In Conjunction with the Wooden Pyramid of Success, I-CORT can Optimize a Coaching Staff’s Effectiveness

 Integrating Invitational Education theory and practice (IE) with John Wooden's Pyramid of Success creates a coaching philosophy that emphasizes not only what athletes achieve but also how coaches cultivate the conditions for human growth. While the Pyramid identifies the character traits and habits that lead to success, the I-CORT framework from Invitational Education provides the relational climate that enables those traits to develop.

Rather than functioning as competing models, the two frameworks are complementary:

• The Wooden Pyramid of Success describes the developmental outcomes of successful individuals.
• I-CORT describes the environmental conditions that invite those outcomes.

The Wooden Pyramid of Success provides Coach John Wooden’s framework for how people can achieve their highest potential beyond sports but also in work, leadership, relationships, and life. Rather than focusing on winning as the sole goal, Wooden defined success as:

"Peace of mind which is a direct result of self-satisfaction in knowing you made the effort to become the best of which you are capable."

This definition shifts the goal from outperforming others to maximizing your own capabilities.

The Wooden Pyramid of Success consists of 15 building blocks arranged from the foundation to the summit.

The bottom row is foundation because they represent the habits that support everything else:

• Industriousness:  Consistent, purposeful hard work.
• Friendship:  Mutual respect, trust, and support.
• Loyalty:  Commitment to your values, team, and responsibilities.
• Cooperation:  Working effectively with others.
• Enthusiasm: Genuine enjoyment and energy in your work.

Wooden believed these are indispensable because excellence is difficult to sustain without strong daily habits and healthy relationships.

As the foundation strengthens, more advanced qualities develop through the middle levels:

• Self-Control
• Alertness
• Initiative
• Intentness
• Condition (physical, mental, and moral fitness)
• Skill
• Team Spirit
• Poise
• Confidence

These qualities build on one another. For example, confidence isn't based on wishful thinking. Rather, it comes from preparation, discipline, and repeated execution.

At the summit of Wooden’s Pyramid is Competitive Greatness.  Wooden described this as performing at your very best when the stakes are highest. It is not merely defeating an opponent, but rising to the challenge regardless of circumstances.

Outside the pyramid are several guiding influences or supporting principles.  These include faith and patience. These reinforce that meaningful achievement takes time and belief in the process.

At the apex sits Success, which is earned through the accumulation of the other qualities rather than by chasing it directly.

The following table exhibits another view of how Wooden's philosophy optimizes human potential by emphasizing several enduring principles:

Principle	Meaning
Process over outcomes	Focus on daily improvement rather than external rewards.
Character before achievement	Personal integrity enables lasting success.
Continuous growth	Excellence comes from incremental improvement.
Whole-person development	Mental, physical, emotional, and moral qualities all matter.
Intrinsic motivation	Satisfaction comes from knowing you've done your best.

 

Rather than asking, "How do I win?" Wooden asks, "How do I become the kind of person capable of consistently performing at my best?"

Decades later, the Wooden Pyramid of Success remains influential.  It has been adopted well beyond athletics because it addresses universal aspects of performance.  Business leaders use it to develop resilient, collaborative teams. Educators apply it to cultivate character alongside academic achievement. Athletes use it to focus on preparation instead of results. Individuals use it for personal growth by identifying which building blocks need strengthening.

One way to understand the Pyramid is as a developmental system whereby, from bottom to top: Daily Habits build Strong Character that increases Competence & Confidence that leads to Peak Performance and ultimately, Success (personal fulfillment).  Each level depends on the one below it. Confidence grows from preparation, preparation grows from disciplined habits, and sustained excellence grows from character.

Based on Invitational Education theory and practice, how can applying the five core elements of Intentionality, Care, Optimism, Respect, and Trust (I-CORT) as suggested by Purkey, Novak, and Fretz (2020) and Anderson (2021), optimize a coaching staff’s application of the Wooden Pyramid for Success?

Intentionality brings purpose to every coaching action. Purkey, Novak, and Fretz argue that inviting environments do not emerge accidentally; they are deliberately created through intentional actions. Applied to Wooden's philosophy, intentionality transforms the Pyramid from a motivational poster into a daily coaching framework. For example, a coach intentionally planning practice around Industriousness, Skill, and Condition ensures that every activity reinforces both technical competence and character development. Coaches consistently ask:

• What quality of the Pyramid does this drill develop?
• What message does this interaction send about the athlete's potential?
• How does today's practice contribute to lifelong success?

