Brand Foundation
Core Purpose – why we exist
Influential U exists to help people live ambitious and satisfying lives.
Vision – where we are going, and how we’ll know we’re there
By 2025, Influential U is publicly recognized as the modern architect of the philosophy of Transactionalism.
Mission – What we do every day to get there
We deliberately practice Transactional Competence™.
Values – what guides our behavior, our ethics
- Human beings are biological, linguistic, and transactional.
- Human beings are goal-oriented, exchange creatures.
- The satisfaction of our Conditions of Life guides our plans, strategies, tactics, and their implementation.
- Offering hope (as an offer) without means is delusional and unethical.
- Without definitive means, humankind concedes to belief, assembly, toil, and protest.
Position – How we make a difference
- We offer a transactional approach.
- We offer insurance against suffering.
- We offer a proposal for coexistence.
Positioning Statement – How we say our difference
Those who transact powerfully, thrive.™
Character – How we act; our voice
- Exclusive earned advancement
- Smart, authoritative, studied, factual
- Committed straight talk, consequential, rigorous, deliberate
- Game afoot, competitive, here to win, fun
- Warm/likable, in this together, here to help
Preparation
Read: Lead to the Top
Our customers are ambitious adults in a dignified discourse concerning themselves with some of their most important concerns for life.
We are a customer-intimate company, working to secure a position of authority and help in the customer’s mind for a lifetime.
Our Program Leaders are Ambitious Adults who demonstrate transactional competence; they make offers and respond to them in accordance with their aims to satisfy their own (or our collective) Conditions of Life™.
Read: Marketing Philosophy
CUSTOMER: Our customers are ambitious adults in a dignified discourse concerning themselves with some of their most important concerns for life.
SATISFY: Transactional Competence™ is the source of a satisfying life.
- We have a deep and highly-specialized understanding of the experience, and the inherent breakdown(s) human beings have in pursuit of whole-life satisfaction.
- We seek new ways to elucidate (make clear and shine a light on) pathways for the fulfillment of the objective and subjective results that satisfy the ever-evolving Conditions of Life™.
- We promise true environments of consequence by seeking and offering an accurate reflection of naivete, hubris, entitlement, and the asset/liability of transactional behavior.
EXEMPLIFY: We only practice what we teach.
- We model our teachings so that our customers have the experience of interacting with, observing, and being in the presence of a ‘transactionalist.’
- We demonstrate Ambitious Adult and Prove Fit for the invitations, offers, requests, demonstrations, accomplishments, judgments, assessments, and assertions that exemplify Transactional Competence™.
- We bring accurate thinking, facts, and study to invent and articulate our aims and the means by which we satisfy them.
ASSOCIATE: We are always transacting for our identity, character, authority, and reputation.
- People make a link in the mind or imagination (association), with little effort or hesitation, and invent the narratives – that constitute for them – the identity, character, and reputation of Influence Ecology and its function, offers, and personnel.
- People do and will continue to assign meaning to and make judgments about our actions and inaction, moods and behavior, dress and demeanor, products and services; this fact is indisputable and not to be argued against in favor of our good intentions.
- Identity, character, and reputation are not what we say it is; it is what others say it is.
Read or Review
- The Study Paper that coincides with this Campus Session
- Review the Study Paper Replies and note any themes, requests, and reported struggles
- Review the Campus Feedback from the previous session and note any themes, requests, and reported struggles
- Review the FOT Program Management google doc for the specific FOT## and observe the participant compliance history, program measures, and any notes.
Confirm Slide/Content Accuracy (Primary/Secondary)
- Heads and Tails
- Dates, times, and tuitions
- Review the Focus for this session
- Inspect the Satisfaction Metrics for accuracy
Equipment Check (Primary/Secondary)
- Clock (Visible Throughout)
- Do a soundcheck
- Test the picture and sound while changing slides
- Are there any Materials? Links? Polls? – Confirm and Test
Environment and Distractions
- Silence all phones, alarms, or other noisy devices (or animals, roommates, children, etc.)
- For campus bandwidth performance, turn off or pause Skype, DropBox Sync, Instant Messaging, Outlook, etc.
Personal Concerns
- Water/Beverage – (Away from the computer please!)
