1. Activator

2. Today’s Goals You should be able to:
Articulate what being an Activator means to you
Identify two ways you can develop your Activator strength.
Reflect on ways you can use your Strengths to contribute to your community now and in the future.
Facilitator Notes
Welcome
Introductions (name, title, department, fun fact)
If there are 10 or less participants in the session who are not familiar with one another, ask them to introduce themselves.
Share that this session is a part of the Be Initiative. The Be Better initiative is aimed at establishing the University of Iowa as the university that creates leaders who leverage their strengths, leadership knowledge, and leadership skills to contribute to their communities now and in the future.
Learning Goals
Share the takeaways
Ask students if they have additional things they’d like to learn about the Activator strength
Engagement
Ask students to silence and put away electronic devices
Make sure everyone has something to write with.
Ask who is and who is not an Activator. If applicable, ask Achievers to sit next to someone who is not an Activator.

3. Who are Activators?
People who are exceptionally talented in the Activator theme can make things happen by turning thoughts into action. They are often impatient.
Facilitator Notes
Time: 7 Minutes
Definition
The genius of your Activator talent begins with the concept of action. You want action and you can make things happen. Most of all, the genius of your Activator talent gives you the ability to see how to make things happen.
Whereas others have ideas that only swim around in their minds, you can quickly see how to turn ideas into actions, programs, and services. This points to the greatest aspect of the genius of your Activator talent.
You are creative and very innovative. Finally, you have a tremendous amount of motivation, energy and personal power when it comes to taking an idea and then putting it into action.
You are particularly motivated to be innovative in turning your ideas into action, programs, and services. You are a dynamo in turning ideas into actions that generate revolutionary changes.
Adapted from “The Genius and Beauty found within The Clifton StrengthsFinder Themes of Talent,” by Edward C. Anderson
Group Discussion:
What are some ways you’ve seen your Activator strength show up in your life and interactions with others? Either inside or outside of the classroom. Provide an example to get the conversation started.

4. Facilitator Notes
Time: 7 minutes
Clip from the film Monster’s University (2013). Clip is 2:36
Sully exhibits Activator theme.
Group Discussion
What aspects of the Activator theme did you see in this clip? Give specific examples.

5. What’s Your Perspective?
Balcony
Fired up
Sparks energy of others
Bold
Courageous
Basement
Ready-fire-aim
Leaves others feeling lost
Doesn’t think things through
Facilitator Notes Time : 7 minutes
A barrier label describes when a talent is mistakenly devalued and dismissed as a weakness.
Remember: Nobody is perfect. Nobody can always be in the balcony. Everyone finds themselves in the basement from time to time.
Understand the basement and the barrier labels
Develop a plan to manage and/or avoid them
Recognize when you are in the basement
Climb back up to the balcony! 
Group Discussion:
Do you agree with the balcony and basement/barrier labels associated with Activator?
Now that you are aware of the basement or barrier labels. What are some things you can do to manage and/or avoid them?

6. Spaghetti Tower Facilitator Notes Time : 20 minutes Activity
Divide attendees into teams of 3-5 members.
Give each team the tape, string, spaghetti, and marshmallow. Provide each team access to scissors (it isn't necessary for each team to have its own).
Read the following instructions to all teams at the same time.
Each team has 18 minutes to build the tallest, free-standing structure using the materials supplied to each group. The marshmallow must be attached to the top of the structure you build. After 18 minutes, I will measure the height of each structure that remains standing with the marshmallow on top. The winner is the team whose free-standing structure is the tallest.
Answer any questions the teams may have and give the groups a 30 second warning. After 30 seconds, start the activity and stand back. Keep watch on the teams to ensure they are following the rules of the game. Remind them that the marshmallow must be on the top of the structure, and that the structure itself must be free-standing when the activity concludes. Let them know how much time has passed until 18 minutes is up.
At the end of 18 minutes, measure those structures created within the rules and that are still standing.
After declaring the winner (assuming there is a structure that remains standing after the marshmallow has been attached), show the participants the YouTube video clip of The Marshmallow Challenge,.
Adapted from -

7. Facilitator Notes
Time: 10 minutes
TedTalk: Tom Wujec: Build a tower, build a team (2010). Clip is 6:51
Group Discussion
Was there a leader on your team? Who was it and who decided who the leader would be?
If you had no leader, do you think having designated someone a leader would have helped?
If you had a leader, how did he/she do?
How helpful was everyone on your team in challenging the process of building the tallest structure? Did anyone appear to be an expert?
Did any team members tune out of the activity — out of frustration with other members or for some other reason? What could you have done to keep all members of the group fully engaged?
Did you feel everyone's ideas were well received during the activity?
How did you feel as the time limit was approaching? Did pressure increase? If yes, was that helpful or not?
In retrospect, what impact did your Activator strength have on your participation in this activity?
Adapted from -

8. Next Steps for Activators
Initiate classroom discussions
Choose a major that you are passionate about.
Take classes that have hands-on activities
Join organizations that have a lot of events
Facilitator Notes Time : 10 minutes
Initiate classroom discussions. Suggest topics. Take sides in debates. Help your fellow students learn faster and learn more.
Choose a major field of study about which you are passionate. Realize your success hinges on your being fully engaged. Opt for courses that involve hands-on activities, lively verbal exchanges, and interesting experiments.
Join clubs and try out for athletic teams with jam-packed rosters of events.
Intensify Strength
(handout –Supplemental Activity 2.K: Intensify Strength p. 38 of StrengthsQuest Activity workbook)
Ask the students to develop talent based actions to respond to each touchpoint on the worksheet.
Debrief this activity by asking students to share their responses with a small group. As with so many others, the positive effect of this activity can be enhanced by having students discuss their work in small groups and/or report to the entire group.