Strengths-Based Coaching Program Winter Quarter 2012

Strengths-Based Coaching Program Winter Quarter 2012 

WEEK TOPICS ASSIGNMENTS DUE 

WEEK ONE Welcome, Introductions, 

Program Overview 

None 

TIME TOPIC 

10:10 Welcome and Overview of the Quarter/Schedule 

10:20 Why Coaching? 

Program Overview 

25:45 Team Builder Activity 

35:80 Values Clarification Activity 

10:90 Reminders for Next Meeting 

MATERIALS NEEDED 

Student workbooks Copies of syllabus Markers 

WELCOME AND OVERVIEW 

Facilitator introductions 

Review pages 2-3 in the workbook and course syllabus 

WHY COACHING? and PROGRAM OVERVIEW 

Lead a discussion among the large group: 

• What is their understanding of coaching? 

• What are they hoping to get out of this program? 

[Now review content in workbook on pages 4-5] 

• Who has someone they would consider an advisor, mentor, trainer, counselor, friend, etc? 

• Why are those roles important to you? Based on what we’ve talked about, what do you think 

will be different about this experience? (i.e. instructors will ask questions, not give answers) 

TEAM BUILDER ACTIVITY 

“Who I Am” page 6 

Have students use markers to illustrate who they are. Have each student share with the large group. 

VALUES CLARIFICATION ACTIVITY 

Part 1: Turn to page 7 in your workbook. 

Introduce values and their importance in our daily actions. Provide cautions to ensure authenticity in 

the “values sort.” (Everything on the list is worth valuing, but we want to know what you really value v. 

what you think others want you to value.) 

Give instructions one at a time, giving students time to work between each instruction: 

• Review the list of values and select your top 12. 

• Now select your top 6 values. How did you make this cut? What criteria did you use? How did 

it feel to eliminate half of your chosen values? 

• Now rank your top value from the remaining 6. 

• Now rank your #2 and #3 values. Then rank #4-6. 

Part 2: Turn to page 8 in your workbook. 

Transfer your top 6 values to this page. 

Discuss questions as a large group, encourage students to make personal notes.


REMINDERS FOR NEXT WEEK 

Announce assignments for next week 

• SQ Assessment – bring results with you (theme report – 5 paragraphs) 

• Preface – Ch.2 in SQ book 

• Ch.3 intro and the “Affirming ___” for your 5 

• Ch. 5 Intro and “Developing ___” for your 5 

Please bring your workbook to each meeting for the rest of the quarter



WEEK TWO StrengthsQuest Part 1 StrengthsQuest assessment results (bring to meeting) 

Preface – Ch.2 in SQ book 

Ch.3 intro and the “Affirming ___” for your 5 

Ch. 5 Intro and “Developing ___” for your 5 

TIME TOPIC 

5:5 Check-In and Meeting Overview 

80:85 StrengthsQuest, part 1 



PPT of StrengthsFinder awareness workshop, blank paper for each student for handwriting demo 

CHECK-IN AND OVERVIEW 

How is everyone doing this week? Any new thoughts about our values sort? 

STRENGTHSFINDER, PART ONE 

Topics to Cover: 

• Background on Strengths philosophy 

• Myths of weakness-building 

• 4 Domains (pg. 13 in workbook) 

• ¼ - ½ of Themes 

1. Turn to page 9 in your workbook and complete a brief reflection to get started. Share comments 

with the large group. 

2. StrengthsQuest workshop. (Slides divided below) 

• 1-3: Mel, Intro and “Getting the Most Out of Your Report” 

• 4-8: Jen, Why Strengths? Left Hand/Right Hand Demo, Talent v. Strengths 

• 9-11: Mel, Rudy, Michael Jordan, and Michael Phelps 

• 12-14: Jen, Weakness-Fixing v. Strengths-Building 

• 15-18: Mel, Dealing with weaknesses 

• 19-23: Jen, The Assessment 

• 24 – 25: Mel, The Four Domains 

• 26-63: Jen kicks off the 34 themes, alternate by theme? 

3. Turn to page 10 in your workbook and begin filling in the chart about your Strengths and how 

you use them. Bring this completed to our next meeting. 

