Teaching your staff how to implement strengths Sondra Cave, Ed.D. Achiever, Discipline, Focus, Significance, Competition

Teaching your staff how Teaching your staff how to implement strengths to implement strengths

Sondra Cave, Ed.D.Sondra Cave, Ed.D.Achiever, Discipline, Focus, Significance, Achiever, Discipline, Focus, Significance,

CompetitionCompetition

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Strengths MissionStrengths Mission

To enable students to discover, To enable students to discover, develop, and apply strengths in develop, and apply strengths in academics, career, and beyondacademics, career, and beyond

Copyright © 2004 The Gallup Organization, Princeton, NJ. All rights reserved.

discoverdevelop

apply

academicscareer

beyond

Strengths PhilosophyStrengths Philosophy

““Individuals gain more when they Individuals gain more when they build on their talents, than when build on their talents, than when they make comparable efforts to they make comparable efforts to improve their areas of weakness.”improve their areas of weakness.”

--Clifton & Harter, 2003, p. --Clifton & Harter, 2003, p. 112112

Objectives:Objectives:

Encourage awareness in personal Encourage awareness in personal strengths.strengths.

approach all aspects of achievement approach all aspects of achievement from strengths-based approach.from strengths-based approach.

Affirm innate strengthsAffirm innate strengths Increase engagementIncrease engagement create actionable strategic plans create actionable strategic plans

building on/using their strengths.building on/using their strengths.

Share one accomplishment within Share one accomplishment within the last six months…the last six months…

YOU “at your best”YOU “at your best”

Share about a time in your life Share about a time in your life when you were “in the zone” or when you were “in the zone” or performing at your best – what performing at your best – what were you doing? How did it feel?were you doing? How did it feel?……

What if every student could What if every student could experience that same feeling on experience that same feeling on your campus?your campus?

What if students experienced that What if students experienced that same fulfillment of being at their same fulfillment of being at their best best while learningwhile learning??

What if higher education enabled What if higher education enabled students to become the persons students to become the persons they were created to be?they were created to be?

““The Writing The Writing Challenge”Challenge”Take out a blank piece of paper and Take out a blank piece of paper and

divide it into two columns.divide it into two columns.– Part One:Part One:

Write the numbers 1-5 down Write the numbers 1-5 down the the leftleft side of your paper. side of your paper.

Write your full name on each Write your full name on each line as quickly as you can.line as quickly as you can.

– Part TwoPart Two Now write the numbers 1-5 down Now write the numbers 1-5 down

the the rightright side of their paper. side of their paper. Your mentor will tell you what to do next.Your mentor will tell you what to do next.

1.

2.

3.

4.

5.

My name

My name

My name

My name

My name

1.

2.

3.

4.

5.

Concept of StrengthsConcept of Strengths

The basic concept of strengths is this:The basic concept of strengths is this:1.1. You have a group of talents within you.You have a group of talents within you.2.2. Your greatest talents hold the key to Your greatest talents hold the key to

your achievement, success, and progress your achievement, success, and progress to levels of personal excellence. to levels of personal excellence.

3.3. Becoming aware of your talents builds confidence Becoming aware of your talents builds confidence and provides a basis for achievement.and provides a basis for achievement.

4.4. Learning how to develop and apply strengths Learning how to develop and apply strengths will improve your levels of achievement.will improve your levels of achievement.

5.5. Each of your talents can be applied in many areas Each of your talents can be applied in many areas including relationships, learning, academics, including relationships, learning, academics, leadership, service, and careers.leadership, service, and careers.

6.6. As you develop and apply strengths, your As you develop and apply strengths, your achievements will increase and you will experience achievements will increase and you will experience greater and more frequent successes.greater and more frequent successes.

What Are Strengths?What Are Strengths?

Talent + Knowledge + Skills = Talent + Knowledge + Skills = StrengthStrength Talents are naturally recurring patterns of Talents are naturally recurring patterns of

thought, feeling, or behavior that can be thought, feeling, or behavior that can be productively appliedproductively applied

By refining our dominant talents with skill By refining our dominant talents with skill and knowledge, we can create strength: and knowledge, we can create strength: the ability to provide consistent, near-the ability to provide consistent, near-perfect performance in a given activity.perfect performance in a given activity.