Intentionality therefore operationalizes Wooden's belief that success is "peace of mind attained only through self-satisfaction in knowing you made the effort to become the best of which you are capable."

Care builds the relational foundation.  Invitational Education emphasizes that people grow best in environments characterized by genuine care. Wooden similarly believed athletes performed best when they knew their coach cared about them as people first and competitors second. Care encourages athletes to take risks, persist through adversity, and remain engaged during difficult learning experiences. When coaches demonstrate authentic concern through listening, encouragement, and individualized support, foundational Pyramid blocks such as Friendship, Loyalty, and Cooperation become lived experiences rather than abstract ideals.

Optimism cultivates growth-oriented beliefs.  Optimism within Invitational Education reflects the assumption that every individual possesses untapped potential capable of development. This perspective aligns naturally with Wooden's emphasis on continual improvement instead of external comparison. Therefore, an optimistic coaching staff:

• interprets mistakes as information,
• emphasizes progress over perfection,
• communicates confidence in athletes' abilities,
• maintains high expectations coupled with high support.

Such an environment nurtures Confidence, Initiative, and eventually Competitive Greatness, particularly under pressure.

Respect honors human dignity.  Respect represents one of the strongest philosophical connections between Invitational Education and Wooden's educational approach. Respect requires coaches to recognize athletes as persons of inherent worth regardless of performance outcomes. Consequently, discipline becomes instructional rather than punitive, feedback becomes developmental rather than demeaning, and accountability is balanced with empathy. Thus, respect reinforces Wooden's belief that character ultimately outweighs winning.

Trust enables performance under pressure. Trust develops through consistent, reliable, and authentic coaching behaviors. Invitational Education suggests that trusting relationships allow individuals to assume responsibility, take initiative, and fully engage in learning.  Within Wooden’s Pyramid, trust strengthens each of the following:

• Loyalty
• Team Spirit
• Reliability
• Confidence
• Competitive Greatness

When athletes trust coaches, they become more receptive to feedback, communicate honestly, and demonstrate greater resilience during adversity.

One useful conceptualization is to view implementation of an I-CORT mindset as the culture or climate surrounding the Pyramid of Success. Yes, the Wooden Pyramid identifies the virtues and habits athletes should develop. However, exhibiting an I-CORT mindset establishes the psychological, relational, and organizational culture that makes development possible.

In this sense:

• Wooden answers "What qualities produce success?"
• Invitational Education answers "What kind of environment develops those qualities?"

Without exhibiting an I-CORT mindset, coaches may attempt to teach the Pyramid’s values through compliance and control. With I-CORT, those same values emerge through invitation, relationship, and shared responsibility.

Applying I-CORT encourages coaching staffs to move beyond technical instruction toward transformational leadership. Staff members intentionally examine not only athletes' behaviors but also their own interactions, communication patterns, organizational structures, and team culture. This integrated approach encourages coaches to evaluate:

• Are our practices intentionally developing character?
• Do athletes consistently experience care and belonging?
• Does our language communicate optimism?
• Are all athletes treated with respect and dignity?
• Have we earned the trust necessary for meaningful influence?

These reflective questions align closely with Invitational Education's emphasis on creating inviting environments across people, places, policies, programs, and processes while simultaneously advancing Coach Wooden's holistic vision of success.

The following table is another way to understand the complementary relationship:

I-CORT Element	Contribution to the Wooden Pyramid	Coaching Applications
Intentionality	Aligns daily coaching behaviors with the Pyramid's foundational blocks such as Industriousness, Enthusiasm, Self-Control, and Skill.	Design purposeful practices, provide intentional feedback, establish clear expectations, and connect every drill to long-term character and performance goals.
Care	Creates the emotional safety necessary for Friendship, Loyalty, Cooperation, and Team Spirit to flourish.	Demonstrate empathy, know athletes personally, celebrate effort, support individual growth, and respond constructively to mistakes.
Optimism	Reinforces Initiative, Competitive Greatness, Confidence, and Poise by emphasizing growth and possibility rather than limitation.	Frame setbacks as learning opportunities, model positive expectations, encourage resilience, and highlight incremental improvement.
Respect	Supports Alertness, Self-Control, and Integrity by affirming each athlete's inherent worth and dignity.	Listen actively, involve athletes in decision-making, maintain fairness, honor diverse perspectives, and provide corrective feedback without humiliation.
Trust	Serves as the relational foundation for Loyalty, Honesty, Reliability, and ultimately Competitive Greatness.	Follow through on commitments, communicate transparently, maintain consistency, empower athlete leadership, and encourage psychological safety.

