strengths mastery april 2011 kinkos

8/6/2019 Strengths Mastery April 2011 Kinkos

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1



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Learning Objective:

Do What? – Provide clarity around desired outcome, Initiate

relationship building and introduce several Strengths notions

Given What? – A seminar of somewhat nervous albeitdeeply committed humans

How Well? – Again…Well enough for participants to

‘take notice’ and ‘sense’ there is going to be somethingdifferent about this experience

Teaching Points:

1.! Research around ‘Name prefer to go by’;

2.! Suggest there is an innate need for humans to Speak and know they have

been heard;3.! Introduce teaching technique of ‘Take a moment and record your

thoughts’ [for the thinkers in the room];

4.! Allow participants to break rules and not be made an example [Do not

address at this time];

5.! Acknowledge support staff with factual and endearing comments

6.! Focus on You as a specific tool versus an icebreaker

2



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Learning Objectives:

Do What? – Explain and gain approval for ‘order of day’

Given What? – Excitement for participation yet, a lack of expectation

How Well? – Well enough for them to get a ‘glimpse’ of your intensity,humor and mastery

Teaching Points:

1.! Introduce Imperative associated with knowing difference between Talent,

Knowledge and Skills;

2.! Same for 1 to 1 relationships [ask for a show of hands of those that can

stand and deliver?];

3.! Initiate Banter around roles

4.!

Ask for approval of work effort.



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4


Do What? – Share intent for them to learn strengths language,

difference between T, K & S.

Given What? – Relief from FOY, Perhaps a doubt in their ownand/or manager’s commitment to StrengthsFinder

How Well? – Well enough to introduce

multiple dimensions to Strengths

Teaching Points:

1.! Introduce notions of “Self Mastery” and “Personal Mission.”

2.! Before you can ever Coach anyone else, you must first know yourself;

3.! No themes work in isolation

4.! Ask for a show of hands of who can stand and deliver their personal mission statement



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Do What? – Introduce notion of “StrengthsBased Organization” androle each participant plays.

Given What? – Perhaps a chain of command that does not support;Lack of budgeted funds to assess

How Well? – Well enough for new coaches to introduce StrengthsBasedconcepts to anyone including POTUS, Queen of England;and achieve ‘High Performing’ or ‘World Class’ Q12 scoresand subsequent performance increments.

Teaching Points:

1.! Re-orient relationships; Strong Life at TRWC vs Lance Armstrong.

2.! Know what you can be good at

3.! Know how to consciously add Knowledge and skills

4.! Know when to use which Talents

5.! Put yourself in a position where you do as much of what you do best,everyday, as possible.

Potential for 1st Break



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Learning Objective:

Do What? – Be able to describe/re-visit StrengthsFinder assessment process

[More like this or more like that?] as well as in general scientific terms

Given What? – Participants will have participated in myriad personality

instruments over the yearsHow Well? – Well enough that amateur genius psychologists in group are

satisfied that instrument is predictive and not perfect

Teaching Points:

1.! Back in school were told to go with first response because most

predictive of what we knew

2.! Tell story of Gallup’s selection research [300 – 350 talents; 9,000 questions;

Poured into 34 buckets that are common to all humans]

3.! These are the order in which they speak in your life 1 to 34 [without regardfor a role and comparative/relative intensity to others]

4.! Top 10, 11 or 12 direct top of mind responses; middle 15 can be provoked

and bottom 9 are relatively mute

5.! Top 10 are greatest opportunity for growth

6.! Strategies and tactics to focus on strengths, mitigate and or

ignore weaknesses

7.! Consistency of instrument; predictability of instrument

8.! Appropriate Utilization of instrument [position for next slide]

Word Picture: Whistle blows, dogs bark and birds fly



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*Sometimes I skip this slide because it always comes up in Wondering About thefollowing morning. However, it must be addressed every time!

Learning Objective:

Do What? – Provide easy to understand difference betweenSRI [Selection] and StrengthsFinder [Development]

Given What? – Personal Experiences both good and bad, personal notions

How Well? – Well enough to hold them off until ‘Wondering About’ the

following morning!