--Clifton & Harter, 2003--Clifton & Harter, 2003

Talent, Knowledge, Skills, and Talent, Knowledge, Skills, and StrengthStrength

Talent: A naturally recurring Talent: A naturally recurring pattern of thought, feeling, or pattern of thought, feeling, or behavior that can be productively behavior that can be productively applied.applied.

A talent is a potential A talent is a potential strength.strength.


Knowledge: What you are aware of. It may be Knowledge: What you are aware of. It may be purely factual knowledge. Or, it may be how purely factual knowledge. Or, it may be how you make sense of what you know you make sense of what you know —— your your understanding.understanding.

Skills: The capacity to perform the fundamental Skills: The capacity to perform the fundamental steps of an activity. Skills deal with the “how-to” steps of an activity. Skills deal with the “how-to” areas of your job. Once you have acquired the areas of your job. Once you have acquired the skill for something, you know how to do it.skill for something, you know how to do it.


Strength: The ability to provide consistent, Strength: The ability to provide consistent, near-perfect performance in a given activity. near-perfect performance in a given activity. To build your strengths, identify your talents, To build your strengths, identify your talents, and add knowledge and skills.and add knowledge and skills.

Strength = Talent + Knowledge + Skills

Knowledge

(Awareness)• A lot of running

• Competing to win• Big time commitment

Skills• Basics of dribbling

• Basics of rebounding• Basics of shooting

StrengthConsistently hits the three-point

shots that winthe basketball game

Factual/Understanding

• Know the rules• Understand the rules

• Learn the plays

Talent

Talent

Talent

Talent

Building Strengths: A Basketball Building Strengths: A Basketball ExampleExample

Copyright © 2005 The Gallup Organization, Princeton, NJ. All rights reserved.

StrengthsStrengths

Behaviors Behaviors Thought patternsThought patterns BeliefsBeliefs AttitudesAttitudes MotivationsMotivations

HabitsHabits ImpulsesImpulses

Ways of:Ways of:– Perceiving the Perceiving the

worldworld– Processing Processing

informationinformation– Relating to peopleRelating to people– Working with Working with

materialmaterial

Excellence: Excellence: A Central Value and A Central Value and

GoalGoal

Excellence: Excellence: A Central Value and A Central Value and

GoalGoal Excellence:Excellence: academic achievement, academic achievement,

persistence, and maximum persistence, and maximum development of studentsdevelopment of students

Excellence occurs only when Excellence occurs only when individuals capitalize on their individuals capitalize on their strengths and talents, and invest strengths and talents, and invest the time and energy needed to the time and energy needed to excelexcel

The Heart of It All:The Heart of It All:Student MotivationStudent Motivation

Student motivation is the best predictor of Student motivation is the best predictor of persistencepersistence

Motivation generates and directs energy Motivation generates and directs energy and effortand effort

Student persistence and college outcomes Student persistence and college outcomes are determined by quality of effortare determined by quality of effort

The best approaches to helping students The best approaches to helping students persist and succeed thus focus on persist and succeed thus focus on motivationmotivation

Why A Strengths-Based Why A Strengths-Based Approach Promotes Student Approach Promotes Student

AchievementAchievementStrengths Awareness Strengths Awareness Confidence Confidence

Self-Efficacy Self-Efficacy Motivation to excel Motivation to excel EngagementEngagement

Engagement Engagement Invest time and energy Invest time and energy AchievementAchievement

Apply strengths to areas needing Apply strengths to areas needing improvement improvement Greater likelihood of Greater likelihood of

successsuccess

Outcomes of the Strengths-Outcomes of the Strengths-Based ApproachBased Approach

Awareness of Awareness of strengthsstrengths

Personal confidencePersonal confidence Academic Academic

confidence confidence (students)(students)

Motivation to Motivation to achieveachieve

Sense of direction Sense of direction and purposeand purpose

OptimismOptimism

ToleranceTolerance Intent to use and Intent to use and

develop strengthsdevelop strengths Improved Improved

interpersonal interpersonal relationshipsrelationships

See people differentlySee people differently Career self-efficacyCareer self-efficacy

The Focus ChangesThe Focus Changes

FROM:FROM: ProblemsProblems AttendanceAttendance Preparation Preparation Putting into the Putting into the

studentstudent AverageAverage

TO:TO: PossibilitiesPossibilities EngagementEngagement Motivation Motivation Drawing out from Drawing out from

the studentthe student ExcellenceExcellence

Affirming a Strength:Affirming a Strength:

You You agreeagree that you have the that you have the strengthsstrengths

Ability to see how that strength Ability to see how that strength enables you to do certain things enables you to do certain things well.well.