- Lozenges
- Tissues
- Note Pad/Pen
Faculty Agreements
The following are included in the standards, practices and policies of Influential U for Faculty.
These are the agreements for Faculty in Training and for those delivering courses.
- Faculty training is scheduled each quarter and typically includes 6 1-hour sessions. The faculty agrees to attend 4 of 6 minimally and agrees to attend all where possible.
- If an emergency occurs (unforeseen breakdown), the faculty is expected to communicate as soon as they know they will not be attending.
- Those who schedule for leading certification should plan to attend and lead-to-certify. Moving or canceling the scheduled certification can happen IF an emergency occurs.
- Specific duties will be assigned by the primary at the beginning of a program.
- Typically reports and attendance are always assigned to the Apprentice
- The Secondary is accountable for the slides
- Faculty assigned to a program are responsible for calculator review per Primary
- All faculty will be called upon and requested to be available for calculator review on large programs. This may include signing off calculators for up to 4 students.
- The Secondary is accountable for coming prepared to lead the session.
- Faculty who do not follow these agreements may forfeit the opportunity, be terminated, or be retrained.
Session 1
Focus
Produce (reify; make real) the environment required for an ambitious state of mind.
During the session, underscore that our proprietary program methodology utilizes three key components:
- Specialized knowledge (study and practice the content)
- Social dynamic (get help from the group, leaders, and mentors)
- Consequential environment (embrace the consequence and practice deliberately)
Have participants introduce themselves when they first speak.
Elicit the often-missing ambition of each participant: lead to the top. To lead to the top means to lead to the top customer: those who are intelligent, ambitious, savvy, and seek to produce lofty aims—those we seek in our most advanced programs. If you lead to the top, the rest will rise to meet them. If you lead to the bottom, you will lose the top.
Correlate what they say to one of the 13-steps. Specifically, when they introduce themselves, and talk about what they are there for or struggling with, point them to the 13-steps and the solutions therein. Show them where they are headed by speaking to the end in mind: how we will get there—and that, with the proper study and practice, we will get them there.
Participant Outcomes
- They begin to see the power of our proprietary program methodology as a solution to their breakdowns
- They begin to see the program will take study, practice, and the development of new habits.
- They begin to see that they belong (to this ecology) and that this ecology is a resource of valued help
- They are made aware of producing an identity through their introduction (in some cases, they get a mirror about this)
Mood
Start social and friendly—oriented towards welcoming and service. As you progress, move to challenge their state of mind (ambitious adult vs. adult), their naïveté, and their accurate thinking.
Note: You are producing an identity of authority and accessibility. You and they are getting related – don’t take this for granted.
Demonstrate
Make sure to demonstrate (vs. talk about) what we teach by how we answer questions or how we address assessments or statements.
Wherever appropriate, hold up the mirror to their transactional behavior.
Always demonstrate that we speak to both the customer (those here to get something) and the student (those who are watching how we do what we do to apply it to their offers).
Evidence that we have a deep and specialized understanding of the experience and the inherent breakdown(s) human beings have in pursuit of living a satisfying life.
Notes About Leading This Session
Demonstrate customer intimacy. *
This session will be best if you allow the participants to talk about themselves, their goals, and their struggles: listen, ask questions, listen.
Use diagrams and principles to begin to point them to the solutions offered to their substantial breakdowns. Note: dangle these solutions at this stage vs. getting deep into them.
For many, the campus environment is new. Take a few minutes to teach them how to use the zoom, raise their hand, mute, and speak by using the 1 key. Encourage them to explore the campus and practice moving in this environment so they develop a level of competence that allows them to be comfortable on the Influence Ecology campus.
Primary Struggles Expressed by Students
Learning the language and jargon. They are often ill-prepared for the amount of work, reading, and study; i.e., the deliberate practice of studying the specialized knowledge required for a lifetime of satisfying one’s aims.
Client Managers / Mentors
Ensure your clients/participants are well-prepared to begin their FOT program, have what they need, and will be attending Session One. Prepare them to introduce themselves with a commitment to producing a valued identity.
Support them to plan for the work it takes to complete FOT Study 1 on time.
Next Session
In our next session, we will address that “how you transact here is how you transact.” Make sure they get their study papers completed and submitted on time.