 

Integrating Invitational Education's I-CORT framework with John Wooden's Pyramid of Success provides a comprehensive coaching philosophy that unites character development, relational leadership, and performance excellence. The Wooden Pyramid offers the blueprint for personal success, while I-CORT supplies the interpersonal conditions that allow those qualities to flourish. Coaching staffs who intentionally demonstrate care, optimism, respect, and trust create environments in which athletes are invited to pursue excellence with confidence, integrity, and purpose. In this integrated model, success becomes not merely the achievement of competitive goals but the lifelong development of capable, ethical, resilient, and flourishing individuals.

 

 To cite:

Anderson, C.J. (July 30, 2026). In conjunction with the Wooden Pyramid of Success, I-CORT can optimize a coaching staff’s effectiveness. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

 

References

Anderson, C. J. (2021). Developing your students' emotional intelligence and philosophical  perspective begins with I-CORT. Journal of Invitational Theory and Practice, 27, 36-50.

Perez, D., Van Horn, S., & Otten, M. P. (2014). Coach John Wooden's Pyramid of Success: A comparison to the sport psychology literature. International Journal of Sports Science & Coaching, 9(1), 85–101. https://doi.org/10.1260/1747-9541.9.1.85

Purkey, W. W., & Novak, J. M. (2015). Fundamentals of invitational education. (2^nd Ed) International Alliance for Invitational Education. Retrieved from: Fundamental of Invitational Education | IAIE

 Purkey, W.W., Novak, J.M., & Fretz, J.R. (2020). Developing inviting schools: A beneficial framework for teaching. Teachers College Press.

Wooden, J (nd). The Pyramid of Success. https://worksheets.clipart-library.com/images2/printable-version-of-john-wooden-pyramid-of-success/printable-version-of-john-wooden-pyramid-of-success-8.png

 

Modeling I-CORT to increase stakeholders' knowledge of proactive health care options

From an Invitational Education perspective, the shift from a disease-management model to a prevention-oriented model depends as much on relationships and organizational culture as it does on clinical expertise. According to Purkey and Novak (2015), Invitational Education is built on the assumptions that people are able, valuable, and responsible, and that environments intentionally invite growth through the five core elements of Intentionality, Care, Optimism, Respect, and Trust (I-CORT). Applying these principles to healthcare and education can help stakeholders view health as something to cultivate proactively rather than simply restore after illness.

Both, healthcare professionals and educators can intentionally design every interaction to promote preventive health literacy rather than focusing solely on treatment. Examples of how intentionality can purposefully teach prevention includes:

• Embedding preventive health education into routine appointments rather than discussing health only after problems develop.
• Using teach-back strategies to ensure patients understand nutrition, exercise, sleep, stress management, vaccinations, and screening recommendations.
• Incorporating health literacy across school curricula so students learn lifelong wellness habits.
• Designing clinics and schools that prominently display prevention-focused resources and community supports.

Intentionality shifts the question from "How do we treat disease?" to "How do we help people remain healthy?"

Care demonstrates genuine concern for the whole person. Care involves recognizing individuals as more than their diagnoses or academic performance.

Healthcare professionals can more thoroughly and intentionally exhibit care by:

• Listening to patients' personal goals, cultural beliefs, and barriers to healthy living.
• Encouraging family involvement in preventive care plans.
• Addressing social determinants of health, including food security, housing, transportation, and mental health.

Educators can likewise be more intentional in exhibiting care by:

• Creating classroom environments where wellness discussions are normalized.
• Teaching emotional regulation, resilience, and healthy decision-making alongside academic content.
• Connecting students and families with community health resources.

Whenever people experience authentic care, they become more receptive to preventive recommendations.

Optimism builds confidence that prevention makes a difference. Invitational Education assumes that growth is possible. Healthcare professionals and educators alike can model optimism by:

• Celebrating incremental improvements rather than perfection.
• Sharing success stories of prevention reducing chronic disease risks.
• Framing lifestyle changes as achievable rather than overwhelming.
• Helping individuals recognize their ability to influence their long-term health.

Optimism strengthens self-efficacy, which is consistently associated with sustained. Positive changes in healthy behaviors.

Respect honors individual values and cultural perspectives. Respect acknowledges that effective prevention must be personalized. Healthcare professionals can demonstrate respect by:

• Practicing shared decision-making.
• Providing culturally responsive education.
• Using language that is understandable and free of judgment.
• Recognizing differing health beliefs while presenting evidence-based recommendations.

