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Integral Leadership


Programs & Services

The Sunyata Group organizations analyze, design, develop, and/or deliver programs, projects, services, and products that provide and support, education, training, mentoring, and coaching to individuals and organizations.

Requests for scheduling and information can be sent to:
registrar@sunyata.ws


Integral Leadership — Programs & Services



Integral Leadership is a whole-person (physical | emotional | cognitive | spiritual) whole-system perspective that addresses our relationships to the systems (human and technological) that we live, work, and lead in. To paraphrase Albert Einstein: “You cannot solve a problem at the same level of consciousness that created it. You have to go to a higher level of consciousness to transform it.”

Our “Integral Leadership” approach is rooted in creating a profound individual and organizational desire to move towards, and live in a state of vibrant work community, clarity, productivity, and mutual effectiveness — rather than simply to minimize “normal” individual and organizational friction, dissatisfaction, and discomfort. Further, this approach is sourced from the experience that healthy work lifestyle adoption and sustainability is greatly enhanced by the company of others — “Community” is more powerful than individual effort as an effective antidote to recidivism.

This consciousness-based approach includes elements of community capacity-building among employees and the organization as a whole. Key areas of focus are: Authenticity (Self), Transparency (Self), and Development of the Commons. These Integral Leadership Programs and Services are intended to provide participants with tools and hands-on experience to:
  1. Clarify and continuously improve personal, interpersonal, and organizational relationships, processes, and practices — to achieve humane, generative, breakthrough levels of productivity, effectiveness, profitability, wellness, and compassion.
  2. Define and align “highest aspirations” at the personal, interpersonal, organizational, and corporate level — while integrating the natural self-interest of each level with the well-being of the whole.
  3. Optimize individual and organization value, performance, culture, and contribution — to provide the highest possible sustainable value to all affected Stakeholders and communities.
  4. Manifest an integrated high-performance organization as a work community.
  5. Develop and implement realistic and supported whole-life cycle plans and strategies that effectively and efficiently utilize resources.

Value Proposition

All of the programs and services are designed to optimize individual and organization value, performance, wellness and contribution. The “sweet spot” is the intersection of effectiveness (human relationships and information) and efficiency (process and technology) — wherein lies optimal productivity, innovation, and sustainability. The value proposition of our programs and services is that they focus on the contribution of emotional-social-cultural-cognitive-organizational (ESCCO) competencies and informatics to achieve organizational results and performance optimization (quality/process improvement) institutionalization (Jones, 2014; Goleman, Boyatzis, & McKee, 2002). Organizational results are defined as the achievement of concrete and measurable interdependent economic, humanistic, and environmental objectives (Triple Bottom Line) that represent organizational behavioral results in terms of design and delivery of business and community "value” such as products, services, and resources (Spreckley, 1981; Brown, Dillard, & Marshall, 2006; Becker, 2008; Bourdieu, 1986; Costanza, & Daly, 1982).

The Integral Leadership strategy for achieving organizational results is to cultivate the physical, emotional, cognitive, and spiritual conditions that develop high levels of individual and organizational productivity (efficiency and effectiveness) and innovation as demonstrated by work processes that ensure that leadership engagement, compassion, creativity, joy, equanimity, and integrity are consistently experienced, and that cultural adoption of product and service inventions is observable (Marshall & Kinser, 2012; Katzenbach, 2000).This strategy is accomplished through the development of high-performance teams that are focused on individual and organizational actionable data/information that drive team and leadership behaviors (Druskat, Wolff, Koman, & Messer, 2003). The high-performance teams are developed by training individual team members to high levels of ESCCO skills, and explicitly mapping and refining group norms to leader-demonstrated behavioral norms (Jones, 2014; Hamme, 2003). Since leader-demonstrated behavioral norms drive team development, productivity, and health — our integral leadership programs and services are designed to cultivate ESCCO competencies in formal and opinion leaders, for social connectors, and process managers by providing training and experience in ESCCO skills and the development of high-ESCCO group behavioral norms including the use of dialogic-diagnostic modalities (Stubbs, 2005; Heifetz, Grashow, & Linsky, 2009; Sivasubramaniam, Murry, Avolio, & Jung, 2002).

References
Becker, G. S. (1993). Human capital: A theoretical and empirical analysis, with special reference to education (3rd ed.). Chicago, IL: University of Chicago Press.

Brown, D., Dillard, J., 38 Marshall, R. S. (2006). Triple bottom line: A business metaphor for a social construct. Bellaterra, Spain: Universitat Autònoma de Barcelona.

Bourdieu, P. (1986) The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241-258). New York, NY: Greenwood. Retrieved from http://www.marxists.org/reference/subject/philosophy/works/fr/bourdieu-forms-capital.htm(external link)

Costanza, R., 38 Daly, H. (1992). Natural capital and sustainable development. Conservation Biology, 6(1). 37-46.

Druskat, V. U., Wolff, S. B., Koman, E. C. S., 38 Messer, T. E. (2003, August). Emotionally competent group norms and group effectiveness. Annual Academy of Management Conference Proceedings Seattle, WA.

Goleman, D., Boyatzis, R., 38 McKee, A. (2002). Primal leadership: Realizing the power of emotional intelligence. Boston, MA: Harvard Business School.

