insertion in the marketplace, thus achieving autonomy for conducting innovative projects. Social commitment is also part of Senac’s principles and mission, with a scholarship policy that every year reaches thousands of people who would not be able to enjoy our services in any other way, as well as an extensive work targeted to environmental preservation, and development and strengthening of base organizations and communities. The Senac São Paulo brand follows thousands of professionals who graduate and stand out in the marketplace every year. Acknowledgement of this work ensures the proximity and partnership with companies and institutions in Brazil and other countries, offering exchange actions to students and teachers, as well as differentiated, enriching experiences. Senac established in 2001 a Corporate Education Program (Educor) based on the principles of Learning Organization (Personal Mastery, System Thinking, Mental Model, Shared Vision, Team Learning). Among the courses that have been offered are the following: o Appreciative Inquiry o Mediate Team Learning o Personal Mastery o Leader Coach o Culture for peace – attitudes and values o Entrepreneurship and Innovation o Circle of questions and dialogue Senac culture and environment is based in cooperation, collaboration, and participative management. Managers and employees learned to use dialogue sessions; world café; learning journeys; appreciative inquiry and other learning group tools to mediate meetings, develop programs and events. The main role of a manager at Senac is to be an educational leader (Líder Educador), and an example to students and employs, and to foster collaboration, cooperation, and personal and community development. Senac managers participate in Change Lab course and Scenario Planning from Reos Parterns. Change Lab methodology was used for a project demanded by the Mayor of 63 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER Jundiaí to co-create with the community the priorities for the four year municipal budget. Senac also developed a Social Web Program in all schools to integrate the student projects with the community needs, in a way that the student could work with real projects and deliver to the society. In 2011, Senac started a program with Team Academy (TA) to develop 15 TA coaches. Educators use the TA principles and tools in their succession programs (trainees of course coordinators, administrative coordinators, managers, etc.) An entrepreneurship course for small business is under construction using TA inspiration. Integrating love and forgiveness Senac integrates love and forgiveness in the education principles and actions. The theory of change that Senac believes in is based on the principles of learning organization such as personal mastery, system thinking, mental model, shared vision, team learning. All of these principles emphasize interconnectedness of individual and community. Positive change within each individual spills over into the communities and the force behind such transformation is love. The inner work is emphasized as way towards self-realization and it has as a consequence a reality transformation. For example, Senac’s Program for Cultural Peace taught in all Senac’s schools provides an impetus for the participants to spread the message about the importance of peace and love in their communities. It does this by creating learning community aware of its personal and team potentials and qualities. References Senge, Peter M., C. Otto Scharmer, Joseph Jaworski, and Betty Sue Flowers. 2005. Presence: An Exploration of Profound Change in People, Organizations, and Society. 1 edition. Pacific Grove, CA: Crown Business. http://www.sp.senac.br/jsp/default.jsp?newsID=a13156.htm&testeira=1063 “Várias vezes trabalhamos com o que não temos e esquecemos do que temos —– Força da conversa ou da escuta; Teilhard de Chardin (http://pt.wikipedia.org/wiki/Teilhard_de_Chardin) —– Dom Elder Câmara (http://pt.wikipedia.org/wiki/H%C3%A9lder_C%C3%A2mara); Imagens e Vozes de Esperança (http://ivebrasil.wordpress.com/) —– Buxixo de Mães (http://buxixodemaes.com.br/); Casa do Zezinho (https://www.casadozezinho.org.br/) —– Brahma Kumaris (http://www.brahmakumaris.org/brazil); Família Sustentável (http://www.onehealthmag.com.br/index.php/familia-sustentavel/) — – Hole in the Wall (http://www.hole-in-the-wall.com/); Green Washing (http://pt.wikipedia.org/wiki/Greenwashing) —– Biomimicry Institute (http://www.biomimicryinstitute.org/); 64 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER Ask Nature (http://www.asknature.org/) —– Filme “O Jarro” (https://www.youtube.com/watch?v=AO6c5xh1BA8); Escola da Ponte (http://www.escoladaponte.pt/site/) —– Poesia Completa – Manoel de Barros (http://www.revistabula.com/2680-os-10-melhores-poemas-de-manoel-debarros/); Filme Primavera, verao, outono, inverno e… primavera (https://www.youtube.com/watch?v=m7FsrS0lI04) —– Edutopia (http://www.edutopia.org/); Escuta Generativa (http://www.solbrasilonline.org.br/wp-content/uploads/2011/10/Oponto-cego-da-lideran%C3%A7a.pdf) A Vila (http://pt.wikipedia.org/wiki/A_Vila) Centro de Estudo Hannah Arendt (http://www.hannaharendt.org.br/) —– Alegoria da caverna (http://www.algosobre.com.br/filosofia/alegoria-da-caverna.html); - See more at: http://www.solbrasilonline.org.br/blog#sthash.hjG4b5lv.dpuf 10) Effective and Sustainable Law Practices: A Mindfulness-Based Perspective25 Program description The program Effective and Sustainable Law Practices: A Mindfulness-Based Perspective is taught at Berkley Law School, the University of California. Its innovative practices include the mindfulness meditation and the ways that meditation practice can help to develop skills that are directly relevant to the work of law professionals. It explores, from a meditative perspective and through the support of mindfulness-based practices, the ethical responsibilities of the lawyer, the stresses and challenges of the lawyer's life, the management of the complex of emotions that affect the lawyer (including, among others, anger, self-righteousness, sadness, fear of mistake, compassion, indifference and love).26 This program is taught to lawyers and law students (and other teachers at various levels in higher education) a variety of mindfulness and other practices to support their development and capacity to work for transformative change on the personal, interpersonal and intersystemic levels. Because of the opportunities that are available to well-trained lawyers to participate in society at many levels and locations, students/program participants are or often will be change leaders, social entrepreneurs, or leaders in business, law, government and/or civil society. They are all either early to midcareer. The classes bring together reflection on the role of lawyers and the practice of law across all settings in society with the development and experience of awareness practices aimed 25 A significant amount of data included in this section are based on the questionnaire submitted by Professor Rhonda Magee. 26 See: http://www.law.berkeley.edu/php- programs/courses/coursePage.php?cID=15429&termCode=D&termYear=2014 65 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER at giving participants a basis for changing their sense of the possibilities that exist for them as lawyers and leaders. Although the original version of the class was co-developed with two other teachers, the course has been taught solo, and has been revised to include more evidence-based mindfulness teaching and practices. Hundreds of students and participants have taken the classes or participated in mindfulness sessions over the years. The program increases participants’ capacity for focus and wellbeing, helps clarify values, and increases their sense of compassion and empathy for others. What’s most needed is research proving the efficacy of these practices, to assist in making the case for expanding these practices within legal education, professional identity and leadership development. Key approaches and concepts The program exposes participants to the contemplative practices of a variety of wisdom traditions in order to encourage them to develop their own mindfulness-based awareness practice and way of being in their professional life. Along the way, they strengthen and hone critical lawyering skills, including the complex set of communication skills that are central to effective lawyering (speaking, listening, writing thoughtfully and well); focused reading and analysis; empathic counseling and effective negotiating; emotionally and socially-aware advocacy, both in and out of the litigation context; and relationship building and nurturance. These essential skills and capacities require underlying abilities to focus without distraction; respect and empathize with clients, colleagues and others; listen and explain with open-mindedness and patience; problem-solve creatively; facilitate productive communication among adversaries; deal safely and constructively with conflict; engage in honest and fearless self-awareness, self-regulation and selfcorrection; and pursue alignment of the practice of law with our values. Participants develop a capacity to practice various forms of mindfulness-based awareness practices. These practices will, in turn, enhance their skills at the range of traditional lawyering tasks (e.g., reading and analysis, advocacy, client counseling, etc.) by enhancing the range of underlying skills (self-awareness, the capacity for reflection) upon which effective and sustainable application of traditional lawyering skills most depend. They develop a capacity to apply mindfulness to their performance of traditional lawyering skills, and to reflect, in both non-discursive and discursive ways, on these experiments. Participants develop a capacity to bring mindfulness to the examination of the values embedded in any given context, and to explore, clarify, rediscover/recover and ground themselves in ethics and values and to honor them in their legal practice. Participants are supported in examining and making more meaningful the core values of legal professionalism, including community engagement and service; empathy and compassion; and civic-minded, ethical leadership. Ultimately, the objective is to support the participants in accessing a