Educators can demonstrate respect by:

• Including diverse perspectives in health education.
• Valuing students' and families' funds of knowledge regarding health and wellness.
• Encouraging questions and dialogue rather than one-way instruction.

Respect encourages individuals to become active partners in maintaining their health.

Trust builds relationships that encourage long-term engagement. Trust develops through consistent, transparent, and dependable interactions.  Healthcare professionals can build trust by intentionally introducing the following as stakeholder choices:

• Following through on commitments.
• Being honest about risks and uncertainties.
• Protecting confidentiality.
• Maintaining continuity of care whenever possible.

Educators can build trust by:

• Modeling healthy behaviors.
• Providing reliable, evidence-based information.
• Collaborating with families and community health organizations.
• Maintaining consistent expectations and communication.

When trust is established, stakeholders are more likely to:

• Participate in screenings.
• Follow preventive recommendations.
• Seek medical advice early.
• Maintain healthy behaviors over time.

Healthcare organizations and educational institutions can partner to create a collaborative, invitational culture that promotes prevention by:

• Hosting community wellness fairs and preventive screening events.
• Offering family education on nutrition, physical activity, mental wellness, and chronic disease prevention.
• Developing interdisciplinary teams of nurses, physicians, counselors, teachers, and public health professionals.
• Using motivational interviewing and strengths-based coaching rather than fear-based messaging.
• Evaluating organizational policies to ensure they consistently invite healthy choices for patients, students, families, and staff.

When I-CORT principles guide healthcare and educational practice, the expected stakeholder outcomes will include increased:

• Development of health literacy.
• Healthy lifestyle behaviors.
• Engagement in preventive screenings and immunizations.
• Management of risk factors before chronic illness develops.
• Collaborative relationships among families, educators, healthcare providers, and communities.
• Physical, emotional, and social well-being.

Ultimately, Invitational Education reframes prevention as a shared responsibility grounded in positive relationships. By intentionally cultivating care, optimism, respect, and trust, healthcare professionals and educators create environments where individuals feel invited rather than pressured into making informed decisions that promote lifelong wellness. Rather than waiting to manage disease after it occurs, I-CORT encourages stakeholders to view health as a continuous process of growth, empowerment, and proactive engagement.

 

To cite:

Anderson, C.J. (June 30, 2026). Modeling I-CORT to increase stakeholders' knowledge of proactive health care options. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

 

References

Anderson, C. J. (2021). Developing your students' emotional intelligence and philosophical  perspective begins with I-CORT. Journal of Invitational Theory and Practice, 27, 36-50.

Purkey, W. W., & Novak, J. M. (2015). Fundamentals of invitational education. (2^nd Ed) International Alliance for Invitational Education. Retrieved from: Fundamental of Invitational Education | IAIE

 Purkey, W.W., Novak, J.M., & Fretz, J.R. (2020). Developing inviting schools: A beneficial framework for teaching. Teachers College Press.

Exhibiting Invitational Education Theory and ICORT Practices to Model the Democratic Ethos.

Instructors can effectively utilize the democratic ethos underlying Invitational Education theory and practice (Purkey & Novak, 2021) by intentionally modeling and structuring classrooms around the elements of intentionality, care, optimism, respect, and trust (ICORT) to cultivate democratic habits that reduce partisan polarization and strengthen civic expectations. Rather than merely teaching about democracy as a political system, educators can embody democracy as a lived relational experience. This approach aligns closely with Abraham Lincoln’s vision of government “of the people, by the people, for the people,” as articulated during the Gettysburg Address (1863).

A democratic classroom rooted in ICORT shifts civic education from memorization of governmental structures toward participatory citizenship. Students learn democratic values most powerfully when they experience them daily through classroom interactions. Instructors who intentionally invite student voice into discussions, policies, assessment choices, and collaborative inquiry communicate that every individual possesses inherent worth and civic agency. This democratic participation mirrors the foundational principles of representative government and encourages students to see political disagreement as a shared problem-solving process rather than a zero-sum ideological battle.

The intentional component of an ICORT mindset requires educators to deliberately create environments where civil discourse is practiced and protected. Instructors can establish norms for listening, evidence-based reasoning, and respectful disagreement before controversial issues arise. By intentionally designing structured deliberations on public issues, teachers help students distinguish disagreement from hostility. Students begin to understand that democratic societies depend not upon unanimity, but upon the capacity to engage differences constructively.

