Soloist	Systems Thinker’s Apprentice	Broad Thinker	Whole Systems      Thinker	Whole Systems                  Actor
		1	2	3	4	5
Understanding of Systems as the Context for Decision Making		Can identify one part of a system	Can identify specific parts of one system	Can identify specific parts of a system—with examples or illustrations—and recognizes the system itself as a whole;	Can identify simple and complex systems in every day life by recognizing  specific parts of these systems and describing their interdependence	Makes choices and decisions and takes action (s) that maximize the health of the whole system upon which the specific part (s) depend (s)
		OR	OR
The extent to which one sees both the whole system and its parts		Sees no connection between the parts of the system	Sees the parts of a system  and does not yet see that the causal relationships between the parts creates the system	Looks for and can identify interdependent relationships between and among parts of a system	Perceives patterns within the system that connect the parts of the system to one another and to other systems over time
as well as		OR
The extent to which an individual can place one’s self within the system		Lives life through a “zoom lens” without the benefit of the perspective of a “wide angle” lens			Recognizes that a highly functioning team or group that represents diverse perspectives can enable us to recognize interdependencies in systems	Creates and knows how to facilitate and participate in highly functioning teams or groups that represent diverse perspectives which enable us/them to recognize interdependencies in systems
Intergenerational Responsibility		Makes choices that are not related to a particular short or long term  gain (s)	Pays attention  to the short term personal gains of his/her choices and actions	Pays attention to the short term gains and effects of his/her choices and actions as well as the choices and actions of others	Pays attention to the short term and gives voice to the long term gains and effects of his/her choices and actions as well as the choices and actions of others
		OR	OR			Chooses, designs, plans,  makes decisions and acts in ways that will benefit the “7th generation”
The extent to which one takes responsibility for the effect (s) of her/his actions on future generations		Is unaware that he/she is making choices that can and will affect future generations	Is operating in the “here and now” without consideration of the effects of those actions on his/her future or on the future of others		Takes responsibility for the fact that the well being of future generations is largely dependent upon the choices and decisions he/she makes (as well as the choices and decisions of others) during his/her lifetime
Mindful of and Skillful with Implications and Consequences		Makes self-serving choices exclusively	Aware that he/she makes choices every day and is beginning to realize that  there is a connection  between choices, actions and their systemic implications/ consequences	Aware that he/she makes choices every day and considers implications/consequences of choices/actions he/she makes on the economic, ecological and social systems within which he/she lives	Aware that he/she makes choices  and  is capable of understanding  implications and consequences of choices he/she makes on the economic, ecological and social systems within which he/she lives	Makes choices by considering implications and consequences of those choices on the economic, ecological and social systems within which he/she lives
		OR
The extent to which one consciously makes choices and plans actions to achieve positive systemic impact		Makes choices  without taking into  consideration the consequences and implications of those choices on themselves or on others			Tracks existing  causal relationships [feedback loops] within the system and over time	Makes choices and plans actions with desired feedback loops and causal relationships in mind
						Reasonably predicts intended consequences, and reasonably predicts and prepares for unintended consequences
Protecting and Enhancing the Commons		Is concerned about private property and does not recognize that which is shared by all (the commons)	Can identify and  site examples of commons upon which they directly and indirectly  depend	Can identify the characteristics of the commons and site examples of commons upon which they directly and indirectly  depend		Treats the commons, by playing a “non-zero sum game”  (one player’s gain is interdependent with everyone’s gain—one player’s folly can lead to folly for all)
The extent to which one works to reconcile the conflicts between individual rights and the responsibilities of citizenship to tend  the commons					Engages some of the questions that need to be asked about the tenure, welfare and future of the commons	Engages regularly with  some of the questions that need to be asked about the tenure, welfare and future of the commons; has some ideas, solutions and/or thoughts about them and is generating some new questions of her/his own about them with which he/she is grappling