*On Customer Intimacy
Customer intimacy is one of three value disciplines we study and is a strategic focus on long-term customers. It means that we concentrate our efforts and deploy our resources in a few key and high-stake areas and focus on continual innovation and improvement in those key areas over time.
For a program leader, this means that your efforts and resources are focused on our customers. This means that you must get to know our customers intimately. This means that you must offer unique solutions for unique breakdowns. This means that you must leave them feeling heard, understood, and helped. This means that you must read their study paper replies and examine their metrics to be able to help them.
Transactional Competence™ is the source of a satisfying life. We have a deep and highly specialized understanding of the experience, and the inherent breakdown(s) human beings have in pursuit of whole-life satisfaction.
Customer intimacy is not to be confused with customer service. Customer intimacy does not mean that the customer is always right; it does, however, mean that the customer is most important.
Being customer intimate can mean that we argue with them, hold them to account, and press them to satisfy their aims.
Session 2
Focus
How you transact here is how you transact. Every action (and inaction) builds an identity (career) and shapes the perceived value (or cost) you are to others.
- Are you a highly valued, reliable, and low-cost offer of help?
- Are you a high-cost, unreliable, and frustrating offer of help?
Accurate thinking and the satisfaction of Conditions of Life
If you do not think accurately, if you don’t do an accurate assessment, you’ll end up where you are already headed.
In other words, since their struggles are often a by-product of their naïveté, put them on the hunt for their primary naïveté(s).
- Transactional Incompetence? They are always transacting—are they doing it well?
- Do they know what it is like to transact with them? Have they had a mirror held up to their transactional behavior?
- Are they swept up in The Current?
- Are they working hard vs. working on the value of their help?
They may struggle to meet aims/aspirations as they are yet to address the above.
Participant Outcomes
- They begin to confront the degree to which they are not thinking accurately about their value & cost in transactions.
- They begin to see they may be naïve to what state of mind they are demonstrating to others.
- They are made aware of how you transact here is how you transact.
- They begin to confront their ambition or lack of it, in satisfying their Conditions of Life.
Moods
Rigor. Confront any naïveté or lack of ambition.
Demonstrate
That we walk our talk about information vs. fact. That we use accurate thinking and accurate assessments when speaking with participants. That we are trans-actional vs. inter-actional or self-actional.
Notes About Leading This Session
Lead this session by working with participants (and getting examples from mentors) to draw out the principles.
You must produce an ambitious environment, one in which the participants begin to be cautious about their behavior—that they may have been high-cost, naïve, or entitled. At the same time encourage and reward that they ask for help, practice, and participate.
Get them talking/practicing! This is a very good time to point to the breakdown in Career—and the breakdowns in “working on the value of your help” vs. merely “working on making more money” (or some other such aimless doing).
How you transact here is how you transact. This session shows the Event Management Doc we keep of their attendance, study paper submission, program measures, etc.
Make certain to save some time to point to study groups and why we strongly encourage them to get into study groups.
Primary Struggles Expressed by Students
Learning the language and jargon. They are often ill-prepared for the amount of work, reading, and study—the reconfiguration of one’s life toward study and knowledge as access to increased value—and naïvely seek instead to get to the point, get to the takeaways, and be bought off by quick fixes.
Next Session
In our next session, we’ll address that willingness to decline. A not-to-be-missed session. Make sure they get their study papers completed and submitted on time.
Client Managers / Mentors
- Ensure your clients/participants are supported to plan for the work it takes to complete FOT Study 2 on time—they will need to re-read FOT Study 1.
- Answer questions, offer any support or clarity they require.
- Help them find health and money goals (based on action) that support their aims.
- They’ll be dealing with jargon, a basic understanding, and time—encourage them to press through this (we lose most participants between Studies 2-4).
- Help them understand how to transact for participation in a study group.
Session 3
Focus
Willingness to Decline, Accepting Declines
If you don’t respect your own offer, no one will.
Declining produces identities of authority
Accepting and Declining Consideration
Participant Outcomes
- They are introduced to the notion of declining
- They begin to see that to satisfy their aims, they may need to develop a willingness to decline
- They begin to see that accepting declines when expressed by, or demonstrated by, others is a powerful way to speed up transactions
- They learn that they must respect their own offer, or no one else will
Moods
Confront
Demonstrate
Start accepting or declining the requests, invitations, assessments, assertions as a matter of demonstration vs talking about this. Model what this might look like. Role play how to decline appropriately.