Care is demonstrated when educators genuinely seek to understand students’ backgrounds, concerns, and political perspectives without ridicule or dismissal. In polarized climates, many students expect political conversations to become adversarial. A caring invitational stance lowers defensiveness and fosters psychological safety, allowing students to explore ideas more openly. When students feel valued regardless of ideology, they are more likely to extend empathy toward others holding different views. This relational experience directly counters the dehumanization that often characterizes partisan politics.

Optimism within Invitational Education theory and practice reflects a belief in human potential and democratic possibility. Instructors communicate optimism by emphasizing that democratic institutions can improve through civic participation and collaborative engagement. Rather than presenting politics solely as dysfunctional or corrupt, educators can highlight examples of bipartisan cooperation, local civic problem-solving, and historical progress achieved through collective action. Optimism encourages students to see themselves as capable contributors to democratic renewal rather than cynical observers detached from public life.

Respect involves affirming the dignity and intellectual capacity of all learners. In practice, respectful civic instruction means presenting multiple perspectives fairly, encouraging intellectual humility, and teaching students to critique ideas without attacking individuals. Respectful discourse demonstrates that disagreement does not diminish citizenship or humanity. This principle is especially important when discussing contentious political topics where students may otherwise retreat into ideological camps.

Trust, perhaps the most foundational ICORT principle, develops when students believe instructors are fair, transparent, and genuinely committed to inclusive dialogue. Trust also emerges when students are entrusted with meaningful responsibility in classroom governance and collaborative learning. Democratic classrooms that allow students to co-create norms, lead discussions, and evaluate evidence cultivate habits essential for democratic citizenship. When students experience trust, they become more willing to engage across differences and less inclined toward suspicion-driven partisanship.

Importantly, Invitational Education (IE) theory does not require political neutrality in the sense of moral indifference. Rather, IE emphasizes democratic fairness, human dignity, and the ethical responsibility to invite all persons into meaningful participation. Instructors can therefore maintain commitments to constitutional principles, civic equality, and evidence-based inquiry while still fostering open dialogue across ideological divides.

The following pedagogical practices align Invitational Education theory with democratic citizenship education.  Practitioners should find this is especially true when an ICORT mindset grounds their class culture:

• Structure academic controversies where students must articulate opposing viewpoints fairly before defending their own positions.
• Provide deliberative dialogue circles emphasizing listening and collaborative problem-solving.
• Identify service-learning projects connecting civic participation to local community needs.
• Prompt reflective writing that encourages students to examine assumptions and empathize with differing perspectives.
• Structure shared classroom governance that models democratic participation.
• Consider historical case studies demonstrating both the failures and successes of democratic compromise.

These suggested strategies intentionally invite students to internalize democracy not merely as governmental machinery but as a relational ethic that is grounded in mutual dignity and shared responsibility.

Ultimately, practicing the democratic ethos of Invitational Education theory positions the classroom as a microcosm of democratic society itself. When educators consistently apply an ICORT mindset (Anderson, 2021), they create invitational spaces whereby students experience what healthy democratic engagement feels like: inclusive, participatory, respectful, hopeful, and humane (Purkey, Novak, & Fretz, 2020). Intentionally inviting experiences can reshape students’ expectations for public life by demonstrating that political disagreement need not produce division, contempt, or paralysis. Instead, despite differences, students may come to envision democracy as a collaborative endeavor in which citizens work together for the common good.

 

To cite:

Anderson, C.J. (May 24, 2026). Exhibiting invitational education theory and ICORT practices to model the democratic ethos. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

 

References

Anderson, C. J. (2021). Developing your students' emotional intelligence and philosophical  perspective begins with I-CORT. Journal of Invitational Theory and Practice, 27, 36-50.

Purkey, W. W., & Novak, J. M. (2015). Fundamentals of invitational education. (2^nd Ed) International Alliance for Invitational Education. Retrieved from: Fundamental of Invitational Education | IAIE

Purkey, W.W., Novak, J.M., & Fretz, J.R. (2020). Developing inviting schools: A beneficial framework for teaching. Teachers College Press.

Shaw, D. E. and Siegel, B. L. (2010). Re-adjusting the kaleidoscope: The basic tenets of invitational theory and practice. Journal of Invitational Theory and Practice, 16, 46-50. 

