get motivated book study guide

Introduction for Study Group Leaders

This eight-week study guide can be an interesting andeducational experience for you as well as the partici-pants of the study group. You can facilitate the meetings

effectively and make them fun for you and everyone attendingby simply preparing in advance for each session. Here aresome tips for leading effectivestudy group meetings.

Before starting the initial meet-ing, you are strongly encour-aged to read the entire book,Get Motivated! It is also agood idea to reread the chap-ters that will be discussed eachweek so that the information isfresh in your mind and you cananswer questions if asked.

It is a good idea at thebeginning of eachmeeting to ask that allcell phones be turnedoff or set on vibrateand all beepers be seton vibrate. While itwould be ideal tohave all such electronics turned off completely, oftensome participants may have a valid reason to needto know if an important contact is trying to reachthem. Doctors and medical personnel simply cannotturn their equipment completely off since they may

be called to an emergency. Parents may need to know if thereare receiving an emergency call about their children. Explainthat if someone simply must place a call due to such an emer-gency, they should quietly leave the room to avoid distractingthe other attendees.

Each study group meeting is planned to be one-half hour inlength, so you will want to keepthe meeting moving alongquickly so that everyone cangain and grow as much as pos-sible. If someone begins to getinto a lengthy discussion, tak-ing up far too much time orrepeating themselves, gentlyinterrupt and thank the personfor sharing and say that it istime to move on to the nextpoint or activity. It is most effec-tive if each study group is smalland casual. Encourage every-one present to share brieflyduring each meeting.

When leading a meeting, peo-ple will feel more comfortablesharing if you smile and thankeach person after they share.

Let each participant know that they are a valued member ofthe study group.

Because time is limited when the participants are doing theactivities, periodically let them know how much time remainsso they can complete their activity within the time limits. Ifsomeone or some group does not completely finish their

An Eight-Week Leader’s Guide to

GET MOTIVATED!Thirty-Minute Meeting Planner

GET MOTIVATED SEMINARS, INC. ● 4710 EISENHOWER BLVD., SUITE B-5 ● TAMPA, FL 33634 ● 813.884.7200 ● GETMOTIVATEDBOOK.COM

This resource is one of the many free gifts that are includedwith Tamara Lowe’s best-selling book, Get Motivated! To learnmore, please visit www.getmotivatedbook.com

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– A N E I G H T W E E K G U I D E T O G E T M O T I V A T E D ! –

task, be accepting and let them share the work they didaccomplish with the group.

During discussions, keep within the set time limits. If you donot have time to get to every discussion question, ask themembers of the group to think about that question them-selves after the meeting.

If you follow these simple guidelines for facilitating thestudy group meetings, you will be a great group leader andreally enjoy the experience. We want to thank you for will-ingly giving of yourself and your time to facilitate thesestudy group meetings.

WEEK 1: Introduction to Get MotivatedCurriculum: Motivational Test and Profiles in Chapter 2 of Get Motivated!

1. Get Motivated! book for each member of group2. Pens

Leader says: Now we’re going to discover what type of Motivational DNA we each have. What, you may wonder, isMotivational DNA? I’ll briefly explain the concept to you and you will learn more in-depth information about MotivationalDNA when you read the first chapters of Get Motivated!

First, let’s look at the four laws of motivation on page 20 of your books. Please turn to that page and read along with me.

The leader reads the four laws of motivation contained in the gray box at the top of page 20.

(5 Minutes)

(10 Minutes)

(10 Minutes)

Leader says: Welcome to the first meeting of our Get Motivated! study group. Over the next eight weeks, we are goingto discover how to motivate ourselves and others using a new technology called Motivational DNA™. While we distributethe books, let’s go around the room and introduce ourselves. Tell us your name, what you do, and one goal you are cur-rently most motivated to achieve

Distribute books during introductions. Give group a chance to flip through the book, and allow each participant to intro-duce themselves to the group and get acquainted with one another.

▲ Why do you want to be motivated?

▲ What motivates you?

▲ What de-motivates you?

▲ When were you most motivated to achieve a goal?

▲ What is the one thing you’d like to motivate yourself to do in the next six months?

Items Needed


Leader says: As you can see from these four laws of motivation, people are motivated differently. The type of MotivationalDNA controls how a person can best be motivated. Motivational DNA consists of drives, needs, and awards—notice thismakes up the acronym “DNA.” Everyone is born with components of each of the sets of DNA we will discuss, but each per-son leans toward a specific preference in the way they are motivated. What effectively motivates one person with one typeof Motivational DNA will not work well with a person with a different type of Motivational DNA. Does that make sense? Notype of Motivational DNA is better than any other. They are equal but different and allow people to be motivated in waysthat work best for them.

Just as biological DNA is made up of genes that are paired, Motivational DNA™ expresses itself by exhibiting more of oneof the two types of drive than the other, more of one type of needs than the other, and more of one type of awards thanthe other.

▲ The drives for connection and/or production are the internal forces that mobilize a person to act. A person will lean moretoward being a producer or a connector in their Motivational DNA.