May seem easy, most experience May seem easy, most experience difficulty.difficulty.

Difficulties in Difficulties in affirming:affirming: Strengths come easily/automatically - Strengths come easily/automatically -

we assume everyone can do what we we assume everyone can do what we naturally do.naturally do.

Strengths threaten others - result in Strengths threaten others - result in thinking our strengths are thinking our strengths are weaknessesweaknesses

End up in positions/roles that don’t fit End up in positions/roles that don’t fit our strengths conflicting w/role and our strengths conflicting w/role and expectations of position…mismatchexpectations of position…mismatch

Difficulties in Difficulties in affirming:affirming:

Fear becoming proud/arrogantFear becoming proud/arrogant Don’t see how strengths will help Don’t see how strengths will help

achieve goalsachieve goals Fear not having any strengths or Fear not having any strengths or

have the wrong kind of strengths have the wrong kind of strengths

People Differ in Five People Differ in Five Dimensions of StrengthsDimensions of Strengths

Their particular strengthsTheir particular strengths The relative intensity of their strengthsThe relative intensity of their strengths Their unique combination of strengthsTheir unique combination of strengths The extent to which they have The extent to which they have

developed their strengthsdeveloped their strengths The extent to which they are applying The extent to which they are applying

their strengths in a given situationtheir strengths in a given situation

Dimensions of a College Dimensions of a College Student’s Experience and LifeStudent’s Experience and Life

Course selectionCourse selection Classroom/prof Classroom/prof

interactionsinteractions Studying/learningStudying/learning involvement in involvement in

extra-curricularextra-curricular employment and employment and

logistical logistical responsibilitiesresponsibilities

Social/Social/interpersonal & interpersonal & romantic r/shipsromantic r/ships

Family r/ships and Family r/ships and responsibilitiesresponsibilities

Values-driven Values-driven commitmentscommitments

Career planning Career planning and preparationand preparation

Three Programming Three Programming Approaches to “Help” College Approaches to “Help” College

StudentsStudents

Survival of the fittestSurvival of the fittest Deficit-based remediationDeficit-based remediation Strengths-based Strengths-based

development and development and applicationapplication

Taking Strengths Taking Strengths FinderFinder

Part One:Part One: You will receive a StrengthsQuest You will receive a StrengthsQuest

Instruction sheet with your I.D. Instruction sheet with your I.D. Code.Code.

The instructions are on the back!The instructions are on the back! Go to the StrengthsQuest website: Go to the StrengthsQuest website:

www.strengthsquest.com

Taking CSF Taking CSF AssignmentAssignment

ClickClick the the Sign Sign InIn link in the link in the top, right cornertop, right corner

ClickClick the the New New UserUser link and link and a new window a new window will open.will open.

Fill inFill in your your Access Code Access Code andand Verification Verification Code.Code.

Taking CSF Taking CSF AssignmentAssignment

Things to remember:Things to remember:– You’ll need 30-45 minutes You’ll need 30-45 minutes

of of uninterrupteduninterrupted time. time.– Choose the item that is most like you.Choose the item that is most like you.– Don’t debate too long. The survey will only give Don’t debate too long. The survey will only give

you 15-20 seconds per question before it you 15-20 seconds per question before it automatically marks it as neutral and move you automatically marks it as neutral and move you on.on.

– If you choose the middle option too many times, If you choose the middle option too many times, you may not get a report due to insufficient data.you may not get a report due to insufficient data.

3030

4545

CSF AssignmentCSF Assignment

Part Two:Part Two: After finishing the StrengthsFinder, After finishing the StrengthsFinder,

print outprint out your top five strength your top five strength As a backup plan, As a backup plan, emailemail it to yourself it to yourself

so you can print it later.so you can print it later. Read overRead over your strengths and your strengths and

descriptions, then highlight or descriptions, then highlight or underline any particular words or underline any particular words or phrases that stand out.phrases that stand out.

Wednesday’s Wednesday’s AssignmentAssignment Contact 2 or 3 people that know you well Contact 2 or 3 people that know you well

and read these “descriptions” to them.and read these “descriptions” to them. AskAsk them, them, “Does this sound like me?”“Does this sound like me?” AskAsk them to give you an them to give you an exampleexample or two. or two. WriteWrite down the examples. down the examples. BringBring all all print outsprint outs to the next class to the next class

session.session. Finally, Finally, readread chapters 1 and 2 from the chapters 1 and 2 from the

SQ website. Your prof will put the link on SQ website. Your prof will put the link on Blackboard.Blackboard.