Hamme, C. (2003). Group emotional intelligence, The research and development of an assessment instrument. Ph.D. dissertation, Rutgers State University of New Jersey. Ann Arbor, MI: Proquest, UMI: 3106391.

Heifetz, R., Grashow, A., 38 Linsky, M. (2009). The practice of adaptive leadership: Tools and tactics for changing your organization and the world. Boston, MA: Harvard Business Press.

Jones, M. R. (2014). Meta-analysis case study: Analysis of contribution of MBNQA factors to success as measured by MBNQA final scores. (Unpublished doctoral dissertation pilot study). Saybrook University, San Francisco, CA.

Katzenbach, J.R. (2000). Peak performance. Boston, MA: Harvard Business School Press.

Marshall, A., 38 Kinser, C. (2012). Connected generation: Perspectives from tomorrow’s leaders in a digital world. Insights from the 2012 IBM Global Student Study Executive Report GBE03530-USEN-00. Somers,NY: IBM Global Business Services - IBM Institute for Business Value

NIST (2011a). 2011-2012 criteria for performance excellence: Business and non-profits. Baldrige Performance Excellence Program. Gaithersberg, MD: NIST Publications.

Sivasubramaniam, N., Murry, W. D., Avolio, B. J., 38 Jung, D. I. (2002). A longitudinal model of the effects of team leadership and group potency on group performance. Group and Organizational Management, 27(1), 66-96.

Spreckley, F. (1981). Social audit: A management tool for co-operative working. Leeds, GB: Beechwood College Ltd.

Stubbs, E. C. (2005). Emotional intelligence competencies in the team and team leader: A multi-level examination of the impact of emotional intelligence on group performance. Ph.D. Dissertation, Case Western University. Ann Arbor, MI: Proquest, UMI: 3141150.


PRINCIPLES & PRACTICE GUIDELINES


Core Principles

  1. Ahimsa — The Practice of Non-Violence — First Do No Harm!
  2. Open Space Principle — “The Law of Two Feet”— Take Responsibility for what has heart and meaning to you
Psychology of Leadership (PoL)
Our Integral Leadership programs and services develop organizational therapists and clinicians by educating and training participants in the psychology of leadership (PoL). PoL is the study and practice of the behavior-specific and observable emotional-social-cultural-cognitive-organizational (ESCCO) competencies required to achieve individual, group, and organizational goals, objectives, and innovation. Participants are trained to identify and measure results as interdependent economic, humanistic, and environmental costs and benefits (the Triple Bottom Line) as they examine the psychological dynamics between leaders and leaders, leaders and followers, and followers and followers. They learn to design, prototype, develop, and implement interventions and practices that optimize the effectiveness and efficiency of their intrapersonal, interpersonal, group, team, and organization systems interactions. They practice diagnosing organizational trauma and study the impact of family of origin and culture of origin on the various dimensions of power and authority in interpersonal and organizational systems.

Integral Leadership programs and services develop and/or refine the participants' Authentic Presence so that they can become more effective as a formal “Leaders” (supervisor, manager, senior manager, and/or executive) as well as individual “Consultants” (facilitator, subject matter expert, trainer and/or coach). Students learn how to set-up and operate a 21st Century business (“B-Corp”) while functioning as a business executive. We focus on developing effective and efficient “Executive” (“C-Suite”— CEO | CFO | COO | CIO | CTO | CPO . . . ) and “Consultant” skills for all participants, regardless of their leadership experience levels — with the intention that they will be able to walk into any group and/or organizational setting and lead the performance of simultaneous personal-and-organizational-development (POD) integrated with process improvement (PI). This approach ensures that POD activities optimally support the “Bottom-line” (PI) of a healthy system, and return value to the organization (for-profit, non-profit or public sectors).

PoL Foundation Models
The PoL foundation models are the normative theories, frameworks, and practices that represent the principles, guidelines, and practices of our Integral Leadership approach.

