DEVELOPMENT MARKERS: CORE SET
The 58 Essential Competencies for steamHouse Curriculum
Version 2.0 | January 4, 2026 Status: FINAL "” Expanded from v1.0 (53 markers) with 5 additions based on compendium review
EXECUTIVE SUMMARY
What Are Development Markers?
Development Markers are observable competencies that indicate growth along steamHouse's developmental pathway. They represent what participants actually LEARN "” the specific capabilities the curriculum develops.
The Three Types
Type
Toolbox
Domain
Count
Stars
Gold (Heart)
Character qualities
15
Lenses
Red (Head)
Thinking frameworks
24
Keys
Green (Body)
Practical skills
19
TOTAL
"”
"”
58
What Changed in v2.0
Five new markers added based on January 2026 compendium review:
New Marker
Type
Stage
Rationale
S15: Window of Tolerance Awareness
Star
Agent-Habits
Foundational for regulation; trauma-informed
L23: Metacognitive Calibration
Lens
Artist-Tools
Distinct from Scout Mindset; measurable accuracy
L24: AI/Information Literacy
Lens
Artist-Tools
THE defining challenge of participants' context
K18: Co-Regulation Capacity
Key
Agent-Habits
Nervous system effects, not just communication
K19: Civic Action Capacity
Key
Hero-Ideals
Globe Team focus; collective action skills
Universal Progression Framework
All markers use four levels:
Level
Description
Indicator
Basic
Can define/explain the concept
Knowledge
Applying
Uses appropriately in structured contexts
Skill
Integrating
Applies spontaneously across contexts
Habit
Teaching
Can teach others and identify violations
Mastery
Stage Introduction
Stage
Ages
Markers Introduced
Agent-Habits
8-12
Foundation set (27)
Artist-Tools
12-16
Expanded set (30)
Hero-Ideals
16-20
Advanced set (1)
Whole-Real Human
20-24+
All at Teaching level
PART ONE: STARS (Gold Toolbox)
Character Qualities "” 15 Core Markers
Stars are character qualities, emotional capacities, and identity orientations that shape who you ARE as a person and author of your life. Stars are part of the Gold Star Ideals.
S1: Neuroplasticity Confidence
Source: Doidge, Dweck | Stage: Agent-Habits
Definition: Deep belief that the brain can change and grow through effort and practice.
Level
Description
Basic
Knows the brain can change
Applying
Uses neuroplasticity as motivation during challenges
Integrating
Genuine confidence in capacity to grow is default
Teaching
Helps others understand and believe in brain changeability
Gold Toolbox Questions:
"Can I get better at this with practice?"
"What would my brain need to build this capacity?"
S2: Growth Mindset
Source: Dweck | Stage: Agent-Habits
Definition: Belief that abilities can be developed through dedication and effort.
Level
Description
Basic
Can articulate fixed vs. growth mindset
Applying
Uses growth-oriented self-talk during challenges
Integrating
Genuine growth response is default
Teaching
Fosters growth mindset without platitudes
Gold Toolbox Questions:
"What can I learn from this?"
"What's my next step to improve?"
S3: Emotion Recognition (Self)
Source: Goleman, Brackett | Stage: Agent-Habits
Definition: Ability to accurately identify what one is feeling in the moment.
Level
Description
Basic
Can distinguish basic emotions
Applying
Uses nuanced emotion vocabulary
Integrating
Notices emotional shifts as they occur
Teaching
Helps others expand emotional vocabulary
Gold Toolbox Questions:
"What exactly am I feeling?"
"Where do I feel this in my body?"
S4: Emotion Recognition (Others)
Source: Ekman, Marsh | Stage: Agent-Habits
Definition: Ability to accurately read emotional states in others.
Level
Description
Basic
Can identify basic emotions in others
Applying
Reads subtle emotional cues
Integrating
Notices others' emotional states automatically
Teaching
Helps others develop emotional perception
Gold Toolbox Questions:
"What might they be feeling right now?"
"What cues am I picking up?"
S5: Emotion Regulation Repertoire
Source: David, Brackett | Stage: Agent-Habits
Definition: Having multiple strategies for managing emotional states and knowing when to use each.
Level
Description
Basic
Has one or two go-to strategies
Applying
Uses different strategies for different situations
Integrating
Matches regulation strategy to context automatically
Teaching
Helps others build their own toolkit
Gold Toolbox Questions:
"What strategy fits this situation?"
"Should I change the situation, my attention, or my interpretation?"
S6: Explanatory Style (Optimism)
Source: Seligman | Stage: Artist-Tools
Definition: Habitual way of explaining events that supports resilience "” seeing setbacks as temporary, specific, and external rather than permanent, pervasive, and personal.
Level
Description
Basic
Understands the three dimensions (permanence, pervasiveness, personalization)
Applying
Catches pessimistic explanations and reframes
Integrating
Optimistic explanatory style is default
Teaching
Helps others examine and shift their explanatory patterns
Gold Toolbox Questions:
"Am I making this permanent when it's temporary?"
