1. Starting out Strong: Use of StrengthsQuest TM with First Year College Students Chris Xaver, Program Chair Communications Tompkins Cortland Community College

2. What would happen if we believed that ALL students enter our colleges with ALL the talents they need to succeed?

3. If our first conversations with students and staff were about strengths, not deficits. And if we, consciously and deliberately, helped them identify and develop those talents into strengths that could be used to achieve excellence in academics, careers, and life?

4. The Weakness Paradigm “Weakness fixing leads to success” – maybe improvement, but not success The goal is to become a well-rounded person All behaviors can be learned – if you just try hard enough, want it badly enough, dream and achieve The best in any role all achieve success the same way

5. A New Perspective: The Strengths Paradigm Based on Positive Psychology research and over 30 years of Gallup research studying “excellence” Studies in corporations show improved productivity, profitability, and excellence Factor analysis identified 34 themes of talent in human behavior Weakness fixing prevents failure.... Strengths building leads to excellence and success.

6. Don Clifton’s research - The Best of the Best Build their lives around their strengths Build their lives around their strengths Manage their weaknesses Manage their weaknesses Invent ways to use their strengths in areas in which they want to succeed Invent ways to use their strengths in areas in which they want to succeed

7. Dominant Model for Student or Staff Development There are certain skills required to be successful in college or a particular job There are certain skills required to be successful in college or a particular job At entrance, we need to measure abilities in those skills At entrance, we need to measure abilities in those skills In order to achieve success, students and staff need to spend most of their time working on their areas of weakness In order to achieve success, students and staff need to spend most of their time working on their areas of weakness

8. Weakness Paradigm All behaviors can be learned If you try hard enough, you can do it If you want it bad enough, you can do it If you dream it, you can achieve it The best in a role get there in exactly the same way Weakness fixing leads to success The goal is to become well-rounded

9. “ If you want to know about excellence, you have to study excellence.” Don Clifton For decades we have focused our research (on transition, retentions and persistence) on student/staff weakness and attrition For decades we have focused our research (on transition, retentions and persistence) on student/staff weakness and attrition

10. Instead of asking “Why do students/staff leave?, let’s ask them why they stay Instead of asking “Why do students/staff leave?, let’s ask them why they stay Instead of identifying and intervening with “at risk” students/staff, let’s do everything we can to ensure that all students/staff experience fulfillment of being at their best while learning and working Instead of identifying and intervening with “at risk” students/staff, let’s do everything we can to ensure that all students/staff experience fulfillment of being at their best while learning and working

11. More students leave college because of disillusionment, discouragement, and reduced motivation than are kicked out. Within 5 weeks students have already begun to think about whether or not they are going to drop out. Edward “Chip” Anderson

12. Strengths Paradigm Tapping into students/staffs’ natural talents immediately engages people in something other than fear levels the playing field – every student/staff member has the opportunity to “shine”

13. allows all individuals to identify, affirm, develop, and apply their unique talents provides positive language and value- added observations regarding behavior reframes the concept of “student success”

14. The Right Assumptions Some behaviors can be learned. Many are nearly impossible to learn. There is a difference between talent, skills, and knowledge Some behaviors can be learned. Many are nearly impossible to learn. There is a difference between talent, skills, and knowledge The best in a role deliver the same outcomes but use different behaviors The best in a role deliver the same outcomes but use different behaviors Weakness fixing prevents failure. Strengths building leads to success Weakness fixing prevents failure. Strengths building leads to success The goal is to achieve excellence The goal is to achieve excellence

15. Talents Talent (non-teachable) Talent (non-teachable) A naturally recurring pattern of thought, feeling, and behavior that can be productively applied. A naturally recurring pattern of thought, feeling, and behavior that can be productively applied. A talent is a potential strength Theme (non-teachable) Theme (non-teachable) A distinguishable cluster of talents. A distinguishable cluster of talents. Talent (non-teachable) Talent (non-teachable) A naturally recurring pattern of thought, feeling, and behavior that can be productively applied. A naturally recurring pattern of thought, feeling, and behavior that can be productively applied. A talent is a potential strength Theme (non-teachable) Theme (non-teachable) A distinguishable cluster of talents. A distinguishable cluster of talents.