Begin Learning Begin Learning ActivitiesActivities

Fill-in YourFill-in Your PlacardPlacard

Write each of Write each of your top five your top five strengths on strengths on a separate a separate line.line.

Dangle the Dangle the placard placard around your around your neck.neck.

Hello!My Name is:

_____________________

My top 5 strengths are:

1. _________________

2. _________________

3. _________________

4. _________________

5. _________________

Hello!My Name is:

_____________________

My top 5 strengths are:

1. _________________

2. _________________

3. _________________

4. _________________

5. _________________

Francis Freshman

Achiever

Discipleship

Focus

Significance

Competition

In groups of 3 or 4:In groups of 3 or 4:

How well did your report fit you?How well did your report fit you? What was your reaction to your top 5 What was your reaction to your top 5

strengths?strengths? Were you surprised by results? Were you surprised by results?

Discuss.Discuss. 5 strengths true/descriptive? Discuss.5 strengths true/descriptive? Discuss. Anything difficult to accept at first? If Anything difficult to accept at first? If

so, what/why?so, what/why?

Still in groups of 3 or Still in groups of 3 or 4:4: Identify and name one of your top 5 Identify and name one of your top 5

strengths that strengths that bestbest describes you. describes you. Give your own definition of the strength.Give your own definition of the strength. Give one example of how you recently Give one example of how you recently

used that strength effectively.used that strength effectively. What strength/theme do you think you What strength/theme do you think you

get to use every day in your work?get to use every day in your work?

ChoicesChoices Activity Activity

Party with People You Don’t KnowParty with People You Don’t Know

Participate in a CompetitionParticipate in a Competition

Work on a Complex ProjectWork on a Complex Project

Imagine that the width of the room is a continuum. Imagine that the width of the room is a continuum. Stand along it’s width to show your choice:Stand along it’s width to show your choice:

Imagine that the width of the room is a continuum. Imagine that the width of the room is a continuum. Stand along it’s width to show your choice:Stand along it’s width to show your choice:

Oh Boy! Oh No!

Let’s Start Now Do We Have To?

Details…Yes! Ideas…Yes!

Similar/Dissimilar Similar/Dissimilar ActivityActivity

Session BackgroundSession Background

You will have You will have Signature ThemesSignature Themes in common with in common with other people, such as other people, such as ActivatorActivator. . However, their However, their AchieverAchiever theme and your theme and your IncluderIncluder theme will theme will interact differently with the sharedinteract differently with the shared ActivatorActivator themetheme..

The point is that talents do not act in isolation.The point is that talents do not act in isolation. The talents in each of our themes influence and The talents in each of our themes influence and

interact with our talents in all other themes.interact with our talents in all other themes. Our family, culture, society and the church may Our family, culture, society and the church may

influence how we experience our talents and the influence how we experience our talents and the extent to which we feel free to express themextent to which we feel free to express them..

Session BackgroundSession Background

For example, some families may consider For example, some families may consider Competitiveness to not be appropriate Competitiveness to not be appropriate for women.for women.

Or Or EmpathyEmpathy might be viewed as might be viewed as appropriate for women only.appropriate for women only.

What other examples can you think of What other examples can you think of that may be influenced by ethnic, cultural that may be influenced by ethnic, cultural or religious groups?or religious groups?

Some religious groups may frown on Some religious groups may frown on anyone who does not exhibit anyone who does not exhibit HarmonyHarmony..

HIDDEN SLIDEHIDDEN SLIDE

Note to mentor:Note to mentor: Have the Have the students work in pairs for 5-6 students work in pairs for 5-6 minutes and then have them minutes and then have them locate a new partner.locate a new partner.

After 2 or 3 rotations, have the After 2 or 3 rotations, have the student return to the group student return to the group

Session ActivitySession Activity

Distribute the handout Distribute the handout Signature Themes Signature Themes in Common… Similar and Dissimilar in Common… Similar and Dissimilar Experiences.Experiences.

Grab your placard & Grab your placard & find someone find someone who shares one of your themeswho shares one of your themes..

Note on your handout similar Note on your handout similar experiences you two share with this experiences you two share with this theme.theme.