Teaching Points:

1.! Draw line in sand on using SF for Selection;

2.! If necessary, introduce construct of selection instruments and

how they are different from StrengthsFinder 3.! Word pictures…MRI versus X-Ray, Intersection of Talent versus

Order in which they speak

Optional 1st Break



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At The Roy West Companies, we have a belief…And that is that a meeting, program or seminar or a return from a break, does not begin until you hear your own voice. Please take a

moment and record your thoughts around the following questions…Then discuss it with your partner.


Do What? – Re-Introduce notion of speaking and being heard;

Given What? – ‘Focus on You’ and First Break complete, continue to build

relationship[s] 1 to 1 or with all participants

How Well? – For participants to realize they are in safe environment wherethey can say what they want and say what they feel; for participants

to begin to realize that when they speak, they get acknowledged,Well enough for each Coach to return home and lead same discussion

Teaching Points: 1. Themes are vernacular or lexicon that could be different from Webster’s definition;

2. We all look at bottom [chance to share personal story];

3. Family member awareness

4. For participant to see differences in talents at table and in room;

5. Introduce the notion of “Re-Mediation”



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Do What? – Explain Neurological Science’s explanation for How

Talents Develop in a way that is logical and congruent with their

life.

Given What? – Some participants are parents, Jungle word picture.How Well? – Well enough that they can facilitate discussion with

associates in 1 to 1 or Team Learning upon return to work place

Teaching Points:

1.! Ask how many have children or have brothers/sisters with

2.! Can’t teach an old dog new tricks;

3.! Can’t change the spots on a leopard;

4.! Oh No, I am becoming my Dad;

5.! Suggest notion of latent talents

6.! Tell Grandma Moses story



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Do What? – Re-visit notion of “Consciously adding K + S; Introduce

notion of adding K + S to talents vs non-talents

Given What? – Few in room able to stand and deliver [with

great clarity] difference betweenHow Well? – Well enough to remember definition of talent on next slide

Teaching Points:

1.! Good relationship or poor, high performance or in

performance management, Talents are best chance and perhaps onlychance

2.! Use lanyard as visual.

3.! Draw line in sand over conventional thinking and strengths based training

4.! Learning/Training begins once PK + S are complete5.! Join team; pass along intelligence begin collecting on specific talents

6.! Football word picture



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Do What? - Understand differences and imperative associated with

knowing differences; Introduce notion of “emotion.”

Given What? – Lack of ability to clearly delineate

How Well? - Well enough to remember definition

Teaching Points:

1.! Ask for a show of hands for how many could clearly stand articulate the

differences between Skills, Knowledge and talent;

2.! Call for them to memorize definition of Talent.

3. Talent can’t be taught, or learned



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Do What? – Challenge to achieve Paradigm Shift; Call for them to divorce

themselves from belief

Given What? – Societal belief that these are wrong assumptions.

How Well? – Well enough for participant to either take leap of faith or speak up

in protest

Teaching Points:

1.! Ask how many like to be told exactly what to do and exactly

how to do it every time they are given a task?;

2.! Indiana Jones Movie – Take the leap of Faith;

3.! Depending on dialogue….Tell Rabbit Story.

4.! Regardless of what is introduced….Invite to consider versus you are wrong

5.! Seattle Sales Summit where we invited Gallup

6.! Outliers 10,000 hours

7.! Tell own story {Pool and yard after 9/11}



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Do What? – Share ROYWEST beliefs around the right assumptions; Achievesame desired outcomes through different motives [talents]

Given What? – Intuitive beliefs and personal stories around re-mediation

How Well? – Well enough to take the leap of faith or protest

Teaching Points:1.! Ask if they have ever tried to become really good at something

and just didn’t have the talent for it;2.! Tell own story [Pool and yard after 9/11];3.! Ask them to think of a time be prepared to share the story with their

employees.4.! Seattle Sales summit where we invited Gallup

5.! Tell Rabbit story



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Learning Objectives: Do What? – Tell Nebraska School Board/University of Nebraska

Speed Reading and ComprehensionGiven What? – Alignment around how adding K + S to Talent

vs non-talents provides incremental and sustainable gains.

