1. Futuristic

2. Today’s Goals We want you to be able to:
Identify two ways you can develop your Futuristic strength.
Identify two valuable things about Futuristic in action
Feel comfortable working with others with the Futuristic strength towards a positive goal in a group setting.
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 Futuristic strength

3. People exceptionally talented in the Futuristic theme are inspired by the future and what could be. They energize other with their visions of the future.
Facilitator Notes
Time:
Futuristic comes from the strategic thinking domain, which describes how we absorb and analyze information and situations in an effort to make better decisions. Those strong in Futuristic talents are visionaries. They see a better future, and they inspire others to make that a reality. 

4. Facilitator Notes
Time: 7 minutes
Footage of Martin Luther King, Jr., speaking to students at Barratt Junior High School in Philadelphia on October 26, 1967
Clip is 7:43
Group Discussion
What aspects of the Futuristic theme did you see in this clip? Give specific examples.

5. What’s Your Perspective?
Balcony
Visionary
Inspiring
Inventive
Original
Basement
Fantasist
Out in left field
No practicality
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.
Group Discussion:
Do you agree with the balcony and basement/barrier labels associated with Futuristic?
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. What is your mission? Facilitator Notes Time : 30 minutes
Materials: print pages from the Strengths Quest Activity Workbook
When considering how to be of service, there are five important issues you must address.
What is your mission?
2. Whom will you serve?
3. What needs, problems, or concerns will you try to address?
4. What are some ways to serve in which you could use your strengths?
5. How will you be of service?
Having a mission refers to the difference you want to make — the effect you want to have. Forming a mission is a demanding task. You may want to revise or refocus your mission several times during your life, but you can begin the process now.
Ideally, you will have a lifestyle that works together with your sense of mission. You might choose to “live out” your mission in the context of your family life, career, or leisure time activities. Whatever the case may be, the questions below will help you focus your mission and think about the relationship between your life and your mission.
What social problems concern you most?
What kind of people (age, socioeconomic, ethnic-culture group, problematic conditions, etc.) are you most concerned about?
If you had the power to make a significant change in the lives of people, what would you change?
How do you want to be remembered?
What will your lasting legacy be?
Begin your mission statement by filling in the following blanks: I want to make a difference in the lives of … I want them to become …
Source: StrengthsQuest Activity Workbook

7. Next Steps for Futuristic
Facilitator Notes Time : 15 minutes
Next Steps for Futuristic
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.