Applying an ICORT Mindset Helps Committees Build Relationships and Leverage Strengths

 To make committee work both effective and efficient, institutes of higher education (IHE) can utilize the tenets of Invitational Education Theory (Purkey & Novak, 2015) by applying an intentional, caring, optimism, respectful, and trusting (ICORT) mindset (Purkey, Novak, & Fretz, 2020; Anderson 2021) to the institution’s 5-Ps: People, Places, Policies, Programs, and Processes. When combined with Covey’s (1989) principle of prioritizing what matters most, committees can become more productive, relationally healthy, and purposeful rather than burdensome or symbolic.

Committee work in higher education often suffers from unclear goals, excessive meetings, weak follow-through, or disengaged members. Invitational Education Theory offers a framework for reversing these patterns by ensuring committees intentionally create environments where members feel valued, empowered, and motivated to contribute.

Committee effectiveness begins with people. Institutions should intentionally select committee members based on expertise, perspective, and commitment rather than convenience alone. Applying an ICORT mindset for committee effectiveness and efficiency means being intentional.

 Choose members whose skills align with the committee’s charge. Exhibiting care: Recognize workloads and competing responsibilities. Promoting optimism: Believe every member has something valuable to contribute. Empowering mutual respect: Encourage all voices, including junior faculty, staff, and students whenever possible.  Building trust: Delegate meaningful responsibilities rather than centralizing control.

Exhibition of an ICORT mindset is strengthened through utilization of the following practical strategies:

• Use strengths-based role assignments.
• Rotate leadership opportunities.
• Establish psychological safety norms.
• Publicly recognize contributions.

Operationalizing these strategies in applying an ICORT mindset helps committees avoid domination by a few voices while increasing engagement and ownership.

“Places” refers to both physical and virtual meeting spaces. Committee productivity is strongly shaped by environment. Applying an ICORT mindset means designing spaces that communicate value and efficiency. During committee work you may have experienced, consider the consistency of following:

• Provision of comfortable, accessible meeting rooms.
• Access to reliable technology for hybrid participation.
• Dissemination of agendas shared in advance.
• Adherence to schedules: Meetings starting and ending on time.
• Utilization of virtual platforms that encourage participation.

An inviting place signals that members’ time matters.

Many committees fail because policies surrounding committee operations are either vague or inconsistent. Institutions should develop policies that define the committee’s purpose, scope of authority, decision-making procedures, membership terms, reporting expectations, and either sunset or review dates.  Applying an ICORT mindset ensures policies are not punitive but enabling.

From the perspective of policy development and adherence, intentionality is indicated by clear charters.  Care acknowledges realistic workload expectations. Realistic optimism appreciates that a goal without a plan is just a wish. Respect is demonstrated through transparent procedures and trust appropriately empowers autonomy.  Clear policies reduce confusion, duplication, and mission drift.

Committee work needs to align with institutional priorities.  Committees should not exist merely because they always existed.  The committee members’ work should support strategic goals, accreditation priorities, student success, shared governance, or innovation. Programmatically, applying an ICORT mindset means feeling empowered to ask:

• Does this committee still serve a meaningful purpose?
• Are we solving real institutional problems?
• Are members equipped to succeed?

Committees become more effective when linked to visible outcomes rather than routine maintenance.

Processes are where Covey’s (1989) emphasis on effectiveness and prioritization becomes essential. Committee members often resent inefficient processes more than committee service itself. Applying an ICORT mindset in itself is a process.  Therefore, let’s consider various levels of processes from an ICORT perspective:

Intentional Processes:

• Clear agendas tied to decisions needed
• Consent agendas for routine approvals
• Defined timelines
• Action-item tracking

Caring Processes:

• Limit unnecessary meetings
• Use asynchronous collaboration when possible
• Respect workload cycles (midterms, registration, etc.)

Optimistic Processes:

• Focus meetings on solutions rather than complaints
• Celebrate progress

Respectful Processes:

• Invite input before meetings
• Avoid wasting time on issues already decided
• Use facilitation norms

Trusting Processes:

• Empower subgroups to do preliminary work
• Delegate recommendations
• Reduce micromanagement

 Any highly-effective committee grounded in an ICORT mindset respective of the institution’s 5-Ps would minimally operate with the following expectations:

• Clear annual charge and outcomes
• Diverse membership intentionally selected
• Monthly 50-minute meetings with agendas available beforehand
• Shared documents with opportunities for asynchronous edits
• Decisions delegated when possible
• Mid-year assessment of effectiveness
• Annual sunset review to determine continuation needs

This ICORT-driven structure not only honors shared governance but also protects the value of limited time. This raises the implications for administrative leadership.  Presidents, provosts, deans, and committee chairs all should model invitational leadership and be intentionally inviting in questioning:

• Are our committees inviting participation or draining morale?
• Are we respecting time as a finite institutional resource?
• Are meetings producing outcomes?
• Do members feel heard, trusted, and valued?