REMINDERS FOR NEXT MEETING 

To Do for next week: 

• Complete “My Strengths and How I Use Them” table. 

• Talk with 3 people about your top 5 themes. Write a brief reflection about their reaction to 

your results (page 11). 

• Read Ch. 4 All



WEEK THREE 

StrengthsQuest part 2 Completed table 

Personal reflection 

Ch. 4 All 

TIME TOPIC 


80:85 StrengthsQuest, part two 



Pens, markers, crayons, paper, etc. for creative modeling 

Copies of class strengths map for each student 


How is everyone doing this week? Any new or updated thoughts about Strengths? 

STRENGTHSQUEST PART TWO 

Topics to Cover: 

• Brief re-cap from last week 

• ½ - ¾ of Themes 

• Theme Dynamics 

Your homework from last week was to share your results with at least three other people and write a 

brief reflection on their reaction. Share reflections with the group. 

StrengthsQuest workshop. Include “Talent Line Up” activity from SQ Activity Book (from 

strengthsquest.com 

Refer to pages 13-16 for additional resources (theme domains, team map, reference card). 

Turn to page 12 in your workbook. To continue our conversation about theme dynamics, please choose 

one of the two options listed to model the interaction among your personal strengths. Share results 

with the group. 

Reflection: 

Why would we start with Strengths for this program? 

What has been one take-away for you with respect to Strengths? 

As we move through the rest of the quarter, we’ll continue to revisit Strengths as a foundation for our 

future conversations. 


Next week we’ll begin discussing goals. 

Reading Due: Ch. 6 All 

Ch. 7 Intro and “___ in Academics” for your 5 

Ch. 10 Intro and “___ in Careers” for your 5



WEEK FOUR 

Discussion of Goals Ch. 6 All 

Ch. 7 Intro and “___ in Academics” for your 5 

Ch. 10 Intro and “___ in Careers” for your 5 


CLASS OUTLINE 

1. Discussion of Personal Goals 

• What is the core issue 

• Defining goal as a 90-day project 

• Balance of challenging and attainable 

• How do your strengths play into your goal setting? 

• Make it snappy! 

• Creating Measurements 

2. Discussion of where you are now 

• What do you already have to get to your goal? 

• What do you still need? 

INSTRUCTOR NOTES 

Introduction (5 Min) 

• Now that we’ve discussed your strengths, it is time to focus on how your strengths can help you 

attain and reach goals. 

• For example, if I am an achiever, so I could think that because I understand I work best when I 

have checklists, it can help me break down what I need to do to ensure a goal is met. 

What is a goal worth going for? (30 Minutes) 

• It is one that focuses on the issue that will make the most difference to you 

• Sometimes to figure out this goal, it takes a ton of self-honesty 

Brainstorming: Have students brainstorm a goal they believe is worth going for – have them think 

about major, relationships, student involvement, personal, career, creative. They should be thinking 

of this as a goal they could possibly work toward during the quarter/semester. (5-10 Minutes) 

Group Discussion: What are some goals that came to mind? 

Pg. 17 Activity: 

• Think about what is at the core of each of the goals that came to mind. If it’s an academic 

goal, for example, and you want to “get an A” , the core issue could be that you don’t 

understand a particular subject and need to increase your knowledge. 

• Write all core issues that come to mind under the given focus area. Then have them 

formulate goals for each focus area out of those core issues. (5 – 10 Minutes). 

Defining goal as 90 Day Project (15 min) – Pg. 18 

• This time frame is enough time for there to be an impact on your life, but also to maintain 

motivation and excitement.


• Now, remember, you will be committing to this goal for 90 days 

o The goal that you’ve created now can be part of a bigger goal – avoid going too big. 

Be open to being challenged 

• The best goal is one you don’t know how you’re going to achieve – you just sense you’ll 

be able to work it out if you really apply yourself 

• One way to challenge yourself if to ‘Up the ante.’ What does that look like for you? 

Make sure it’s achievable 

• Remember, even though it’s a stretch, it needs to not be too big 

• You may start with a goal that you think is achievable but in a few weeks you realize it’s 

not… it’s OK to change your goal along the way. 