Answer the questions in the other two Answer the questions in the other two columns of the handout.columns of the handout.


Group Feedback:Group Feedback:– What did you learn about how you What did you learn about how you

and others experience or express and others experience or express your talents?your talents?

– Remember that we must encourage Remember that we must encourage those who have had their talents put those who have had their talents put down, devalued or made to feel that down, devalued or made to feel that their talent is a weakness.their talent is a weakness.

Understanding and Understanding and Respecting Respecting DifferencesDifferences

Session Session BackgroundBackground

Sometimes we fail to understand Sometimes we fail to understand people because their talents are quite people because their talents are quite different from ours.different from ours.

Sometimes one person negatively Sometimes one person negatively judges another person and may judges another person and may consider the person consider the person weirdweird, , defectivedefective or or abnormalabnormal because that individual has because that individual has talents that are very different from talents that are very different from their own.their own.

Session Session BackgroundBackground

For many reasons, not the least of which is For many reasons, not the least of which is our ability to provide leadership and assume our ability to provide leadership and assume future professional roles dealing with people future professional roles dealing with people much different from ourselves, we must much different from ourselves, we must learn to see each other more clearly.learn to see each other more clearly.

Part of seeing each other more clearly Part of seeing each other more clearly involves understanding talents within other involves understanding talents within other people that are very different from our own.people that are very different from our own.


Note to mentor:Note to mentor: Give enough time for Give enough time for each person in the dyad to explain about each person in the dyad to explain about one of their Signature Themes that they one of their Signature Themes that they do do notnot share. share.

Have the students rotate and form new Have the students rotate and form new dyads.dyads.

Provide enough time for each person to Provide enough time for each person to talk to talk to at least five peopleat least five people who do have who do have Signature Themes different from their Signature Themes different from their own.own.


Distribute the handout Distribute the handout Understanding Understanding and Respecting Strengths Differences.and Respecting Strengths Differences.

Grab your placard & find someone Grab your placard & find someone who has a who has a different different theme from your theme from your set.set.

Answer these two questions on the Answer these two questions on the handout:handout:– What is the greatest challenge you What is the greatest challenge you

face in using this (different) talent?face in using this (different) talent?– What is the greatest benefit?What is the greatest benefit?


Group Feedback:Group Feedback:– What did you discover about What did you discover about

other people’s Signature Themes?other people’s Signature Themes?– What new understandings are you gaining What new understandings are you gaining

about people as you learn about talents about people as you learn about talents different from your own?different from your own?

– In what ways are you coming to respect others In what ways are you coming to respect others as you see them through “strengths-colored as you see them through “strengths-colored glasses?”glasses?”

– In what ways are you seeing yourself more In what ways are you seeing yourself more clearly as you understand the talents & clearly as you understand the talents & strengths of others?strengths of others?

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Using Strengths in Using Strengths in AcademicsAcademics

• What motivates you to learn?• How do you learn best?• What type of professors

bring out your best work?• What type of classroom

situations bring out your best work?

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• What type of study strategies works best for you?

• How can or do you use your talents for studying?

• What is your greatest struggle academically?

• How can you apply your strengths/talents to succeed in areas where you struggle?

5050

Note:Note:– The goal of this activity is to help students The goal of this activity is to help students

see which of their Signature Themes are at see which of their Signature Themes are at work in the academic tasks they do with work in the academic tasks they do with ease.ease.

– Also help them focus on talents in their Also help them focus on talents in their Signature Themes to invent strategies for Signature Themes to invent strategies for addressing areas where the students may addressing areas where the students may struggle.struggle.


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Note:Note:– Most students find it empowering to be Most students find it empowering to be

reminded that they already have within them reminded that they already have within them all of the talents necessary for them to all of the talents necessary for them to achieve.achieve.

– All they need to do is to invent ways of taking All they need to do is to invent ways of taking their talents into areas where they want and their talents into areas where they want and need to improve.need to improve.


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An Academic Task could be:An Academic Task could be:– A subject you learn with ease (e.g. history, A subject you learn with ease (e.g. history,

psychology, math, chemistry, anthropology, etc.)psychology, math, chemistry, anthropology, etc.)

– An activity you do with ease (e.g. library An activity you do with ease (e.g. library research, studying for exams, taking objective research, studying for exams, taking objective exams, conducting scientific investigations, exams, conducting scientific investigations, working with peers in study groups or on group working with peers in study groups or on group projects, making oral presentations, etc.)projects, making oral presentations, etc.)