16. combined with  Knowledge (teachable) What you are aware of What you are aware of Content Content Experiential Experiential  Skill (teachable) The capacity to perform the steps of an activity The capacity to perform the steps of an activity

17. to become S t r e n g t h (non-teachable) The ability to provide consistent, near - perfect, performance in a given activity The ability to provide consistent, near - perfect, performance in a given activity

18. Strengths are Behaviors that make you effective Behaviors that make you effective Thought patterns that make you efficient Thought patterns that make you efficient Beliefs that empower you to succeed Beliefs that empower you to succeed Attitudes that sustain your efforts towards achievement and excellence Attitudes that sustain your efforts towards achievement and excellence Motivations that propel you to take action and maintain the energy needed to achieve Motivations that propel you to take action and maintain the energy needed to achieve

19. Talent becomes strength through Practice Effortful, but Joyful, Practice

20. The Highest Achievers Spend most of their time in their areas of strength Spend most of their time in their areas of strength Have learned to delegate or partner with someone or some organization to tackle areas that are not strengths Have learned to delegate or partner with someone or some organization to tackle areas that are not strengths Use their strengths to overcome obstacles Use their strengths to overcome obstacles Invent ways of capitalizing on their strengths in new situations Invent ways of capitalizing on their strengths in new situations

21. “You start seeing people in terms of who they are…rather than who they aren’t…” Chip Anderson, 2000 Let’s start seeing ourselves and our students through strengths colored glasses Let’s start seeing ourselves and our students through strengths colored glasses

22. Why a strengths-based approach works Theories of social constructionism hold that the conversations we engage in and the language we use are essential tools that create the reality we “know” Theories of social constructionism hold that the conversations we engage in and the language we use are essential tools that create the reality we “know” The anticipatory images we hold or our organizations and ourselves provide the frame for what we see and what we do (both positive and negative) The anticipatory images we hold or our organizations and ourselves provide the frame for what we see and what we do (both positive and negative)

23. Engagement Motivation to succeed Self-efficacyConfidenceStrengths-awareness

24. Motivation is the heart of success Motivation is the best predictor of persistence Motivation is the best predictor of persistence Motivation generates and directs energy and effort Motivation generates and directs energy and effort Persistence and outcomes are determined by quality of effort Persistence and outcomes are determined by quality of effort Retention and completion happen when we engage the hearts and minds of our learners Retention and completion happen when we engage the hearts and minds of our learners

25. Web-based assessment from the perspective of positive psychology 180 items over a secure Internet connection Each item lists a pair of potential self- descriptors Participant chooses statement in each pair, and to what extent each is descriptive 20 seconds to respond StrengthsFinder ® Inventory

26. www.strengthsquest.com >“Educator” tab > resources Curriculum Outline Activity Sets StrengthsFinder Technical Reports Strengths in Advising Strengths in Leadership development Current Research Forms…StrengthsFinder Quick Reference, SQ Web Guide Educator’s Resources

27. Strategic The Strategic theme enables you to sort through the clutter and find the best route. It is not a skill that can be taught. It is a distinct way of thinking, a special perspective on the world at large. This perspective allows you to see patterns where others simply see complexity. Mindful of these patterns, you play out alternative scenarios, always asking, "What if this happened? Okay, well what if this happened?" This recurring question helps you see around the next corner. There you can evaluate accurately the potential obstacles. Guided by where you see each path leading, you start to make selections. You discard the paths that lead nowhere. You discard the paths that lead straight into resistance. You discard the paths that lead into a fog of confusion. You cull and make selections until you arrive at the chosen path--your strategy. Armed with your strategy, you strike forward. This is your Strategic theme at work: "What if?" Select. Strike. © The Gallup Organization

28. Affirming Strategic as One of Your Signature Themes You create multiple ways to do things. You can quickly pick out the relevant issues and patterns when confronted by problems and complexities. You have a "What if this happens?" mentality toward work and life. This type of questioning helps you see, plan, and prepare for future situations. Some may criticize you for not moving on issues as quickly as they may like, but you know that there is great wisdom in reviewing all of the potential problems and searching for the alternative that will work best. Strategic talents are valuable because they enable you to quickly reach goals by seeing the pros and cons of various alternatives. You carefully consider the whole picture and then generate the most effective set of actions or routes to take.