Notes About Leading This Session
Produce the ‘Invitation-Only’ environment as a ‘future of possibility’ whereby a social ecology is a group of very specialized resources available to offer help to them.
Primary Struggles Expressed by Students
Students start to wonder about the application of the ‘theory’ and are on the edge of accepting (and in some cases declining) the value of study.
They may be experiencing anxiety about the experience of being screwed and are yet to have a ‘pathway out of hell’ – and biology is on edge.
It is smart to talk about the anxiety so that people understand that their feelings are normal for all participants at this time.
Next Session
In our next session, we will be discussing the transaction cycle and the narratives of the transaction cycle.
Client Managers / Mentors
- Ensure your clients/participants are supported to plan for the work it takes to complete FOT Study 3 on time.
- Answer questions, offer any support or clarity they require.
- Help them plan the actions that support their aims.
- Some will still be dealing with jargon, basic understanding, and time – encourage them to press through this (we lose most participants between Study 2-4).
- Inspect their participation in a study group, help where needed.
- Introduce them to the resource of Conference – share your experience.
Program Management
- We are aiming to have calculators signed off by session 4.
- Make certain that all faculty involved with calculators are working with participants to complete this.
Session 4
Focus
Transacting in the Marketplace
The Narratives of the Transaction Cycle
Participant Outcomes
- They have a primary grasp of the Transaction Cycle and Narratives of the Transaction Cycle
- They ‘know by doing’ what a transaction looks like
- They begin to see where they are blind to or disregard aspects of transactions
- They begin to see where they are strongest or weakest in any transaction
Moods
Start social and friendly – oriented towards ‘service’ and then move to challenge their state of mind (naivete around practice – naivete about going it alone). .
Go after any slackers.
Demonstrate
Demonstrate the Transaction Cycle and the narratives by articulating a quick example of a simple transaction. Break them into groups of 3 to practice moving around the transaction cycle. Have the secondary and apprentices move around tables to help.
When you bring them back together ask what they learned and answer any questions.
Notes About Leading This Session
Engage the participants. Let them do a lot of talking.
Leave some time to confront study groups. Are they in study groups? For anyone who is not in a study group and wants to, arrange for them to be in a group. Confront the naivete of doing it alone.
Primary Struggles Expressed by Students
Philosophy is sometimes mentioned as a struggle. By Session 4, students have moved out of consideration (is this stuff any good?) and are moving hungrily to learn. If they haven’t, then go after them – get them talking.
Next Session
In our next session, we will be talking about Personality and Transactional Behavior. Remind them to invite friends, family, and colleagues. Remind them that the session is on zoom. They can find the zoom link on the events calendar.
Client Managers / Mentors
- Ensure your clients/participants are supported to plan for the work it takes to complete FOT Study 4 on time – especially their Satisfaction Metrics calculator – which is uploaded with this submission.
- Answer questions, offer any support or clarity they require.
- Help them plan the actions that support their aims.
- Some will confront, with Satisfaction Metrics, that they aren’t thinking accurately (most don’t). Assume they are not and dig into this to ensure they are set for a win.
- Inspect their participation in a study group, talk about how to use this group for study.
Session 5
Focus
Personality and Transactional Behavior
Participant Outcomes
- They make a correlation between the Narratives of the Transaction Cycle and their own Personality
- They begin the journey of the inquiry as to which Personality they demonstrate
- They begin the discovery about Personality Characteristics and how these are demonstrated
- They continue to see where they are blind to or disregard aspects of transactions
- They begin to see where they are blind to or disregard the value of other personalities
- They begin to consider the asset and liability they may be in any transaction
Moods
Sociable, welcoming, and fun. Move toward demonstrating the moods of each Personality.
Demonstrate
As we teach transactional competence and personality and transactional behavior this session should model the transactional behavior and moods of each personality.
Review the Session Five video below to hear this demonstrated.
Notes About Leading This Session
Open the session in high welcoming moods. Welcome guests to the session. Provide a brief overview of Influential U and the transaction cycle. Introduce the panel and have each panelist give a brief overview of their Transactional Behavior (3 – 4 mins). After the panel speaks open the session for questions. If the participants do not ask questions, be prepared with questions.