▲ The needs for stability and/or variety are core requirements that a person must have in order to feel fulfilled, and againa person will lean toward being more of a stabilizer or a person who requires variety.

▲ Internal and/or external awards are the types of compensation or reward a person desires as a result of achievement andto encourage performance. While people have some of both internal and external Motivational DNA types, they will showmore of one than the other.

Please turn to page 30 in your book, and let’s do the Motivational DNA assessment together to learn which type ofMotivational DNA you happen to possess.

Leader reads the instructions and each of the questions while the group does the Motivational DNA Test in chapter 2.

Leader says: Now, find your Motivational DNA type on page 34, and let’s take a few minutes to share our motivational profiles.

Allow each group member to share his or her Motivational DNA type. Then instruct the group to read chapters 1 and 2 inGet Motivated! by next week’s meeting and to be sure to bring their books to each meeting for the next seven weeks.

(5 Minutes)

Go to week two on next page


WEEK 2: Motivational DNA™

Curriculum: Chapters 1-2 of Get Motivated!

1. Pads of paper2. Pens

(1 Minute)

(10 Minutes)

Leader says: Welcome to the second meeting of our Get Motivated! study group! Last week we took the test and discov-ered our Motivational DNA types. Let’s begin by discussing what we have read in our books so far.

In chapter 1, Tamara Lowe shares how her life has changed from involvement in illegal activity to becoming a huge successhelping other people become motivated to change their lives and become successful. While education, talent, and net-work contacts are all important, motivation is the greatest key to success. Motivation gives a person power to create action.As we discussed last week, people are motivated differently and what motivates one person causes a person with a differ-ent type of Motivational DNA to completely disengage. When a person’s drives, needs, and awards are met in the way thatbest motivates them, they are in the “achievement zone” where they are truly motivated to achieve success and will per-form their best work.

Chapter 2 addresses the six factors that comprise Motivational DNA (connection vs. production (our drives), stability vs. vari-ety (our needs), and internal vs. external incentives (our awards). Some important information in chapter 2 that you want toread if you have not already is the breakdown of all the possible Motivational DNA combinations. There are eight combi-nations. Here are their titles and their DNA combinations:

▲ The director: production, stability, internal

▲ The visionary: production, variety, internal

▲ The chief: production, stability, external

▲ The champion: production, variety, external

▲ The supporter: connection, stability, internal

▲ The relater: connection, variety, internal

▲ The refiner: connection, stability, external

▲ The explorer: connection, variety, external

▲ From the eight different Motivational DNA combinations I just went over, which one do you feel best describes you?

▲ In what specific ways can you better relate to others by knowing which Motivational DNA combination you possess?

▲ Thinking of the Motivational DNA type test we took on page 30, how can you use the test questions to help you identifythe Motivational DNA types of other people you need to motivate? How can you learn more about someone you workwith by thinking of the questions on the test? How can you use the information in your personal life to motivate familymembers?

Items Needed


Leader says: For our exercise this week, we’re going to divide into groups.

The leader determines the number to be in each group based on the number of attendees. Three people per group wouldbe optimal, but two or four people can be used depending on group size. Distribute a pen and pad of paper to each group.

Leader says: We are going to take seven minutes for each group to brainstorm together. Thinking of the Motivational DNApairs—producer vs. connector, stability vs. variety, and internal vs. external—consider and write down the Motivational DNAcombination you would agree as a group that you would most like to find in a manager. Then considering the same fac-tors, agree upon and write down the type you would most like to find in a person you manage. Also, include the reasonsfor your decisions about each of the two imaginary people. After brainstorming is completed, each group will have a shorttime to share their results. Please identify a person to be the group’s scribe and another person who will be the spokesper-son to represent the group when presenting.

Give the groups time to brainstorm, reminding them periodically of the remaining time allowed. Then allow each group tocome to the front of the rest of the attendees and allow the spokesperson to share the results of the exercise. After eachgroup reveals their results, note if several groups came up with the same reasoning and comment if a pattern appears.

(14 Minutes)

Leader says: Let’s close with a very short activity and a few action items. First, let’s each write down two goals that we wantto work on over the next six weeks, one for your personal life and one for your professional life. Then we will quickly shareour goals and later share our progress toward those goals.

Allow the group three minutes to write their goals and two minutes for those who wish to share their goals with the group.

Leader says: Now make certain you hang onto your list of two goals. As you make progress toward your goals, write downnotes about your progress. At the end of our study group meetings, we will look together at our how each of you has usedyour new motivational skills to achieve or progress toward achievement of your goals.

Instruct the group to read chapters 3 and 4 of Get Motivated! by next week and remind them to bring their books to thenext meeting.

(5 Minutes)

Go to week three on next page


WEEK 3: Motivating Yourself and OthersCurriculum: Chapters 3-4of Get Motivated!

(5 Minutes)

Leader says: Welcome to our third meeting of the Get Motivated! study group. I hope you found time during this week toread chapters 3 and 4 of Get Motivated! We are going to go over some of the major points and then talk about how tomotivate yourself and others.