Coaching Model (Depth)
  • True (Metal Models | Narratives | Stories | Loops)
  • Truer (Declared Stances | Undeclared Stances | Shoulds | Lists of Laws)
  • Truest (Conditioning Causation: FOO | COO | GOO)
Consulting Model (Action Research)
  • Process
  • Performance Optimization (Quality & Process)
  • Organizational Trauma
  • Political Savvy
  • Systems Analysis
Leadership Model
  • Authentic Presence
  • Emotional Intelligence (EI) — Emotional Competency Group Norms
  • Wicked Problems
  • Adaptive Systems
  • Organization Incubation & Transformation
ESCCO Skills
The PoL ESCCO skills are a set of theories, frameworks, and practices, that have been converted into sets of observable behaviorally-specific skills that can be used to perform organizational diagnoses, interventions, and follow-up activities.
  1. Action Research Skills
  2. Alignment Skills (Vision | Mission | Values | Goals)
  3. Authentic Presence Skills
  4. Cognitive Behavioral Contextual Analysis Skills
  5. Conflict Management Skills
  6. Critical Thinking — Cognitive Analysis Skills
  7. Critical Thinking — Reflective Analysis Skills
  8. Depth Model Skills (True-Truer-Truest)
  9. Family of Origin / Culture of Origin Analysis Skills (FOO/COO)
  10. Helping Skills
  11. High-Performance Teaming Agreement Skills
  12. H-S-L Model Skills (Heard-Seen-Loved)
  13. Immediacy Model Skills
  14. JOHARI Model Skills
  15. Mindfulness Skills
  16. Multiple Perspectives Skills
  17. Organization Transformation Models Skills (Change Management)
  18. Perception-Checking Skills
  19. Polarity Management Skills
  20. Seeing Systems Skills
  21. Triple Bottom Line Integration Skills (Economic | Humanistic | Environmental)
  22. Waterline Model Skills
ESCCO Modules
  1. Organization Mastery (High-Performance Teaming)
    1. Triple Bottom Line Skills (Economic | Humanistic | Environmental)
    2. Alignment Skills (Vision | Mission | Values | Goals)
    3. Action Research Skills
    4. High-Performance Teaming Agreement Skills
    5. Waterline Model Skills
    6. Seeing Systems Skills
    7. Perception-Checking Skills
    8. Helping Skills
    9. Organization Transformation Models Skills (Change Management)
  2. Critical Analysis (Critical Thinking — Cognitive Analysis Skills)
    1. Seeing Systems Skills
    2. Multiple Perspectives Skills
    3. Action Research Skills
    4. Polarity Management Skills
    5. Perception-Checking Skills
    6. Depth Model Skills (True-Truer-Truest)
  3. Compassionate Action (Sympathy-Empathy-Compassion)
    1. H-S-L Model Skills (Heard-Seen-Loved)
    2. Depth Model Skills (True-Truer-Truest)
    3. Family of Origin/Culture of Origin Analysis Skills (FOO/COO)
    4. Cognitive Behavioral Contextual Analysis Skills
    5. Mindfulness Skills
    6. Immediacy Model Skills
    7. Perception-Checking Skills
    8. Helping Skills
    9. Authentic Presence Skills
    10. JOHARI Model Skills
    11. Conflict Management Skills
    12. Seeing Systems Skills
  4. Reflection-In-Action (Critical Thinking — Reflective Analysis Skills)
    1. Reflective Analysis Model Skills
    2. H-S-L Model Skills (Heard-Seen-Loved)
    3. Depth Model Skills (True-Truer-Truest)
    4. Immediacy Model Skills
    5. Mindfulness Skills
    6. Seeing Systems Skills
    7. Family of Origin/Culture of Origin Analysis Skills (FOO/COO)
    8. Cognitive Behavioral Contextual Analysis Skills
    9. Polarity Management Skills
    10. Multiple Perspectives Skills
    11. Action Research Skills
    12. Perception-Checking Skills
PBS (Presence, Breath, and Stretch)
Develop a gentle frame work, structure or system on which to hang your practice:
  • PRESENCE: Cultivate mindfulness practices — to increase self-awareness of the impact of your actions on your physical, emotional, cognitive and spiritual state of well-doing and well-being; calm the mind and develop greater focus and concentration; and promote a greater sense of well-being.
  • BREATHE: Use of slow deep breathing as an effective tool for accessing the parasympathetic nervous system to help manage pain and/or stress levels, reduces blood pressure, calm nerves, elicit a relaxation response, increase vitality, and energy levels, and create space and opening physically, emotionally, cognitively and spiritually to restore a sense of equanimity.
  • STRETCH: A Practice of Stretching: On a physical level — to increase range-of-motion, to release tension, optimize performance, enhance rehabilitation, and restore a sense of balance to the body. On the emotional, cognitive, and spiritual levels — to cultivate the ability to hold multiple perspectives through reflection and inquiry.

Principles in Practice

Develop competency diagnosing and observing self and others using the following principles in practice:
  • Recognize preconditions, predispositions, limitations, restrictions, unhealthy habits of interaction, and default patterns of reactivity — and cultivate greater awareness of how declared stances, undeclared stances, shoulds, and lists of laws as to asymmetrical interactions and dynamics sequencing can destabilize and exacerbate a condition.
  • Release tension, mobilize restrictions, and increase range of physical, emotional, cognitive, and spiritual responses using tools and techniques such as PBS (Presence, Breath, and Stretch), H-S-L (Heard-Seen-Loved), and the Depth Model (True-Truer-Truest).
  • Scan, activate and release, and stabilize your body, emotions, and thoughts using a well-organized practice, and establish good value system alignment to create an authentic safe and stable positions as a foundation for all symmetrical and asymmetrical stances and greater efficiency of movement; and better postural alignment, increased proprioception, and balance.
  • Develop healthy learning patterns of reflection to identify, analyze, and reframe “shoulds”, lists of laws, and the causal underlying undeclared stances to stabilize your authentic presence, reduce the risk of individual and organizational trauma, enhance individual and organizational rehabilitation, and promote individual and organizational recovery.
  • Understand Isolation<=>Differentiation<=>Differentiated Attunement<=>Attunement<=>Enmeshment Scale:
    1. To sustain optimal arousal, every stance and supporting mental models must be optimally aligned with your authentic presence and your core value system.
    2. To sustain optimal arousal, every stance or sequence of stances must be in a well-organized position, and optimally aligned and stabilized in equanimity within the Differentiation-Attunement scale.
    3. For every Asymmetrical Reaction on the Differentiation-Attunement scale, there must be a Symmetrical Recovery Reframe that leads to optimal arousal.
    4. For every Asymmetrical Sequence of Reactions on the Differentiation-Attunement scale, there must be a Symmetrical Recovery Sequence of Reframes that leads to optimal arousal.
  • Maintain a physical, emotional, cognitive, and spiritual fitness conditioning regimen to:
    • Train-out Dysfunctional Mental Models and Behaviors
    • Stabilize Core Value System and Develop and Functional Mental Models and Behaviors
    • Strengthen Authentic Presence
    • Reduce the Risk of Injury and Trauma
    • Enhance Rehabilitation and Recovery
    • Optimize Performance
    • Increase Safety, Resiliency and Sustainability


