2. Colors: Introduction with educational and workplace applications

3. What is/are your true Colors? (And what do you really know about those people sitting by you?)

4. Fill out the Colors hand-out

5. Core Needs and Values Blue n relationships

6. Core Needs and Values gold* n duty and responsibility

7. Core Needs and Values green* n intellectual competence (information & knowledge)

8. Core Needs and Values orange* n Freedom n Being in charge

9. Blue Attributes n mediators n optimistic n caretakers n passionate n peacemakers

10. gold* Attributes n “Be prepared*.” n love to plan n detail oriented n service oriented n value family traditions

11. green* Attributes n “Should be able to” n “Why?” n intellectual n theoretical n idea people

12. orange* Attributes n playful n energetic n charming n risk takers n “Just do it.”

13. More Blue Attributes n strong sense of spirituality n sensitive to the needs of others n peace, harmony and relationships

14. More gold* Attributes n helpful and trustworthy n conservative and stable n “should” and “should not” n strive for a sense of security

15. More green* Attributes n can never know enough n cool, calm and collected n work is play, and play is work n often not in the mainstream

16. More orange* Attributes n like to test the limits n quick witted n master negotiators n creative, inventive n “Let’s make a deal.”

17. More Blue Attributes n true romantics n need to feel special n always have a kind word n enjoy symbols of romance

18. More gold* Attributes n punctual, predictable and precise n value order and the status quo n duty, loyalty

19. More green* Attributes n philosophical n complex n perfectionists n standard setters n visionaries, futurists

20. More orange* Attributes n natural entertainers n high need for mobility n visual and kinesthetic n natural non-conformists n thrive on competition

21. More Blue Attributes n motivate and encourage others n cooperate rather than compete

22. More gold* Attributes n useful, responsible n There is a right way to do everything. n tend to be left-brained and analyticalhave a strong belief in policies, procedures and rules n are most comfortable with a formal environment

23. More green* Attributes n abstract, conceptual, global n need for independence and private time n explore all facets before making decisionsknows how to spell and pronounce “big” words n approaches interpersonal relationships in a logical manner

24. More orange* Attributes n like tangible rewards n stimulate the economy n impulsive and spontaneous n appreciate immediate feedback n tend to be left/right brain integrated n most productive in informal environments

25. What helps each Color learn?

26. In the learning environment, Blue Learners need... n group work and reports n group discussions n poems and essays n written descriptions

27. In the learning environment, gold* Learners need... n classification n categories n to construct models, maps n textbook sources n to be evaluated via quizzes

28. In the learning environment, green* Learners need... n guided imagery/specific focus n films showing origins n to create new models n lecture

29. In the learning environment, orange* Learners need... n field trips n independent study n to brainstorm n to synthesize

30. In the learning environment, Blue Learners need... n to illustrate, draw and paint n to collect items n library reading n cooperative learning

31. In the learning environment, gold* Learners need... n worksheets n to make graphs and charts n to organize and plan their experiments and activities

32. In the learning environment, green* Learners need... n library research n individual study n to research for themselves n to develop teaching posters

33. In the learning environment, orange* Learners need... n to create new systems n to problem solve n to debate n to manipulate n contests, competition

34. In the learning environment, Blue Learners prefer: n a safe, secure, non-threatening environment n warmth and friendliness n displays of student work

35. In the learning environment, gold* Learners prefer... n objectives that are clearly stated n scheduled time frames n structure and organi- zation

36. In the learning environment, green* Learners need... n deductive reasoning n debate

37. In the learning environment, orange* Learners prefer... n active environments n an active teacher n teacher as facilitator n hands-on

38. In the learning environment, Blue Learners prefer: n to banish the study corrals n small group circles n one-on-one with a green** teacher

39. In the learning environment, gold* Learners prefer... n discipline and assigned seats n visual aids n small groups n to reinforce content

40. In the learning environment, green* Learners prefer... n uninterrupted quiet n a neat, orderly environment n mental activity to supersede the environment

41. In the learning environment, orange* Learners prefer... n to be animated and entertaining n “Variety is the spice of life.”