Chapter 3 lists some of the costs of lack of motivation in the workforce, including unhappy employees, increased absen-teeism, increased health-care costs, reduced production, and increased on-the-job accidents. Motivated workers earn morethan unmotivated employees and achieve more personal happiness. In other words, motivation can change your life in verypositive ways

While each person exhibits some of the Motivational DNA of each of the eight types, they will strongly exhibit one trait fromeach of the pairs: producer vs. connector, stability vs. variety, and internal vs. external. Generally, a person will have one traitthat is more dominant then their other two DNA forces. Identifying this dominant trait can help a person find ways to per-form their work in more satisfying ways or find a different type of work that makes them happier.

Gene-splicing is a concept that refers to the ability to adopt traits of other motivational types in order to expand your behav-ioral repertoire. By borrowing traits from other than your primary Motivational DNA type, you can better relate to and effec-tively motivate people who are motivated differently than you and allow you to increase your productivity and problem-solving ability. Reflect on the traits of the type of person, and then ask yourself how you can use those traits to help youmotivate or relate to another person.

Chapter 4 focuses on ways to motivate other people. A majority of managers—69 percent—say that motivating employ-ees is their biggest challenge. An even larger majority—84 percent—of employees say they could perform better if prop-erly motivated. Half of employees say they only put out enough effort to keep their jobs and no more. Motivational DNAcan be used to profile job openings so that hiring managers know what type of person can best fill the position.

Motivational DNA cannot be used like a magic pill, should never be used to stereotype people, nor is it fully automatic. Tomotivate someone, they must like the activity assigned and be able to do it well. Knowing the Motivational DNA type ofworkers allows leaders to assign tasks based on who is most likely to enjoy the work as well as do it well. You can determinethe motivational type of a person in any of three simple ways:

▲ Observe them passively over a period of time to see how they behave and react in various situations.

▲ Ask some friendly, nonthreatening questions. You’ll find a list of some good questions to employ on page 79 of your books.

▲ You can discuss the concepts presented in this book and suggest they take the motivational type test located atwww.GetMotivatedBook.com and share their results with you.

On page 81 you will find a list of “hot buttons” that provide clues about how to best relate to a person based on the behav-ior they exhibit at that time. Take time to read about these hot buttons if you have not already done so. The information isvery helpful.

Items Needed

1. Pads of paper 2. Pens

3. Three small prizes such as a coffee mug, a decorative post-it note pad, and an attractive pen.


You can establish rapport and trust with a person by using a technique called “cloning.” This technique suggests that youreproduce traits the person to whom you are conversing exhibits. Traits suggested include posture, body language, ges-tures, facial expressions, eye contact, vocal pitch, tonality, pacing speech with the same rhythm and speed, volume, words,and phraseology.

Motivating groups of people is much different than motivating a single person. To motivate groups, you must appeal toevery motivational style. You need to offer something for everyone: interaction for the connectors, challenge for the pro-ducers, structure for the stabilizers, diversity for the variables, and a combination of internal and external awards to spur per-formance.

Now let’s move on to some discussion questions.

▲ In chapter 3 Tamara Lowe talks about two school teachers that motivated her. Who has motivated and inspired you mostin your life? In what ways?

▲ In chapter 3 Tamara Lowe spoke about what she calls “gene-splicing,” which I discussed in the chapter summary just min-utes ago. How can you use gene-splicing, the adoption of traits of another motivational type, to help you relate to anoth-er person? How will you employ this technique to help motivate coworkers or people to whom you assign tasks?

▲ In chapter 4 Tamara Lowe spoke about how to gauge what motivates or demotivates a person. Let’s look on page 78 atthe chart with a thermometer. I would like a few of you, as time permits, to share about:

● What do you enjoy and do well?

● What do you enjoy but don’t do well?

● What do you dislike but do well?

● What do you dislike and don’t do well?

(10 Minutes)

Leader says: How can you best motivate yourself using Motivational DNA? Think about a challenge you are currently fac-ing in your professional or personal life. It can be anything from losing weight to exercising, from motivating a team to com-pleting an important task on time, to cutting the sick days taken in your department—whatever challenges you are facingin your life right now. We will then use a three-step process to help you find ways to work on this challenge.

With a challenge in mind, please create a list of one or two possible solutions that is compatible with your MotivationalDNA. Then pretend you are not getting results by using your Motivational DNA. Use the concept of gene-splicing to listsome effective traits you could adopt from other motivational types to increase your ability to resolve this challenge. Today,there will be first, second, and third place prizes for the most creative gene-splicing as voted on by the members of thisgroup. I’ll pass out paper and pens for you to write down your challenge. List the possible resolutions, narrow the list, andthen employ gene-splicing. Please work quickly so everyone can have time to share with the group.

Quickly pass out paper and pens. Allow each person to quickly develop their gene-splicing ideas. Then ask each memberto quickly share their results. Have the class quickly vote on the best presentation, then on the second and third place.Present prizes.

