Purpose. Outcomes/Outputs

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2 Purpose To To spend some time together as a team and understand more about what motivates yourself and those around you through the Strength Deployment Inventory (SDI). understand that, through our motives, we may prefer to communicate differently and that this may impact on our relationships with others. You will have the opportunity to: Outcomes/Outputs Understand Complete Receive Share Apply the theory behind the Strength Deployment Inventory the Strength Deployment Inventory and understand your personal results and discuss your results with others learning through practical exercises

3 Introduction to the Strength Deployment Inventory Setting up the learning environment Agenda Group Activity Background of the SDI Complete SDI 1 st part only 7 Motivation Value Systems Receive personal results Group discussions Applying the SDI to our context Close

4 Be comfortable This is adult learning. Take a break when you need to There is no test, just learning Take what is useful to you Audience participation is required Be curious questions help learning It is your programme let me know if the pace needs to change.

5 Board of Directors P.1. Groups of 6 20 minutes Be prepared to share your group decision with everyone else in plenary. Go!

6 What are some of the people challenges you face in what you do? What stops you getting the best out of others?

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10 What are some of the common generalisations about teachers/teaching?

11 Keep what you see to yourself.

12 Now that you know it is there, can you not see it?

13 Treat others how you would like to be treated. Treat others how they would like to be treated for everyone s benefit.

14 Relationship Awareness Theory Elias H. Porter, Ph.D

15 The Strength Deployment Inventory It is not a test there are no right or wrong answers, no better or worse outcomes. It does not measure skill competence or ability it cannot be used for selection/assessment. It is purely a learning, discussion and selfawareness tool. It can help us relate to others more effectively.

16 PREMISE 1 We all do what we do because we want to feel good about ourselves. Behaviour is driven by motivation

17 PREMISE 2 We tend to take two different approaches to life: 1. when we feel that things are going well. 2. when we feel that we are faced with opposition or conflict. Motivation changes in conflict

18 PREMISE 3 A personal weakness is no more or no less than the overdoing or misapplying of a personal strength. Overdone Strengths

19 PREMISE 4 We naturally tend to perceive the behaviours of others through our own Motivational Value System. (MVS) Personal filters influence perception

20 The Motivational Value System The basis for which a person expects to feel valued:- By self By others In all life situations

21 Motivation, Intention and Behaviour Your self-perception is based on Motivation (Internal) Their perception of you is based on Behaviour (External) Intentions Intentions Motivation Behaviour what you are trying to do! what they are seeing you do!

22 Motivation Vs. Behaviour BEHAVIOUR Priorities Beliefs Values Motivational Value System

23 Motivation Vs. Behaviour BEHAVIOUR BEHAVIOUR Priorities Values Beliefs Motivational Value System

24 Complete the SDI Open your booklet and write your name on page 3. Answer the statements honestly as you are. Distribute 10 points amongst the three alternatives 0 doesn t mean never, it means less than 1 in 10 Complete page 4 only Add the numbers in each column together Check these add up to 100 After you have completed page 4, please do not read on Remember whole life experience.

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26 Welcome Forwards

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28 Altruistic-Nurturing - BLUE VALUED RELATING STYLE (how they do it) Being open and responsive to the needs of others Seeking ways to bring help to others Trying to make life easier for others Trying to avoid being a burden to others Ensuring others reach their potential Ensuring others are valued Defending the rights of others Concern for the Protection, Growth and Welfare of Others

29 Assertive-Directing - RED VALUED RELATING STYLE Competing for authority, responsibility and positions of leadership Exercising persuasion Being alert to opportunity Claiming the right to earned rewards Accepting challenges Accepting risk-taking as necessary and desirable Demonstrating competitiveness Concern for Task Accomplishment, the Organisation of People, Time, Money and Any Other Resources to Achieve Desired Results

30 Analytical-Autonomising - GREEN VALUED RELATING STYLE Being objective Being right Being principled Being in control of emotions Being practical Being cautious and thorough Being fair Being resolute Being serious Being their own judge and jury Being their own person Thinking things through before acting Concern for Assurance That Things Have Been Properly Thought Out, Meaningful Order Being Established and Maintained Individualism, Self-Reliance & Self-Dependence

31 FLEXIBLE COHERING - HUB VALUED RELATING STYLE Being curious about what others think and feel, open minded and willing to adapt Experiments with different ways of acting Proud to be a member Likes to know a lot of people Likes to be known by a lot of people Likes to be known as flexible Concern for Flexibility, the Welfare of the Group the Members of the Group and Belonging to the Group

32 Assertive Nurturing - RED-BLUE VALUED RELATING STYLE Actively seeking opportunities to help others Persuading others to ensure maximum growth and development of others Being open to proposals for creating welfare and security for others Creating enthusiasm and support in tackling obstacles to success Concern for the Protection, Growth and Welfare of Others Through Task Accomplishment and Direction

33 Judicious Competing - RED-GREEN VALUED RELATING STYLE Providing rational direction that can assess risks and opportunities Being decisive and proactive when all the facts are in place Challenging opposition through thoughtful process and strategy Concern for Intelligent Assertiveness, Justice, Providing Direction, Order, and Fairness in Competition

34 Cautious Supporting - BLUE-GREEN VALUED RELATING STYLE Building effective processes and resources to protect or enhance welfare of others Offering assistance for greater self-sufficiency and independence Supporting activities that lead to growth Fighting for principles that are fair Concern for Affirming and Developing Self-Sufficiency in Self and Others, Thoughtful Helpfulness with Regard for Justice

35 Charting Template Peter Jack Jack Peter Chris Fran Chris Fran

36 E. Z. Arrow

37 What Next? After you have plotted your dot on page 6, please also put in on the group chart. Put your name and your column 1,2,& 3 numbers on this paper. Read through the rows on pages 7,8 & 9 of the SDI book that relate to your MVS colour. Underline any key words or phrases that really describe you. Take a quick break and be ready to start again at

38 Make My Day Get into groups of the same MVS. On a flip chart, and using the information that you have underlined, design a poster that tells the world about your MVS (colour) and what they should know to get the best out of you in relation to the SDI. E.g. The perfect working environment, projects that really get you motivated, causes of discomfort, you feel best when, you feel worst when.,how you prefer to relate to others, how we can get the best out of you. 20 minutes! Be prepared to share and report back in plenary.

39 SDI & Communication Personal filters influence our perception of what s important. What s important to you might not be important to a parent and vice versa. Read through page 8 in your workbook. In pairs, read through page 9 and complete exercise 1. On your own, complete exercise 2 and then share your output with a partner.

40 SDI & Communication In groups of 5-6 Where else/how else, could we apply today s learning to increase the quality of our communication?

41 If you would like the PowerPoint deck, you can download it from the website: Client Login Username: boundaryoak Password: boundaryoak

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