Primary Struggles Expressed by Students
Most will be chomping at the bit to hurry up and produce results. Get the following mantra to ring in their ears: “Slow down to speed up”. Meaning that they must study, think accurately, and move strategically to meet their aims.
Next Session
In our next session, we’ll invite them to consider our Conference offer.
Client Managers / Mentors
- Ensure your clients/participants are supported to plan for the work it takes to complete FOT Study 5 on time.
- Answer questions, offer any support or clarity they require. ESPECIALLY as it pertains to their satisfaction metrics.
- Remind them to ‘slow down to speed up. Some will be getting impatient as they are accustomed to quick fixes. Work with them to produce little wins; small invitations/requests that move their aims forward.
- Support them to think accurately about the Conference invitation. Produce the breakdown for which the conference is the only solution (“Welcome to Your Brain” – no one person has all the answers). Support them to register.
- Inspect their participation in a study group, talk about how to use this group for study.
Session 6
Focus
The primary lesson here is to observe themselves as Adult Vs. Ambitious Adult; our mirror is to make the Conference offer and give participants the opportunity to observe how they HEAR invitations and offers. In addition, we invite them to consider making offers, including the use of ethical influence and speaking to different personalities.
- Do they listen to offers only as ‘commercials’?
- Do they listen to offers through their aims?
- Do they listen to the whole offer? (who is inviting, how/why should I respond, impact to my identity, etc.)
- Do they consider Personality and Transactional Behavior when making offers?
Most will hear invitations and offers as adults: they’ll not transact in accordance with their aims, they’ll transact in accordance with their current situations, circumstances, and conditions. Rather than transact for their aims, they’ll let the environment determine if they’ll act or not.
Participant Outcomes
- They begin to consider that they hear offers in an automatic way
- They learn that different personalities hear offers in different ways
- They learn that they must tend to the listener’s personality when presenting an offer
- They seriously consider registering for the conference to satisfy their aims – and where this is the case, they register
Moods
During the conference offer, the mood should be ‘high’ and produce enthusiasm and excitement.
Demonstrate
As we teach transactional competence and demonstrate an invitation and presentation, this session should model what we teach; a powerful transaction (invitation, presentation, offer) with weapons applied, seeking compliance.
Review the Session Six video below to hear this demonstrated.
Notes About Leading This Session
Work to elicit both positive and negative responses in how people observed themselves during the offer – both are very valuable.
Primary Struggles Expressed by Students
Most will be chomping at the bit to hurry up and produce results. Get the following mantra to ring in their ears: “Slow down to speed up”. Meaning that they must study, think accurately, and move strategically to meet their aims.
Next Session
In our next session, we will complete the conference offer and inquire into ethical statements for each condition of life.
Client Managers / Mentors
- Ensure your clients/participants are supported to plan for the work it takes to complete FOT Study 5 on time.
- Answer questions, offer any support or clarity they require. ESPECIALLY as it pertains to their satisfaction metrics.
- Remind them to ‘slow down to speed up. Some will be getting impatient as they are accustomed to quick fixes. Work with them to produce little wins; small invitations/requests that move their aims forward.
- Support them to think accurately about the Conference invitation. Produce the breakdown for which the conference is the only solution (“Welcome to Your Brain” – no one person has all the answers). Support them to register.
- Inspect their participation in a study group, talk about how to use this group for study.
Session 7
Focus
- How you and I respond to offers shows us a great deal about our Transactional Behavior.
- Your ethical statement for each Condition of Life; the error of blanket ethics.
NOTE: from here out they are welcome to Audit other FOT Programs … show them how from the calendar on the dashboard.
Participant Outcomes
- They begin to confront their naivete regarding their indifference or their responding to offers
- They begin to discover that is not likely that they respond to offers from their aims, but likely something more automatic (most often, they demonstrate indifference).
- They begin to confront they may have unexamined ethics – or a blanket ethic – that produces suffering and/or hardship (note: it’s not bad to have blanket ethics, the point is that some ethics are unexamined).
- They learn the power of considering an ethical statement for each condition of life.
Moods
Start social and friendly – oriented towards ‘service’ and then move to challenge their state of mind.