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Handout ActivityHandout Activity

On the left of the On the left of the center line write center line write 3 tasks you do 3 tasks you do best.best.

On the right of On the right of the center line the center line write the theme write the theme that helps you be that helps you be able to do that able to do that academic task.academic task.

Strengths in Strengths in CombinationCombination


Note to mentor: Note to mentor: Use the Use the Uniqueness Uniqueness FactsFacts slides (Slides 5-8) while the slides (Slides 5-8) while the students are brainstorming their creative students are brainstorming their creative expressions.expressions.

SuggestionSuggestion – have the students draw their – have the students draw their picture, poem etc. on the back of their picture, poem etc. on the back of their folder.folder.– It would be great if you could/would collect It would be great if you could/would collect

their drawing, poem, etc. and make copies – their drawing, poem, etc. and make copies – of the diagram and the descriptionof the diagram and the description

– Send a copy to Sondra and return the original Send a copy to Sondra and return the original to the student at the next class period.to the student at the next class period.

Session Session ActivityActivity

Your challenge is to find a creative way to express Your challenge is to find a creative way to express how you Signature Talents work together.how you Signature Talents work together.

It may be represented as an acrostic, a diagram, a It may be represented as an acrostic, a diagram, a drawing, a figure, a formula, a poem, a scrabble drawing, a figure, a formula, a poem, a scrabble diagram, a song, or some other creative diagram, a song, or some other creative expression.expression.

Write a description for your creative Write a description for your creative representation of your Signature Themes.representation of your Signature Themes.

Note:Note: this is this is notnot an Art Competition, but a an Art Competition, but a Uniqueness Exhibit. So Uniqueness Exhibit. So don’tdon’t work comparatively work comparatively!!

The point of this activity is to see how you The point of this activity is to see how you and your peers are uniquely talented.and your peers are uniquely talented.

Uniqueness FactsUniqueness Facts

Consider the incredible number of Consider the incredible number of combinations of talents found in each person.combinations of talents found in each person.

If you take the 34 themes and factor in the If you take the 34 themes and factor in the total number of orders they can occur in, you total number of orders they can occur in, you wind up with the number: wind up with the number:

Each individual is unique!Each individual is unique! Of the first 800,000 people who took Of the first 800,000 people who took

StrengthsFinder, less than 20 shared the StrengthsFinder, less than 20 shared the same top five talents (order was not same top five talents (order was not considered)!considered)!

33,700,000You are unique!


The Gallup Organization interviewed more The Gallup Organization interviewed more than 2,000,000 individuals.than 2,000,000 individuals.

The interviews helped them identify The interviews helped them identify more more than 420 themes.than 420 themes.

They then reduced these themes to 34 They then reduced these themes to 34 themes that were the most prevalent among themes that were the most prevalent among successful people (“the best of the best”). successful people (“the best of the best”).

The The 386 “minor” themes386 “minor” themes also contain also contain valuable talents that make each of us valuable talents that make each of us incredibly unique.incredibly unique.

And note that StrengthsFinder does not And note that StrengthsFinder does not measure the many themes of musical, measure the many themes of musical, athletic, artistic and other talents which also athletic, artistic and other talents which also contribute to our uniqueness.contribute to our uniqueness.


Don Clifton, one of the authors of Don Clifton, one of the authors of StrengthsQuest, used to say that one StrengthsQuest, used to say that one of the surest ways to talk about a of the surest ways to talk about a person’s individual uniqueness and person’s individual uniqueness and identity is to talk about that person’s identity is to talk about that person’s talents.talents.– From 50+ years of research Clifton came From 50+ years of research Clifton came

to believe that to believe that each and every each and every individual can do something better individual can do something better than the next ten thousand than the next ten thousand consecutive individualsconsecutive individuals..


This means that This means that each and every student each and every student in this class can do something better than in this class can do something better than the next ten thousand consecutive the next ten thousand consecutive individuals.individuals.

Now the question becomes:Now the question becomes:– Do you know what it is that you can do better Do you know what it is that you can do better

than the next 10,000 individuals?than the next 10,000 individuals?– One thing is for sure:One thing is for sure: to what to what

you can do better than the next 10,000 people you can do better than the next 10,000 people

and the development of your and the development of your strengths.strengths.