CURRENT OFFERINGS


Descriptions — Services | Private Sessions | Programs | Classes & Workshops | Initiatives


Please click on the SCHEDULE tab to view our Schedule.

Staffing Services

The Sunyata Group offers staffing services that provide leadership and management practitioners that have been trained in Psychology of Leadership emotional-social-cultural-cognitive-organizational (ESCCO) competencies. We maintain a talent pool of vetted practitioners that are available to provide leadership, mentoring, consultation, coaching, facilitation, training, and performance optimization (quality/process) services — some of whom are available for full-time employment within organizations. Our staffing services support multiple sectors, including: high-tech, healthcare, wellness, research, manufacturing, aerospace and defense, government, education, and non-profit.

Business Management & Infrastructure Optimization
Provide leadership and optimization management support to:
  • Executive Leadership Support to Programs
  • Process Definition & Re-engineering Programs
  • Information Technology Initiatives & Programs
  • Logistics & Transportation Programs
Management | Integration | Operations
Provide leadership and optimization support in the following areas:
  • Strategy — Findings, Policy, Practice, Systems, Delivery
  • Enterprise Architecture
  • Enterprise Management | Integration | Transformation
  • Portfolio Management
  • Capital Planning & Integration
  • e-Business / e-Government Strategy
  • Program Management
  • Operations Management & Optimization

Private Sessions

Leadership Development
Psychology of leadership-based one-on-one personal mentoring, consultation, coaching, and training sessions are customized to meet individual ability, needs, and conditions, and to optimize personal lifestyle practices.

Sports & Fitness Development
Psychology of leadership-based sports and fitness-related services are provided using the Diagnostic Systems Coaching (DSC) approach: one-on-one personal mentoring, consultation, coaching, and training sessions. DSC is a holistic approach focused on teaching diagnostic mastery of technique and strategy. Mark R. Jones developed it from careful analysis of the coaching and playing styles of his friends and colleagues Wendy Carter (USAB Level-‐4 Coach | USAB Region 4 Head Coach | USAB High-‐Performance Coach | SBC Coach | Certified Personal Trainer), Xu Huaiwen (Olympian | European Champion | BEC Staff Coach), Raju Rai (Olympian | US National Champion | Past USAB Board | GGBC Head Coach), and Paz Ben‐Sira (Israel National Champion | BBC Coach). DSC integrates mastery across multiple sports and fitness training.

Off-Site Intensive Workshop Retreats
These 36-hour intensive retreats are designed for individuals and small groups that are experiencing increased levels of stress due to major transitions, or personal, professional, and organizational crises and trauma. These intensive retreats focus on compassion and wellness based practices designed to increase individual and collective resiliency through the development and/or refinement of leadership competencies (ESCCO). They offer strategies for navigating and adapting in times of change, and provide insights, stress management tools, and self-care practices to maximize well-being, increase effectiveness, efficiency, and productivity. The retreats are customized for the needs of the individual or group and provide the opportunity to step away from the stress of daily life, enhance self-care, restore a sense of well-being and equanimity, and reestablish a sense of connection in beautiful surroundings.

Programs

Master of Arts in Organization Systems — LIOS Leadership & Organization Development Program (LOD) in the School of Organizational Leadership and Transformation (SOLT) of Saybrook University
The LOD Program is a Masters level graduate school program that trains leadership and management practitioners in leadership competencies. These competencies are developed in experiential practice sessions and applied to career "customization” projects so that LOD students can focus on integrating the types of experiences that they most want to create in their work environments. The objective of the program is to the students to be more competent in leadership (formal | informal) and consulting (coaching | facilitation | training | execution) organizations and leaders through situations of organization start-up and transition, organization trauma, and performance optimization (process | quality). It prepares them to better serve in professional leadership and consulting assignments within and with organizations that recognize the use benefits of using “soft skills” (leadership competencies) to address “hard problems” (strategic | operational | technical). The LOD program is designed to attract and serve people that are: psychology-oriented practitioners that want to learn about and practice emotional-social-cultural-cognitive-organizational competencies; new and experienced leadership practitioners that are interested in leadership and management that want to learn and practice behaviorally-specific observable leadership competencies; leaders and managers that are “burned-out” with organizational life and organizations trauma and still want to be of service to groups, teams, organizations, and communities; Non-profit (NGO | Government) organization leaders that want to sustainably improve the health and productiveness of their organizations; corporate organization leaders that want to improve customer and employee engagement, and increase system health, creativity, innovation, and productivity; HR people that are wanting to learn about, research, assess, and/or practice leadership competencies; and Marketing and Communications people that are wanting to learn about, research, assess, and/or practice emotional-social-cultural-cognitive-organizational competencies.

