Thank you for your interest in being a Move Your Chains Mentor! Below you will find an overview of the program as well as what it means to you personally.

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OVERVIEW
 

1. Audience: Youth, ages 9-18, who are in public and private schools, after-school clubs, or upcoming leaders who need to be mentored to go to the next level.

2. Needs: This group is in a freefall. They have either lost their true identity or have not even searched for it. They struggle with real relationships, why they are here, and, in most cases, have not been taught to critically think.

3. Summary Statement: This unique workshop will empower your students with a keen understanding of who they are at their core.  Our questions will challenge and inspire them and lead to thought-provoking insights that help them see their purpose…at home, at school, and in life. As we work through MYC in an interactive, encouraging, and safe setting, everyone becomes empowered with the understanding of not only who they are and how valuable they are, but they also find enlightenment via a better understanding of their purpose.  These foster higher degrees of motivation, respect, and cooperation throughout your school.

4. Title or Theme of Your Program: Move Your Chains Mentoring Program

5. Sections or Lessons:

 

1. Who are you…Really?

2. What are your strengths?

3. What are your weaknesses?

4. What are you passionate about?

5. What’s your brand?

6. What do you believe?

7. Why?

8. What is Purposeful Identity?

 

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ASSESSMENT CRITERIA
 

1. Objectives

   1. Through participating in MYC, your students will:

      1. be guided through a highly introspective journey that will lead to paths of self-discovery and improved group processes.

      2. gain insight into how they are “wired” and why everyone isn’t designed exactly alike.

      3. discover and be able to apply the knowledge of what drives them…what makes them most passionate about their job and your business.

      4. realize what’s important to them in life and learn how to translate that into creating a happier, more productive attitude toward their job.

      5. walk away with a “Snapshot of You” that will serve as a roadmap to understanding how to find true purpose and satisfaction in all areas of their life, including their jobs.

      6. Receive continued education moving forward.
          

2. Evaluation

   1. Sessions 2-6 provide the opportunity for students to personally address the session's main question. This culminates in the writing a SOY (Snapshot of You), which is the aggregate of all the previously addressed 5.5 questions put into a paragraph format. In effect, If they have answered the questions honestly, it brings them face-to-face with who they really are at that point in time.

   2. They are then encouraged to share their SOY with people who love them and whom they trust to gain their feedback. This opens their eyes to things they do not see and provides them the opportunity to make changes if needed.

   3. After each session students will be provided a QR Code that takes them to a website where they can see notes summarizing the session as well as 3-4 videos designed to drive home the session content. (See the section on samples at the end of this document)

   4. Counseling videos provided to the staff after each session equip administrators and teachers with the tools to follow up on the previous session to guide the students. (See the section on samples at the end of this document)
       

CONTENT OUTLINE
 

1. Definitions:

   1. Attitude: A complex mental state involving beliefs and feelings and values and dispositions to act in certain ways

   2. Identity: The distinct personality of an individual regarded as a persisting entity

   3. Relationships: A state of connectedness between people (especially an emotional connection)

   4. Purpose: An anticipated outcome that is intended or that guides your planned actions

   5. Critical Thinking: The application of logical principles, rigorous standards of evidence, and careful reasoning to the analysis and discussion of claims, beliefs, and issues.

   6. Purposeful Identity: The process of understanding your true identity and, by doing so, beginning to unlock that specific purpose you were built to do.
       

2. Key Presenter

   1. Lee Rouson. Lee is a former 2-time Super Bowl running back for the New York Giants. He regularly speaks in schools on the subject of identity for Sports World and FCA. Today, Lee works tirelessly throughout the community encouraging everyone from the youth to the elderly with the message of Hope. Lee and his wife, Lisa, have four children and five grandchildren.
       

3. Content Overview
    

SESSION 1—WHO ARE YOU REALLY?
 

• We begin by asking the students to provide us with information that provides us where they are in their understanding of who they are coming into the class.

• Use creative settings to relate to participants. Possible settings include a radio talk show or TV talk show where mentor(s) engage audience while sitting on bar stools or in lounge chairs. Set pieces might include a podium with a table or a log table with chairs.

• Use illustrations to relate to participants, e.g., laminated cards or PowerPoint presentations to open the minds of the participants to the content. Also illustrate using a football, basketball, and a five-dollar bill.

• Ask the audience to participate by answering the question, “Who are you?”

• Share a personal story that communicates how someone answered the central question of Session 1, “WHO ARE YOU REALLY?”