Demonstrate
Demonstrate an example of someone acting according to aims vs act according to situations. For example, we often let the environment or conditions make our choices – end of year, time to renew, lack of money, lack of time – that decide for us – vs having our aims be top priority and then building a pathway regardless of the environment or conditions.
Notes About Leading This Session
This is potentially a very life-altering session due to the nature of Adult and how they move with indifference and how they behave in unexamined ways.
Press to challenge those that were indifferent to the Conference Offer.
Press to challenge those who have unexamined ethics.
Primary Struggles Expressed by Students
Understanding what an ‘ethical statement’ might look like. Give examples where possible. Be prepared to share 3-4 of your own ethical statements. Each faculty member should have examples ready.
Next Session
The next session we’ll address appropriate moods. Sometimes people get stuck on Study 7 and 8 because they aren’t articulating their aims independent of any transaction. The satisfaction of my aims determines the transaction vs the converse.
Client Managers / Mentors
- Ensure your clients/participants are supported to plan for the work it takes to complete FOT Study 7 on time; especially with the change in the kind of work they might be doing. Ask them about their worksheets – and what they are dealing with, discovering along the way, or starting to confront.
- Answer questions, offer any support or clarity they require.
- Are they acting as an Ambitious Adult; making invitations, offers, requests that when accepted meet their aims?
- Where are the acting as an Adult; waiting on something in the environment to move them forward?
- Friday of this week, the Conference Offer ends. Do they need your help?
Session 8
Focus
Lowered Aims: Rather than study, practice, and learn the habits, behaviors, and ethics that must be embodied in order to satisfy their Conditions of Life, most people adjust their aims to fit their current habits, behaviors, and ethics.
- Important note – if this was covered in depth in the previous session – touch lightly, then go to Mood.
Producing Moods: producing moods appropriate for the transaction doesn’t always mean that they should produce highly positive moods. On the contrary, moods of agitation, respect, and caution are highly effective and often required to interrupt the indifference of the marketplace.
- Appropriate moods ensure the effectiveness of your transactions and increase their speed and efficiency.
- As social primates, we tend to mimic the moods of others and as such can actually produce moods appropriate (or inappropriate) for transacting.
- To transact powerfully, you must produce moods to gain compliance.
- As a biological ‘exchange creature’ your moods and transactions are inextricably linked. You may be naïve to this.
- You are always transacting in a mood.
Participant Outcomes
- They begin to see they are always transacting in a mood.
- They begin to see that to transact powerfully, they must learn how to produce moods to gain compliance.
- They begin to see their ‘go to’ mood is not always appropriate in different parts of the transaction
- They learn there are appropriate moods for the different exchanges in the transaction
Moods
Practice Producing moods as you lead the call. Attempt sociality, then be rigorous, confrontational, etc.
Demonstrate
Lowered Aims: give an example(s) where you are altering habits to meet aims.
Producing moods: give an example(s) where you produce moods – or to decline to transact without the appropriate mood.
Mention the moods of ‘transacting’ vs. self-action, interaction – and – that these are MAP Program distinctions. You can think of this as moods of coercion, force, and pontification.
Notes About Leading This Session
The section on producing moods is presented against the predominant belief and practice that high-moods are better than other moods; excitement, enthusiasm, being positive, etc. The point here is to offer something counter – that moods ought to be appropriate to the move.
On the other hand, some personalities are not great at offering good moods and are prickly. Go after this as well – in fact, this’ll be best demonstrated by calling out either a prickly or positive individual (not to reprimand) to produce an understanding of the automaticity or cost of this for others.
Primary Struggles Expressed by Students
Moving into Study 9 and the articulation of their transaction. They will have to focus on a specific transaction, which also means that they are not open to all kinds of possibilities.
Next Session
The next session we’ll address specialization. Where are they having trouble focusing, concentrating, or specializing their offer of help?
Client Managers / Mentors
- Ensure your clients/participants are supported to plan for the work it takes to complete FOT Study 8 on time; especially with the change in the kind of work they might be doing. Ask them about their worksheets – and what they are dealing with, discovering along the way, or starting to confront.
- Answer questions, offer any support or clarity they require.
- Are they acting as an Ambitious Adult; making invitations, offers, requests that when accepted meet their aims?
- Where are the acting as an Adult; waiting on something in the environment to move them forward?