29. Developing Your Strategic Talents Into Strengths Make full use of your Strategic talents by scheduling time to carefully think about a goal you want to achieve and the paths you might take to reach it. Remember that time to contemplate is essential to strategic thinking. You can see potential repercussions more clearly than others. Use your Strategic talents to not only point out possible problems, but to provide helpful alternatives. Talk with others about the alternative directions you see. Detailed conversations like this can help you become even better at anticipating.

30. Applying strengths in academics

31. Applying Strategic Strengths in Academics General Academic Life Don't be afraid to be different. Discuss with professors the various approaches you can take to tackle an assignment. Participate in research, or develop your own research project. Search for ways to express your creative thinking. Opt for classes that encourage discussion and creative solutions.

32. Study Techniques Reflect and write down your ideas for possible solutions to problems. Work in groups to generate new ideas and clarify or build on those you create. Be creative in your studying. Make up games or develop mnemonic devices and anecdotes to relate information. Do more than expected. It is not difficult for you to expand on an idea, and you will learn more about the subject.

33. Relationships Work with groups, and assume a leadership role in the group. You see the future more clearly than many. Select patterns that best achieve your leadership goals (always have your followers in mind). Encourage friends to call on you to devise the best way to achieve a goal.

34. Class Selection Take an independent-study class. Your Strategic strengths can help you work on your own. When choosing your elective classes, consider those with subject matter that lends itself to strategic thinking, like engineering or marketing. Choose classes that emphasize study where alternative ideas or solutions are possible. Extracurricular Activities Consider running for an elected office, and state your ideas with confidence. Participate in cultural activities and exchanges to better understand the world around you. Find organizations that need your planning abilities.

35. Applying Strategic Strengths in Careers Consider psychology, as it requires understanding situations and being able to discover or provide effective problem solving. A career in law may excite you, as it requires the use of logic to build cases and find creative and effective ways to present them. Choose careers that will allow you to be a leader and voice your ideas. List the various paths possible in your future so you can give careful thought to each one. Consider consulting. The question is, who do you want to consult with, and what do you want them to consult you about?

36. Description of the strength AND of that strength One strength can act as a multiplier of another Two strengths can come together and create a “superstrength” Description of the strength AND of that strength One strength can act as a multiplier of another Two strengths can come together and create a “superstrength” GENIUS

37. STRATEGIC The genius of your Strategic talent involves the way you think and generate alternatives. When faced with a problem or a dilemma you can quickly generate multiple alternatives to circumvent obstacles that prevent your progress. Sometimes you think in a backwards manner by first visualizing the outcome you want to produce and then generating multiple alternative paths to get to that objective. But your genius of Strategic doesn’t simply begin and end with generating alternatives. The real genius of this strength is found in the way that you can quickly sort through the various alternative paths and determine the one that will work best and most efficiently.

38. TC3 uses Freshman Success courses Career Exploration and Job Search courses Tutor training Advisement Developmental writing course sections CIS course for team building skills Student Leadership training RA training and conflict resolution Staff development

39. Use with Staff Decided to let use with staff develop through “buzz” Exceeded our wildest expectation – more than half of staff and faculty took inventory during Fall and participated in introductory workshop Departments and cross-functional groups have incorporated information into their working relationships

40. What we learned Primarily qualitative and anecdotal data – Students and faculty report increased student energy engagement self-efficacy

41. Staff and faculty report increased understanding of their own strengths and increased satisfaction in their work life when they are able to use their strengths increased satisfaction in working relationships due to better understanding of colleague strengths

42. Some quantitative data FSS course evaluations: “I gained a better understanding of my unique personal talents and strengths.” mean score 4.18 on 5 point scale “I gained knowledge about how to use my interests and strengths to help me improve academic work.” mean score 3.82 on 5 point scale

43. Communications program – required Freshman Seminar: Comparison of Fall 2004 cohort (n=39) with Fall 2003 cohort (n=21) who had FSS course without StrengthsQuest Retention Fall to Spring increased from 70% to 77% Average Fall GPA’s increased from 2.0 to 2.68 Average Spring gpa’s increased from 1.86 to 2.59

48. Paradigm Shift Toward Excellence Based on analysis of how humans behave, not how someone thinks they do Based on analysis of how humans behave, not how someone thinks they do Clear positive language leads to value- added observations of behavior Clear positive language leads to value- added observations of behavior Specific strategies for the affirmation, development, and application of talent Specific strategies for the affirmation, development, and application of talent Levels the playing field Levels the playing field Honors the person you are Honors the person you are