How Well? – Well enough that they can never forget punch line….And, at The Roy West Companies/In your life, those

employees with the best coaches will also…

Teaching Points: 1.! Story how I was introduced to slide;2.! Nebraska School Board commissioned the University of NE to

conduct a school age study of reading and comprehension;3.! 6,000 children; 10th graders;

4.! Evelyn Wood type course; show results;5.! Children with best coaches got best results.



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Learning Objective:

Do What? – Revisit earlier question of who could stand and deliver Given What? – Alignment around Differentiation between T + K + S

How Well? – Well enough for them to add Talent on next slide to quantify effect

Teaching Points:

1.! On each bullet on next slide, ask for examples of talents that would enable2.! Introduce Dr. Clifton’s notion that “Excellence is Reserved for Talent”

3. Understand how substantial, measurable and distinct each of theskill/knowledge based statements become when talent is added



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Learning Objective:

Do What? – Revisit earlier question of who could stand and deliver Given What? – Alignment around Differentiation between T + K + S

How Well? – Well enough for them to add Talent on next slide to quantify effect

Teaching Points:

1.! On each bullet on next slide, ask for examples of talents that would enable2.! Re-visit Dr. Clifton’s notion that “Excellence is reserved for talent”

3. Understand how substantial, measurable and distinct each of the skill/knowledge based statements become when talent is added

Word Pictures:1. If we can teach a chicken to type…pig to sing.



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Learning Objective:

Do What? – Revisit E-learning definition of Strength; Differentiate

between Talent and Strength

Given What? – Alignment around belief that there is a real

difference between T, K, S

How Well? – Add ‘productively applied’ to definition of Strength

Teaching Point:

1.! Refer back to previous request to memorize definition of talent

and add the fact it must be productively applied.

2.! Refer to homeless, incarcerated and others who can be

extremely talented yet not be in a position to productively apply.

Opportunity for 2nd Break



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Learning Objective:

Do What? – Revisit notion of SBO; Introduce notion of engagement;Verbatim responses; Speak to talents, you speak to their heart;

Given What? – Belief around differences and similarities and means by

which to Continue Strengths JourneyHow Well? – Well enough that they can articulate another dimension of

difference or diversity

Teaching Points:1.! Socratically ask for their view of what just happened;2.! Best example of engagement they will see;

3.! Metaphor for day when we value each other the most for how we are different;4.! Introduce notion that competition or contests/races do not appeal to everyone.

5.! Ask for a show of hands for those with competition in top 5 and letthem know that you want to know which one of them is done first.

6.! 1,001 Ways To Add Knowledge and Skills to Their Talent



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Do What? – Revisit establishing Desired Outcomes with great clarity;Transition to Coaching dialogue;

Given What? – Virtual alignment and belief in Strengths Culture

How Well? - Ask for process and or secrets to success;Introduce notion of group and theme dynamics;

Teaching Points: 1.! Group of people with different talents, given a desired outcome with great

clarity and a high expectation;

2.! Easy to herd sheep3.! Coaching metaphor around step by step process

4.! Coaching is not allowing people to fail5.! Coaching places people in role that supports success



Theme Matching

Being able to identify themes in others puts you in a better position to maximize

those themes. Theme Matching is designed to help you identify all of the themesof StrengthsFinder. It will deepen your understanding and enhance your vocabulary around the themes. Decide which short descriptor at the right fitsbest with the theme on the left. Be sure to turn the page to complete ThemeMatching.

ACHIEVER A.. Potential grower

ACTIVATOR B. No. 1

ADAPTABILITY C. Core values

ANALYTICAL D. Responsive

ARRANGER E. Juggler

BELIEF F. Storyteller

COMMAND G. History

COMMUNICATION H. Order and structure

COMPETITION I. Spontaneous awareness of others’ feelings

CONNECTEDNESS J. Stamina for working hard

CONSISTENCY K. Takes charge

CONTEXT L. Vigilant

DELIBERATIVE M. “Stick-to-it-iveness”

DEVELOPER N. Equal treatment

DISCIPLINE O. No coincidences

EMPATHY P. Just go ahead and to it

FOCUS Q. Show me the data



Theme Matching

FUTURISTIC A. No one is a stranger.