The answeris found

in your talents

Information and learning is most important to me and I use all of my “I” themes to gather and process information and data then I use Learner and Achiever to make things happen with that information. I have to get things done and all that information helps me to do great things.

I am writing the story of my life. My pen is input, guided by my restorative hand and arm. The ink for my pen is context, and the light by which I write is Intellection. My reinforcing books of the encyclopedia, dictionary, and most importantly, the Bible, are stacked on my learner strength. All of them work together so I can write my life.

NNNN

SIGNIFICANCESIGNIFICANCE

DISCIPLINEDISCIPLINE

COMPETITIONCOMPETITION

AACCHHIIEEVVEEMMEE

AACCHHIIEEVVEEMMEEO

UUSS

FF

CCTTTT

O

RRelating to my closer friendselating to my closer friends (Relator)(Relator)

IIncludingncluding everyoneeveryone (Includer)(Includer)

LLovingoving to collect some thingsto collect some things (Input)(Input)

EEternally thinking outside the boxternally thinking outside the box (Ideation)(Ideation)

YY not be happy?not be happy?(Positivity)(Positivity)

Note: Note: AcrosticsAcrostics work best for people with 5 letter work best for people with 5 letter names.names.

Strengths and Strengths and Calling/CareerCalling/Career

The difference:The difference:

JobJob – no long term commitment, – no long term commitment, provides a means to an end provides a means to an end (paycheck)(paycheck)

CareerCareer – lifestyle, long-term – lifestyle, long-term commitment; provides path to new commitment; provides path to new work.work.

CallingCalling (vocation) – sense of destiny; (vocation) – sense of destiny; provides meaning and purpose.provides meaning and purpose.

Sync Career & Calling Sync Career & Calling With Values and BeliefsWith Values and Beliefs

In thinking about career and calling – and In thinking about career and calling – and how to apply your strengths – it is important how to apply your strengths – it is important to recognize that our careers should be to recognize that our careers should be consistent with our values and beliefs.consistent with our values and beliefs.

Our values and our beliefs give us focus and Our values and our beliefs give us focus and direction.direction.

When we work in jobs and settings that are When we work in jobs and settings that are consistent with our values and beliefs, consistent with our values and beliefs, we become more motivatedwe become more motivated..

And when our careers provide opportunities And when our careers provide opportunities to express or advance our most deeply held to express or advance our most deeply held values and beliefs, we become motivated to values and beliefs, we become motivated to give our very best and to perform at optimal give our very best and to perform at optimal levels. levels.

Our Values and BeliefsOur Values and Beliefs

Our beliefs and values Our beliefs and values – are those things which we hold most dear are those things which we hold most dear – are those things to which we are willing to give are those things to which we are willing to give

our time, our energy, and our resources. our time, our energy, and our resources. – represent judgments we make about how represent judgments we make about how

important different things are to us as individuals. important different things are to us as individuals. – may include family, God, community, freedom, may include family, God, community, freedom,

and various personal qualities such as honesty and various personal qualities such as honesty and integrity, love, compassion, education, and integrity, love, compassion, education, church, helping the poor, standing for justice, church, helping the poor, standing for justice, etc., etc.etc., etc.

Calling…what is it?Calling…what is it? Journey that has already begunJourney that has already begun Unfolds as we go through Unfolds as we go through

lifelife It is multiple It is multiple Transcends beyond Transcends beyond

major/careermajor/career God-given purpose to use time, God-given purpose to use time, energy, abilities to serve God in energy, abilities to serve God in the world.the world. To understand – takes time, To understand – takes time, patience, reflection, introspection, patience, reflection, introspection, help of others...help of others...

““We discover our calling, not by trying to We discover our calling, not by trying to plan our life out ten years in advance, plan our life out ten years in advance, but by being attentive to what God is but by being attentive to what God is doing through immediate circumstances, doing through immediate circumstances, and in the present moment. Over time and in the present moment. Over time our sense of calling unfolds simply and our sense of calling unfolds simply and naturally, as scenery unfolds to naturally, as scenery unfolds to backpackers hiking their way through the backpackers hiking their way through the mountains. Rarely will we be able to see mountains. Rarely will we be able to see the whole pathway stretched before us at the whole pathway stretched before us at any one time. Sometimes we will only be any one time. Sometimes we will only be able to see far enough ahead to keep on able to see far enough ahead to keep on going.” going.”

