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Influential U > Behaving Transactionally > Flashcards

Behaving Transactionally Flashcards

1
Q

Behaving Transactionally may include articulating what?

A

Aims in our Conditions of Life

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2
Q

Behaving Transactionally may include deliberately practicing what?

A

transactional exchanges

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3
Q

Behaving Transactionally may include making what, and gaining what, before doing what?

A

Making invitations and gaining agreement before forcing offers, opinions or assertions onto others

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4
Q

Behaving Transactionally may include accepting what powerfully when not moving forward is appropriate?

A

Declines

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5
Q

Behaving Transactionally may include making offers to support what?

A

Acceptance

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6
Q

Behaving Transactionally may include not skipping what?

A

Moves and phases in the transaction cycle

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7
Q

Behaving Transactionally may include offering your own what to ensure what?

A

Your own know-how to ensure mutual and reciprocal satisfaction

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8
Q

Behaving Transactionally may include making commitments that carry what?

A

Consequences and considerations

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9
Q

Behaving Transactionally may include listening more than we what?

A

Talk

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10
Q

Behaving Transactionally may include holding what kind of ethics?

A

Firm ethics

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11
Q

Behaving Transactionally may include rejecting what kind of behaviour from others?

A

Unethical behaviour

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12
Q

Behaving Transactionally may include saying something when talking that is what?

A

Relevant and meaningful

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13
Q

Behaving Transactionally may include moving with an ambitious and deliberate commitment to accept and confront what?

A

The world around us

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14
Q

Behaving Transactionally may include committing to applying transactional competence even and especially when what?

A

When those around us cannot or will not

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15
Q

Behaving Transactionally may include recognising our own personality for its what?

A

Assets and liabilities

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16
Q

Behaving Transactionally may include utilising knowledge of what to engage others effectively?

A

Personality

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17
Q

Behaving Transactionally may include ensuring what is never a hindrance?

A

Personality

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18
Q

Behaving Transactionally may include not complaining and not justifying a lack of what two things in confronting personality?

A

Ambition and fitness

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19
Q

Kirkland’s goal in dealing with others around ‘personality’ and ‘behaving transactionally’ is to make transactions what?

A

As simple and seamless as possible

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21
Q

The only way that Kirkland knows how to make transactions as simple and seamless as possible is to deliberately apply what?

A

The principles of Transactional Competence and to do so by behaving transactionally.

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21
Q

To behave transactionally, we must not use our personality as an excuse for what?

A

Not applying transactional competence.

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22
Q

Ignoring someone’s personality can hinder us from what?

A

Achieving our goals

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23
Q

Behaving transactionally requires us to acknowledge the predictability of what?

A

Transactional personalities

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24
Q

It is crucial to know and embody our aims in our Conditions of Life because why?

A

Our happiness and success depend on it.

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25
Q

If we want to achieve our significant aims in life, we cannot justify our behaviour with our personality to avoid what?

A

Accountability

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26
Q

What is the Lesson Leader Notes Focus?

A

A description of the primary focus of that lesson

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27
Q

What are the Lesson Leader Notes Learner Outcomes?

A

A focused outcome for that lesson; what you want Learners to learn, understand, and practice

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28
Q

What is the Lesson Leader Notes Mood?

A

A recommendation for the moods to produce for that lesson, These are the moods you project and the moods you produce in the environment.

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29
Q

What are the Lesson Leader Notes Notes about facilitating this Lesson?

A

Recommendations for facilitating this Lesson. Sometimes this will include a link/s to Thrive eCoaching videos to help you study the content.

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30
Q

What are the Lesson Leader Notes Primary Struggles Expressed by Learners?

A

A description of some of the struggles Learners may have with this lesson

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31
Q

What is the Lesson Leader Notes Next Lesson?

A

A brief look ahead toward what is coming

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32
Q

What is the Lesson Leader Note Course Management?

A

Recommendations for managing learners during this lesson. This is the administrative or management aspect of the course. Pay close attention to these as they’ll help you manage the full implementation of the course.

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33
Q

What is the Focus of the Orientation Leader Notes?

A

Establish the required environment for the entire training.

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34
Q

What are the Learner Outcomes of the Orientation Leader Notes?

A

Learners are introduced to the LMS, Transactional Competence, Certification, and each other.

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35
Q

What is the Mood of the Orientation Leader Notes?

