At StrengthsAlliance, A !

"#$%&' Company, we
believe that before you can ever coach anyone else,
you must frst know yourself. Our StrengthsMastery
seminar is delivered through Strengths-based,
1-to-1 methodologies that begin with identifying
the ways in which you most naturally think, feel,
and behave-your talents. And, we coach you how
to productively utilize those talents as the means
by which to build strong relationships, increase
your performance and enhance the overall quality
and wellness of your life. Our promise: Attend
our seminar, receive coaching from one of our
MasterCoaches and live a life transformed!
!"#$%&"'!()!"$#*+!$(,%)#
---./012-345.607
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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 albeit
deeply committed humans
How Well? AgainWell enough for participants to
take notice and sense there is going to be something
different 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
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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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Learning Objectives:
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 own
and/or managers 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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Learning Objectives:
Do What? Introduce notion of StrengthsBased Organization and
role 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 StrengthsBased
concepts to anyone including POTUS, Queen of England;
and achieve High Performing or World Class Q12 scores
and 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 1
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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 years
How 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 Gallups 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 regard
for 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 the
following morning. However, it must be addressed every time!
Learning Objective:
Do What? Provide easy to understand difference between
SRI [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 picturesMRI versus X-Ray, Intersection of Talent versus
Order in which they speak
Optional 1
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Break
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At The Roy West Companies, we have a beliefAnd 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 questionsThen discuss it with your
partner.
Learning Objectives:
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 where
they 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 Websters 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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Learning Objectives:
Do What? Explain Neurological Sciences 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.! Cant teach an old dog new tricks;
3.! Cant 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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Learning Objectives:
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 between
How 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 only
chance
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 complete
5.! Join team; pass along intelligence begin collecting on specific talents
6.! Football word picture
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Learning Objectives:
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 cant be taught, or learned
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Learning Objectives:
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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Learning Objectives:
Do What? Share ROYWEST beliefs around the right assumptions; Achieve
same 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 didnt 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 Comprehension
Given 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; 10
th
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 enable
2.! Introduce Dr. Cliftons 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
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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 enable
2.! Re-visit Dr. Cliftons 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 typepig 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 Journey
How 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 let
them 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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Learning Objectives:
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 sheep
3.! Coaching metaphor around step by step process
4.! Coaching is not allowing people to fail
5.! 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 themes
of StrengthsFinder. It will deepen your understanding and enhance your
vocabulary around the themes. Decide which short descriptor at the right fits
best with the theme on the left. Be sure to turn the page to complete Theme
Matching.



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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Learning Objectives:
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; Organizations
have been matricide
2.! If you face an employee, you must go 1 to 1 [Coach], you must
do things right [Manager] and do the right things [Leader].
3.! Beyond that, you are also an individual producer;
4.! Talent/Strengths speaks to employees hearts;
5.! Talent based acknowledgement is the most effective way to recognize;
6.! Training can only be most effective when individualized;
7.! And, Curt Liesvelds quote on great coaches.
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Learning Objectives:
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 paradigmThere can be no growth
without 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 like
with great clarity
3.! Re-visit notion of establishing desired outcomes with a focus on
each individuals strengths;
4.! Understand fact that individualized acknowledgement through each
persons strengths is key to effective relationship;
5.! Understand role of relationship in growth of human organisms,
organizations etc.
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Learning Objectives:
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 lensnot 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 lens
instead 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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Learning Objectives:
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 am
more 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 Moti vates Me?

Recommended Process:
Place a check next to each that resonates
Circle the Top 10 Motivators
Narrow 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 where
you are being honored

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

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

! A promotion

! Being named your companys 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 companys profitability award

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

! An article about your success in your industrys 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 in
their 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
Learning Objectives:
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 bestSo 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 authorHow 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 will
change their personal and professional lives]
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SEE PREVIOUS SLIDE
Learning Objectives:
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 bestSo 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 did
2.! Tell them how they made you feel
3.! Share with them which talents you observed
4.! Create an encouragement, challenge or expectation
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Learning Objectives:
Do What? Delineate differences and similarities; Hit bulls eye
with notion of same outcome, different path; Introduce Theme Envy
Given What? General Alignment/awareness; Personal talents;
Doubts and Theme envy
How 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 others
2.! [Chris Wachta story, Kristen Wells story, American Football example];
3.! Tell story about Woo and Maximizer at West House;
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Learning Objectives:
Do What? Demonstrate that all Strengths do not occur is
associates at same frequency; Unveil additional dimension of
talent
Given What? Acceptance of Strengths philosophies; Employees
in 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 the
source 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, expectations
How Well? Well enough that each participant can demonstrate understanding
Teaching Points:
1. Plain awareness around themes with lowest incidence
2. 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 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 isnt it?....Cite verbatim you appreciated and then
illuminate it
5. 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 MVPs.
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
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
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
6.! Seek out others that are most different and Ask for their help
Mission of Changing World
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Learning Objectives:
Do what? Introduce Strengths Interview and role it plays in
Coaching; 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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Learning Objectives:
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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Learning Objectives:
Do What? Re-visit key highlights, teaching points or word
pictures 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 effort
from previous day
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Learning Objectives:
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 mastery
themselves upon return home
Teaching Points:
1.! Refer to them as MasterCoach; Worth showing up for;
2.! Repeat comment, seek clarification if necessary, acknowledge
them 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 oneAsk for answer from others;
5.! Sometimes comment If I had that answer, you would be reading my book
and 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 felt
and you would not judge them;
8.! Strengths on the Brain
Do not proceed until all doubts are ferreted out!
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Learning Objectives:
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 will
look like and your excitement for them and what they will know
Teaching Points:
1.! Introduce/Discuss 1 to 1 Interview
2.! Lay ground work for Q12 discussion
3.! Describe final exercise of day and commit on time for completion
4.! Ask for approval of work effort.
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Learning Objectives:
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 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
9.! Discuss role relationship plays in each 1 to 1;
10.!Ask for a show of handsPeople who knew each other
previously.Did they learn anything new?
11.! Discuss how answers might have changed
12.!Share fact that I use all resources;
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Learning Objectives:
Do What? Pick a new partner and conduct 3
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interview
Given What? Discussion around first and second 1
to 1s; Self Mastery, advanced knowledge and skills
How Well? Well enough that associate states they are
comfortable 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 Form
9.! Discuss role relationship plays in each 1 to 1;
10.!Ask for a show of handsPeople 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 the
End.
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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 isnt it?....
Cite verbatim you appreciated and then illuminate it
5.! Comment on insight and/or re-visit other.Then, comment about
insight 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 and
their 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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