"Am I making this about everything when it's about one thing?"
S7: Grit
Source: Duckworth | Stage: Artist-Tools
Definition: Combination of passion for long-term goals and perseverance through obstacles.
Level
Description
Basic
Understands four pillars (interest, practice, purpose, hope)
Applying
Maintains commitment through initial difficulty
Integrating
Sustains multi-year commitments despite setbacks
Teaching
Helps others develop grit without toxic positivity
Gold Toolbox Questions:
"Is this worth persisting through?"
"What would the grittier version of me do?"
S8: Purpose Clarity
Source: Frankl, Pink | Stage: Artist-Tools
Definition: Clear understanding of why one's life and work matter beyond personal gratification.
Level
Description
Basic
Can articulate a personal "why"
Applying
Connects daily activities to larger purpose
Integrating
Purpose guides major decisions automatically
Teaching
Helps others discover and clarify purpose
Gold Toolbox Questions:
"Why does this matter beyond me?"
"How does this connect to what I care about most?"
S9: Habit Loop Awareness
Source: Duhigg, Clear | Stage: Agent-Habits
Definition: Understanding cue-routine-reward structure and ability to identify it in own behaviors.
Level
Description
Basic
Can explain the habit loop
Applying
Identifies cues and rewards for own habits
Integrating
Notices habit patterns as they form
Teaching
Helps others map their habit loops
Gold Toolbox Questions:
"What's cueing this behavior?"
"What reward am I getting?"
S10: Attention Management
Source: Newport | Stage: Artist-Tools
Definition: Ability to direct and protect attention as a scarce resource.
Level
Description
Basic
Understands attention as valuable and limited
Applying
Uses specific strategies to protect focus
Integrating
Attention management is lifestyle design
Teaching
Helps others reclaim attention from distraction
Gold Toolbox Questions:
"What deserves my attention right now?"
"Am I choosing or being captured?"
S11: Genuine Curiosity
Source: Brooks | Stage: Agent-Habits
Definition: Authentic interest in understanding others and the world, not as performance but as orientation.
Level
Description
Basic
Understands curiosity as valuable
Applying
Asks genuine questions to understand
Integrating
Curiosity is natural response to people and situations
Teaching
Creates environments that foster curiosity
Gold Toolbox Questions:
"Am I genuinely interested or just being polite?"
"What would I love to understand about this?"
S12: Illuminator Orientation
Source: Brooks | Stage: Artist-Tools
Definition: Consistent choice to make others feel seen and understood rather than to be impressive.
Level
Description
Basic
Understands the illuminator/diminisher distinction
Applying
Actively works to illuminate others
Integrating
Illuminating others is natural mode
Teaching
Creates cultures of illumination
Gold Toolbox Questions:
"Did they feel more seen after talking with me?"
"Am I trying to be impressive or to illuminate?"
S13: Ubuntu Orientation
Source: Battle | Stage: Artist-Tools
Definition: Genuine recognition that one's humanity is bound up with others' "” "I am because we are."
Level
Description
Basic
Understands the concept intellectually
Applying
Acts from interdependence awareness
Integrating
Ubuntu is felt orientation to life
Teaching
Cultivates ubuntu in communities
Gold Toolbox Questions:
"How is my flourishing connected to others'?"
"Am I acting as if I'm separate?"
S14: Heart at Peace
Source: Arbinger | Stage: Agent-Habits
Definition: Stable disposition to see others as full human beings even in conflict.
Level
Description
Basic
Aspires to see others as people
Applying
Catches and corrects "heart at war"
Integrating
Heart at peace is default state
Teaching
Helps others transform their hearts
Gold Toolbox Questions:
"Am I seeing their humanity?"
"What might justify their behavior from their view?"
S15: Window of Tolerance Awareness ★ NEW
Source: van der Kolk, Porges, Siegel | Stage: Agent-Habits
Definition: Recognizing when you're in/out of your optimal arousal zone (hyperaroused, optimal, hypoaroused) and having strategies to return.
Level
Description
Basic
Understands the three zones; can identify where they are
Applying
Catches zone shifts as they happen; uses appropriate strategies
Integrating
Zone awareness is automatic; window has expanded through practice
Teaching
Helps others recognize their zones; creates conditions for others' regulation
Gold Toolbox Questions:
"Am I above, below, or within my window right now?"
"What got me here? What might help me return?"
Why This Marker:
Foundation for all emotion regulation (S5 requires S15)
Explicitly trauma-informed
Distinct from strategies (S5) "” this is state awareness
Polyvagal research base is extensive
PART TWO: LENSES (Red Toolbox)
Thinking Frameworks "” 24 Core Markers
Lenses are disciplined approaches to reasoning, evaluating claims, making decisions, and understanding complexity. They are tools for thinking clearly.
L1: Scout vs. Soldier Mindset
Source: Galef | Stage: Agent-Habits
Definition: Distinguishing truth-seeking (scout) from position-defending (soldier) orientation to beliefs.
