Holistic Leadership Model ( Valrie Saintot, 2007) Leadership is the ability to reveal the direction to be aimed for and

d bring others along in a non-violent way. It takes awareness of the freedom of choice and self-responsibility we have when we aim at satisfying our needs. We call an approach 'holistic' if it takes into account all the perspectives that our present state of development allows us to consider and aim at supporting the wholeness of life on Earth. The four domains of the Holistic Leadership Model The four domains of excellence encompass knowledge, insights, values and change. Each dimension of the model has its own tools and methods. When leading holistically, we exercise our responsibilities in a given context taking into account the various dimensions that impact the outcome of our choices. It is about giving our actions a mind, a heart and a pair of hands to turn our visions and dreams into sustainable results. Knowledge Knowledge is to be understood as the ability to use the position of the observer to analyse a situation, building on expert input to verify the findings and transfer to others the learning. Insights Insights are to be understood as the ability to use the result of a process where an additional perspective has been gained during a particular experience. It is an individual or collective experience. To gain insights, it takes awareness of the experience one is going through and to make sense of this experience, it takes presence and connection to what we remember, know, feel and project. Values In the present context, when we speak of values, we refer to the fundamental principles and beliefs that guide a communitydriven process. These are the central concepts that define how community members aspire to interact. The values provide a basis for action and communicate expectations for community participation. Change Change is to be understood as what comes out of almost any human interactions. It is not necessarily something planned or wanted but it gains all its power and meaning if it is managed and shaped by setting targets for our actions. Change can then become a conscious transformation process. Holistic Leadership Model ( Valrie Saintot, 2007) Leadership is the ability to reveal the direction to be aimed for and bring others along in a non-violent way. It takes awareness of the freedom of choice and self-responsibility we have when we aim at satisfying our needs. We call an approach 'holistic' if it takes into account all the perspectives that our present state of development allows us to consider and aim at supporting the wholeness of life on Earth. The four domains of the Holistic Leadership Model The four domains of excellence encompass knowledge, insights, values and change. Each dimension of the model has its own tools and methods. When leading holistically, we exercise our responsibilities in a given context taking into account the various dimensions that impact the outcome of our choices. It is about giving our actions a mind, a heart and a pair of hands to turn our visions and dreams into sustainable results. Knowledge Knowledge is to be understood as the ability to use the position of the observer to analyse a situation, building on expert input to verify the findings and transfer to others the learning. Insights Insights are to be understood as the ability to use the result of a process where an additional perspective has been gained during a particular experience. It is an individual or collective experience. To gain insights, it takes awareness of the experience one is going through and to make sense of this experience, it takes presence and connection to what we remember, know, feel and project. Values In the present context, when we speak of values, we refer to the fundamental principles and beliefs that guide a communitydriven process. These are the central concepts that define how community members aspire to interact. The values provide a basis for action and communicate expectations for community participation. Change Change is to be understood as what comes out of almost any human interactions. It is not necessarily something planned or

wanted but it gains all its power and meaning if it is managed and shaped by setting targets for our actions. Change can then become a conscious transformation process.

'Personal mastery is not something you posses. It is a process. It is a lifelong discipline. People with a high level of personal mastery are acutely aware of their ignorance, their incompetence, their growth areas. And they are deeply self-confident. Paradoxical? Only for those who do not see that the journey is the reward'
Peter Senge

Mastery levels, Valrie Saintot, 2009 Three forms of mastery To date, we could out of our own experience discern three forms of mastery. A mastery form is the expression of a set of knowledge, competencies and real life experience accumulated by sedimentation and in a dynamic of continuous learning process. There is no such thing as ultimate mastery. Mastery needs to be practiced to exist, be alive and develop. Each form of mastery is meant to addressed different types of life situations and challenges. It is composed of elements stemming from the physical, emotional, mental and spiritual levels of a being. There is a strong correlation between the level of needs a person is catering for and the level of mastery that can be practiced in the given circumstances. Mastery and needs are conditioned by the values we can be lived up to in a given context. The next higher level transcends and includes the previous one. We believe that it is necessary to reach a certain level of mastery before being able to operate at the next level. It implies both a horizontal development, honing fully a particular level before a vertical move can happen. The vertical move can be incremental or a quantum leap depending on the life situation provoking the up ward move. Personal mastery 'Make of your life a pilot project'