- Support them NOT to move their aims, but to get help to satisfy them.
Session 9
Focus
To understand the importance and role of their general and specialized knowledge for the construction of specific and specialized solutions to substantial breakdowns. They will be heading into Step 6 and Step 7 (next session) and this is their important prep.
Step Three: Demonstrate Accurate Thinking in General Knowledge
Step Four: Demonstrate Accurate Thinking in Specialized Knowledge
Step Six: Articulate Solutions to a Substantial Breakdown in a Specific Ecology
Step Seven: Specify Your Customer
Participant Outcomes
- They learn that demonstrating general knowledge cannot be taken for granted
- They learn that they must be able to demonstrate to other people the general knowledge of a particular discourse, a particular ecology and a particular transaction.
- They learn that specialization is the essence of valued exchange, and that independence produces poverty
- They continue to inquire into their own specialized knowledge
Moods
Rigor, roll-up-your-sleeves, fun
Demonstrate
Examples of MAP2 participant websites which obviously demonstrate the way in which specialized knowledge has shaped their specific solution to a specific ecology/customer.
Notes About Leading This Session
Be clear about the relationship between Steps 3, 4, 6, 7 and 10.
Fundamentally, this is about the keen benefits of specialization.
Primary Struggles Expressed by Students
They have been working on thinking accurately about their aims and are often muddy in their thinking about the transition from this to the construction of a valuable offer. This session often brings clarity to this process.
Next Session
The next session we’ll address Step 6. Most people get this wrong by creating a solution independent from the breakdown or customer. I like my good idea, for example.
Client Managers / Mentors
- Ensure your clients/participants are supported to plan for the work it takes to complete FOT Study 9 on time; especially focus on helping them with their Step 6 thru 8.
- Some will need to truly understand how they might expand their value within their enterprise.
- Answer questions, offer any support or clarity they require.
- Are they acting as an Ambitious Adult; making invitations, offers, requests that when accepted meet their aims?
- Where are the acting as an Adult; waiting on something in the environment to move them forward?
Session 10
Focus
Step 6: Articulate Solutions for a Substantial Breakdown in a Specific Ecology
- What is your solution?
- For what substantial breakdown (in which conditions of life)?
- In what specific ecology? (share a common breakdown, large enough to meet your aims, small enough to reach at low cost)
Step 7: Specify Your Customers
- A specific solution is for someone specific with a specific and substantial breakdown
- Who, specifically is and is not your customer?
- What do you want from your customers?
- What does it mean to be a good customer?
Many have never considered being a good customer to others. “‘The customer is always right” has produced generations of entitled people vs people in a reciprocal relationship with others.
What does it mean to be a good Influential U customer?
Participant Outcomes
- They begin to see they must do the focused work to articulate their step 6
- They learn that a solution is for someone specific with a specific and substantial breakdown
- They learn a substantial breakdown is a collapse of function in one or more conditions of life.
- They begin to inquire into their specific customer by asking themselves who, specifically is and is not my customer
- They begin to consider the question – what do I want from my customer
Moods
Start social and friendly, oriented towards ‘service’ and then move to:
- challenge their customer entitlement
- challenge their notion of who is/isn’t their customer
Demonstrate
This is a true inquiry; we’re not offering an answer, but truly discovering together
That we are in this together
Reciprocal exchange vs being an entitled consumer
Notes About Leading This Session
The opportunity of this session is three-fold:
- Any transaction is designed for a very specific customer and all strategy follows a pursuit of, and in most cases, retaining that customer. As important as it is to answer the question “who is my customer?”, is the question “who are they not?”.
- We are training our customers to be good customers. Let them know what we want from them as customers. Be straight about it – and where needed, produce an environment where they would expect that we ask for referrals and their continued business.
- Produce an environment where they want to produce an elevated identity for Influence Ecology: Your numbers are our numbers. Your success is our success. You belong to something important, noteworthy, and esteemed.
Primary Struggles Expressed by Students
They may struggle with the focus and specificity of their offer, ecology, and customer. How is this question answered? What do they need to consider to focus this?
Session 11
Focus
A reorientation to Autonomy, not as a condition of independence, but as an ability and capacity to function among others; to build a surplus of help.