A

Start in high moods and remain social, gregarious, and friendly.

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36
Q

From the Notes about facilitating of the Orientation Leader Notes: Get ___ right or struggle with ___.

A

The environment; everything to follow.

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37
Q

From the Notes about facilitating of the Orientation Leader Notes: What four things MUST you produce relevant and powerful relationships to?

A

The LMS; Transactional Competence; You and the Learners; Certification

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38
Q

From the Notes about facilitating of the Orientation Leader Notes: What are the three features of the LMS?

A

Tracking; Certification; Supplemental Learning

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39
Q

From the Notes about facilitating of the Orientation Leader Notes: What do you need to build?

A

Your own authority

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40
Q

From the Notes about facilitating of the Orientation Leader Notes: What do you need to let the learners get familiar with?

A

One another

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41
Q

From the Notes about facilitating of the Orientation Leader Notes: What is there to produce a relationship with about Ceritification?

A

That: this course ends in certification; they’ll need 75% to certify and complete the course.

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42
Q

What are the Primary Struggles Expressed by Learners in the Orientation Leader Notes?

A

Some may demonstrate naivete or trepidation about their skill and ability (competence) to engage (transactional) in the training at first. Make this a human thing (not personal to them, but a human experience).

43
Q

What’s next in the Orientation Leader Notes?

A

We address Behavioural Mirroring and Ambition.

44
Q

What are the two Course Management notes about the LMS in the Orientation Leader Notes:?

A

Inspect that all learners are registered in the LMS and can access the lessons. Advise them to follow along (where possible) as the LMS won’t allow them to move forward without completing the previous topic.

45
Q

What is the Focus in the Mirroring Leader Notes?

A

Continue to establish the required environment for the entire training.

46
Q

What are the Learner Outcomes in the Mirroring Leader Notes?

A

Learners are introduced to Behavioural Mirroring; they begin to see their States of Mind AND their naivete about being a co-consitutive participant in transaction.

47
Q

What is the Mood in the Mirroring Leader Notes?

A

Social and rigorous moods required to confront naivete; moods get expressed with grace, gratitude, and finesse. Always be polite and respectful with rigor.

48
Q

From the Notes about facilitating of the Mirroring Leader Notes: Get ___ right or struggle with ___.

A

The environment; everything to follow.

49
Q

From the Notes about facilitating of the Mirroring Leader Notes: What three things MUST you produce relevant and powerful relationships to?

A

Behavioral Mirroring - that we hold up a mirror to ambition, personality, and value/cost; Ambitious Adult - this is the benchmark we set for Behaving Transactionally. It needs to resonate as the state of mind required to meet ambitious aims; Thrive: Self-Guided Training - if you are to help them learn, many will seek additional content available in Thrive. This introduction gets Thrive in mind, so later it can be upsold.

50
Q

What are the Primary Struggles Expressed by Learners in the Mirroring Leader Notes?

A

Some may demonstrate naivete about indifference, entitlement, conceit, or Adult; they’ve never had a friend or colleague call this out. It will both sting and be the best chance they’ve ever had for professional development and advancement. Don’t shy away from the sting.

51
Q

From the Notes about facilitating of the Mirroring Leader Notes: What can you do to study more on Ambitious Adult?

A

Watch the Thrive eCoaching video Adult vs Ambitious Adult

52
Q

What’s next in the Mirroring Leader Notes?

A

We are always transacting.

53
Q

What is the Course Management note in the Mirroring Leader Notes?

A

If anyone responded oddly to the States of Mind or Behavioural Mirroring, have a brief side-conversation to inspect their reaction. This goes a long way to helping you and them.

54
Q

What is the Focus in the We Always Transact Leader Notes?

A

Establish the foundation for transactional competence; namely that we’re always transacting.

55
Q

From the Learner Outcomes in the We Always Transact Leader Notes: The acceptance of what assertion is a must?

A

We are always transacting; as we can’t draw a transaction, any abridged interpretation of transaction may be the root of all your problems.

56
Q

What is the Mood in the We Always Transact Leader Notes?

A

Social and rigorous moods required to confront naivete; moods get expressed with grace, gratitude, and finesse. Always be polite and respectful with rigor.

57
Q

What are the three important points in the Notes about facilitating in the We Always Transact Leader Notes?