Level
Description
Basic
Can explain the two mindsets
Applying
Catches self in soldier mode
Integrating
Scout mindset is default orientation
Teaching
Helps others recognize their defensive patterns
Red Toolbox Questions:
"Am I trying to be right or trying to be accurate?"
"What would change my mind?"
L2: Ladder of Inference
Source: Argyris, Senge | Stage: Agent-Habits
Definition: Understanding how conclusions build from data through selection, interpretation, assumption, and belief.
Level
Description
Basic
Can draw and explain the ladder
Applying
Traces own reasoning back down the ladder
Integrating
Notices when climbing the ladder unreflectively
Teaching
Helps others examine their inference chains
Red Toolbox Questions:
"What data am I selecting?"
"What am I assuming?"
L3: Baloney Detection Kit
Source: Sagan | Stage: Artist-Tools
Definition: Systematic approach to evaluating claims using scientific thinking tools.
Level
Description
Basic
Can list key detection tools
Applying
Uses tools when encountering claims
Integrating
Automatic skeptical evaluation of extraordinary claims
Teaching
Helps others develop critical evaluation habits
Red Toolbox Questions:
"What's the evidence?"
"Has this been independently verified?"
L4: Base Rate Thinking
Source: Harford | Stage: Artist-Tools
Definition: Considering how common something is in the general population before updating on specific evidence.
Level
Description
Basic
Understands base rates concept
Applying
Asks "how common is this generally?" before judging
Integrating
Base rate consideration is automatic
Teaching
Helps others avoid base rate neglect
Red Toolbox Questions:
"How common is this in the general population?"
"Am I overweighting this specific case?"
L5: Thinking in Probabilities
Source: Duke | Stage: Artist-Tools
Definition: Expressing beliefs as probability ranges rather than binary certainties.
Level
Description
Basic
Understands that certainty is rare
Applying
Expresses beliefs with probability estimates
Integrating
Probabilistic thinking is default mode
Teaching
Helps others move beyond black-and-white thinking
Red Toolbox Questions:
"How confident am I, really?"
"What probability would I assign?"
L6: Resulting
Source: Duke | Stage: Artist-Tools
Definition: Understanding that decision quality and outcome quality are different "” good decisions can have bad outcomes and vice versa.
Level
Description
Basic
Understands luck vs. skill distinction
Applying
Evaluates decisions by process, not just outcome
Integrating
Automatically separates decision quality from results
Teaching
Helps others avoid outcome bias
Red Toolbox Questions:
"Was this a good decision that got unlucky, or a bad decision that got lucky?"
"Am I judging the process or just the result?"
L7: Pre-Mortem
Source: Klein, Kahneman | Stage: Agent-Habits
Definition: Imagining future failure and working backward to identify causes before they happen.
Level
Description
Basic
Understands the technique
Applying
Conducts pre-mortems before important decisions
Integrating
Prospective hindsight is automatic practice
Teaching
Facilitates pre-mortems for groups
Red Toolbox Questions:
"If this fails, what will have caused it?"
"What could go wrong?"
L8: WRAP Framework
Source: Heath & Heath | Stage: Artist-Tools
Definition: Decision process addressing four villains: Widen options, Reality-test, Attain distance, Prepare to be wrong.
Level
Description
Basic
Can explain the four steps
Applying
Uses WRAP for important decisions
Integrating
WRAP thinking is automatic for significant choices
Teaching
Guides others through WRAP process
Red Toolbox Questions:
"Have I widened my options?"
"How can I reality-test this?"
L9: Satisficing vs. Maximizing
Source: Christian & Griffiths | Stage: Artist-Tools
Definition: Understanding when "good enough" is the optimal strategy versus when exhaustive search is warranted.
Level
Description
Basic
Understands the distinction
Applying
Consciously chooses satisficing for appropriate decisions
Integrating
Automatically calibrates search effort to decision importance
Teaching
Helps others escape perfectionism traps
Red Toolbox Questions:
"Is this a maximizing or satisficing decision?"
"What's 'good enough' here?"
L10: 10/10/10 Rule
Source: Welch, Heath | Stage: Agent-Habits
Definition: Evaluating decisions by considering how you'll feel about them in 10 minutes, 10 months, and 10 years.
Level
Description
Basic
Knows the three time frames
Applying
Uses 10/10/10 when facing difficult choices
Integrating
Temporal perspective-taking is automatic
Teaching
Guides others through temporal distance
Red Toolbox Questions:
"How will I feel about this in 10 minutes? 10 months? 10 years?"
"Which time frame matters most here?"
L11: Reversible vs. Irreversible Decisions
Source: Bezos | Stage: Agent-Habits
Definition: Distinguishing one-way doors (high stakes, need careful analysis) from two-way doors (can be reversed, move fast).
Level
Description
Basic
Understands the distinction
Applying
Calibrates deliberation effort to reversibility
Integrating
Automatically assesses reversibility before deciding
Teaching
Helps others avoid over-analysis of reversible decisions
Red Toolbox Questions:
"Is this a one-way or two-way door?"