HARMONY B. Genuine and intimate

IDEATION C. “Widen the circle”

INCLUDER D. A collector and archiver

INDIVIDUALIZATION E. Problem solver

INPUT F. Loves the process of knowing more

INTELLECTION G. Sorting to the best alternative

LEARNER H. Energetic and optimistic

MAXIMIZER I. Admiration is needed

POSITIVITY J. Utterly dependable

RELATOR K. Common ground

RESPONSIBILITY L. Musing

RESTORATIVE M. Place the talent where it can thrive

SELF-ASSURANCE N. Loves to brainstorm and contribute ideas

SIGNIFICANCE O. Each person is unique

STRATEGIC P. Self-confident

WOO Q. Vision



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Do What? – Define Coach Role Given What? – Alignment around Strengths, initial view of Vision

How Well? – Well enough to either take leap of faith or to protest

Teaching Points:

1.! Times have changed/Macro Model has changed; Organizationshave been matricide…

2.! If you face an employee, you must go 1 to 1 [Coach], you mustdo things right [Manager] and do the right things [Leader].

3.! Beyond that, you are also an individual producer;

4.! Talent/Strengths speaks to employee’s hearts;5.! Talent based acknowledgement is the most effective way to recognize;

6.! Training can only be most effective when individualized;7.! And, Curt Liesveld’s quote on great coaches.



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Do What? – Share responsibilities of a ROYWEST MasterCoach Given What? – Alignment around variables in Performance equation [Talent,

Readiness, Relationship, Relationship] + Expectation

How Well? – Well enough to shift paradigm…”There can be no growthwithout relationship” Dr. Don Clifton

Teaching Points:

1.! Cite specific examples of why you will never be certain thing[astronaut, Navy fighter pilot; pro golfer]

2.! Ask how many would like to have had a K on annual review; Then ask….

How many of your supervisors have defined what a K looked likewith great clarity

3.! Re-visit notion of establishing desired outcomes with a focus oneach individual’s strengths;

4.! Understand fact that individualized acknowledgement through eachperson’s strengths is key to effective relationship;

5.! Understand role of relationship in growth of human organisms,

organizations etc.



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Do What? – Introduce additional dimensions of talent and how it impacts behavior;

Given What? – That expectations of others and judging

are often a result of viewing them through our lens…not theirs How Well? – Well enough that the participant will schedule time

with their boss/spouse upon return to work place/home

Teaching Points:1.! Mark Twain story;2.! Bosses as source of greatest disappointment;

3.! Offer encouragement around looking at bosses/spouses through their lensinstead of their own [No additional charge for that…!]

4.! Discuss notion of high maintenance employees [It is easy to herd sheep]5.! Brendan Suhr - Pulling Weeds story

6.! Vital Friends



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Do What? – Establish what is most important to each participant;Understand role talent plays; Revisit establishing desired outcomes;

Given What? – List of items to choose from [formerly cards]

How Well? – Well enough that participant will offer Top 2/3 to boss/spouse;Offer exercise to participants on team/spouse every 3 – 6 months

Teaching Points:

1.! Demonstrate value of tool as resource for 1 to 1 Coaching;2.! Introduce notion of seeking positive motives; My book

“The emails I never sent.”

3.! Introduce notion of coaching bosses/spouses; “I ammore convinced than ever”…

4.! Introduce definition of 1 to 1….If you want to know….How do you find out?

5.! Ask the question and provide clarification around numbers“Is it OK to want the money?” “Is it OK to want a promotion?”

6.! Re-visit establish desired outcomes [Recommended Process] through

discussion especially around…..“Authority to make own decisions”

Potential Break



What Motivates Me?