Make it Snappy 

• This is your motivation for CHANGE! 

• You’ll be saying it to yourself over the next weeks – so make it short and snappy! 

• Make sure to tailor the goal so it will excite you! 

Creating Measurements: 

• How will you hold yourself accountable and be able to personally measure this goal? 

• Is it related to another time in your life? Is it a percentage? Is it a numeric scale? Is it a 

physical outcome? 

• Whatever it is – it’s got to be the right way to measure for YOU and keep YOU motivated. 

Small Group Activity: Now that I’ve talked to you about goal setting – it’s time to talk to each other. 

Get students into 4 groups of 4. Have each student go around and answer these questions (12 minutes): 

• What is the goal you’ve decided to focus on? 

• What are some challenges you may face along the way? 

• Do you feel it’s achievable? 

• How can you make it snappy to keep you motivated? 

• How are you measuring this goal? 

• How do your Strengths help you achieve this goal? 

Turn discussion to the large group: What are some goals and measurements you discussed in your 

small group? How do you think Strengths can play a role in helping you achieve them? (5-10 min) 

Back to Small Groups: Where are you right now? (20 min) 

Now that we’ve talked about goal setting, let’s switch gears to where we are right now, in the 

present. 

Have students get back into their groups of 4 to discuss the following: 

• What do you already have to get you to your goal? 

• What do you still need? 

Turn discussion to large group: Ask student how they are feeling about all of this. What do they 

already have to help them achieve their goals? What do they still need? 

Homework – Pg. 19-20 Move into talking about reflection and the importance of writing the goal down. 

Finalize the focus and wording of your “goal worth going for” before next week’s meeting.



WEEK FIVE 

Visualizing Success p. 19-20, Finalize your “goal 

worth going for” 


Pens, markers, crayons, etc. for drawing 

Sign-up Sheet for 1:1 Meetings 

OUTLINE 

1. Check in (10 min) 

a. Each student shares finalized goal with the group. 

b. Questions to the group: How do you feel about your goal? 

c. Anything they noticed in the past week re: their goal, strengths, etc? 

2. Present concept of “Visualizing the Goal” (2 min) 

a. Last week we spoke a lot about setting up an attainable goal and noting what goes in to 

choosing your goal. This week, we are focusing on visualizing the goal and maybe the 

gaps in this goal. 

b. Everyone has a different way of visualizing their goals. Today, we are going to create 

visualization through drawing. 

3. Pg. 21 - Bridge Drawing (approx. 1 hour total): 

a. (15-20 min) Drawing: Students will draw a bridge that represents the goal they have 

selected and the various components and considerations in work on and reaching that 

goal. Directions are as follows: 

i. Leave the inner critic behind 

ii. You can draw this however you would like to – it can be concrete or an abstract 

representation 

iii. Where are you on your bridge? 

iv. Where do your challenges lie? 

v. What are your support systems? 

b. (10-15 min) Share in small groups: Have students show and explain their drawings to 

each other, ask questions of each other and offer feedback. 

c. (10-15 min) Share in large group: Bring the discussion back to the large group – What 

are some commonalities found in each group with their drawings? What are people’s 

support systems? What are the gaps or challenges that were found? Would anyone like 

to share their bridge drawing with the group? How do we feel your Strengths can play 

out with your visualization? 

4. What’s In The Gap? (5 min) 

a. Present concept: 

i. Now that you have a visual representation of where you are and where you 

want to be with your goal, the next step is to uncover “what’s in the gap” 

between those two points. 

ii. It might be personal (courage, confidence) or external (available resources, 

time). The answer tends to be something that we can’t see for ourselves at 

first. 

iii. If the answer to “what’s in the gap” is easy for you, then maybe your goal is a 

little too easy.


iv. Having an outside perspective can help you identify what’s in your gap and how 

best to begin addressing it. Taking time to identify the deeper issues and the 

bigger picture can help set you up for bigger success later. 

b. Personal reflection: What’s in the Gap? Take a few moments to think about what’s in 

your gap. FOR HOMEWORK: p. 22-23: Complete this for next week’s meeting. Consider 

how you can get over the gaps, what is really stopping you, and how can your Strengths 

help overcome that. 