Leadership sets the tone. If administrators treat committees as symbolic or bureaucratic, members will do likewise.

Institutes of higher education can make committee work more effective and efficient by applying Invitational Education Theory through an ICORT mindset to the 5-Ps. When institutions intentionally care for people, create inviting places, establish clear policies, align programs with mission, and streamline processes, committees become engines of collaboration rather than obstacles to progress. Combined with Covey’s emphasis on prioritizing what truly matters, committee service can become both meaningful and time-conscious.

To cite:

Anderson, C.J. (April 30, 2026). Applying an ICORT mindset helps committees build relationships and leverage strengths, [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

 

 References

Anderson, C. J. (2021). Developing your students' emotional intelligence and philosophical  perspective begins with I-CORT. Journal of Invitational Theory and Practice, 27, 36-50.

 Covey, S. R. (1989). The 7 habits of highly effective people: Powerful lessons in personal change. Free Press.

Purkey, W. W., & Novak, J. M. (2015). Fundamentals of invitational education. (2^nd Ed) International Alliance for Invitational Education. Retrieved from: Fundamental of Invitational Education | IAIE

 Purkey, W.W., Novak, J.M., & Fretz, J.R. (2020). Developing inviting schools: A beneficial framework for teaching. Teachers College Press.

Invitational Education Theory and Unconditional Positive Regard Can Support One’s Grief

 

Grief deeply affects cognition, motivation, relationships, and a person’s sense of safety. Applying an intentionally caring, optimistic, respectful, and trusting (ICORT) mindset (Anderson, 2021) helps leaders and teachers create environments where individuals feel psychologically safe, supported, and valued. Grounded Invitational Education Theory Purkey & Novak, 2015) and unconditional positive regard (Rogers, 1956), the goal is not to fix grief but rather to honor it while sustaining connection, dignity, and hope. Leaders and staff may benefit from the following actionable strategies applicable across contexts, followed by role-specific applications.

Caring is an ICORT assumption that suggests making support visible and consistent.  Acknowledging the loss directly but gently make simply be: “I’m really sorry for what you’re going through.” Offering presence rather than solutions acknowledges that grief is not a problem to solve. Checking in periodically and providing small, meaningful gestures such as notes, flexibility, or a quiet space reduces isolation and signals, “You matter here.”

Communicating belief in the person’s ability to navigate grief over time expresses optimism that can help one hold onto hope without dismissing pain.  This normalizes the ups and downs as “There’s no right timeline for this…”  Highlighting support systems and strengths without forcing positivity helps to sustain hope while validating reality.

Honoring individual grieving styles is respectful.  Avoid assumptions about how someone “should” grieve.  Rather, respect cultural, spiritual, and personal differences by inviting choices: talking vs. not talking, participating vs. stepping back; helps to preserve dignity and autonomy.

Empowering one’s agency and voice exhibits trust.  This assumption allows the individual to guide what is needed.  Maintaining confidentiality and avoiding micromanagement of performance or emotional expression builds psychological safety and self-efficacy.

Ine the workplace, effective leaders normalize grief in professional spaces.  With permission, one’s loss should be publicly acknowledged.  This is an opportunity to appropriately model vulnerability: “I don’t have the perfect words, but I care.”

Offering flexible structures is an extremely powerful response.  Minimally, adjust workloads, deadlines, or schedules.  Providing options such as remote work, leave, temporarily reduced expectations establishes an ICORT mindset by moving beyond people to the workplace, policies, and programs that establish an inviting culture.   

Training managers in grief-informed responses teaches listening skills over “fixing” people.  Discouraging toxic positivity is part of this training.  This avoids ever saying something like, “Everything happens for a reason.”

Creating support systems is an ongoing process.  Peer support groups or buddy systems will evolve so need to be monitored and adjusted.  Access to counseling or Employee Assistance Programs should be more than a blurb in the employee handbook.

Maintaining connection without pressure exhibits ICORT. Inviting, but not requiring participation, keep the individual included in communication loops on his or her terms.  Ideally, the leadership stance is perceived as, “You are valued here beyond your productivity.”