Personal mastery is a lifelong adventure useful to embrace to build a set of technical, behavioural and ethical competencies. The motto we associate with personal mastery is Make of your life a pilot project. As project manager one takes responsibility to define the project scope, identify the resources, manage the stakeholders, monitor the magic triangle quality, time, costs, measure benefits, manage change, communicate strategically and ensure feedback loop including lessons learned. We believe that the same is needed at the level of ones own life. The clearer one's own obje ctives are, the higher the chances are that life is a rewarding journey. The notion of pilot project brings the dimension of daring to experiment, to cultivate a curious mind and if successful to model the success and roll it out to other similar area or targets. Collective mastery 'Build active communities of practice'

Collective mastery takes its importance when two people or more come together physically or virtually. At this level, a quest for connecting with others, often like minded, is a typical activity. People practicing collective mastery think systemically, tap into several forms of intelligence, are able to facilitate discussions to enhance communication and enrich their daily life. Collective mastery is also focusing on addressing matters beyond the sphere of personal

needs and interests. It cares for the challenges faced by a community of interests, professional associations, alumni networks or groups organised around a particular industry are examples of the search for collective mastery. Holistic mastery 'Contribute to solve human challenges'

Holistic mastery is practiced when several communities come together and strive to address global issues on Earth and beyond. It requires an extensive use of the power of intention, expanded facilitation skills, subordination of community based interest to serve higher interests. Sometimes objectives are set to be achieved in a relatively distant future with little immediate measurable outcome. People practicing holistic mastery generally feel in their own body and mind that they can be the change they want to see in the world. It is a leap of faith in the future of humanity and its own resilience capacity.

Multiple Intelligences Howard Gardner, 1994 9 forms of intelligence -

Bodily Musical Verbal Logical

/ / / /

Interpersonal Intrapersonal Kinesthetic Rhythmic Linguistic Mathematical Naturalist

- Existentialist

Visual

Spatial

Leadership During the 20th century, the evolution of leadership theories and models has ranged from 'great man' theory (leaders are born not made) to system theory (leaders are made not born). Since the mid-nineties, the many discoveries on the functioning of the brain have enabled a shift in the field of leadership. By deepening the understanding of the functioning of the brain as body organ and of the mind as operating system of the brain where thoughts, emotions and body perceptions are apprehended, we are shifting towards a new developmental stage in the field of leadership. Another fundamental element is the multi-disciplinary approach to studying human brain/mind and psychological behaviour. Today neurosciences exploration combined with new research in the field of human psychology are demonstrating that the fundamental motivation for human being is successful cooperation. The possibility to measure the various brain hormones shows that cooperation lays at the heart of a fulfilling life above any other motivators. The survival of the human species is based on this principle and can now be scientifically tracked in the way the brain functions. It is not the strongest from a physical perspective that survive, but the one best connected and best functioning in the social group. A constant throughout the theories of leadership is that it is a process of influencing others toward the achievement of a goal. From childhood on, anyone of us has been exercising some form of leadership. What changes over time is the context within which leadership is developed and adjusts itself to the changing environment. Leadership styles are mirrors of the times in which they occur. At present, mindful leadership is in a nutshell a stream that cares for the functioning of mind of the leaders and the others as a key to success in the achievement of the goals. Often times, we hear that humankind needs to tap into its potential. To do so we need to develop a sense of purpose, understand the type(s) of intelligence(s) that will be needed and actively nurture the(se) intelligence(s). This leads to an alignment between:

the goal; the knowledge needed; the cultivation and activation of this knowledge; and the story we tell to explain what we are doing and where we are heading to. In mindful leadership, another factor plays an essential role: our intention or sense of purpose: Purpose is that deepest dimension within us our central core or essence where we have a profound sense of who we are, where we come from, where we are going. Purpose is the quality we choose to shape our life around. Purpose is a source of energy and direction. Without a sense of purpose, leaders lack the motivation to follow through and achieve the goals. Talking of purpose, the purpose of mindful leadership is to contribute to the building of a culture where we collectively contribute to the cultivation of human intelligence. Dickman and Standford-Blair (Mindful Leadership, 2009) describe some practices that can support the cultivation of some of the characteristics of the nature of human intelligence as follows:

physiological (mind-body connection) nature of intelligence can be cultivated by ensuring brain fitness (sport, nutrition, drinking water, etc.) >>> support your physiology. social (virtue) nature of intelligence can be cultivated by facilitating meetings of people (minds), searching for common purpose, extend the mind reach by taking part in professional associations for instance >>> promote social relationships. emotional (judgement) nature of intelligence can be cultivated by easing the mind through the clarification of group norms, clear conflict resolution mechanisms, dialogue, etc.; >>> harness the power of emotions.

constructive nature of intelligence (pattern making) can be cultivated by mapping knowledge, coaching, observer position;

>>> expedite the construction of knowledge.

reflective nature of intelligence can be cultivated by thinking in structure, brainstorming, problem solving, decision-making, debate, analysis, projection;

>>>build a culture of reflection.

dispositional (attitudes) nature of intelligence can be cultivated by habits: collaboration, reflection, open-mindedness, questioning, persistence.

>>>cultivate productive attitudes.

In form of conclusion, we will quote a statement of Howard Gardner, author of Multiple Intelligences, 2004: Of all species on earth, we humans are the ones who specialise in voluntary mind change: we change the mind of others, we change our own minds. We have experienced ourselves that mindfulness practices can be instrumental to be a mindful leader by increasing the awareness of ones own mind, thoughts, emotions and physical perception. Gaining a personal understanding and experience of the f unctioning of the mind might be the result of regular practice of meditation and related mindfulness practices.

Whole Brain Literacy (WBL), is an alternative approach to integral learning/ teaching process advocated in the Philippines by Dr. Perla Rizalina M. Tayko and Perla S. Intia. [1] and [2]. "Learning to Read, Reading to Learn", is the Philippine-published reference book for this concept. The concept is wholly based on the BrainMap model, pioneered in the United States by Dudley Lynch, creater of The BrainMap(R) assessment inventory. In a recently published book entitled Whole Brain Literacy for Whole Brain Learning by Perla Rizalina M. Tayko, Ph.D. and Marina L. Reyes-Talmo, Ph.D., (2010) the concept and processes of whole brain literacy (WBL) is expanded, differentiated and deepened in its philosophy, perspective, paradigm, processes and application of these to the development of human potential. WBL has many dimensions and definitions. Initially it is defined as an approach or modality of instruction, a technique in asking questions for a dialogic interaction and/or a strategy for curriculum and development. As a perspective, WBL advances the new philosophy of education that draws out the potentials of every learner from the gift of thought and developing it from within or from "inside out" much more than from "outside in" or imposed framework of thinking through processes. The authors, Tayko and Talmo used the term "humanology" to distinguish WBL from other approaches if only to emphasize that the technology being taught to learners are the "human technology" latent in every human being the whole brain functioning which are based on Lynch's four-brain model, detailed in such books as "The BrainMap Workbook", "Strategy of the Dolphin", and "Your Dolphin High-Performance Business Brain". The four-brain processes as identified and exemplified below and as such WBL taps into these whole brain quadrants through "wending/iterating" as well as "connecting" or weaving as it were on a center core called "core purpose" Whole Brain Literacy (WBL) can be described as the circulation the human thinking system through brain quadrants described by Lynch in his BrainMap model: I-Control, I-Explore, I-Pursue, and I-Preserve. The circulation has no need to be in order. However, the key idea is to think through all four quadrants. Lynch described the core information-seeking questions for the quadrants as follows: I-Control: What I know now? I-Explore: What I want to try? I-Pursue: How to do it? I-Preserve: How do I feel?

Whole Brain Literacy is about that process that utilizes the generic and integral functions of our thinking in sorting out and generating information needed in decision-making. Whether one is engaged in planning, communicating, designing, navigating, managing and doing all kinds of activities in different aspects of life, the WBL would come handy to see you through.