"How much deliberation does this actually need?"
L12: Stocks and Flows
Source: Meadows | Stage: Agent-Habits
Definition: Understanding systems as accumulations (stocks) changed by rates (flows), with delays and feedback.
Level
Description
Basic
Can identify stocks and flows in simple systems
Applying
Maps stocks and flows in real situations
Integrating
Sees stock-flow dynamics automatically
Teaching
Helps others understand system behavior
Red Toolbox Questions:
"What's accumulating here?"
"What are the inflows and outflows?"
L13: Feedback Loops
Source: Meadows | Stage: Artist-Tools
Definition: Understanding balancing loops (seek equilibrium) and reinforcing loops (amplify change) in systems.
Level
Description
Basic
Can distinguish balancing from reinforcing loops
Applying
Identifies feedback loops in real situations
Integrating
Sees feedback dynamics automatically
Teaching
Helps others understand loop behavior
Red Toolbox Questions:
"Is this a balancing or reinforcing loop?"
"What's amplifying or dampening this change?"
L14: Deliberate Practice Framework
Source: Ericsson | Stage: Agent-Habits
Definition: Understanding that expertise requires purposeful practice with feedback, not just repetition.
Level
Description
Basic
Can explain deliberate vs. naive practice
Applying
Designs practice for specific skill development
Integrating
All practice is deliberately structured
Teaching
Helps others design effective practice
Red Toolbox Questions:
"Am I actually practicing deliberately?"
"Where's my feedback loop?"
L15: Flow Conditions
Source: Csikszentmihalyi | Stage: Artist-Tools
Definition: Understanding the conditions that enable flow states "” clear goals, immediate feedback, challenge-skill balance.
Level
Description
Basic
Can describe flow and its conditions
Applying
Sets up conditions to enable flow
Integrating
Regularly experiences flow in chosen domains
Teaching
Helps others find and cultivate flow
Red Toolbox Questions:
"Are the conditions for flow present?"
"Is challenge matched to skill?"
L16: Desirable Difficulties
Source: Bjork, Brown et al. | Stage: Agent-Habits
Definition: Understanding that certain difficulties enhance learning even though they feel harder.
Level
Description
Basic
Knows that easy ≠effective for learning
Applying
Deliberately introduces productive struggle
Integrating
Seeks difficulty as learning signal
Teaching
Helps others embrace productive struggle
Red Toolbox Questions:
"Is this easy because I'm learning or because I'm not?"
"Would more difficulty help?"
L17: Retrieval Practice
Source: Brown et al. | Stage: Agent-Habits
Definition: Understanding that pulling information OUT of memory (testing) strengthens learning more than putting information IN (re-reading).
Level
Description
Basic
Knows retrieval beats re-reading
Applying
Uses self-testing as primary study strategy
Integrating
Retrieval practice is default learning approach
Teaching
Helps others shift from passive to active learning
Red Toolbox Questions:
"Am I testing myself or just re-reading?"
"Can I recall this without looking?"
L18: Three Conversations Model
Source: Duhigg | Stage: Artist-Tools
Definition: Recognition that every conversation involves practical, emotional, and social dimensions simultaneously.
Level
Description
Basic
Can name the three conversation types
Applying
Identifies which conversation is occurring
Integrating
Matches response to conversation type automatically
Teaching
Helps others recognize conversation mismatches
Red Toolbox Questions:
"Is this practical, emotional, or social?"
"Are we in the same conversation?"
L19: Attachment Styles
Source: Levine & Heller | Stage: Artist-Tools
Definition: Understanding secure, anxious, and avoidant attachment patterns and how they shape relationship behavior.
Level
Description
Basic
Can describe the three main styles
Applying
Identifies own style and its patterns
Integrating
Adjusts behavior based on attachment dynamics
Teaching
Helps others understand their patterns
Red Toolbox Questions:
"What attachment pattern am I running?"
"What does their style need?"
L20: Four Horsemen
Source: Gottman | Stage: Artist-Tools
Definition: Recognition of four relationship-destroying patterns: criticism, contempt, defensiveness, stonewalling.
Level
Description
Basic
Can name and describe the four horsemen
Applying
Catches horsemen in own behavior
Integrating
Automatically avoids horsemen patterns
Teaching
Helps others recognize and counter horsemen
Red Toolbox Questions:
"Am I criticizing, showing contempt, being defensive, or stonewalling?"
"What's the antidote to this horseman?"
L21: Bids and Responses
Source: Gottman | Stage: Agent-Habits
Definition: Understanding that relationships are built through small moments of connection (bids) and responses (toward, away, against).
Level
Description
Basic
Understands bid concept
Applying
Notices bids in real-time
Integrating
Turning toward is automatic response
Teaching
Helps others see small moments that matter
Red Toolbox Questions:
"Did they just make a bid?"
"Am I turning toward, away, or against?"
L22: Heart at War vs. Peace
Source: Arbinger | Stage: Agent-Habits
Definition: Recognition that conflict resolution starts with one's internal stance "” seeing others as objects or as people.