(10 Minutes)


Leader says: Please read chapters 5 and 6 of Get Motivated! before our next meeting. We also have one more bit of home-work. I’m going to read an excerpt from chapter 4, page 85. Feel free to follow along with me, starting with the first fullparagraph. I’ll be reading through to the bottom of the page. “The next time you want to inspire someone to take action…

Read through to the end of page 85. Ask the group to practice behavioral cloning this week and be prepared to talk abouttheir experiences next week. Remind everyone to bring their books to class.

(5 Minutes)

Go to week four on next page


WEEK 4: Producers and ConnectorsCurriculum: Chapters 5-6of Get Motivated!

(5 Minutes)

Leader says: Welcome to the fourth meeting of the Get Motivated! study group. During the past week, you each practicedbehavioral cloning, which is adopting behavioral traits of a person with whom you are communicating. We will discuss yourexperiences today. I hope everyone read chapters 5 and 6, which are the first two chapters of part 2 of Get Motivated! Inthese chapters, you were introduced to two different drives: producers and connectors. Today we will look at some of theattributes of each and how we can employ these attributes in ourselves to improve our motivation and help us motivateand interact effectively with others. I’ll share with you a few highlights from these two chapters before we begin our discus-sion questions.

Chapter 5 focuses on how the motivational type called producers work. They tend to be classic type A personalities—boldand outspoken. They have great will power and are self-disciplined. They love to lead. They are effective problem solversand quick thinkers. Producers want the freedom to do what they want, how they want, and when they want and do not workwell in micromanaged situations. They easily lose patience with people who move at a slower pace than their own. Theytend to communicate effectively but are sometimes impatient about listening. Others often perceive them as hurried, impa-tient, and a bit intolerant. They are self-directed learners and want to know “what” then figure out on their own the “how,”“when,” and “why” of things. They want to be in control or feel that a situation is under control. They tend to be optimist.They don’t worry about success because failure is not in their vocabulary. They disdain weakness in anyone and can tendto be bossy and overly opinionated.

The main strengths exhibited by producers include:

▲ Strong leadership capabilities

▲ Hardworking with the ability to take initiative

▲ Confident and self-assured

▲ Knack for recognizing hidden potential in others

▲ Attacks problems with pit bull resolve

▲ Organized and able to manage multiple projects simultaneously

▲ Excels under pressure

▲ Responds quickly in times of crisis

When working with a producer:

▲ Give them the freedom to choose their own projects and teams.

▲ Raise the bar—producers thrive on challenge.

▲ Forget micromanaging them—they can manage themselves.

▲ Let them have input into their work-related goals and the ability to decide how to achieve them.

▲ Producers are extremely independent and need space to do their thing.

▲ Don’t saddle them with sluggish team members or bureaucratic procedures. It takes the wind out of their sails.

▲ Show appreciation for their abilities. Producers need to know that they are respected.

Items Needed

1. Pads of Paper 2. Pens

3. Small prizes such as pens, post-it notes, coffee mugs


The top ten motivators for producers are: 1. Autonomy2. Freedom to develop and implement ideas3. Crises, deadlines, or difficult situations to solve4. Achieving the “impossible”5. Doing more, doing it better, doing it faster, and breaking records6. Challenges and contests7. Working simultaneously on multiple projects8. Peer respect and recognition by superiors9. The belief that nobody else can do it better

10. Acknowledgment from others that no one else can do it better

Chapter 6 reveals the relationship secrets of the connectors. They make loyal, lasting friendships easily, are empathetic andsupportive of others. They like to promote harmony and make others happy. They love people and relate well to most every-one in their lives. They communicate with warmth and prefer face-to-face communications over e-mails or phone. They mayskirt issues to avoid creating conflict. They often defer to others, again to prevent any conflict. Connectors like to collabo-rate and work well as part of a team. They learn best using tactile and visual methods. They try to meet expectations andtake failure very hard. They can be too trusting and are not very assertive.

When working with connectors:

▲ Slow down your pace, soften your tone, and make eye contact.

▲ Don’t immediately get down to business—take time for niceties.

▲ Be warm and friendly—Connectors don’t like standoffishness.

▲ Give Connectors time to finish their sentences.

▲ Allow them to explain their position without interrupting.

▲ Reach out and touch their arm when making a point. Friendly, non-threatening contact is a bonding element for Connectors.

▲ Provide them with a clear vision along with a way to measure whether or not they are achieving organizational goals.

▲ Give specific directions and demonstrate exactly how to do new work.

▲ Provide guidance along with ongoing support.

▲ Provide clear reporting lines so the connector knows where to go with problems.

▲ Never isolate connectors or they will become de-motivated quickly. They thrive on human contact.

Strengths of Connectors:

▲ Talent for empathetic listening

▲ Good with customer service

▲ Ability to bridge differences and unite people

▲ Dependability: You can count on Connectors when you need them

▲ Very patient and tolerant

▲ Friendly, approachable, and unassuming

▲ Always willing to help

Now let’s move on to some discussion questions.


▲ Now that you can identify the attributes of producer and connector Motivational DNA, how will you be able to bettercommunicate with these two specific types of colleagues or friends that fall into these two categories? How do their per-sonalities affect your ability to communicate with these people in your life?