Recommended Process:Place a check next to each that resonatesCircle the Top 10 MotivatorsNarrow it down to Top 5 (asterisk)

Choose the 1 or 2 that are most important to you

! Getting credit for your accomplishments from your colleagues

! Making an outstanding contribution to your community

! Having one of your direct reports or someone you trained promoted

! A customer refers five new clients to you

! Being elected by your peers to represent your company

! Being friends with your supervisor

! Your child nominating you for Mother/Father of the Year

! Being voted best developer of people in your company

! A letter of appreciation from your best customer

!A personal, one-to-one meeting in which your supervisor commends your performance

! Having a supervisor you like

! Your family or significant other being invited to attend an awards meeting whereyou are being honored

! A personal, one-to-one meeting in which your company president commendsyour performance

!A five-day trip to Hawaii for you and your family or significant other

! A promotion

! Being named your company’s performer of the year for your role

! A standing ovation just for you at a national convention



! Having a competent supervisor

! A new title of your choice

! Opportunity to work independently, without a supervisor

! Certification of your competency in a new skill

! Winning your company’s profitability award

! Your family or significant other receiving a note from your manager thankingthem for being supportive of you

! An article about your success in your industry’s trade journal

! Being given company stock

! Authority to make your own decisions about your work

! Being ranked a top-ten performer in your company

! A day when you get all your work done

! Being thanked by your family or significant other for being an important person intheir lives

! Opportunity for unlimited income

! A 10% raise in salary

! Being recognized as an expert in your field

! Responsibility for developing a new department or division

! A $1,000 bonus for customer satisfaction

! List other motivators:_______________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________



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*Note: Thumb Drive


Do What? – Invite participants to write a talent based

acknowledgement for partner as if they were witness to achievement;Given What? – Belief that talents direct TOM, and, we already know

what employees do best…So it is easy to catch doing good How Well? – Well enough that each participant has opportunity to demonstrate

level II

Teaching Points:

1.! Thank them for doing such a great job;2.! Invite those who would like to read about partner;

3.! Ask partner how that made them feel;4.! Ask author…How much time it took to write and how much it cost to write;

5.! Invite them to get really good at this [Insist that if they will it willchange their personal and professional lives]



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SEE PREVIOUS SLIDE


Do What? – Invite participants to write a talent based acknowledgement

for partner as if they were witness to achievement;Given What? – Belief that talents direct TOM, and, we already

know what associates do best…So it is easy to catch doing good How Well? – Well enough that each participant has opportunity to demonstrate

level II

Teaching Points:

1.! Tell them what they did2.! Tell them how they made you feel

3.! Share with them which talents you observed4.! Create an encouragement, challenge or expectation



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Do What? – Delineate differences and similarities; Hit bulls eyewith notion of same outcome, different path; Introduce Theme Envy

Given What? – General Alignment/awareness; Personal talents;

Doubts and Theme envyHow Well? – Well enough that the last hold outs in seminar

will take ownership of talents; light bulbs come on

Teaching Points:1.! Tell stories, use word pictures of self and others [Mistakes – yourself;

endearing stories about others2.! [Chris Wachta story, Kristen Wells story, American Football example];

3.! Tell story about Woo and Maximizer at West House;



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Do What? – Demonstrate that all Strengths do not occur isassociates at same frequency; Unveil additional dimension of

talent

Given What? – Acceptance of Strengths philosophies; Employeesin class with unique

How Well? – Well enough that Understand that

Teaching Points:1.! Cite examples of most unique such as competition, command, significance,

discipline, deliberative….Ask for show of hands;

2.! Cite examples of sameness such as achiever, strategic, relator,responsibility….Ask for a show of hands;

3.! Share notion of Theme where you are most different is potentially thesource of the area in which you are often most misunderstood

4.! Introduce talent and discrimination [laying groundwork for Power of Difference/Diversity]



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Learning Objectives:Do What? – Introduce notion of recognizing differences/potential for being

misunderstood Given What? – Acceptance of Strengths Based Principles and Ownership of

personal themes

dynamics and how they impact motivators, expectationsHow Well? – Well enough that each participant can demonstrate understanding

Teaching Points:

1. Plain awareness around themes with lowest incidence2. E-Mails I never sent!3. Disclaim, soften and utilize additional tools