Level
Description
Basic
Understands the distinction
Applying
Catches self when heart is "at war"
Integrating
Heart at peace is default stance
Teaching
Helps others examine their hearts
Red Toolbox Questions:
"Is my heart at war or at peace?"
"Am I seeing them as a person?"
L23: Metacognitive Calibration ★ NEW
Source: Rhodes, Cleary, DeLosh (CSU research); Tetlock | Stage: Artist-Tools
Definition: Ability to accurately assess what you know vs. don't know "” distinguishing "feeling sure" from "being right."
Level
Description
Basic
Understands that feeling confident ≠being right
Applying
Makes predictions and tracks accuracy; notices calibration gaps
Integrating
Confidence is habitually checked against evidence; well-calibrated
Teaching
Designs activities that reveal calibration gaps; helps others improve
Red Toolbox Questions:
"How confident am I? And how well-calibrated is my confidence usually?"
"Would I bet on this? How much?"
"Have I tested myself, or just re-read?"
Why This Marker:
Distinct from Scout Mindset (L1) "” this is about accuracy, not just motivation
Directly measurable through prediction-outcome tracking
CSU research partnership provides strong foundation
Operationalizes "Reflective Thinking" principle
L24: AI/Information Literacy ★ NEW
Source: Mollick, Christian, Vallor, Broussard, Crawford (E7 expansion) | Stage: Artist-Tools
Definition: Ability to critically evaluate AI outputs, distinguish pattern recognition from understanding, and test claims in an information-saturated environment.
Level
Description
Basic
Understands what AI is (pattern recognition, not understanding); knows outputs can be fluent but wrong
Applying
Tests AI outputs for accuracy; doesn't accept as authoritative; uses AI appropriately
Integrating
Fluent collaboration with AI while maintaining critical evaluation
Teaching
Helps others develop appropriate AI use; designs verification practices
Red Toolbox Questions:
"Did a human or AI generate this? Does it matter?"
"How would I verify this claim?"
"What is AI good at here? What requires my judgment?"
Why This Marker:
Context has shifted dramatically "” AI is THE defining challenge
Distinct from Baloney Detection Kit (L3) "” AI outputs fail differently than human claims
Addresses "fluent but wrong" problem specific to AI
Extensive E7 compendium support (30+ books)
PART THREE: KEYS (Green Toolbox)
Practical Skills "” 19 Core Markers
Keys are practical competencies, action skills, and real-world capabilities that turn intentions into results. They are what you can DO. Keys live in the Green Gear.
K1: Sleep Hygiene Competence
Source: Walker | Stage: Agent-Habits
Definition: Understanding sleep science and maintaining practices that support quality sleep.
Level
Description
Basic
Knows sleep is crucial
Applying
Maintains consistent schedule and environment
Integrating
Sleep is protected priority
Teaching
Helps others understand and improve sleep
Green Toolbox Questions:
"Am I getting enough quality sleep?"
"What's interfering with my rest?"
K2: Movement Integration
Source: Ratey | Stage: Agent-Habits
Definition: Regular physical activity as brain optimization tool, not just fitness routine.
Level
Description
Basic
Knows exercise benefits the brain
Applying
Exercises specifically for cognitive benefits
Integrating
Movement is non-negotiable part of life
Teaching
Helps others understand exercise-brain connection
Green Toolbox Questions:
"Have I moved today?"
"Am I using movement to support my thinking?"
K3: Intuitive Threat Assessment
Source: de Becker | Stage: Agent-Habits
Definition: Ability to trust and interpret genuine danger signals while dismissing manufactured fear.
Level
Description
Basic
Understands difference between fear and danger
Applying
Can identify pre-incident indicators
Integrating
Appropriate threat assessment is automatic
Teaching
Helps others trust their survival signals
Green Toolbox Questions:
"Is this real danger or manufactured fear?"
"What is my gut telling me?"
K4: Boundary Setting
Source: de Becker | Stage: Artist-Tools
Definition: Ability to establish and maintain personal boundaries clearly and firmly.
Level
Description
Basic
Understands the importance of boundaries
Applying
Can say no and set limits when needed
Integrating
Boundaries are clear and consistently maintained
Teaching
Helps others establish healthy boundaries
Green Toolbox Questions:
"Where is my line here?"
"Am I being clear about my limits?"
K5: Savings Automaticity
Source: Clason | Stage: Artist-Tools
Definition: Automatic system for saving/investing before spending.
Level
Description
Basic
Understands "pay yourself first"
Applying
Has automatic savings system in place
Integrating
Saving is default, spending is deliberate
Teaching
Helps others establish automated saving
Green Toolbox Questions:
"Am I paying myself first?"
"Is my saving automatic?"
K6: Psychological Safety Creation
Source: Edmondson | Stage: Artist-Tools
Definition: Ability to create environments where others feel safe to take interpersonal risks.