Important Note: Lead this as an Inquiry – where you as a Program Leader are actually inquiring yourself. Discover what is ‘out there’ in the current about Autonomy, etc.
See Building a Surplus of Help
2020 Theme Surplus – Sufficient Help to Forestall Threats
Participant Outcomes
- Participants confront the fantasy of freedom and independence; that one day, they won’t need anyone
- Participants confront that they need help, and lots of it (a surplus), to satisfy their aims
- They begin to see that they cannot escape the environment of their identity
- They come to realize that you get help by offering help
Moods
Social, caring, and for them succeeding. This session should be highly interactive. In other words, talk less, converse more.
Demonstrate
Make sure to demonstrate (vs. talk about) ‘transacting’ vs. self-action, interaction – and the way we answer questions, address assessments. Transactionalism is the Source of a Satisfying Life. We have a deep and specialized understanding of the experience and the inherent breakdown(s) human beings have in pursuit of living a satisfying life.
Notes About Leading This Session
Building a Surplus of Help is an important distinction whereby people are at work expanding the perceived value of their help.
- This is accomplished by transacting for more powerful identities.
- This is accomplished by transacting to reduce the cost of your help.
- This is accomplished by transacting for help in many Conditions of Life.
- This is accomplished by applying the Levers of Influence while transacting.
- This is accomplished by building and expanding your influence ecologies and cooperation.
Primary Struggles Expressed by Students
Often students are in the midst of thinking through how to apply the Ethical Influence to Conditions of Transaction other than Invitation or Presentation. Call on advanced members to share how they have applied weapons in their transactions.
Session 12
Focus
Elicit the State of Mind of an Ambitious Adult.
Review the Thirteen Steps and Acknowledging as both an acknowledgement of what has been accomplished and to elicit that which is missing or a future breakdown.
Accomplishment, Aims Met, Moving Forward into a Consequential Environment.
Be grateful, try to say something to each person that is truly of gratitude – that lets them know the unique opportunity of working together (demonstrate Customer Intimacy here).
Participant Outcomes
- They articulate (and experience) the ground they took in developing new habits, practices, and ethics.
- They know the power of a consequential environment.
- They are clear about the vast specialized knowledge they have acquired – and the gap that still exists
- They leave acknowledged for the work they have accomplished.
- They get that without continued participation, they will not deepen and practice the knowledge – and this consequential environment will not exist in any other way.
- They experience that we personally want to work with them in our advanced programs (where that is the case).
Moods
Start social and friendly – oriented towards ‘service’ and gratitude.
Demonstrate
Completing a Transaction. We are moving into the completion of the transaction ‘the Fundamentals of Transaction” program. Demonstrate completion, acknowledgment, moving from the ‘results and consequences’ of action to the opportunity of ‘judgment.’
Notes About Leading This Session
- For the section on the questions:
1.What have you accomplished?
2.What ground did you take in achieving your aims?
3.What or whom would you like to acknowledge?
Only call on those who raise their hands to speak.
- For Exit Interviews – warn that they only have 30-days.
Primary Struggles Expressed by Students
Finishing – if that is a concern. Many are now moving powerfully, some will have to labor to get it done.
Exit Interview
To prepare for the Exit Interview:
Review the Program Management Doc for the Program and Program Measures.
- Add the participants measures for Health, Money, and Income to the slides.
- Add the testimonial to the testimonial slide
To earn the opportunity, participants must complete:
- All Study Papers
- The Thirteen Steps
- Submit their final Satisfaction Metrics
- Have all tuitions paid
Focus
To both complete your participation and at the same time demonstrate the move ‘Complete’ in the transaction cycle.
Distinguish Facts as ‘Currently Accepted Judgements’. As John Dewey says: Has happened and is happening. That a transactionalist can accept and decline judgments just as they can accept or decline invitations, offers, and requests.
Moods
Start social and friendly – oriented towards ‘service’ and then move to challenge their state of mind.
Demonstrate
Make sure to demonstrate Transactionalism as the Source of a Satisfying Life.
Notes About Leading This Session
Listen to the webinar below until you can own this conversation and what it requires of both the leader and the participant.
Primary Struggles Expressed by Students
Many feel that they have only touched the surface of this education. They have.
This program is the ‘Fundamentals’ of transaction and is meant to be an introduction to a world, not the world itself.