▲ Which of the types, producers or connectors, do you relate most closely with and why? Please share some of the traitslisted that you exhibit if either of these happen to be your dominant type.

▲ Last week we discussed behavioral cloning, adopting behaviors exhibited by another person in order to build trust andmake them comfortable. I would like a few of you who practiced cloning during this week to share some of your experi-ences and how the technique worked for you.

(10 Minutes)

Leader says: Please break into small brainstorming groups of three or four members. Using page 101, “When Working withProducers,” and page 116, “When Working with Connectors,” your team should choose one item from the list on page 101and one item from the list on page 116 and note several ways to utilize each of your group’s selected attributes to moreeffectively manage an employee who exhibits that specific attribute. Then a spokesperson from each group will share theirresults and the group will choose the most creative ideas. Each member of the winning group will each receive a prize.

Each brainstorming group works together to create their ideas, then one person from each group shares the results. Thegroup takes a moment to vote on the most creative ideas, and small prizes are awarded to each member of that group.

(10 Minutes)

Leader says: I really encourage each of you to please read chapters 7 and 8 of Get Motivated! before we meet next week.

Remind everyone to bring their books to the next meeting.

(5 Minutes)

Go to week five on next page


WEEK 5: Stabilizers and VariablesCurriculum: Chapters 7-8 of Get Motivated!

(5 Minutes)

Leader says: Welcome to the fifth meeting of the Get Motivated! study group. During the past week, you have each readchapters 7 and 8 of Get Motivated! and learned that all of us have either a need for stability or a need for variety. Today wewill look at some of the reasons why you are a valuable member of your organization. Let’s take a moment to go over high-lights of chapters 7 and 8.

Chapter 7 focuses on stabilizers. Consistent, steady, reliable, smart, controlled, and prepared are words that describe sta-bilizers. They like routine, organization, systems, and structure. Stabilizers would rather read the manual and do it right thefirst time. Dependable, practical, and sensible, stabilizers are disciplined workers who like uninterrupted time to focus. Theyare loyal in their friendships, at work, and with family. They like to eliminate the unexpected and prepare contingencies,planning ahead so they aren’t caught off guard. They like predictability and knowing that things will go as expected.Stabilizers are naturally resistant to change, especially sudden change. Highly organized, stabilizers generally prepare a listof things to do every day, and they don’t understand how others can operate without a daily written plan. They enjoy cre-ating order from bedlam. Stabilizers are usually doers, not dreamers. They speak in a measured, even tone. They tend notto use the words I feel. They often consider worst-case scenarios. They can seem aloof and very intense when involved ina project and can be nitpicky at times.

Communicating and Working with stabilizers:

▲ You’ll need to have the facts, and lots of them. You cannot motivate stabilizers by sheer enthusiasm alone.

▲ Stabilizers have to believe a thing is doable, workable, and logical in order to get on board with a new vision. You must give them enough factual evidence to enlist their support.

▲ When you present data, do so systematically. Stabilizers like to have information communicated to them in an orderly, organized way.

▲ When explaining concepts, use facts and figures rather than word pictures or stories.

▲ Give them detailed instructions and clear objectives.

▲ Supply them with ongoing support.

▲ Avoid pressuring them with unreasonable deadlines.

▲ Do not micromanage them.

▲ Tell the stabilizer how much he is needed and how the job couldn’t be done properly without him.

▲ Allow stabilizers time to work at their own pace.

▲ Recognize and reward their diligence.

▲ Submit new ideas cautiously.

▲ Stabilizers become stressed by sudden or unexpected change. Don’t change gears too quickly with stabilizers. They need time to process a new idea or course of action.

Items Needed

1. Paper 2. Pens

3. One prize


Strengths of Stabilizers:

▲ Thoroughness and attention to detail

▲ Defining and refining ideas

▲ Ability to carry tasks through to completion

▲ Analyzing problems and determining what needs to be done

▲ The ability to mentally organize their thoughts

▲ Reliable and consistent

▲ Skilled at sorting out priorities

When dealing with stabilizers:

Stabilizers expect others to show respect for authority and play by the rules.1. Compliments and public displays of affection can embarrass them.2. They do not like being rushed in decision making, especially for important choices that have long-term consequences.3. Stabilizers like to take things one step at a time.4. Stabilizers need to be financially secure, with their bills paid on time. If you are married to a Stabilizer, you must honor

their need for financial order.5. They are prone to give practical gifts rather than romantic ones, but this doesn’t mean they aren’t romantic. They just

express their love in practical ways.6. Stabilizers practice what they preach—they don’t expect from others what they are unwilling or unable to do themselves.7. Appreciate them for all their wonderful traits—don’t focus on the one or two things that bother you. Remember that the

whole world would be a chaotic mess without stabilizers.

Chapter 8 delves into the variables. These people are persuasive and convincing. They have a passion for personal growthand self-expression. Their playful nature brings out the fun in others. Variables love change. They are fun-loving freethinkerswho seek out new experiences and don’t shy away from risk. They find change stimulating rather than taxing. They tend todislike details, routines, and strict organization. They need flexibility and options. Their communication is expressive andup-beat. They tend to have a good sense of humor, are quick-witted, and engaging. They like to share their thoughtswhether asked to or not. They are imaginative and creative thinkers.