Level
Description
Basic
Understands psychological safety concept
Applying
Uses specific behaviors (curiosity, admission of error)
Integrating
Creates safety in every group interaction
Teaching
Develops psychological safety systematically
Green Toolbox Questions:
"Is it safe to take risks in this group?"
"What can I do to increase safety?"
K7: Capture Habit
Source: Allen | Stage: Agent-Habits
Definition: Reliable practice of capturing all commitments and ideas outside the head.
Level
Description
Basic
Understands mind is for having ideas, not storing them
Applying
Uses capture system consistently
Integrating
Nothing stays in head "” everything captured
Teaching
Helps others establish capture systems
Green Toolbox Questions:
"Is this captured somewhere?"
"Am I trusting my memory too much?"
K8: Next Action Clarity
Source: Allen | Stage: Agent-Habits
Definition: Ability to identify the very next physical action required to move any project forward.
Level
Description
Basic
Understands "next action" concept
Applying
Defines next actions for active projects
Integrating
Next action thinking is automatic
Teaching
Helps others get unstuck through next action clarity
Green Toolbox Questions:
"What's the very next physical action?"
"Is this actionable or do I need to break it down?"
K9: Checklist Discipline
Source: Gawande | Stage: Agent-Habits
Definition: Use of checklists for complex, high-stakes, or repeated tasks.
Level
Description
Basic
Understands why experts use checklists
Applying
Uses checklists for own important processes
Integrating
Checklist creation is automatic for new complex tasks
Teaching
Helps others develop effective checklists
Green Toolbox Questions:
"Would a checklist help here?"
"What am I likely to forget?"
K10: Process vs. Outcome Focus
Source: Duke | Stage: Artist-Tools
Definition: Ability to evaluate and improve decision processes independent of outcomes.
Level
Description
Basic
Understands process and outcome are different
Applying
Reviews decisions based on process quality
Integrating
Process focus is default evaluation mode
Teaching
Helps others avoid outcome bias
Green Toolbox Questions:
"Did I follow a good process?"
"Am I judging this by what I could control?"
K11: Active Listening
Source: Carnegie, Rosenberg | Stage: Agent-Habits
Definition: Skill of attending fully to another person, demonstrated through reflection and clarifying questions.
Level
Description
Basic
Knows to focus on speaker
Applying
Uses reflection and clarification regularly
Integrating
Others consistently feel heard
Teaching
Trains others in listening skills
Green Toolbox Questions:
"Have I understood what they mean?"
"Do they feel heard?"
K12: Feedback Reception
Source: Stone & Heen | Stage: Artist-Tools
Definition: Ability to receive feedback non-defensively and extract value even from poorly delivered criticism.
Level
Description
Basic
Knows feedback is valuable
Applying
Manages defensive reactions, seeks understanding
Integrating
Genuinely welcomes feedback as growth opportunity
Teaching
Helps others receive feedback skillfully
Green Toolbox Questions:
"What can I learn from this, even if it's poorly delivered?"
"Am I getting defensive?"
K13: Nonviolent Communication (NVC)
Source: Rosenberg | Stage: Artist-Tools
Definition: Framework for expressing needs and requests without blame: observation, feeling, need, request.
Level
Description
Basic
Can explain the four components
Applying
Uses NVC in difficult conversations
Integrating
NVC framing is natural communication style
Teaching
Guides others through NVC process
Green Toolbox Questions:
"What am I observing (without judgment)?"
"What need of mine isn't being met?"
K14: Question-Asking Skill
Source: Brooks | Stage: Agent-Habits
Definition: Ability to ask questions that open conversation, deepen understanding, and make others feel valued.
Level
Description
Basic
Knows good questions matter
Applying
Asks follow-up questions, goes deeper
Integrating
Skillful questioning is natural conversational mode
Teaching
Helps others become better questioners
Green Toolbox Questions:
"What question would help me understand better?"
"Am I asking to learn or to perform?"
K15: Repair Attempt Use
Source: Gottman | Stage: Agent-Habits
Definition: Ability to make and receive repair attempts during conflict "” bids to de-escalate and reconnect.
Level
Description
Basic
Understands repair attempts concept
Applying
Makes repair attempts during conflict
Integrating
Repair attempts are automatic during tension
Teaching
Helps others recognize and use repairs
Green Toolbox Questions:
"How can I de-escalate this right now?"
"Did they just make a repair attempt I should accept?"
K16: Vulnerability-First Trust Building
Source: Lencioni, Coyle | Stage: Artist-Tools
Definition: Ability to model vulnerability to initiate trust-building rather than waiting for trust to develop.
Level
Description
Basic
Understands vulnerability precedes trust
Applying
Goes first in admitting mistakes/uncertainty
Integrating
Vulnerability is natural team behavior
Teaching
Creates cultures where vulnerability is safe
Green Toolbox Questions:
"Can I go first in being vulnerable?"
"Am I modeling what I want to see?"
K17: Interest-Based Negotiation
Source: Fisher & Ury | Stage: Agent-Habits
Definition: Ability to negotiate based on underlying interests rather than stated positions.