4. Introduce notion of designating MVP – FJ Story



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Learning Objectives:Do What? - Ask tables/individuals to Demonstrate mastery through

answers to three questions about Individual 1 or Individual 2;Given What? – General understanding around Themes/theme

dynamics and how they impact motivators, expectations

How Well? – Well enough that each participant gains feeling of accomplishment

Teaching Points:1. Many…

2. Discuss with Partner Teams, prompt responses soyou can re-visit teaching points;

3. Insure each team is connecting to specific performance measures;

4. Ask after each report out….How about that one?...Really good isn’t it?....Cite verbatim you appreciated and then

illuminate it5. Comment on insight and/or re-visit other learning….Then,

comment about insight and ask for group to acknowledge.



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Generally completed as homework

Learning Objectives:Do What? – Illustrate power of difference; revisit notion of diversity

as difference; Quantify power of difference;

Given What? – Strengths list; Line under number 10 and number 24 How Well? – Well enough that each participant is open to considering people

who bug me MVP’s.

Teaching Points:1.! Understand role of common values, skills and talent;2.! Demonstrate understanding of theme dynamics;

3.! Ask for report out on each team as to numerical/Sum of differences [10, 12,14 , 20];

4.! Tell Elite forces [Green Beret] story;5.! Big Day for Employees and even bigger day for you



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SEE PREVIOUS SLIDE

Note: See Thumb Drive


Do What? – Illustrate power of difference; revisit notion of diversityas difference; Quantify power of difference;

Given What? – Strengths list; Line under number 10 and number 24 How Well? – Well enough that each

Teaching Points:1.! Understand role of common values, skills and talent;

2.! Demonstrate understanding of theme dynamics;3.! Ask for report out on each team as to numerical/Sum of

differences [10, 12, 14 , 20];4.! Tell Elite forces [Green Beret] story;

5.! Big Day for Employees and even bigger day for you6.! Seek out others that are most different and Ask for their help –

Mission of Changing World



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Do what? – Introduce Strengths Interview and role it plays inCoaching; The fact that it is Non-Negotiable as a

ROYWEST MasterCoach

Given What? – Theme and self mastery; Relationship with partner How Well? – Well enough that participant sees form as resource

Teaching Points:1.! Explain how to position StrengthsFinder;2.! Explain how to conduct 1 to 1 utilizing SPC Form

3.! Ask for show of hands of how many have been 1 to 1 with their MasterCoach;

4.! Go anywhere they want but must provide privacy



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Do What? – Share observations of first 1 to 1 Given What? – Self Mastery, advanced knowledge and skills

How Well? – Well enough that associate gains confidence with

conducting interview upon return home

Teaching Points:1.! Re-visit Take a moment;

2.! Review and provide feedback;3.! Only one thing worse than not doing SF!4.! Introduce notion of Q12 Feedback

5.! Ask for show of hands on difficulty scale;6.! Discuss verbatim responses;

7.! Discuss answers given;8.! Learn how far everyone got in Form



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Learning Objectives: Re-visit “Take a moment;”

Teaching Points:

1.! Thank them for engagement;

2.! Discuss expectations you had for them and how they have exceeded;3.! Invite them to practice verbatim responses;



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Do What? – Re-visit key highlights, teaching points or wordpictures of previous day highlights;

Given What? – Excitement for participation and concrete

advancement in mastery aka ‘Strengths on the Brain’How Well? – Well enough for them to see your energy for them and Day 2;

Also to get a glimpse of your intensity, humor and mastery

Teaching Points: 1.! Encourage them around mastery;2.! Revisit Imperative associated with knowing difference between Talent,

Knowledge and Skills;3.! Same for 1 to 1 relationships [ask for a show of hands of those who

can now stand and deliver?];4.! Re-visit each bullet

5.! Ask for approval of common understanding around work effortfrom previous day



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Do What? – Invite them to say what they want, say what they feel Given What? – An entire day where they were acknowledged each time they did

How Well? – Well enough that they would aspire to gain masterythemselves upon return home

Teaching Points: 1.! Refer to them as MasterCoach; “Worth showing up for”;

2.! Repeat comment, seek clarification if necessary, acknowledgethem for asking question;

3.! Illuminate, ask for additional comments, thank them again and let them

know how important it was for us to discuss that question;4.! On an easy one…Ask for answer from others;

5.! Sometimes comment “If I had that answer, you would be reading my bookand I would be communicating to you from HI islands !;

6.! Re-visit notion of speaking and knowing;

7.! Remind them of expectation that they could say what they wanted and feltand you would not judge them;

8.! Strengths on the Brain Do not proceed until all doubts are ferreted out!