When communicating and working with Variables:

▲ Be positive and enthusiastic.

▲ Maintain eye contact and be a good listener.

▲ Show interest in their opinions.

▲ Express your appreciation of their achievements.

▲ When explaining concepts, use visuals, word pictures, or demonstrations.

▲ Variables are hands-on learners.

▲ Use stories and illustrations rather than facts and figures to convince them of your point of view.

▲ Allow them the freedom to find creative solutions.

▲ Invite them to participate in brainstorming sessions.

▲ Challenge variables with a goal—then let them figure out how to accomplish it.

▲ Provide accountability and deadlines.

▲ Offer them opportunities for personal and professional growth.

▲ Give them public recognition for their accomplishments.

Now, let’s do an exercise I believe you will find quite interesting.


Leader says: One of the recurring themes in chapters 5 through 8 and which will continue to appear through chapter 11 is“value to the organization.” What value to the organization do you find in your coworkers? Take three minutes to writedown three points of value you find in most of your colleagues. Each of you will then be given two minutes to walk aroundthe room shouting out why the team needs these colleagues, with conviction and humor. During each person’s turn, theteam will grade that person on their wit, passion, and originality, using a scale of 1–20. The group member who earns thehighest score will get a prize.

Allow the team four minutes to list reasons their colleagues are of value to the organization. Then, one at a time, each mem-ber is asked to walk around shouting their reasons and the other team members silently write the score they wish to givethat participant. After each participant has taken their turn, the scores are compiled and the winner gets a prize.

(18 Minutes)“The Team Needs You Because...”

▲ How did this exercise make you feel and why?

▲ In what specific ways can you use the value of your colleagues and coworkers to help motivate them when teamed up to perform tasks?

▲ I’m sure you were surprised at many of the presentations. Would some of you please share some of the ways you weresurprised?

(5 Minutes)

Leader says: Thank you for attending this week’s study group meeting. Please take time to read chapters 9 and 10 of yourbooks before our next meeting.

Remind the group members to bring their copies of Get Motivated! to the next meeting.

(2 Minutes)

Go to week six on next page


WEEK 6: Internals and ExternalsCurriculum: Chapters 9-10 of Get Motivated!

(5 Minutes)

Leader says: Welcome to the sixth meeting of the Get Motivated! study group. During the past week, I trust everyone readchapters 9 and 10 of Get Motivated! and learned about the two types of awards that motivate us: internal and external.Let’s cover some of the highlights of these two chapters quickly.

Chapter 9 looks at internals. These people have strong values and find purpose and fulfillment more important than fameor fortune. They know and live what they believe. They seek out work that they find meaningful and important. They areunselfish and generous. Internals are generally fair and unbiased, having a clear understanding of right and wrong. Theyare aware of socioeconomic issues and enjoy helping improve the lives of those less fortunate. They are seekers andsearchers, often living lifestyles that are somewhat alternative. Many of the hippies of the 1960s fit into this type.

Communicating and working with Internals:

▲ Express interest in their interests.

▲ Use words like feel, believe, and value to communicate your views.

▲ Explain the purpose of tasks and show why it matters.

▲ Look for areas of agreement; when you find those common elements, tell them, “I feel the same way.”

▲ Allow them the freedom to voice their opinions without dissent.

▲ Affirm their viewpoint before stating your own.

▲ Respect their beliefs, even if they differ from your own.

▲ Express appreciation for their contributions.

▲ Let them know that they are needed and valued.

▲ Show them how their part contributes to the whole in an indispensable way.

▲ Discuss the company’s vision, values, and ethics and how they align with their personal beliefs.

▲ Demonstrate interest in their family, concerns, and passions.

▲ Allow Internals the opportunity to combine their values with their work.

Strengths of Internals:

▲ Strong sense of duty

▲ Concerned and benevolent, with the energy to turn their empathy into action

▲ Compassionate advocates for the less fortunate

▲ Virtuous character

▲ Unlikely to compromise their values

▲ Make the effort to get involved and don’t assume someone else will do it

Chapter 10 looks at externals, known for financial success. They love to talk about money and expect money to be tied toperformance. They are energetic and goal-oriented. They like to run the show and do well in positions of power. They are

Items Needed

1. Pens 2. Three small prizes

3. Pictures cut from magazines, each taped to a sheet of paper


skillful communicators who are forthcoming and candid. They are confident and put more effort into doing than into listen-ing. They think about the bottom line and see themselves as achievers.

▲ Communicating and working with externals:

▲ Highlight the benefits—show them what is to be gained organizationally and personally.

▲ Soon after an accomplishment, compliment them.

▲ Single them out for deserved recognition in the presence of their peers.

▲ Offer a big prize for difficult challenges.

▲ Every chance you get, affirm them for their special talents and positive contributions.

▲ Recognize their achievements and praise them in public.