42. In the learning environment, Blue Learners prefer... n active participation n positive reinforcement n hands-on activities with interaction n variety

43. In the learning environment, gold* Learners prefer... n to get individual attention n specific step-by-step directions n to have other students and the teacher on task

44. In the learning environment, green* Learners prefer... n a brief overview, then focused learning n logical presentations

45. In the learning environment, orange* Learners prefer... n no dittos or busy work n independent work n to be a part of the planning

46. In the learning environment, Blue Learners prefer... n flexible time-frames n relevance to their own lives n praise/feedback with acknowledgement

47. In the learning environment, gold* Learners prefer... n time schedules for deadlines n question-and-answer periods and instant feedback n reteaching and review

48. In the learning environment, green* Learners prefer... n to be left alone to think about it. n not to waste time; get to it. n opportunities for in-depth, independent exploration

49. In the learning environment, orange* Learners prefer... n not to be talked down to n to negotiate rules within a framework

50. Great teachers come in all Colors; What are they like?

51. green* Teaching Style n discipline is expected due to interest n share instructor research n lecture/discussion n expect critical thinking

52. Blue Teaching Style n fair and democratic n discipline is in nurturing format n individualization/cooperative learning n expects student initiated learning

53. orange* Teaching Style n unstructuorange* discipline n spontaneous n hands-on immediacy n strong use of innovative approaches

54. gold* Teaching Style n firm discipline n well-established routine n outlined lectures n expects student accountability n strong use of text/references

55. green* Teaching Style n strong use of outside material n learning is linked to answering questions & future applications n logical but changing lesson plans

56. Blue Teaching Style n strong use of a variety of materials learning linked to individual needs n adjustable lesson plans per students’ needs n emphasis on application

57. orange* Teaching Style n learning linked to “here and now” n variety of action experiences n emphasis on relevancy

58. gold* Teaching Style n detailed lesson plans/syllabi n learning linked to past traditions n emphasis on traditional content n help transmit cultural heritage within the school

59. green* Teaching Style n projects, reports and debates n they expand their students’ knowledge n they stretch their students’ intellects and reasoning skills

60. Blue Teaching Style n nurture and motivate the growth and integrity of their students. n involve students in decision making.

61. orange* Teaching Style n promote freedom of expression n projects, contests, games and demonstrations n freedom to act n emphasis on performance

62. gold* Teaching Style n like to teach using recitation, drill and testing n support school functions n delegate classroom duties to reward and foster responsibility

63. green* Teachers n often like to teach science, philosophy and math n present material logically n continuously develop their professional skills

64. Blue Teachers n often like to teach social sciences, theater, foreign languages and the humanities. n are optimistic and dramatic and often use imagination as a teaching tool.

65. orange* Teachers n often like to teach art, crafts, shop, sports, music and recreation n like using videos and group discussions

66. gold* Teachers n often like to teach business, life skills, history and office skills n teach students to be responsible and useful n encourage team efforts

67. Praise and reward gold* students n Specifically mention actual accomplishments n Note the accuracy, efficiency and thoroughness in their work n Acknowledge their sense of responsibility

68. Praise and reward Blue students n Tell them often how good you feel about their achievements and contributions n Frequently acknowledge their unique personal characteristics

69. Praise/reward green* students n Appreciate their ideas and competent performances n Recognize their specific knowledge and skills, especially with abstractions

70. Praise/reward orange* students n Immediate and favorable responses n Focus on their behavior and performance rather than on the finished products

71. Praise and reward gold* students n Note how their completed work affects the well-being of others n Recognize how their efforts make a significant contribution to the class and to the school

72. Praise and reward Blue students n Demonstrate that you care about how they feel n Clarify the importance of students to the class and to the school

73. Praise/reward green* students n Their best reward for a job well done: More opportunities to exhibit competence

74. Praise/reward orange* students n Appreciate their cleverness and spontaneity n Comment on the skills they demonstrate n Note the quickness of their actions

75. Praise and reward Blue students n Openly reflect the students’ participation in successful group sessions

76. Praise/reward green* students n Only give deserved and positive feedback n Acknowledge their ability to analyze and give precise explantions

77. Praise/reward green* students n Ask them to devise a new class activity or game that centers around an academic topic n Ask them to devise a new way to do a classroom task

78. Praise/reward green* students n delegate classroom duties to reward and foster responsibility n Acknowledge their ability to work independently

79. Praise/reward orange* students n Recognize the impact of their performance n Give a variety of tangible rewards such as certificates or free time for an activity of their choice

80. Praise/reward orange* students n Let them design, within your limits, the rewards they can earn

81. The Colors under stress! (Warning: It’s not a pretty picture.)

82. What stresses out Blues? n disharmony n indifference or coldness n time limits n insincerity n lack of romance

83. What stresses out green*s? n rules n unfairness n incompetence n confusion n nonsense rules

84. What stresses out orange*s? n being on time n unnecessary routine n waiting n a lack of money n rigidity

85. What stresses out gold*s? n a lack of control n change n disloyalty n money insecurity n inconsistency

86. A stressed-out Blue n misbehaves to get attention n lies to save face n gets aggressive n fantasizes, day-dreams and tunes out