1st Break



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Do What? – Explain and gain approval for ‘order of day; ’Given What? – Excitement for participation and an a deeper

understanding of self and theme dynamics

How Well? – Well enough for them to get a glimpse of what day willlook like and your excitement for them and what they will know

Teaching Points:

1.! Introduce/Discuss 1 to 1 Interview2.! Lay ground work for Q12 discussion3.! Describe final exercise of day and commit on time for completion

4.! Ask for approval of work effort.



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Do What? – Introduce Cards; Provide authority to change one or two questions; Pick a new partner

Given What? – Discussion around first 1 to 1; Self Mastery, advanced knowledge and skills How Well? – Well enough that participant gains confidence with conducting interview upon

return home

Teaching Points:

1.! Re-visit Take a moment;2.! Introduce Cards; Provide authority to change one or two questions;3.! Discuss providing questions to individual in advance;

4.! Introduce notion of Q12 Feedback5.! Ask for show of hands on difficulty scale;

6.! Discuss verbatim responses;7.! Discuss answers given;8.! Learn how far everyone got in Form

9.! Discuss role relationship plays in each 1 to 1;10.!Ask for a show of hands…People who knew each other

previously….Did they learn anything new?11.!Discuss how answers might have changed12.!Share fact that I use all resources;



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Do What? – Pick a new partner and conduct 3rd interviewGiven What? – Discussion around first and second 1

to 1s; Self Mastery, advanced knowledge and skills

How Well? – Well enough that associate states they arecomfortable conducting interview upon return home

Teaching Points:

1.! Re-visit ‘Take a moment;’2.! Discuss Cards; Ask about different questions;3.! Discuss providing questions to associate in advance;

4.! Share fact that I use all resources;5.! Ask for show of hands on ease/difficulty scale;

6.! Ask about comfort around verbatim responses;7.! Discuss answers given;

8.! Learn how far everyone got in Form9.! Discuss role relationship plays in each 1 to 1;10.!Ask for a show of hands…People who knew each other previously….Did

they learn anything new?11.!Discuss how answers might have changed



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Upon answering all questions, take a break and return to “Sprint to theEnd.”



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Learning Objectives:Do What? - Ask tables/individuals to Demonstrate mastery through

answers to three questions about Individual 1 or Individual 2;Given What? – Advanced understanding around Themes/theme

dynamics and how they impact motivators, expectations

How Well? – Well enough that each participant gains feeling of accomplishment;Must get beyond rudimentary, single level examples

Teaching Points:

1.! Many…2.! Listen to individual discussions, prompt responses so you can re-visit teaching points;3.! Insure each team is connecting to specific performance measures;

4.! Ask after each report out….How about that one?...Really good isn’t it?....Cite verbatim you appreciated and then illuminate it

5.! Comment on insight and/or re-visit other….Then, comment aboutinsight and ask for group to acknowledge.

6.! Themselves, boss, peers



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Learning Objectives:Do What? – Offer table mates talent based encouragement

Given What? – Alignment around imperative associated with Strengths How Well? – Well enough to touch each table member

emotionally

Teaching Points:1. Review of two days and depth of relationships that have been built;

2. Talent based acknowledgement/encouragement;3. Re-visit going 1 to 1;4. Re-visit establishing desired outcomes;

5. Stand/Kneel at tables; revel in all that they have learned andtheir appreciation for one another

While providing Peer Feedback, framed certificates are handed out.

After writing and reading to each other, evaluations are handed out.After all evaluations are collected, Master Coach makes closing remarks.



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strengths mastery april 2011 kinkos

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