Topic outline

  • THE CONTEXT


    Each module of this program makes me more aware to manage my knowledge and experience with creativity, assertiveness and leadership in the face of an era of accelerated technological progress and deep social changes.

    Navigating the contents of the modules a penetrating vision is developed that identifies psycho-biological conditions and destructive customs that may be limiting the full expression of my potential.


    Traditional education does not cover all human dimensions. The human context is multidimensional, therefore it is convenient to complement our acquired knowledge with structural information on the human system. Regardless of circumstances or position in life, let's begin by recognizing the importance of investigating more about ourselves. The internal resources that we all possess, sometimes without knowing, are very useful tools for the management of aptitudes, attitudes, possibilities and opportunities. In this unit we present the themes or areas of self-inquiry that can assist us in this regard.


    Studying Updated Integral Human Development in a continuous way, possibilities of developing new healthy life habits and promoting individual and collective potentials are increased.

  • SKILLS DEVELOPED FOR A PRODUCTIVE AND FULFILLING LIFE

    Lifelong learning can enhance our understanding of the world around us, provide us with more and better opportunities and improve our quality of life.


    Perhaps the most important life skill is the ability and willingness to learn. By learning new skills, we increase our understanding of the world around us and equip ourselves with the tools we need to live a more productive and fulfilling life, finding ways to cope with the challenges that life, inevitably, throws at us.


    Most people associate learning with formal education at school, college, university etc. We are all told, from an early age, that we should ‘get a good education’. Generally speaking it is true that a formal education and the resulting qualifications are important. Education may maximize our potential to find better, more satisfying jobs, earn more and, perhaps, become more successful in our chosen career.


    However, ‘schooling’ is only one type of learning. There are many other opportunities to further your knowledge and develop the skills you need throughout life. Knowledge can be acquired and skill-sets developed anywhere – learning is unavoidable and happens all the time. However, lifelong learning is about creating and maintaining a positive attitude to learning both for personal and professional development. Lifelong learners are motivated to learn and develop because they want to: it is a deliberate and voluntary act.


    This learning consists of creating and maintaining an interest and dedication both for personal and professional development, supported by the creation of areas of transformation where it is formed in new humanized and humanizing values, in new modes of relationship and behavior that dismantle the configuration that the economic-social-political-cultural superstructure has installed us leading us to a life of automatic and dehumanized consumption.


    Life and Work Benefits

     Why, how and for what do I participate? 

    The following chart presents the opportunities for change, the tools acquired, the ways to transform and the new personal and social lifestyles that I can achieve by putting into practice the learning obtained in each of the four cycles of the HDA Updated Integral Human Development Program.

     

    OPTIMUM WORK CYCLE I: INNOVATION CYCLE II: ADAPTABILITY CYCLE III: MENTAL AGILITY CYCLE IV: LEARNABILITY
    FORM OF EXECUTION FOR ME
    Almost 100% in my hands
    WITH OTHERS
    Highly effective and
    self-directed work
    networks
    THROUGH OTHERS WITH THE ORIENTATION OF OTHERS
    OBJECTIVES TO DEVELOP I as a person
    My own competences
    Aptitudes and Attitudes
    To me as equipper
    To the team as such
    The favorable work environment
    I as a leader
    To my collaborators as
    leaders and leaders
    I being guided
    Ability to interpret well
    and complement the leader
    TOOLS DEVELOPED Be proactive
    Clarity in objectives and strategies
    Ability to prioritize
    Orientation to integral results
    Self-evaluation and feedback
    Everyone wins
    First understand,
    then be understood
    Generate synergy
    Work for my
    collaborators
    Being a developer of others
    Willingness to listen, contribute, serve,
    receive observations and guidance,
    constantly learn
    ALIGNMENT THAT I LOOK FOR With the organization
    With my job
    With the client
    With my Integral Human Development
    Shared values
    and goals
    Meet my teammates
    Knowing how to
    communicate
    Handle the conflict
    Situational leadership
    Delegation
    Empowerment
    Performance management
    Know the leader and his work style;
    know how to communicate with him;
    know how to support him and get his support
    HABITS TO OPTIMIZE Management of emotions
    Time management
    Identification of what is important and what is urgent
    Courage, initiative and enthusiasm
    Thought management
    Productivity
    Complement your peers instead of competing with them
    Be a friend
    Allow the best idea to succeed
    Never pretend to be perfect
    Live the change that I want to see
    Correct in me what I see wrong in others
    Support the growth of all without impositions
    Transfer vision
    Reward good results
    Always look for clarity
    Recognize when to push and when to back off
    Lighten the burden of your leader: Do your job well
    Tell leaders what they need to hear, not what they want to hear
    Loyally replace your leader when required


    Certificated Students Profile


    Upon completion of the programs of the Human Development Academy - ADH skills, qualities and attitudes are possessed which are considered essential to meet current labor demand, harmonious coexistence, and personal development needs. Among others these skills are: positive attitude, communication, teamwork, self-management, willingness to learn, thinking skills and resilience.