5. Check-in (5 min): 

a. Ask the group how they are feeling about their goals after today’s class 

6. 1:1 Meeting Signups (10 min) 

a. Please sign up for a 1:1 meeting with one of the facilitators. Times are available over 

the next two weeks. 

Homework for next time: 

Read Ch. 8-9 ALL 

p.22-23 in workbook



WEEK SIX 

Creating a Plan for Success Pg. 22-23 “What’s in the Gap” 

1:1 Meetings with Facilitators Ch. 8 All 

Ch. 9 All 


Markers 

Flip-chart paper 

Sign-up Sheet for 1:1 Meetings 

OUTLINE 

Check-in (5 Minutes) 

• How is everyone doing this week? 

• How are we feeling about our goals now? How have we continued to visualize them? 

Follow up on the gap (Time TBA) 

• In pairs or trios, share your list of what’s in your gap. Solicit feedback from your group about 

common themes they see. 

• Discuss what you can do, and how your Strengths can help you address the gaps. 

How to accomplish your goal (10-20 minutes) 

• This week, we’re focusing on HOW to accomplish your goal. What do you need to do to make 

sure you actually get what you need done? 

• This part of our process involves researching options. 

o How many of you learned to ride a bike as a child? How many of you haven’t ridden a 

bike in over a year (or more), but know that you could get back on that bike with no 

problem? 

o That’s because as we learn new things, our brain creates pathways between neurons 

that become worn and familiar. It’s in this way we can pick up something again, like 

riding a bike, even after a long break from the activity. 

o The up-side is that this helps us live without constantly having to re-learn things anew 

every time we do them. 

o The down-side is that this creates habits, even habitual ways of thinking, that unless we 

are forced to change will be the way we do things automatically forever. 

o When researching your options, you are choosing the paths that you want to take to 

accomplish your goal. You get to tackle the issues that are in the way to achieving your 

goal, instead of just doing things the way you’ve always done them. 

Activity: Planning an event (30 minutes) 

• The class will split into two groups of 8. 

• Must accomplish the given scenario to accomplish a given task 

• Scenario (page 25): You are a student organization at Ohio State that wants to put on an event 

in 3 weeks for the student body. Taking what you know from the university as well as what you 

know about goal setting from this experience, you must make a plan describing the event, and 

what you need to do to make sure the event takes place successfully. You will have 15 minutes 

in your group to brainstorm and develop action steps to make the event possible.


• Groups will mark their event on large post-it notes using markers. After the 15 minutes have 

concluded, students will be asked to present their events, and most importantly focusing on 

HOW they will make sure the event will happen. (15 minutes) 

• Debrief with group (15 – 20 Minutes): 

o What do you think you learned from this activity? 

o From this activity, what insight did you gain about the process of achieving the task at 

hand? What was challenging? What was easy to navigate? 

o Related to our discussion about doing your research, do you feel because you know the 

way in which Ohio State operates you were at an advantage? 

o How do you feel this activity translates into what you are individually trying to 

accomplish with your own goal setting? 

Wrap up – Look to Action Steps for next week (page 26). Any questions, lingering thoughts? 

Please sign up for a 1:1 meeting with one of the facilitators. Times are available this week and next.



WEEK SEVEN 

Confirming Choices and 

Addressing Doubts 

1:1 Meetings with Facilitators 

Page 26 – Action Station 


Copy of Ch. 7 in Rock’s “Personal Best” book for each student 

Markers 

Flip-chart paper 

OUTLINE 

This week we will discuss two main topics: 

• Confirming your choices 

• Creating a plan for success (talking back to that little voice called ‘doubt’) 

Check in (5-10 Minutes) 

• Any lingering thoughts from last week’s class meeting? How are you feeling this week about 

reaching your goal? 