▲ Link challenging goals to enticing incentives.

▲ Ask for their input on supervisory matters.

▲ Give regular performance feedback.

▲ Reward achievement in tangible ways.

▲ Make sure they understand their compensation plans and how they can get ahead in the organization.

▲ Give them opportunities to lead.

Strengths of internals:

▲ Energized by challenge

▲ Enterprising and resourceful

▲ Goal-oriented

▲ Unwilling to give up if there is a big upside benefit

▲ Determined and diligent

▲ Aspire to be the best

Let’s begin with some discussion questions.

▲ Some of you fall into the Motivational DNA types of internals or externals. Having learned about your strengths, communication styles, and ways that others can effectively work with you, in what specific ways can these facts help youreinforce strengths and help others work with you more effectively?

▲ What are the some of the differences you noticed between internals and externals other than their preference inawards?

▲ Internals and externals must work together in just about every area—in the family, at work, and in the community. Howcan they work together harmoniously by understanding each other’s Motivational DNA?

(10 Minutes)

Continued on next page


Before the meeting, the group leader has cut pictures from magazines and taped each to a sheet of paper, placing eachfacing down around the room. Pens are distributed to each group member.

Leader says: On the reverse side of the sheets of paper around the room are pictures. Please come turn over a paper and,if the picture makes you feel motivated, select it and return to your seat. If you look at one and it does not make you feelmotivated, replace it facing down. Everyone chooses one picture and returns to their seat. On the back of the page, taketwo minutes to journal how and why this picture motivates you. Then you will have one minute to tell the group why youpicked your picture and why. Please work quickly so everyone has time to share. The group will select the best threeresponses and each winner will receive a prize.

(10 Minutes)

Leader says: Thank you for attending today’s study group meeting. I hope you enjoyed our time together; I certainly did.During the coming week, please be sure to read chapters 11 through 13 of Get Motivated! I look forward to seeing eachof you next week.

Remind the group members to bring their copies of Get Motivated! to the study group meeting next week.

(5 Minutes)

Go to week seven on next page


WEEK 7: Motivating ChildrenCurriculum: Chapters 11-13 of Get Motivated!

(8 Minutes)

Leader says: Welcome to the seventh meeting of the Get Motivated! study group. During the past week, you have each readchapters 11 through 13, part 3 of Get Motivated! This section talked about raising children who are motivated to learn and donew things and are well behaved, polite, kind, and caring. Let’s quickly cover some of the highlights of these chapters.

Chapter 11 focuses on motivating young children. All children need love, attention, time, and stability. Most children areeither connectors or producers. During the very early period of a child’s life, from birth to age three, children need protec-tion, nurturing, teaching of proper behavior, and supervision to prevent them from injuring themselves. During the firststage of childhood, our main responsibilities are to protect and correct. The word no, so beautiful in its simplicity, is a wordthat you must never be afraid to say to your children. Whatever you tolerate from children is what you will get more of.

From ages four to eleven, parents should focus on enjoying their children, providing affirmation and building friendship toget them through the teen years, which can be turbulent. Celebrate their strengths and accomplishments and provide sta-bility. Eat dinner as a family regularly. Write love notes and build memories and family traditions.

Chapter 12 addresses helping children become successful in academia. You want to appeal to your child’s MotivationalDNA to encourage them and keep them motivated to do well. Recognize their effort, not just their intelligence. Participatein helping with homework but don’t let the child manipulate to do it for them. Associate privileges with grades. Teach themeasy ways to learn such as word pictures, rhymes, songs, and acronyms.

Chapter 13 is devoted to motivating teens and young adults. For teens (ages twelve to nineteen), learn to listen withoutmaking negative comments. Avoid lecturing or nagging, and treat them with respect. Encourage them to talk freely withyou about any subject, keeping the lines of communication open.

Young adults, ages twenty to twenty-five, need to be set free but still need your friendship, wisdom, help, and they needaccountability.

Now, let’s begin with some discussion questions.

Items Needed

1. Pens 2. Pads of paper

3. Small prizes such as coffee cups, post-it note pads, pens, paperweights,or similar items.

▲ Teachers play a large part in motivating children once they reach school age. How did a special teacher help youdevelop a love of learning during your early school years?

▲ How are consequences helpful in motivating a child to behave and interact well with other children?

▲ What are some ways in which parents help children develop self-motivation?

(10 Minutes)

Continued on next page


Leader says: Some of you probably have children of various ages, some of them currently in school. Others may not beparents yet or perhaps do not plan to become parents in the near future. Some of you may even have grown children. Forthis exercise, let’s all pretend we have a child who is in the first year of grade school, probably six years of age. Thinking ofwhat we have learned and discussed about motivating children, please list several ways you can help your child be moti-vated about learning and want to do their very best with all these learning tasks. Then we will share our ideas and vote forthe three best sets of ideas for which three prizes will be awarded.

Distribute pens and paper and allow the group about five minutes to create their lists. Then ask each person to share theirideas. After the ideas are shared, have the group vote for the three best presentations.