    As the ADH studies proceed, poorly developed skills in the traditional education are promoted, strengthening competencies that allow for: unfolding of the inner being, efficient management of knowledge: learning to learn and know; thinking more creatively, improving coexistence, facilitating changes and better performance in any field and at any stage of life. Training of human potential teaches the student to direct their actions towards the activation of essential aspects of the personality that make living in today's world easier.


    The general competencies and specific skills developed during the ADH study programs are described below.

  • METHODOLOGY

    The Human Development Academy - HDA, in order to achieve the objectives as planned in its Master Program, Expert Program, Diplomates and all the other Integral Human Development trainings, applies transformational, active, reflective-creative learning methods; also the appreciative approach and the cognitive restructuring. Through guiding questions, self-inquiry, and exploration of internal dynamics, reflection spaces are opened that contribute to the development of general competencies and specific skills. The aim is to identify limiting and harmful habits to replace them with new orders of understanding and thinking that support the fulfillment of the personal and/or organizational mission.


    One of the objectives is to reach the most intimate fibers to involve the whole person always as a subject (valuing their experience as a human being) and never as an object (consumer, production machine, puppet of others). Human beings are inquisitive by nature, feel the need to take their life in their hands and look for a meaning. Other intended attainments meet the need for self-transformation, assist the construction of trust to achieve it and generate a constructive attitude through familiarization with the support tools.


    The guide and the analysis of texts and exercises clarify the demands that this current reality today implies. The same learning material objectively reveals the reality of our personal, social and planetary condition. By facilitating the deepening of the understanding of personal worth, it is possible to discover the values that make life worth living. The participant establishes new goals, projects towards a prosperous future and rewrites his life project, in light of which he commits to build quality of life.


    By virtue of this life project and the clarification of its future, commitment acquires meaning and begins to take hold of the students mentality. The participant begins to manifest a dynamism created by a solidary and avant-garde personality that is shaping itself anew, with the guidance of the renewed vision and the now clear and viable goals that it aspires to achieve. These advances indicate the measure of aspirations and constitute an act of hope, autonomy and inner freedom.


    As the process of personal development activated by ADH programs advances, participants overcome mechanical and reactive response patterns characteristic of the comfort zone and learn to generate personal growth processes. This process of development then is continuous and spiraling, involving dynamic dimensions of being that intervene in the daily interaction with the personal inner and outer worlds.


    This conscious transformation process is represented in the following animation:


  • CURRICULAR AXIS

    In this section, we present the supports on which the study of 6 dimensions of the human being is based, the curricular axes of the study programs of the ADH, which facilitate the integral and holistic growth of the students. These axes display the widening of the vision as each dimension is covered. Although the human being should really be seen as a whole and not in a fragmented way, dividing his study into these dimensions, in ways similar to those presented in different theories about conscience, allows to meet the teaching objectives of the Updated Integral Human Development. By clicking on the link you can see the general description of each of these dimensions:


    1. Mental Dimension: Development of Intrapersonal Intelligence.

    2. Emotional Dimension: Development of Emotional Intelligence.

    3. Relational Dimension: Development of Interpersonal Intelligence.

    4. Communitary Dimension: Development of Social Intelligence.

    5. Global Dimension: Development of Ecological Intelligence.

    6. Transcendental Dimension: Development of Universal Intelligence.


    Símbolo Desarrollo Multidimensional ADH

    • MODULES

      The following are the modules included in the Master and Expert Programs and the Diploma in Integral Human Development. By clicking on the corresponding link you can access the general description, the specific objectives and their main themes. In all the programs, the participants try to address all dimensions of their development, learning thus is multidimensional.


      1. Unplug
      2. Why Do We Think, Speak and Act Like This?
      3. Efficient Communication
      4. Risk and Challenges of the 21st Century
      5. Comfort Without Slavery
      6. Reinventing Myself
      7. Constructive Use of the Mind
      8. Emotional Awareness
      9. New Leadership
      10. Social Responsability
      11. Planetary Awareness
      12. Existence Without Borders


      • IS TIME TO BEGIN



        The revolution of the conscience is more than a fashion, it is within my reach now. Begin to Climb the Ladder of Updated  Integral Human Development that will boost and take me to a better positioning of my personal, work, social, and global life.


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