A

You’re always transacting - Transactions are inescapable, ubiquitous, and fundamental to our survival; Transaction gets a bad rap - Transactionalism is analogous to reciprocity, unity, wholeness, coexistence, symbiosis and cooperation; Can you draw a transaction? - What does a transaction look like?

58
Q

From the Notes about facilitating in the We Always Transact Leader Notes: ___, thrive.

A

Those who transact powerfully.

59
Q

From the Notes about facilitating in the We Always Transact Leader Notes: Transactions transform ___. We ___.

A

Both involved. Change each other.

60
Q

From the Notes about facilitating in the We Always Transact Leader Notes: Transactions correct ___.

A

The fragmentation of experience, on whatever level it may occur.

61
Q

What are the Primary Struggles Expressed by Learners in the We Always Transact Leader Notes?

A

Some may demonstrate naivete about indifference, entitlement, conceit about why this matters. You’ll want learners to have insights about what may have been missing for them all along.

62
Q

What’s next in the We Always Transact Leader Notes?

A

Series of Exchanges.

63
Q

What is the Course Management note in the We Always Transact Leader Notes?

A

if anyone is not on board (participating ambitiously), have a brief side-conversation to inspect their reaction. This goes a long way to helping you and them.

64
Q

True or False: In the Personality Characteristics module, we want to get the Personality Characteristics clear and distinct for learners.

A

True.

65
Q

True or False: The course is configured as a consequential environment that educates learners in transactional behaviour.

A

True.

66
Q

True or False: This course is designed so you can see yourself as others see you in the marketplace.

A

True.

67
Q

The two Learner Outcomes in the Personality Characteristics module include having learners understand what - and compare what?

A

Understand their own and others personality characteristics
Compare their own to others personality characteristics

68
Q

True or False: It will be natural for learners to be fascinated by their own personality.

A

True.

69
Q

True or False: In the Personality Characteristics module, we should let them know that it will be natural to be fascinated by their own personality - and it will matter to understand the roles, attributes and behaviours most suited to themselves, however transactional competence includes the ability to transact effectively with OTHER personalities.

A

True.

70
Q

True or False: In the Personality Characteristics module, we should take lots of questions.

A

True.

71
Q

What question can we ask that would help us to validate and modify our approach?

A

“What are you learning?”

72
Q

In which module or modules might learners struggle with the idea of being “put in a box”?

A

“Personality” and “Personality Characteristics” modules.

73
Q

When people want a label (e.g., “I see myself in many of the personalities, so which one am I?”) what might we say to get them away from the label?

A

This isn’t a label - this is about how you demonstrate your value and cost in transactions.

74
Q

What lesson comes before and after the Personality Characteristics module?

A

Personality (before) and “Behaving Transactionally” after.

75
Q

In the Personality Characteristics module, what should we do (what recommendation) should we make to them, as part of “Course Management”?

A

Print out the PDF for the lesson
Put the diagrams nearby on a wall -
Refer to them often to learn about transaction in action
(For those who have subscribed to Thrive, the Diagrams and Tools tab includes full PDF downloads available for this and other diagrams)

76
Q

What lesson comes before and after the “Behaving Transactionally” module?

A

Personality Characteristics (before) and “Your Value, Your Cost” after.

77
Q

True or False: In the “Behaving Transactionally” module, our focus should be on whether we remember that Step 5 is worded “Personality and Behaving Transactionally” or not.

A

False. It should be on moving away from merely identifying personality TOWARD how we are and can BEHAVE TRANSACTIONALLY.

78
Q

True or False: In the “Behaving Transactionally” module, our focus should be on moving away from merely identifying personality TOWARD how we are and can BEHAVE TRANSACTIONALLY.

A

True.

79
Q

In the Behaving Transactionally module, the mood should be helpful but also what?

A

Rigorous, and if needed, we should challenge costly behaviour.

80
Q

In the Behaving Transactionally module, the four learning outcomes are to have the learn see what, get what two things and understand what?

A
  • See that articulating aims is the first step to behaving transactionally
  • Get committed to their Transactional Competence (i.e., their fitness to transact in successful and efficient exchanges)
  • Get that to behave transactionally, we must not use our personality as an excuse for not applying transactional competence
  • Understand an invitational approach
81
Q

In the Behaving Transactionally module, we need to get learners to understand what kind of approach?

A

An invitational approach.

82
Q

In the Behaving Transactionally module, we need to get learners to see what about aims?