sense of themselves as whole and centered human beings, whose chosen career is a source of satisfying 66 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER service to others, demonstrated effectiveness as a skilled human being, and meaningful, felt interconnection with and within the whole web of life. Integrating love and forgiveness In the classes, several two-hour sessions are devoted to a focus on intellectual, social, emotional, and spiritual examinations of such facets of experience as love, loving kindness, compassion and forgiveness. The participants are invited to continue practicing and reflecting over the week between each class. But perhaps most importantly, a space in which caring and love is manifest in our every interaction is co-created with participants, and they are invited to appreciate their relationships and potential to learn from one another as central. Consistent with the transformative education movement, the theory of change begins with the self-in-relational context, but continues through fluidly to encompass changed interactions with others, and ultimately, changed systems. Participants say that the class leads to new ways of thinking about being a lawyer. For example, one participant said he learned that there was a place for the appropriate experience of love in the practice of law, and reconnected to a deeper sense of why he had come to law school: to help systematically disadvantaged migrant laborers and immigrants. Another reported that, as a result of the work she did in the class, she reconnected with a mother she'd written out of her life, and that of her children for more than 8 years, and was better able to experience compassion and empathy for a range others as a result. One student realized her capacity to love across lines of ethnic and racial difference, and has since dedicated her personal and professional life to caring across racial/ethnic community lines. References: Andreas, Steve. 2002. Transforming Your Self: Becoming Who You Want to Be. Real People Press. Blair, Madelyn. 2010. Riding the Current: How to Deal with the Daily Deluge of Data. The Taos Institute Publications. Bush, Mirabai, and Rob Lehman. 2011. Contemplation Nation: How Ancient Practices Are Changing the Way We Live. CreateSpace Independent Publishing Platform. Goldstein, Elisha. 2010. A Mindfulness-Based Stress Reduction Workbook. Pap/MP3 Wk edition. New Harbinger Publications. Hanh, Thich Nhat, and H. H. the Dalai Lama. 1992. Peace Is Every Step: The Path of Mindfulness in Everyday Life. Edited by Arnold Kotler. Bantam. Kabat-Zinn, Jon. 2005. Guided Mindfulness Meditation Series 1. 1 edition. Sounds True. 67 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER ———. 2009. Wherever You Go, There You Are: Mindfulness Meditation In Everyday Life. 1st edition. Hyperion. ———. 2013. Full Catastrophe Living (Revised Edition): Using the Wisdom of Your Body and Mind to Face Stress, Pain, and Illness. Rev Upd edition. Bantam. ———. Mindfulness for Beginners: Reclaiming the Present Moment--and Your Life. Kabat-Zinn, Jon, and Joan Z. Borysenko. 1996. Full Catastrophe Living: How to Cope with Stress, Pain and Illness Using Mindfulness Meditation. Piatkus Books. Keeva, Steven. 1999. Transforming Practices. 1 edition. McGraw-Hill. ———. 2011. Transforming Practices: Finding Joy and Satisfaction in the Legal Life. 10th Edition edition. Chicago, Ill: American Bar Association. Shar, Marcus Z. Transforming Practices: Finding Joy and Satisfaction in the Legal Life. (Review): An Article from: Trial. 68 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER APPENDIX I Questionnaire (based on the exploratory study done by GLN, reviewed with the help of the Advisory Council) 1. What is the purpose and primary audience of your program: a. Are they change practitioners, social entrepreneurs, inter-sector, business, government and/or civil society leaders? b. What is the typical age range, gender, nationality and ethnicity mix of the participants? c. What is their prior experience and seniority as leaders? d. What selection process do you use to recruit/enroll them? e. Why do they come to your program? What other programs might they have considered? 2. When was your program (and your institution) established? How many people have been through the program so far? 3. What has been the impact of the program? Has it been evaluated? If yes, what were the main findings? 3. How long is the overall program and what are the main modules/components of the program? 4. What is the cost of the program and who funds it? 5. What is the theory of change underlying the program? How do you evaluate the performance of the participants, the faculty, the overall program and its components? What do participants say about their experience? 6. How have these programs integrated love and forgiveness and were there any transformational outcomes as a result of this integration? 7. What do you consider as the most innovative features of the program (e.g. use of nature retreats, use of creative arts, role-playing, grounding in community issues, emphasis on governance systems)? 8. What is the profile and experience of the developers and facilitators of the program? 