The LOD Program is a twenty-one month leadership competencies development program leading to a M.A. in Organization Systems — LIOS Leadership & Organization Development. There are fourteen residential conferences (RC) that occur during the course of the twenty-one months. The curriculum uses a “Flipped-Classroom” design and delivery where study groups, project teams, reflection teams, content lectures, and reading and homework assignments occur between RCs using distance learning, online learning, and some face-to-face delivery modalities. The “arc” of the development progression of behaviorally-specific leadership competencies is from Intrapersonal (Self) => Interpersonal (Other) => Group (Others) => Team (Interdependent Others) => Organization Systems (Collective Groups & Teams) + Seeing and applying systems. The First Year of the program focuses on personal development, group dynamics, and systems thinking: Intrapersonal (Self) => Interpersonal (Other) => Group (Others) + Seeing Systems. The Second Year of the program focuses on high-performance teams and organization dynamics: Team (Interdependent Others) => Organization Systems (Collective Groups & Teams) + Applying Systems. The Second Year curriculum design develops and/or refines executive-level leadership competencies so that LOD students understand how to: achieve higher levels of innovation and productivity by driving sustainable team and leadership behaviors; build customer and employee trust and engagement through deep listening; generate deeper actionable and contextual insights about customers and employees; cultivate high-trust leadership teams that practice and establish organizational norms that increase collaboration across the C-suite, throughout the organization, and with external partners; and create actionable data/information rich organization environments and systems that are insight-driven.

Classes & Workshops

Psychology of leadership-based classes and workshops are available by request supporting five themes: authentic presence, multiple intelligences, multiple perspectives, compassion training, and mastery.

Authentic Presence

The "Authentic Presence" skills trainings develop the capacity to define and live your life purpose in every interaction, in every context — intra-personal, interpersonal, community, and organizational. The "Authentic Presence" model asks the question sequence: "What is your life purpose, why are you still on the planet, and what is the legacy that you want to leave in every interaction? The practice of "Authentic Presence" is a continuous and evolving individual and collective learning process involving the discovery and development of multiple intelligences, challenging of unchallenged assumptions, the development of the capacity to embody multiple perspectives and experiences, and the refinement of living in highest purpose as legacy practice (Jones, 2008). It transforms “Irrelevance to Relevance” and landing the understanding that, “I, you and we are valued.”

The development of "Authentic Presence" skills requires: practicing differentiated attunement; reflecting on values and ideals, assumptions, views, intentions, communications, emotions, behaviors, and impacts; recognizing, inquiring into, and rectifying the "gap" between intentions and impacts; tracking verbal and non-verbal communications signals; and using H-S-L skills and skillful means to address intra-personal, interpersonal, community, and organizational dynamics (Jones, 2008). The "Authentic Presence" model is operationalized in six steps as: (1) experiencing; (2) noticing the experience (mindfulness); (3) reflecting on the experience (insight); (4) integrating the experience of the experience (wisdom); (5) being aware in the experience (awareness); and (6) acting from that awareness in the moment (presence).

Multiple Intelligences
The Multiple Intelligences trainings provide a framework for education in the cultivation of: "First-Order" Intelligences (Primary), "Second-Order" Intelligences (Integrative), and "Third-Order" Intelligences (Transcendent). They provide insights, tools and techniques for the effective development of "First-Order" through "Third-Order" Intelligences using the "H-S-L" Diagnostic Model for Self (Intrapersonal), Other (Interpersonal), the Collective (Organizational), and Ecosystems (Local | Global). These trainings use multiple modalities (music, dance, visual art, spoken word, . . . ) as platforms for developing and/or refining multiple intelligences.

Multiple Perspectives
The Multiple Perspectives trainings cultivate the individual and collective capacity to hold multiple perspectives and perceptions. This capacity is essential for addressing conflict, since from an evolution of consciousness perspective, conflict is an indicator that a “gap” has emerged between our perceptions of how we want to be regarded and treated (by our selves and others) versus our perceptions of how we are experiencing being regarded and treated (by our selves and others). It manifests as our choice and reaction to pursue discord — as a response to feeling that our need to be heard, seen, and loved has been thwarted. And the consequences can be significant — possibly resulting in the loss of life, liberty, or the pursuit of happiness. The ability to hold multiple perspectives and perceptions allows us to consciously choose peace over discord.