A

That articulating aims is the first step to behaving transactionally.

83
Q

In the Behaving Transactionally module, we should take the majority of the time to go through what?

A

The bullet pointed list under “Behaving Transactionally may include” to describe and discuss these

84
Q

True or False: In the Behaving Transactionally module, you should give examples and take no questions.

A

False. You should give examples AND take LOTS of questions.

85
Q

In the Behaving Transactionally module, you should take a lot of “What are you learning?” sharing for what reason?

A

To validate and modify your approach.

86
Q

True or False: In the Behaving Transactionally module, learners will need to draw on experiences to orient themselves.

A

True.

Jasmine’s note: I’m guessing especially to the bulletpointed list of “Behaving Transactionally may include…”?

87
Q

In the Behaving Transactionally module, the “Course Management” advice recommends that you should check in with what or who?

A

The quiet learners.

88
Q

In the Behaving Transactionally module, you need to remember that Transactional Competence requires a commitment to what?

A

Behaving transactionally, especially when it may be the last thing you want to do.

89
Q

True or False: In the “Your Value, Your Cost” module, the focus is on that you are a total pain in the ass.

A

False. It’s on the fact that Personality in Transaction has both a value and a cost.

90
Q

The two Learner Outcomes in the “Your Value, Your Cost” module are to have learners see what two things?

A
  • That each personality has unique assets or values that can accelerate or hinder transactions
  • Their personality’s strengths can also be problematic if used inappropriately; that when a person’s personality is not aligned with their role in the transaction, it can cause disruptions
91
Q

In the “Your Value, Your Cost” module, the mood should be helpful but also what?

A

Rigorous, and if needed, we should challenge costly behaviour.

92
Q

Why can the “Your Value, Your Cost” module be transformative for many?

A

They may have had no opportunity to focus or offer their value OR have never had a behavioural mirroring about their cost. Both can be a game-changer for someone’s profession and life.

93
Q

What may learners struggle with when it comes to the “Your Value, Your Cost” module?

A

They may struggle with mitigating their cost, withholding their help when it’s not appropriate to the transaction. They may have only ever known offering their value and sometimes this has been misplaced.

94
Q

In the “Your Value, Your Cost” module, the “Course Management” advice recommends that you should check in with what or who?

A

The quiet learners.

95
Q

True or False: In the “Teams” Module, the focus should be on Personality in Transaction and Teams (working with others)

A

True.

96
Q

In the “Teams” module, the learning outcomes are to have learners see what two things and correlate what two things?

A
  • See that personalities couple up with Planning, Strategy, Tactics and Implementation
  • See that each personality falls into loops o narratives that start out moving properly, and the transaction takes off with power. However after that initial move (left to their own devices), they’ll skip or dismiss critical aspects of the transaction, and everything will begin to fall apart.
  • Correlate the Five Stages of Professional Influence and Fitness.
97
Q

Why do we want learners to correlate the Five Stages of Professional Influence and Fitness?

A

Competence and fitness are closely linked since competence refers to your skills and abilities, while fitness relates to your ability to achieve more with fewer resources.

98
Q

What moods are appropriate for the Teams module?

A

Enthusiastic and compelling

99
Q

What is our primary objective in the Teams module?

A

To produce breakdowns in which the Courses presented here are a solution to those breakdowns. (Done well, students will seek to participate in future courses with you).

100
Q

True or False: John suggests we should give away a lot in the Teams module, and not watch our time, because giving away lots will have people want to do more courses with us.

A

False!

John warns “Don’t give away too much here. You are merely illustrating the breakdowns that the courses solve. Watch your time!”

101
Q

True or False: John recommends contract creep - and offering a lot because they want more now.

A

False!

John warns “Watch Contract Creep - offering too much because they want more now. Keep to this course.”

102
Q

The primary struggle expressed by learners in the Teams module is what - and what should you do?

A

They may have lots of questions, however, assure them that these are addressed in future courses, or that they can find out more in Thrive Self-Guided training.

103
Q

What lesson comes after the “Teams” module?

A

Practice exercises.

104
Q

True or False: The Course Management for the Teams lesson suggests you are ready to offer registration into the next course where appropriate.

A

True.

Specifically, having the 15 Unavoidable Conditions of Life and The 13 Steps to Bulletproof Offers available - including a means to sign up for these.

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