Narrowing your options to make a choice (20 minutes) 

• Lecturette – confirming that the choices you’ve made so far are helping you make progress 

(developing and checking against parameters to make sure you’re on the right track), and 

“mourning” the roads not taken 

• Debrief with class – How do you see these playing a role in your goal setting? What is it that 

may serve as the biggest mourning piece for you as you move toward your goal? 

o What choices have you made regarding the pursuit of your goal to this point? 

o What have you actively decided to leave behind in order to devote more 

time/energy/focus to your goal? 

o Are you “over” what you have had to leave behind, or are you still thinking 

about/stressing about your decision? 

Creating a plan for success (talking back to that little voice called ‘doubt’) (45 minutes) 

• Pass out copies of Ch. 7 of David Rock’s “Personal Best.” 

• Introduce the following concepts: Get Support, Get Clear, Get on Time, Make Way for Success, 

Be on the Lookout for Success, Get Educated, and Get Serious (WB page 27) 

• Have students read the chapter silently to themselves, making notes in their workbooks on 

relevant points for each concept. How does each concept relate to their goal? 

• Discuss responses to page 27 with a partner 

• Debrief with the class: What is a take home point for you in learning about these seven steps to 

success? How do you feel your Strengths can play into creating this plan? What do you find 

most helpful? What could pose as most challenging? 

Wrap up: Any last thoughts? Questions? Talk about Action Steps (pages 28-29) for next week.



WEEK EIGHT 

Taking Action and 

Managing Change 

p. 28-29 Action Station 

TIME TOPIC 


15:20 Taking Action discussion 

15:35 Managing Change and Resistance discussion 

30:65 Jet Fighter 

15:80 Reflection / Bringing It All Together 




How is everyone doing this week? How are your plans for success? 

TAKING ACTION (WB 30) 

Lecture/Discussion: 

• The hardest part is just starting… 

o Worrying about doing something decreases energy level, while just doing it increases 

energy level 

o Worry, anxiety, and time spent in inaction may be wasted time / doesn’t yield results 

• Thinking about taking action, and taking action are two different things 

o Don’t discount thinking, but don’t be debilitated by it either 

o Put the necessary thought into your plan for action, then implement that plan 

MANAGING CHANGE (WB 30) 

Lecture/Discussion: 

• Learning even basic things for most people is somewhere between mildly uncomfortable and 

completely overwhelming 

o Going through this process where making changes can have a potentially huge impact 

on your life may be somewhere between a little confronting and completely terrifying 

• This process is challenging, but it’s helpful to not let your emotions overwhelm you 

• Be prepared not only for change, but also the inevitable resistance to that change 

o Resistance from yourself 

o Recognize your breakthroughs / small wins 

o Resistance from others 

JET FIGHTER ACTIVITY 

Divide into teams of 5 people each for this activity 

REFLECTION / BRINGING IT ALL TOGETHER 

How did you feel during the Jet Fighter activity? 

Did you feel prepared to take action in pursuit of the goal at hand? 

Did you experience resistance in your progress, or breakthroughs in your group process?


This activity is not too different from the situation you are in now…you have a goal worth going for, you 

have individual responsibilities, and you are working within a larger group or context that is essential for 

your success. 

If the frustrating feelings you experienced as part of this activity are only a simulation of the real thing, 

how will you feel when you’re pursuing YOUR goal and you run into similar frustrations? 

REMINDERS FOR NEXT WEEK 

Focus on the Action Station (pages 31-32) for this week, especially consider how your Strengths play into 

your selected actions, overcoming resistance, and leading to your breakthroughs. 

Consider one way to celebrate a breakthrough and commit to do that when you reach that milestone.


JET FIGHTER 

Objectives 

• To show the importance of communication. 

• To demonstrate how effective communication can lead to positive outcomes. 

• To enhance the skills of diplomacy, negotiation, planning and problem solving. 

• To begin to foster collaboration among organization members and leaders. 

• 

10/10 Introduction to Communication 

• Facilitator asks: 

o Why is communication important in our 

organization? In any organization? 

o What are some of the obstacles of effective 

communication? 

40/50 The A B C Exercise 

• The group’s objective is to successfully complete 

their task. 

Facilitator Note: The room will 

need to be pre-set into the jet 

fighter formation. When 

students return to the room, 

they should select a chair and 

not disturb the formation. 