(10 Minutes)

Leader says: Thanks for attending our study group meeting today. I am sure you have learned a lot about motivating chil-dren and young adults. Before we meet next week, please read the final chapters, chapters 14 through 16 of Get Motivated!I look forward to seeing all of you next week.

Remind the group to bring their books to next week’s meeting. Also ask them to bring the list of two goals created in thesecond study group meeting.

(2 Minutes)

Go to week eight on next page


WEEK 8: Strategic Goal AchievementCurriculum: Chapters 14-16 of Get Motivated!

(5 Minutes)

Leader says: Welcome to the eighth and final meeting of the Get Motivated! study group. I hope you have all enjoyed ourtime together as much as I have and that you have learned information you can use in your daily lives to help you motivateyourself and others as well as raise self-motivated children. You were asked to read chapters 14 through 16, the final chap-ters of Get Motivated! during this past week. Let’s take a few minutes to go over the main highlights of these chapters.

This entire section of the book, part 4, is focused on strategic goal achievement. Chapter 14 focuses on starting strong. Thischapter begins with the all-important question, “What do you want out of life?” No matter your past, what do you wantyour life to be like from here forward? Knowing what you want to do will allow you to create effective plans and be moti-vated to reach that goal. Plan for where you want to be in the future. Take inventory of what you already have, includingskills, strengths, talents, financial resources, and organizational skills, and look at ways to use these to work toward your goal.Where possible, reinvent instead of inventing and look for great business models to follow. Admit your faults and identifyyour constraints. Create alliances with network contacts. Break your goal down so you can achieve incremental success.Achieving your goal will cost you in financial and emotional ways; determine if you are ready and willing to pay the costs.

Chapter 15 focuses on maintaining motivation. Don’t become discouraged or fear failure. Don’t expect total perfectioneither. Use your Motivational DNA to sustain a high level of motivation.

Chapter 16 focuses on finishing your journey toward goal achievement. The idea that it is crucial to finish reaching yourgoals first and finish better than your competition is very importation. It is recommended that you promote your strengthswhile developing multiple income streams. Minimal spending of company money is a way to help ensure your business suc-ceeds. In your personal life, it is important to take good care of yourself through living a healthy lifestyle, so that you canhave the energy to focus on working toward your goals. From a spiritual standpoint, maintain your integrity and live whatyou believe so that you will have the reputation and self-respect to achieve your dreams. The main idea, however, is to nevergive up and to remain motivated by using your Motivational DNA in every aspect of your life—business, personal, and spir-itual—to finish the journey toward your success goals.

Let’s begin with a fun activity that we will then discuss. Yes, there will be prizes awarded for the winners of today’s activity.

Items Needed

1. Fifty-piece jigsaw puzzles 2. Small prizes

3. Several small beanbags such as “hacky sacks” or small balls

Leader says: Let’s perform a little experiment to learn more about how people with different Motivational DNA types worktogether as a team on an assigned task. Please form two (or more) teams. Each team will be given a jigsaw puzzle contain-ing fifty pieces that the team will assemble together. As each group works on their puzzles, please be aware of how thegroup interacts and what Motivational DNA types are exhibited by the team members. The first team to complete theirpuzzle will receive prizes for each of the team members. You’ll have nine minutes to put together your puzzle.

As soon as the teams are seated together, the group leader provides a puzzle to each team. Small prizes are distributed tothe first team to finish.

(10 Minutes)


▲ Could the team who completed their puzzle first share with us how the team worked together to work quickly and effi-ciently together? How did people with different Motivational DNA contribute different parts of the success?

▲ For the other team(s): what obstacles or Motivational DNA conflicts may have prevented you from being as fast or effi-cient as the other team? How could you have overcome any conflicts that you encountered?

▲ What Motivational DNA type tended to lead the task for each team? What Motivational DNA types joined in as follow-ers? If no one appeared to lead the task, how could your team have been more effective by having a leader and whatMotivational DNA type do you feel should have been chosen?

(5 Minutes)

Leader says: Let’s take out the list of two goals, one personal and one business oriented, that we created in the secondstudy group meeting. I hope you have been making notes of your progress toward achieving the goals or have alreadyachieved them. However, if you haven’t made notes, you can perform this exercise by simply thinking about your progress.I would like to go around the room and ask each person to share one way Motivational DNA has helped them be motivat-ed to achieve or work toward achieving one of their two goals.

The leader then asks one person to start sharing and goes around the room asking each person to quickly share about theirgoals.

(5 Minutes)

Leader says: In business, there are times when you may begin to feel discouraged and think you may fail. Yet, persever-ance will allow you to achieve your goals as long as you employ the techniques you have learned about using MotivationalDNA to remain motivated and to motivate those around you.

By learning to identify our own Motivation DNA and identify traits in others that reveal their Motivational DNA, it is possi-ble to motivate your entire business and keep everyone motivated! That is the simple, most important lesson I hope eachof you take from these study group meetings. TL

©2009 Tamara Lowe. All rights reserved under international copyright law. Contents and/or cover may not be reproduced in whole or in any form without the express written consent of Tamara Lowe.

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