Level
Description
Basic
Understands positions vs. interests
Applying
Explores interests behind positions
Integrating
Interest exploration is automatic
Teaching
Trains others in principled negotiation
Green Toolbox Questions:
"What's the interest behind this position?"
"What do they really need?"
K18: Co-Regulation Capacity ★ NEW
Source: Porges, Siegel (polyvagal theory); A3 compendium | Stage: Agent-Habits
Definition: Ability to use relationship for nervous system regulation "” both receiving co-regulation from others and offering it to others.
Level
Description
Basic
Understands that calm people help us calm; we learn regulation through others
Applying
Seeks co-regulation when dysregulated; offers calm presence to others
Integrating
Uses relationships for regulation automatically; contributes to group regulation
Teaching
Creates environments of safety; helps others develop co-regulation capacity
Green Toolbox Questions:
"Who could help me regulate right now?"
"Is my presence helping or adding to their dysregulation?"
"Am I calm enough to be regulating for someone else?"
Why This Marker:
Distinct from individual regulation (S5) "” this is relational
Developmental foundation (we learn self-regulation through co-regulation)
Bidirectional "” receiving AND offering
Extensive polyvagal research support
K19: Civic Action Capacity ★ NEW
Source: Tocqueville, Landemore, Popovic (E8, E10 expansions) | Stage: Hero-Ideals
Definition: Practical skills for democratic participation and collective action "” translating civic knowledge into effective engagement.
Level
Description
Basic
Knows basic civic engagement methods (voting, advocacy, organizing)
Applying
Participates in civic activities; contributes to collective efforts
Integrating
Sustained civic engagement integrated into life; effective participant
Teaching
Organizes others; facilitates collective action; mentors civic participation
Green Toolbox Questions:
"What's the appropriate form of action for this issue?"
"Am I participating or just commenting?"
"How do I contribute to collective efforts, not just individual expression?"
Why This Marker:
Globe Team focus "” collective action skills distinct from individual skills
Civic knowledge without action skills = frustration
Only Hero-Ideals introduction (requires prior development)
Strong E8/E10 compendium foundation
PART FOUR: STAGE ASSIGNMENTS
Overview by Stage
Stage
Stars
Lenses
Keys
Total
Agent-Habits (8-12)
8
9
10
27
Artist-Tools (12-16)
7
15
8
30
Hero-Ideals (16-20)
0
0
1
1
TOTAL
15
24
19
58
Note: All markers continue to deepen through Hero-Ideals and reach Teaching level at Whole-Real Human. The assignments below indicate when each marker is INTRODUCED.
Agent-Habits (Ages 8-12) "” 27 Markers Introduced
Stars (8)
ID
Name
S1
Neuroplasticity Confidence
S2
Growth Mindset
S3
Emotion Recognition (Self)
S4
Emotion Recognition (Others)
S5
Emotion Regulation Repertoire
S9
Habit Loop Awareness
S11
Genuine Curiosity
S14
Heart at Peace
S15
Window of Tolerance Awareness ★ NEW
Lenses (9)
ID
Name
L1
Scout vs. Soldier Mindset
L2
Ladder of Inference
L7
Pre-Mortem
L10
10/10/10 Rule
L11
Reversible vs. Irreversible
L12
Stocks and Flows
L14
Deliberate Practice
L16
Desirable Difficulties
L17
Retrieval Practice
Keys (10)
ID
Name
K1
Sleep Hygiene
K2
Movement Integration
K3
Intuitive Threat Assessment
K7
Capture Habit
K8
Next Action Clarity
K9
Checklist Discipline
K11
Active Listening
K14
Question-Asking Skill
K15
Repair Attempt Use
K17
Interest-Based Negotiation
K18
Co-Regulation Capacity ★ NEW
Artist-Tools (Ages 12-16) "” 30 Markers Introduced
Stars (7)
ID
Name
S6
Explanatory Style (Optimism)
S7
Grit
S8
Purpose Clarity
S10
Attention Management
S12
Illuminator Orientation
S13
Ubuntu Orientation
Lenses (15)
ID
Name
L3
Baloney Detection Kit
L4
Base Rate Thinking
L5
Thinking in Probabilities
L6
Resulting
L8
WRAP Framework
L9
Satisficing vs. Maximizing
L13
Feedback Loops
L15
Flow Conditions
L18
Three Conversations Model
L19
Attachment Styles
L20
Four Horsemen
L21
Bids and Responses
L22
Heart at War vs. Peace
L23
Metacognitive Calibration ★ NEW
L24
AI/Information Literacy ★ NEW
Keys (8)
ID
Name
K4
Boundary Setting
K5
Savings Automaticity
K6
Psychological Safety Creation
K10
Process vs. Outcome Focus
K12
Feedback Reception
K13
Nonviolent Communication
K16
Vulnerability-First Trust
Hero-Ideals (Ages 16-20) "” 1 Marker Introduced
Keys (1)
ID
Name
K19
Civic Action Capacity ★ NEW
Note: Hero-Ideals stage focuses primarily on deepening all prior markers to Integrating and Teaching levels. Civic Action Capacity is introduced here because collective action requires foundation in individual and relational skills developed earlier.