Compassion ("Peace") Training
The “Practice of Peace” compassion training offers a practical response to the world in terms of reducing suffering and despair. Such a “Practice” has already been described by His Holiness the 14th Dalai Lama. He said that to “teach Peace” one needs to develop sympathy empathy and compassion. These workshops are based on the wisdom of the Dalai Lama that holds that: “All people want and need to be Heard, Seen and Loved” (“H-S-L”). When the “H-S-L” need is thwarted — mischief occurs, and we experience suffering (anxiety, discontent, …) as signaled by fear and reacted to as forms of anger. The objective of these workshops is to provide participants with tools and hands-on experience to — Identify and explore the fundamental causes of conflict (intrapersonal and interpersonal); and the effective ways to address the causes, manifestation, and the results of conflict. The Compassion (Peace) Training Workshops focus on the cultivating multiple intelligences; challenging unchallenged assumptions; developing the capacity to hold multiple perspectives and experiences; and discerning and living from ones highest purpose as a legacy practice.

Mastery (Individual | Collective)
The focus of these programs and services is “mastery” on the individual and collective level. The cultivation of “mastery” takes approximately 10,000 hours of specific focus on — the acquisition of relevant knowledge, practice of correct technique with specific targets, application (drills) in real life situations, instant feedback and reinforcement of all of the above, and integration and performance of all of the above as wise efficient and effective action. One of the milestones in the development of ‘mastery”, is the ability to apply multiple intelligences to create from the frame works of the domains you are attempting to master. Achieving that milestone is what these programs and services strive for. These trainings use multiple modalities (music, dance, art, literature, sports/athletics, . . . ) as platforms for developing mastery.


CATALOG OFFERINGS

Our Integral Leadership Programs are compassion based, with the focus being on the “H-S-L” (Heard | Seen | Loved) Practice of Compassion. The “H-S-L” Practice of Compassion addresses the domains of Self, Other, the Collective, and Ecosystems. It is a life legacy practice that provides a diagnostic and response approach for developing sympathy, empathy, and compassion. It is a foundational process for cultivating Social-Emotional-Cultural intelligences and skills. All of our Integral Leadership programs and services focus on the cultivation and application of: Mindfulness, Insight ("Wisdom”), Compassion (“Presence”), and Skillful Means. This places attention squarely on intentionally manifesting conditioning experiences that stimulate activation of multiple intelligences and perspectives in ways that cultivate wisdom, compassion, and skillful means — and invite engagement in experiments that increase Emotional-Social-Cultural-Cognitive-Organizational (ESCCO) intelligences and skills in everyday life.

The following Workshops and Programs are available by request.

Workshops

The “Hizzle” (H-S-L) Practice of Compassion Workshop
This workshop increase the capacity for compassion through a practice called “Hizzle” (H-S-L) — being able to be fully “Present” to Hearing, Seeing, and unconditionally Loving ourselves, each other, our organizations, communities and our ecosystems. H-S-L training is the antidote to fear, rage, despair, isolation, irrelevance, and extinction. It provides insights, tools and practices and the support needed to shift attitudes, behaviors, and habits that may result in unhealthy and dysfunctional relationships. It cultivates the ability to live into a cycle of Sympathetic => Empathetic => Compassionate Listening and Generative Responses for maintaining effective lifelong healthy relationships.

Healthy Relationships for Young Women — Cultivating ESCCO Skills through the “Hizzle” (H-S-L) Practice of Compassion
This workshop is designed to provide young women insights, tools and coping strategies for identifying and dealing with relational aggression (RA) or female bullying. It provides the support needed to shift attitudes and behaviors that may have a damaging impact — to those that cultivate a greater sense of self-assuredness and healthy peer relationships. The focus is on the development of clarity, courage, confidence, character and compassion. It cultivates social-emotional-cultural intelligences through the “Hizzle” (H-S-L) Practice of Compassion so that young women can become more effective in their relationships with themselves, each other, our organizations, communities and our ecosystems.

Leadership and Teamwork — Developing ESCCO Skills through the “Hizzle” (H-S-L) Practice of Compassion
This workshop is designed to help young women and girls develop leadership and teamwork through the development of courage, confidence, character, and compassionate relationships. This involves role-playing, social skills practice, and methods for developing bonds between the young women and girls. It teaches social-emotional-cultural skills through the “Hizzle” (H-S-L) Practice of Compassion so that young women and girls can become more effective in their relationships with themselves, each other, and their development of leadership and practice of teamwork.

Bridging the Gaps Workshop — H-S-L Exploration of Intrapersonal and Interpersonal “Conflict”
In these times of tremendous peril on our planet — where people spend so little time outside of their social identity, and where communities are fragmented by the polarization of young and old, rich and poor, black and white, conservative and progressive, vegans and carnivores, etc. — it is essential that we connect, work together, and build communities that serves everyone. To that end, we are wise to explore available methodologies that “bridge the gaps” (of conflict) — both within us as individuals (“Self”) and between us as collectives (“Other”). The objective of this workshop is to provide the participants with tools and hands-on experience to identify and explore the fundamental causes of conflict (intrapersonal and interpersonal); and the effective ways to address the causes, manifestation, and the results of conflict.