Protecting and Enhancing the Commons (continued)		Takes no responsibility for the effects of his/her choices/actions on the physical, social and biological commons	Takes for granted that someone is taking care of the physical, social and biological commons upon which we all depend	Takes responsibility   for the effects of his/her choices/actions on the physical, social and biological commons (common good)	Takes responsibility for his/her choices/actions and is accountable to systemic and  future consequences (on self, others and physical, social and biological commons) of choices he/she  makes today by making responsible choices and decisions and taking actions that reflect whole systems thinking	Takes responsibility for his/her choices/actions and is accountable to systemic and  future consequences (on self, others and physical, social and biological commons) of choices he/she  makes today by making responsible choices and decisions and taking actions that reflect whole systems thinking
Awareness of Driving Forces and Their Impact		Assumes that he/she is in control of his/her situation and that he/she is an independent actor in the world	Is beginning to sense that he/she is connected to other people and other species through social, economic and ecological systems	Feels connected to the social, economic and ecological systems within which he/she lives	Feels connected to and is beginning to understand the social, economic and ecological systems within which he/she lives	Feels connected to and is constantly learning about the social, economic and ecological systems within which he/she lives
			OR	OR
The extent to which one recognizes and can act strategically and responsibly in the context of the driving forces that influence our lives			As yet has taken little interest  in identifying internal and external forces that have consequences and could influence the goals [outcomes] toward which he/she is working	Sees the relevance in, and has an interest in identifying internal and external forces that have consequences and could influence the goals [outcomes] toward which she/he is working	Sees the relevance in, and has begun to identify internal and external forces that have consequences and could influence the goals [outcomes] toward which she/he is working	Sees the relevance in, and regularly identifies internal and external forces that have consequences and could influence the goals [outcomes] toward which she/he is working and makes choices, takes decisions and  acts accordingly
Assumption of Strategic Responsibility		Tends to assign blame for the problems he/she recognizes	Is beginning to recognize that challenges and issues are connected to one another and to larger economic, social and ecological systems and that she/he plays a role in influencing change all the time	Is beginning to look for root causes “upstream” and structural/design flaws instead of  assigning  blame in an effort to meet challenges and solve problems in the context of a shared vision of a sustainable future	Automatically focuses on  root causes (“upstream”) and structural /design flaws instead of  assigning  blame in an effort to meet challenges and solve problems in the context of a shared vision of a sustainable future	Makes strategic choices and  decisions and takes strategic actions that reflect structural, whole system designs (win win win…) in the context of a shared vision of a sustainable future
		OR
The extent to which one assumes  responsibility for  one’s self  and others by designing, planning and acting with whole systems in mind		Assumes that there is nothing he/she can do to change things			Can identify leverage points by determining which leverage points have the greatest impact and which have the least so that he/she can identify where to intervene in the system (s) for the best possible impact on the system (s) consistent with  the stated goal (s)	Works strategically on leverage points in the system he/she is influencing in order to achieve the best possible impact on the system (s) consistent with the stated goal (s) and matches one or more leverage points with his/her own skills, sphere of influence and passion by taking an action (series of actions) which play (s) a significant role  in strategically leveraging change in and/or to the system
Paradigm Shifter		Resigned to the way things are	Beginning to define and identify mental models and paradigms and is willing to question assumptions	Recognizes/identifies mental models and paradigms and is beginning to question assumptions	Recognizes/identifies mental models and paradigms and constantly identifies and questions assumptions; explores the “automatic response” nature of our assumptions	Able to evolve/alter/improve mental models and paradigms when proven necessary
		OR
The extent to which one recognizes mental models and paradigms as guiding constructs that change over time with new knowledge and applied insight		Accepts that things are the way they are because that is the way they have always been		Considers how mental models and paradigms create our futures	Recognizes/identifies how mental models and paradigms create our futures and is able to  readily see underlying systemic structures and key inter-relationships	Is skilled at communicating the value of the new mental model and paradigm
					Illustrates  the power of habits, paradigms and values in identifying problems, gathering data and making decisions	Demonstrates vigilant attention paid to our habitual patterns of thinking (mental models, paradigms, unquestioned assumptions, resignation, etc.)
						Able to hold the tension of paradox and controversy without trying to resolve it quickly