9. What vision do you have for its next stage of development? If you had access to larger resources, what might you want to do that you have not yet been able to? 10. Has the program been replicated or contributed to other similar initiatives? Are you 69 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER connected to others in the field? Do you know of other programs that would meet our criteria and that would you recommend we interview? 11. What do you feel is most needed in the field right now? APPENDIX II PROGRAMS SUGGESTED BY THE ADVISORY COUNCIL Consensus Building Institute Centre for creative Leadership “Coming into your own” program by Dialogos University of Pretoria / Richard Barret, ‘Value based Leadership’ Women in Security, Conflict Management and Peace (WISCOMP); www.wiscomp.org/ The Do School; http://thedoschool.org/program/method/ “Newfield | Escuela Internacional de Coaching Ontológico.” 2014. Accessed November 25. http://www.newfield.cl/. “Caminos Al Alma: Sanación Energética.” 2014. Accessed September 23. http://www.caminosalalma.info/p/sanacion-energetica.html. “Fundación Columbia | Nora Rousseaux.” 2014. Accessed September 23. http://fundacioncolumbia.org/docentes/nora-rousseaux. “John Paul Lederach -- Compassionate Presence: Faith-Based Peacebuilding in the Face of Violence.” 2014. Scribd. Accessed September 24. http://www.scribd.com/doc/118981816/John-Paul-Lederach-CompassionatePresence-Faith-Based-Peacebuilding-in-the-Face-of-Violence. “Peace Builders Share Work and Wisdom with Apprentices Worldwide // News // Notre Dame News // University of Notre Dame.” 2014. Accessed September 24. http://news.nd.edu/news/10989-peace-builders-share-work-and-wisdom-withapprentices-worldwide/. “Public Speaking | Oonagh Harpur.” 2014. Accessed September 29. http://www.oonaghharpur.com/public-speaker.html. “Aware Girls, Pakistan.” 2015. Peace Direct. Accessed January 5. http://www.peacedirect.org/us/peacebuilders/pakistan/. “Caminos Al Alma: Sanación Energética.” 2014. Accessed September 23. http://www.caminosalalma.info/p/sanacion-energetica.html. “Centre for Peacebuilding and Reconciliation, Sri Lanka.” 2015. Peace Direct. Accessed January 5. http://www.peacedirect.org/us/peacebuilders/sri-lanka/. “Highlander Research and Education Center - Highlander Serves as a Catalyst for Grassroots Organizing and Movement Building in Appalachia and the South. We Work with People Fighting for Justice, Equality and Sustainability, Supporting Their Efforts to Take Collective Action to Shape Their Own Destiny.” 2014. Highlander Research and Education Center. Accessed November 25. http://highlandercenter.org/. 70 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER http://siyli.org/. Meg Levie a trainer of the Seach Inside Yourself program was interviewed. The transcript of her interview is available in the database. “Powers of Leadership 2014/15 | Summary | Powered by RegOnline.” 2014. Accessed November 25. https://www.regonline.com/builder/site/Default.aspx?EventID=1503612. “Rockwood : Building Powerful, Interconnected, Collaborative Leadership.” 2014. Accessed November 25. http://www.rockwoodleadership.org/. “Working Together.” 2014. Skills for Solidarity. Accessed November 25. http://www.leadnow.ca/skills-for-solidarity/working-together/. “Science Measures the Human Energy Field.” 2014. Accessed September 23. http://www.reiki.org/reikinews/sciencemeasures.htm. “Sobre Nosotros | Escuela de Sanación Energética.” 2014. Accessed September 23. http://www.sanacionenergetica.com.ar/sobre_nosotros.html. APPENDIX III * Member of the Advisory Council Alain Gauthier, facilitator and coach (Core Leadership), http:// http://www.coreleadership.com/ Alexander Schieffer (Integral Development ) Center for Integral Development. http://www.trans-4-m.com/ Christina D'arce (Society for Organization Learning) http://solonline.org Gachi Tapia (UNDP Conflict Resolution Training) Hein Dijksterhuis (UNOO - Netherlands), http://unoo.nl Presencing Institute/ ELIAS Ignacio Martin Maruri (Adaptative Leadership Chile) Adaptative Leadership - CLA ( Cambridge Leadership Associates) Chile. http://www.claconsulting.com/ Kristiane Schaeffer (Collective Leadership Initiative), Program owner Collective Leadership Initiative. http://www.collectiveleadership.de (Germany) Mark Gerzon - Mediators Foundation. http://mediatorsfoundation.org Mille Boyer, Reos Partners ( Denmark/Brazil) http://reospartners.com Rama Mani (Agents of Transformation), (India/Switzerland) http://ramamani.org 71 Strengthening Inner Perspectives in Leadership Development on Love and Forgiveness WHITE PAPER Scilla Elworthy, Rising Women - http://risingwomenrisingworld.org Sue Cheshire (Global Leadership Academy), Global Leaders Academy. www.globalleadersacademy.com SUSAN ANDREWS Biopsicology by Instituto Visão do Futuro. http://www.visaofuturo.org ( Brasil) Vicki Robin, author/ social innovator. http://www.vickyrobin.org Walter Link (Global Academy Foundation), http: http://global- lead.org/category/global-leadership-tv/ APPENDIX IV DATA BASE ( SEE ATTACHED) 72
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