Facilitators should assist in 

setting the room with the 

desired numbers of formations. 

Scrap paper should be placed 

at each chair for written 

communication. 

• Participants will need to follow the instructions on their individual sheets to 

complete the task. 

• All communication will be in writing only. 

• Participants will know when they have successfully completed the exercise. 

• They will have twenty minutes to complete their task. 

• Presenters will need to determine the number of jet fighter formations to 

maximize student participation, trying as much as possible to have as few 

students in the observer role as possible. 

M 

A 

B O 

C D E

Strengths-Based Coaching Program Winter Quarter 2012


Prepare on flipchart in advance: 

A, B, C, D, E, are the participants 

M is the messenger 

O is the observer 

A can communicate with B 

B can communicate with A or C or D or E 

C, D, E, can only communicate with B 

All communication must be in writing, in a memo format 

TO: 

FROM: 

• If incorrectly addressed, the messenger can either return it without saying 

anything, or put it in their pocket, or throw it away. The point here is that 

sometimes messages are given incorrectly, not addressed correctly, or given to 

the wrong person...and the end result is that they don’t get “delivered”. 

• The observer just watches the action and offer comments during discussion. A 

good basic question is “how was this exercise real?” Another good question to 

ask is “what did you do that helped (or hindered) the completion of the exercise?” 

• At the conclusion of the exercise, process the following: 

o What were the observations of the observer? 

o How did this game make you feel? 

o Who felt frustrated? Why? 

o How did the person in the front feel thinking that everyone had all of the 

information? 

o How did the people in the rear feel? 

o How did the person in the middle feel? 

o If anyone had his or her paper ripped up, how did that feel? What were 

your initial thoughts? 

o What was the significance of having the communication formatted a 

certain way? 

o When time is limited, how do we ensure effective communication takes 

place? 

15/65 Collaboration 

• At this point the presenter should shift the discussion toward collaboration/ 

o Have each jet fighter circle their chairs and respond to the following 

questions: 

• Identify specific times when there is communication breakdown 

within the organization. 

• Are there common themes in the breakdowns? Specific areas of 

concern?


• What strategies can be implemented to prevent communication 

breakdown in the future? 

• Presenter should bring the large group back together and ask if any groups are 

willing to share their responses. 

o What role does communication play in promoting and resolving the issues 

in our organization? 

o How then can we work to resolve some of the issues? 

o How do the organization leaders provide leadership through the process? 

o How will they know when they’ve been successful? 

10/75 Closure 

• We have seen that it is important to communicate our ideas, values, etc. to 

people so that everyone around us knows what is going on and what we are 

thinking. 

• As leaders, it is even more crucial for us to have good communication skills, to 

be able to communicate to others what is taking place within our organizations. 

• We have also seen that it is important to communicate to others in leadership 

positions when we do not know what is going on within our organizations, 

campus, and community.


Instructions 

PERSON A 

JET FIGHTER COMMUNICATION EXCERCISE 

In this project, you are A. The project reporting structure is as follows: B reports to you; C, D, and E, 

report to B. 

Each of you has been given five symbols, each of which is one of six familiar symbols. Your job is to find 

out which one of the six symbols is held in common. You must finish this job in 20 minutes. You may 

communicate with B only through the exchange of written notes. B may exchange notes with you and C, 

D, and E. Persons C, D, and E may exchange notes with B only. No other communication is permitted. 

To elaborate: 

• There are six unique symbols. 

• Each person has five of these six possible symbols. 

• There are four copies of five of the symbols. 

• There are five copies of one of the symbols. 

• You are to determine which one symbol all five persons hold. 

• Your symbols are as follows: 

= ÷ Σ & ? 

Instructions 

PERSON B 

• A and B may exchange notes. 

JET FIGHTER COMMUNICATION EXERCISE 

• C, D, and E may exchange notes with B only 

• No other communication is permitted. 

• You will find five symbols below. You may not show them to any other person. 

• If you have any questions, raise your hand. 