Community “H-S-L Capacity-Building”
The Community "Capacity-Building" Programs & Services focus on the importance the following roles play in community capacity-building in applying the insight that “Community is greater than individual will-power”: Social Connectors | Opinion Leaders | Decision Makers | Policy Formulators. These roles play a critical part in discerning and addressing the implications for optimizing community capacity-building strategies:
  • Cultural Implications — Values, beliefs, norms, communications, and behaviors that reflect a focus on individual (personal) and collective (community) responsibility for lifestyle choices and optimization of all community resources.
  • Social Implications — All participants have shared democratic responsibility for operating the community resource system — at all levels of scale.
  • Economic Implications — Emphasis on democratic communities of choice that optimize individual and collective resources; manage the community resources; and take on the community financial burdens from individuals, employers, and the Government while shifting the responsibility for resource optimization to individual community members.
Strategies for Leadership and Longevity through Sports Mastery — SASS (Strength, Agility, Speed and Stamina)
Provides athletes with an understanding of the science of training and the necessary experience they to need to develop mastery in a particular sport for optimal performance. It also provides insights, tools, practices important for the development of mastery of the body and mind in any age bracket from a whole-person perspective. A whole-person approach includes an understanding of predispositions and limitations, and mastery of one’s physical (anatomy, physiology, biomechanics), emotional and cognitive (psychology), and spiritual capabilities to perform optimally and remain injury-free. This program is targeted towards experienced individual and team sport players. Participants should be at an intermediate to advanced level in their particular sport.

Musical Conversations | Masterful Conversations Workshops
The capacity to heal ourselves, our relationships, and the world is one of the most profound human qualities. It is through a practice called “H-S-L” — of being able to Hear, See, and unconditionally Love (be fully “Present” to) ourselves, each other, and our ecosystems — that we increase our capacity for compassion, creativity, leadership, and peace. This is the antidote to rage, despair, irrelevance, and extinction. The “Musical Conversations” or “Masterful Conversations” workshops are a new and powerful way of cultivating these capacities.

“Masterful Conversations” are conversations that cultivate multiple intelligences and multiple perspectives to transform consciousness through mastery of leadership (knowledge, collective action, wisdom, compassion and skillful means, and “Presence” as “awareness of awareness”) and artistry (music, spoken word, writing, dance, drawing, painting, sculpting, weaving, crafts, . . .). “Masterful Conversations” are dialogic interactions that occur between “conversationalists” in both improvisational (extemporaneous, “in-the-moment”) and compositional (designed and/or rehearsed) expressive and/or performance modalities. They are based on the “conversationalists” engaging in sharing, collaboration, and collective action with each other (including the “audience”) — for creating shared meaning from both spontaneous and planned thoughtful dialogue on a specific “topic”. It is anticipated that the “topic” will mean different things for different people, and that shared meaning will emerge. “Conversationalists” are asked to contemplate, interpret, and share their creative expressions of what the topic means to them, and how they are arriving at personal and shared meaning. “Masterful Conversations” always provide a present moment cultivation of individual and collective leadership. And they always provide gracious space for both spontaneous and delayed (after-the-fact) inspiration, incubation, production, and presentation of artistic expression. Audience participation in many forms is part of the process.

Design “Charrette” Workshops
These programs and services provide individuals, organizations, and communities the opportunity to do leadership work that leads from sharing, to collaboration, to collective action. A design charrette consists of an intense period of design activity using collaborative sessions in which various stakeholders and experts are brought together to draft realistic and achievable design solutions to a problem. The charrette strategy is to focus on both the big picture and the details of a project to produce collaborative agreement on specific goals, strategies, and project priorities. Charrettes establish trust, build consensus, and help to obtain project approval more quickly by allowing participants to be a part of the decision-making process. They serve as a way of quickly generating a design solution while integrating the aptitudes and interests of a diverse group of people. Charrettes usually occur as multiple sessions in which the group divides into and works as sub-groups, with each sub-group presenting its findings to the whole group as material for future dialogue. A successful charrette increases the leadership capacity of the whole group, promotes joint ownership of solutions and attempts to defuse confrontational attitudes between stakeholders.

Initiatives

Solidarity Beloved Communities Initiative
Solidarity Beloved Community Initiative (SBCI) provides a venue for community, environmentalists, social justice activists, wellness practitioners, economists, government, business, and the arts — to "workshop" their projects for implementing the “Green Economy” (“Net-Provider” Strategy).

The SBCI vision is community-centered, compassion-based, wise collective leadership and action — focused on the centrality of “Beloved Community” for creating social, economic, environmental, and spiritual wellbeing. The goals of SBCI are to manifest “Beloved Community” by cultivating efficient and effective relationships through shared purpose (highest aspiration), natural selection (fit-to-environment), self-organization (generative patterns), and affinity of Consciousness (awareness | volition | learning | practice | depth) — focused on creating social, economic, environmental, and spiritual wellbeing. The SBCI operational process is: "Starting from within, working in a circle in a sacred manner, we develop and heal ourselves, our relationships and the world.” The SBCI personal and organizational practice is to commit ourselves to the practice of Hearing, Seeing, and unconditionally Loving (H-S-L) ourselves, each other, and our ecosystems in – every encounter and every relationship. In being individually and collectively accountable for H-S-L and the promises and commitments we make – We ask: Is this action helpful (manifests well-being), compassionate (manifests unconditional love) and transparent (manifests trust), or is it simply an inappropriate exercise of power and/or unexamined assumptions?”