In the classroom context, teachers should seek to create emotionally safe environments.  Providing an intentionally caring, optimistic, respectful, and trusting (ICORT) classroom establishes the norm that emotions are acceptable.   Thereafter, predictable routines and stability supports grieving students.   

Respectfully, adjust academic expectations. Offer extensions or alternative assignments. Break tasks into smaller, manageable pieces

With care, provide expression outlets. Journaling, art, or optional sharing empowers through choice. Literature or discussions can normalize grief experiences as real and relevant.

Yes, watch for behavioral changes.  Grief may show up as withdrawal, irritability, or lack of focus. Optimistically respond with curiosity, not punishment

Willingly collaborate with caregivers and support staff.  With sensitivity and consent, communicate with counselors and families.  This ensures more consistent support across environments.  The ideal teaching stance should be, “You belong here exactly as you are today.”

Use language that reflects an ICORT mindset (Purkey, Novak, & Fretz, 2020; Anderson 2021) and unconditional positive regard (Rodgers, 1956). Rather than saying,

• “You need to stay strong.”
• “Let’s get you back to normal.”

Use:

• “I’m here with you. Take the time you need.”
• “There’s no right way to feel right now.”
• “How can I best support you today?”

Leaders and teachers are advised to avoid common pitfalls:

• Minimizing loss.  Avoid “At least…” statements.
• Rushing the grieving process.
• Treating everyone the same.  Embrace the reality that grief is highly individualized.
• Overstepping boundaries.  Do not try to force conversations or disclosure.

An ICORT mindset (Purkey, Novak, & Fretz, 2020;; Anderson 2021) and unconditional positive regard (Rodgers, 1956) does not remove grief.  They do transform the environment around grief.  When leaders and teachers consistently and intentionally communicate care, optimism, respect, and trust, they create conditions where individuals can grieve without losing their sense of belonging or worth.

The following ICORT Quick-Reference Checklist for Supporting Grief may an intentional resource for your leadership or pedagogical toolbox:

 CARING — “You matter here.”

☐ Acknowledge the loss with empathy (no clichés)

☐ Check in regularly (not just once)

☐ Offer presence, not solutions

☐ Provide small supports (notes, flexibility, quiet space)

OPTIMISTIC — “There is hope, even in hard moments.”

☐ Normalize grief as a process (no timeline)

☐ Encourage without forcing positivity

☐ Gently remind them of strengths and supports

☐ Be patient with ups and downs

RESPECTFUL — “Your experience is valid.”

☐ Avoid assumptions about how they “should” grieve

☐ Honor cultural, personal, and emotional differences

☐ Offer choices (talk / not talk, engage / step back)

☐ Protect dignity and privacy

TRUSTING — “You are capable and in control.”

☐ Let them guide what they need

☐ Maintain confidentiality

☐ Avoid micromanaging work or emotions

☐ Empower autonomy in decisions and participation

FOR LEADERS

☐ Offer flexible workload, deadlines, or schedule

☐ Keep communication open and inclusive (no pressure)

☐ Connect staff to support resources (EAP, counseling)

☐ Model empathy and appropriate vulnerability

FOR TEACHERS

☐ Provide academic flexibility (extensions, alternatives)

☐ Maintain predictable routines for stability

☐ Offer optional expression outlets (journaling, art)

☐ Respond to behavior changes with curiosity, not punishment

HELPFUL LANGUAGE

☐ “I’m here for you.”

☐ “Take the time you need.”

☐ “There’s no right way to feel.”

☐ “How can I support you today?”

AVOID

☐ “At least…” statements

☐ Rushing recovery or “moving on”

☐ Forcing conversations or participation

☐ Treating everyone the same

A DAILY REMINDER

Intentionally lead with care. Hold hope (optimism). Honor individuality (respect). Build trust.

 

 

To cite:

Anderson, C.J. (March 31, 2026). Invitational education theory and unconditional positive regard can support one’s grief [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

 

 

References

Anderson, C. J. (2021). Developing your students' emotional intelligence and philosophical  perspective begins with I-CORT. Journal of Invitational Theory and Practice, 27, 36-50.

 Purkey, W. W., & Novak, J. M. (2015). Fundamentals of invitational education. (2^nd Ed) International Alliance for Invitational Education. Retrieved from: Fundamental of Invitational Education | IAIE

 Purkey, W.W., Novak, J.M., & Fretz, J.R. (2020). Developing inviting schools: A beneficial framework for teaching. Teachers College Press.

 Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality change. Journal of Consulting Psychology, 21(2), 95–103. https://doi.org/10.1037/h0045357