Σ ÷ = & Ψ


Instructions 

PERSON C 







Instructions 

PERSON D 

Ψ ÷ ? = & 







÷ ? Ψ & Σ


Instructions 

PERSON E 







Ψ = Σ ? ÷


Instructions 

OBSERVER 


• You are to observe to see how your group reacts to the following: 

o Defining the problem 

o Action Taken 

o Organization of the group 

o Communication 

o Identify communication 

o Pressure 

• Identify specific behavior that reflects these behaviors. 



Instructions 

MESSENGER 


• Please move as rapidly as you can. 

• You must correctly deliver messages which are properly addressed, although 

messages can be delayed 

• Do not deliver messages, if not properly addressed 


All communication must be in writing, in a memo format 

TO: 

FROM: 

If incorrectly addressed, the messengers can return it without saying anything, put it in 

their pocket, or throw it away. The point here is that sometimes messages are given 

incorrectly, not addressed correctly, or given to the wrong person...and the end result is 

that they don’t get “delivered.”



WEEK NINE 

Staying Motivated p. 31-32 Action Station 

TIME TOPIC 


35:40 Exploring Motivation 

20:60 Reflection 



Dan Pink, “Drive” video on Youtube: http://youtu.be/u6XAPnuFjJc 

CHECK-IN AND MEETING OVERVIEW 

How is everyone doing? Any remaining thoughts or reactions to Jet Fighter? 

EXPLORING MOTIVATION 

• Discuss the change in the concept of motivation – away from carrot-and-stick, and toward true 

motivation. 

• Show Daniel Pink’s “Drive” video 

• (WB p. 33) Review the three concepts from the video – Autonomy, Mastery, and Purpose. 

• Ask the group: Does your approach to achieving your goal provide you with Autonomy? The 

opportunity to work on mastery? Make you feel like you’re working toward something bigger 

than yourself? 

• Individual: Fill out WB p.33, share with large group 

• In Pairs: Reflect on your level of motivation at this point. What is keeping you going? Do Dan 

Pink’s concepts resonate with you? Does the carrot-and-stick method resonate with you? 

• Large group thoughts – how do Dan Pink’s concepts on motivation align with Strengths? 

ASK STUDENTS TO PROMOTE SBCP TO THEIR FRIENDS. Applications due Friday, March 2 nd 2012 at 5pm 

Give instructors names of other students they think would be good for SBCP. 


• Review and complete the Action Station (pages 34-35). 

• QUARTER IN REVIEW ASSIGNMENT : (see p. 36) Create a visual “timeline” of this quarter. Feel 

free to include things directly related to your experience in this program, as well as things that 

happened outside of this experience. You can use separate paper if you’d like. You will share this 

with the class next week.



WEEK TEN 

Final Reflection and 

Action Station p. 34-35 

Next Steps 

“Quarter in Review” timeline 

TIME TOPIC 


30:35 Sharing Your “Quarter In Review” 

35:70 Looking Forward 

20:90 Final Remarks 


Reflection music, laptop/projector/screen for student timelines that require it. 

CHECK-IN AND MEETING OVERVIEW 

How is everyone doing? As this is our final official meeting as a group, we will be looking back and 

looking forward to wrap up our experience together. 

SHARING YOUR “QUARTER IN REVIEW” 

Each person will share their visual timeline (p. 36) 

LOOKING FORWARD 

As much as our process this quarter has been about achieving your goals, it’s not really about your goals. 

“What do you mean it’s not about the goal?!” We mean that the goal is not the most important part of 

your journey in the last ten weeks…your goal is the tool for digging up the gold that lies within you. 

While goals are useful, they aren’t the gold, they’re just the tools. 

Turn to page 37 in your workbook. Your approach this quarter likely mirrors your approach to any 

priority in your life. Take a look at the last ten weeks – your efforts, your challenges, your strengths, 

your interactions with others – and consider what you can learn about yourself from this process. 

Invite individuals to share highlights with the large group. 

FINAL REMARKS 

Have facilitators offer closing remarks about this experience. 

Invite participants to offer final remarks as well. 

(If time allows) “TOUCH THE BACK OF SOMEONE WHO…” activity

Strengths-Based Coaching Program Winter Quarter 2012

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