The SBCI works to manifests the “Green Economy” through implementing “Net-Provider” projects. Our survival depends on our commitment and ability to individually and collectively implement values, lifestyles, practices, processes, policies, and technology that transform how we think and live from a — “Consumer” paradigm, to an economic and ecological “Net Provider” of water, food, energy, infrastructure, wellness, information, and compassionate human relationships. Being a “Net Provider” is about implementing a whole-person, whole-system approach to lifestyle changes and sustainable practices. The purpose of all SBCI Net-Provider projects is to architect and collaboratively implement sustainable and scalable “Net Provider” demonstration implementations. These projects are intended to transform individual and collective “Consciousness”, values, lifestyles, practices, processes, policies, and technology. The goal is to move from a “Consumer” paradigm to an economic “Net Provider” of water, food, energy, infrastructure, wellness, information, human services, and compassionate human relationships. The goal of the SBCI Net-Provider “Strategy” is to implement sustainable “Net-Provider” practices and systems: that are ecologically-sound and economically viable; which provide for their own needs; do not exploit or pollute; develop the capacity and experience for humans to hear, see, and love themselves, each other, and the Earth; and are therefore sustainable and generative in the long term. The strategy is to work from personal (residence, workspace) to collective (commons, neighborhood, workplace, . . .) to implement “Net-Provider” practices and technology around water (i.e., surface water reclamation), food (i.e., gardens and CSA), energy (i.e., renewable and energy reclamation), infrastructure (whole-lifecycle optimization of — technology design | reuse | recycle; life-long education; leadership; facilities; transportation; integrated logistics, local distribution, . . . ), wellness (health resource optimization), information (data, knowledge, wisdom), human services (basic needs), and compassionate human relationships.

SBCI asks: What becomes possible, or can be done more efficiently and effectively together — than can be accomplished separately? What are the demonstration projects — important issues and solutions — where there is readiness and benefit from the collective support of our organizations and communities?

The success criteria for SBCI are: to perform compassionate action — not just have compassionate feelings or engage in compassionate talk — where success can be measured by the effectiveness of lives positively changed, communities sustainably transformed, reconciliation accomplished, peace manifested, and justice realized.

Green Economy Optimization Services (GEOS) Initiative
The purpose of this initiative is to architect and collaboratively implement a social movement that transforms individual and collective "Consciousness", lifestyles, practices, processes, policies, and technology — from a "Consumer" orientation to an economic "Net Provider" of food, energy, water, and wellness. Use this approach to optimize the efficient and effective addressing of extinction-level and/or critical issues — with a community-centered focus, and with compassion as the “business practice.” The focus of the initiative is on the discovery and/or development and implementation of commercial and non-profit business models and opportunities to create a Green Economy as a human ecology that satisfies our economic, social justice, environmental, and spiritual aspirations.

The goal of GEOS is to develop and deliver Green Economy-oriented programs:
  • "H-S-L” Programs on Ecosystem Appreciation
  • Multiple Intelligences Development Programs about the Ecosystems
  • Green Economy Leadership Workshops Program
  • Green Economy Leadership Consulting Program
  • Green Economy Leadership Support Program (Coaching & Mentoring)
GEOS also provides Green Economy-oriented services:
  • Executive Leadership Support to "Green" Programs and Projects
  • Process Definition & Improvement on "Green" Programs and Projects
  • Information Technology for "Green" Initiatives & Programs
  • "Green" Logistics & Transportation Strategies
  • Strategic Planning (Conversion | Initiation | Supply Chain)
  • Strategic Planning for starting Green Economy businesses
  • Strategic Planning for converting existing businesses to Green Economy businesses
  • Strategic Planning for establishing Green Economy supply chains
  • Green Economy Business Ecologies — Whole Systems Design
  • Green Economy Whole Systems Design — Public Policy
  • Green Economy Informatics — Whole Systems Design
  • Green Economy Infrastructure Integration — Indigenous Peoples Wisdom & Practices
  • "Green" Research and Technology Support
  • "Green" Adaptation Support
  • Basic Energy & Storage Research
  • Renewable Energy
  • Renewable Energy Storage
  • Zero and "Low-Carbon" Generation
  • Coal Carbon Capture
  • Advanced Vehicles
  • Cellulosic Biomass
  • Green Economy Assistance, Training, and Adaptation
  • Carbon Generation Auction Processes
Leadership Communities Initiative
The purpose of this initiative is to implement and/or support leadership communities that practice psychology of leadership ESCCO competencies and use sustainable "business models” such as the Triple Bottom Line as the foundation for Community operations. The establishment of successful "integral leadership communities" is measured and defined as: psychology of leadership practitioners who manifest shared intention, focus, communication, and action — while taking responsibility for the quality of their individual and collective experience together; individuals — acting as a collective — accrue resources (knowledge, money, influence, . . . ) and take responsibility for the ongoing financial, political, and spiritual health and life force of the collective (The Community). The Community and individual community members take responsibility for their individual and collective views, intentions, focus (attention), communications, behaviors, and impacts. The Community and individual community members manifest sustainable relationships internally and externally with other individuals and collectives, and take responsibility for the caring, nurturing and well being of each other.


Integral Leadership Group (ILG)

Integral Wellness Services (IWS)

Beloved Community

Article Topics

  1. Integral Leadership
  2. Integral Wellness

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