87. A stressed-out green* n is indecisive n refuses to comply or cooperate n is extremely aloof and withdrawn n is snobbish and sarcastic

88. A stressed-out orange* n is rude and defiant n breaks the rules intentionally n takes off, drops out n uses stimulants

89. A stressed-out gold* n judges himself and others maliciously n exhibits herd mentality n exhibits authoritarian and phobic reactions

90. A stressed-out Blue n cries and gets depressed n exhibits passive resistance n yells and screams

91. A stressed-out green* n won’t communicate: the silent treatment n resorts to perfectionism n is highly critical of herself and of others

92. A stressed-out orange* n acts out boisterously n lies and cheats n is physically aggressive

93. A stressed-out gold* n complains and feels sorry for himself n is anxious, depressed and tiorange* n experiences psycho- somatic problems

94. What’s important to each of the Colors?

95. What do Blues value most? n honesty n friendship n sensitivity n harmony n compassion

96. What do green*s value most? n intellectual achievements n logic n knowledge n competency

97. What do orange*s value most? n freedom n adventure n fun/play n spontaneity n variety

98. What do gold*s value most? n loyalty n dependability n perfectionism n responsibility n honesty

99. How do people of each color see themselves?

100. And how is each color seen by the other colors?

101. Warning: The following segment may be shown safely only to exceptionally stable, disciplined, congenial and mature audiences.

102. Reframing: gold*s may see themselves as: n consistent n providing structure n goal-oriented n firm or traditional

103. gold*s may see themselves as: n knowing right from wrong n loyal to the organization n realistic n dependable

104. gold*s may see themselves as: n decisive, seek- ing closure n concerned about security

105. gold*s may see themselves as: n following a routine n having leadership ability

106. Others may see gold*s as: n rigid, inflexible n controlling, bossy n resistant to change n opinionated

107. Others may see gold*s as: n system-bound n lacking imagination n judgmental n boring n uptight

108. Others may see gold*s as: n predictable n autocratic

109. green*s may see themselves as: n confident n mentally tough, strong n logical, rational n visionary, inventive

110. green*s may see themselves as: n self-controlled n enjoying one’s own company n good at analysis n objective n knowledgeable

111. green*s may see themselves as: n having the ability to reprimand n having high expectations n thinking deeply

112. Others may see green*s as: n arrogant, cold n hard, insensitive n know-it-alls n head in the clouds

113. Others may see green*s as: n cool, aloof, unfeeling n afraid to open up n critical, fault- finding

114. Others may see green*s as: n lacking compassion n unappreciative of others n intellectually demanding

115. Others may see green*s as: n argumentative n absent-minded

116. Blues may see themselves as: n having feelings n compassionate n romantic n idealistic n empathetic n caring

117. Blues may see themselves as: n seeing the best in others n nurturing n liking to please people

118. Blues may see themselves as: n wanting harmony n great communicators n valuing feelings

119. Others may see Blues as: n very emotional n overly sensitive n mushy n too tender-hearted n too nice

120. Others may see Blues as: n easily persuaded n too trusting n smothering n too soft, too giving

121. Others may see Blues as: n weak n talking too much n illogical

122. orange*s may see them- selves as: n flexible, easy- going n having a playful attitude n exploring new possibilities

123. orange*s may see them- selves as: n clever, good negotiators n open to change n having many interests n bold, assertive

124. orange*s may see them- selves as: n able to do many things n adventurous, courageous n valuing freedom

125. orange*s may see them- selves as: n fun-loving, enjoying life n independent

126. Others may see orange*s as: n irresponsible n goofing off too much n disregarding the rules n manipulative

127. Others may see orange*s as: n untrustworthy n unable to stay on task n scatteorange* n taking unnec- essary risks

128. Others may see orange*s as: n resisting closure or decisions n obnoxious n immature n self- centeorange*

129. When working with a orange* n Be concise n No idle talk n Focus on solving problems not explaining them

130. When working with a Blue n Hit the high points, not details n Show a picture of what you want n Socialize before working n Provide follow-up on details I missed

131. When working with a green* n Earn their trust n Allow time for decisions n Use trusted experts

132. When working with a gold* n Skip the small talk n Show written facts & figures n Don’t rush them

133. What we should read is not the words, but the man...behind the words. Samuel Butler the Younger

134. Do unto others as they would like to be done unto. The Golden Rule, 2nd edition

135. The teams you build are like tables; how many legs on those tables?

136. The end