Gerald Sittser, Gerald Sittser, God’s Will as a Way of LifeGod’s Will as a Way of Life

6 Signs6 Signs

MotivationMotivation TalentTalent Life ExperiencesLife Experiences Open and closed doorsOpen and closed doors The voice of peopleThe voice of people Joyful ServiceJoyful Service

Vocation does not mean a goal that I pursue.

It means a calling that I hear. Before I can tell my life what I

intend to do with it, I must listen for what it intends to

do with me.– Parker Palmer Let your Life Speak

Vocation does not come from

a voice “out there” calling me

to become something I am not.

It comes from a voice “in here”

calling me to be the person I was born to be,

the original selfhood given to me at birth by God.

– Parker Palmer, Let your Life Speak

Vocation is where Vocation is where my deep gladness my deep gladness

meets the meets the world’s world’s

deep needsdeep needsFrederick BuechnerFrederick Buechner

Wrap-upWrap-up

What have you What have you learned?learned? What new ideas have been What new ideas have been

generated in your brain today?generated in your brain today? What has been the most helpful What has been the most helpful

thing you have learned today that thing you have learned today that you think you can use right away?you think you can use right away?

How do you intend to use the How do you intend to use the strengths-based approach in the strengths-based approach in the work that you do on campus?work that you do on campus?

Freshmen seminar Freshmen seminar and our freshmen and our freshmen

studentsstudents

The first year The first year

Students experience great Students experience great transitions between leaving home transitions between leaving home and arriving on campus.and arriving on campus.

Experience – critical to persistenceExperience – critical to persistence Shift – most stressful transition Shift – most stressful transition

Helping the new student Helping the new student survive is a necessary survive is a necessary responsibility of every responsibility of every college and university.college and university.

The first year The first year

PriorityPriority

Helping students understand Helping students understand importance of focusing on importance of focusing on academics/balancing social lifeacademics/balancing social life

Helping student with personal Helping student with personal adjustment, developmental issues, adjustment, developmental issues, living with roommates/other living with roommates/other relationships, personal relationships, personal responsibility…responsibility…

Change – external/situational

Transition – internal/psychological

Marginal vs. MatteringMarginal vs. MatteringSchlossberg’s Transition theorySchlossberg’s Transition theory

MarginalMarginal – on the outside, don’t really – on the outside, don’t really belong, insignificant, unimportant.belong, insignificant, unimportant.

MatteringMattering – beliefs people have – beliefs people have that they matter to someone that they matter to someone else and are the objects of else and are the objects of someone else’s attention, care, someone else’s attention, care, and appreciation.and appreciation.

InvolvementInvolvementAstin’s Theory of Astin’s Theory of

involvementinvolvement

Amount of physical and psychological Amount of physical and psychological energy that the student devotes to energy that the student devotes to the academic experience.the academic experience.

First year programsFirst year programsFirst year programsFirst year programs

IdeallyIdeally, freshmen seminars create , freshmen seminars create an environment in which students an environment in which students face challenges of:face challenges of:

--forming identity--forming identity

--becoming --becoming socially/academically involvedsocially/academically involved

--learning to think critically--learning to think critically

Most are intended to help Most are intended to help freshmen deal with:freshmen deal with:– Being homesickBeing homesick– Provide supportProvide support– Learn way around campusLearn way around campus– Develop study skills to keep GPA Develop study skills to keep GPA

from from ↓↓


Strengths can add component of Strengths can add component of forming identity:forming identity:

CallingCallingCareerCareerMajorMajorProfessionProfession


Freshmen seminar instructors Freshmen seminar instructors cannot prepare freshmen student cannot prepare freshmen student with knowledge base they will with knowledge base they will need for each discipline – they need for each discipline – they provide them with strategies.provide them with strategies.– Strategies already exist – talents Strategies already exist – talents

and abilities (plus knowledge/skills = and abilities (plus knowledge/skills = strengths).strengths).


““It is up to us to find a formula that It is up to us to find a formula that will attract and retain students and will attract and retain students and help them succeed, not only in help them succeed, not only in college, but in life.”college, but in life.”

Henscheid, 2000Henscheid, 2000


Any questions??Any questions??

Feel free to contact me:Feel free to contact me:

Sondra Cave, Ed.D.Sondra Cave, [email protected]

913-971-3612913-971-3612

Documents

Teaching your staff how to implement strengths Sondra Cave, Ed.D. Achiever, Discipline, Focus, Significance, Competition