PART FIVE: QUICK REFERENCE
All 58 Markers "” Alphabetical by Type
Stars (15)
Attention Management (S10)
Emotion Recognition "” Others (S4)
Emotion Recognition "” Self (S3)
Emotion Regulation Repertoire (S5)
Explanatory Style / Optimism (S6)
Genuine Curiosity (S11)
Grit (S7)
Growth Mindset (S2)
Habit Loop Awareness (S9)
Heart at Peace (S14)
Illuminator Orientation (S12)
Neuroplasticity Confidence (S1)
Purpose Clarity (S8)
Ubuntu Orientation (S13)
Window of Tolerance Awareness (S15) ★ NEW
Lenses (24)
10/10/10 Rule (L10)
AI/Information Literacy (L24) ★ NEW
Attachment Styles (L19)
Baloney Detection Kit (L3)
Base Rate Thinking (L4)
Bids and Responses (L21)
Deliberate Practice Framework (L14)
Desirable Difficulties (L16)
Feedback Loops (L13)
Flow Conditions (L15)
Four Horsemen (L20)
Heart at War vs. Peace (L22)
Ladder of Inference (L2)
Metacognitive Calibration (L23) ★ NEW
Pre-Mortem (L7)
Resulting (L6)
Retrieval Practice (L17)
Reversible vs. Irreversible (L11)
Satisficing vs. Maximizing (L9)
Scout vs. Soldier Mindset (L1)
Stocks and Flows (L12)
Thinking in Probabilities (L5)
Three Conversations Model (L18)
WRAP Framework (L8)
Keys (19)
Active Listening (K11)
Boundary Setting (K4)
Capture Habit (K7)
Checklist Discipline (K9)
Civic Action Capacity (K19) ★ NEW
Co-Regulation Capacity (K18) ★ NEW
Feedback Reception (K12)
Interest-Based Negotiation (K17)
Intuitive Threat Assessment (K3)
Movement Integration (K2)
Next Action Clarity (K8)
Nonviolent Communication (K13)
Process vs. Outcome Focus (K10)
Psychological Safety Creation (K6)
Question-Asking Skill (K14)
Repair Attempt Use (K15)
Savings Automaticity (K5)
Sleep Hygiene Competence (K1)
Vulnerability-First Trust (K16)
APPENDIX A: SOURCE ATTRIBUTION
By Author (Primary Sources)
Author
Markers
Allen
Capture Habit, Next Action Clarity
Arbinger
Heart at Peace, Heart at War vs. Peace
Argyris/Senge
Ladder of Inference
Battle
Ubuntu Orientation
Bezos
Reversible vs. Irreversible
Bjork/Brown
Desirable Difficulties, Retrieval Practice
Brackett
Emotion Recognition, Regulation
Brooks
Genuine Curiosity, Illuminator, Question-Asking
Carnegie/Rosenberg
Active Listening
Christian & Griffiths
Satisficing vs. Maximizing
Christian/Vallor/Mollick
AI/Information Literacy ★ NEW
Clear/Duhigg
Habit Loop Awareness
Clason
Savings Automaticity
Coyle/Lencioni
Vulnerability-First Trust
Csikszentmihalyi
Flow Conditions
David
Emotion Regulation Repertoire
de Becker
Intuitive Threat Assessment, Boundary Setting
Doidge/Dweck
Neuroplasticity Confidence, Growth Mindset
Duckworth
Grit
Duhigg
Three Conversations Model
Duke
Thinking in Probabilities, Resulting, Process vs. Outcome
Edmondson
Psychological Safety Creation
Ekman/Marsh
Emotion Recognition (Others)
Ericsson
Deliberate Practice
Fisher & Ury
Interest-Based Negotiation
Frankl/Pink
Purpose Clarity
Galef
Scout vs. Soldier Mindset
Gawande
Checklist Discipline
Goleman
Emotion Recognition (Self)
Gottman
Bids and Responses, Four Horsemen, Repair Attempts
Harford
Base Rate Thinking
Heath & Heath
WRAP Framework, 10/10/10
Klein/Kahneman
Pre-Mortem
Landemore/Tocqueville/Popovic
Civic Action Capacity ★ NEW
Levine & Heller
Attachment Styles
Meadows
Stocks and Flows, Feedback Loops
Newport
Attention Management
Porges/Siegel
Window of Tolerance Awareness, Co-Regulation Capacity ★ NEW
Ratey
Movement Integration
Rhodes/Cleary/DeLosh
Metacognitive Calibration ★ NEW
Rosenberg
Nonviolent Communication
Sagan
Baloney Detection Kit
Seligman
Explanatory Style
Stone & Heen
Feedback Reception
van der Kolk
Window of Tolerance Awareness ★ NEW
Walker
Sleep Hygiene
Welch
10/10/10 Rule