1. Restorative

2. Today’s Goals We want you to be able to:
Identify two ways you can develop your Restorative strength.
Identify two valuable things about Restorative in action
Feel comfortable working with others with the Restorative 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 restorative strength

3. People exceptionally talented in the Restorative theme are adept at dealing with problems. They are good at figuring out what is wrong and resolving it.
Facilitator Notes
Time: 7 minutes
People with the strength of Restorative love to solve problems – they enjoy the challenge of analyzing a problem and finding a solution… it may be one solution or a number of solutions. Whatever it is, the person with Restorative enjoys figuring things out, discovering how something works, and finding new and better ways of doing something.
People with Restorative are not really discouraged when something is broken or not working just right, because this is a simple invitation for them to find the solution. When faced with something that needs improvement they
Source:
Group Discussion:
What are some ways you’ve seen your Restorative 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: 5 minutes
Clip from the film Men in Black (1997). Clip is 3:22
How did Will Smith’s character use his restorative strength in this clip?

5. What’s Your Perspective?
Balcony
Problem solver
Troubleshooter
Focused on finding enhancements and solutions
Basement
Over-focused on weaknesses
Negative
Critical
Blaming
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 restorative?
Now that you are aware of the basement or barrier labels. What are some things you can do to manage and/or avoid them?
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! 

6. Next Steps for Restorative
Select classes in which you learn to solve problems.
Volunteer your time in an organization that needs someone to “breathe new life” into their work. This is often what you do best.
Facilitator Notes Time : 15 minutes
Next Steps for restorative
Intensify Strength
(handout – Intensify Strength worksheet)
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.