• Share the outcome of how the choice of identity worked out to the benefit of the character in

• the story.

• Discuss emotional intelligence: How to handle yourself.

• Participants will create their first “story” segment by writing their answer to the key question of this session.
   

SESSION 2—WHAT ARE YOUR STRENGTHS?

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• Continue using creative settings to relate to participants.

• Use illustrations to relate to participants, e.g., powerful word and number acronyms with the word ATTITUDE, enabling participants to experience dynamic learning through acronyms.

• Illustrate emotional intelligence principles of how to handle yourself using the 5 Fingers of Strength.

• Discuss individual responsibility for discovering, learning, growing, and celebrating your strengths.

• Audience participation: Ask participants to share “What are your strengths, natural talents, gifts, and or skills that you are good at?”

• Share a story about a person who discovered, learned, developed, and celebrated their strengths.

• Share the outcome of how the character in the story used his or her strengths in specific situations and circumstances.

• Participants will create their second “story” segment by writing their answer to the key question of this session.
   

SESSION 3—WHAT ARE YOUR WEAKNESSES?
 

• Continue using creative settings to relate to participants.

• Use illustrations and stories to help participants learn four types of weaknesses: DNA WEAKNESS, CIRCUMSTANTIAL WEAKNESS, APTITUDE WEAKNESS, and CHARACTER WEAKNESS.

• Encourage participants to answer the question, “What are your weaknesses?”

• Encourage audience participation through games, e.g., “What type of weakness is this?” and the Matching Game in which participants learn how to meet their weaknesses with someone else’s strengths.

• Share illustrations and personal stories that challenge participants to be intentional about choosing their friends and others with whom they most frequently associate.

• Discuss emotional intelligence principles: How to relate to others.

• Share a personal story about how someone understood their weakness (e.g., DNA weakness).

• Share the outcome of how the character in the story learned the cost or sacrifice required to turn their weakness into a strength.

• Participants will create their third “story” segment by writing their answer to the key question of this session.
   

SESSION 4—WHAT ARE YOU MOST PASSIONATE ABOUT?
 

• Relate to participants using illustrations, e.g., laminated cards and or PowerPoint to present two types of passion: INTERNAL PASSION (What excites and inspires you?) and EXTERNAL PASSION (What breaks your heart?).

• Encourage participants to identify and share their internal and external passions.

• Use the PASSION TEST: Ask participants to answer, “If your passions are released, what can they achieve, how can they help others, and will your released passions help you grow as a person?”

• Explain the PASSION WINDOW analogy: Knowing your passion is a window to learning purpose.

• When understanding their weaknesses and learning their strengths meet with what they are most passionate about, CONVERGENCE is discovered.

• Discuss emotional intelligence principles: Participants learn how to shape themselves, relate to others, and how to adapt. For example, you don’t have a passion for the job you have, so you quit, but you never secured another job that would take advantage of your passions. You need to be wise.

• Participants will create their fourth “story” segment by writing their answer to the key question of this session.
   

SESSION 5—WHAT IS YOUR BRAND?
 

• Relate to participants using illustrations, e.g., laminated cards or a PowerPoint showing famous people that participants will relate to. Ask them what thoughts popped into their minds after viewing the images.

• Engage participants in the BRAND TEST: After participants realize that their thoughts identified or established a brand, ask participants if they know they have a brand. Ask participants to answer two key questions: “Why do people come to you?” and “What are you known for?”

• Encourage participants with an ancient proverb. “A good name is more desirable than great riches; to be esteemed is better than silver or gold.”

• Discuss emotional intelligence principles: The power of self-awareness.

• Ask participants to answer the question, “What is it like being on the other side of me?” Engage participants to “see” their blind spots by having an associate or friend answer the question for them.

• Share the personal story of how someone changed the direction and attitude of their life.

• Share the outcome of the story’s character’s response to a particular situation or circumstance, in particular the change in direction exemplifying the character’s brand. (For example, share the outcome for the character who learns to leave and learn from their past to change their future.)

• Participants will create their fifth “story” segment by writing their answer to the key question of this session.
   

SESSION 6—WHAT DO YOU BELIEVE?
 

• Engage participants in discussing their strengths, weaknesses, and passions and how those become the brand of their character. Relate to the key question of the first session, “Who are you really?”

• Engage participants in defining their beliefs. (Beliefs are defined as something accepted as true).

• Share additional information about Session 1 personal story: Revisit what the story’s character believed (accepted as true).

• Discuss what the outcome of the story reveals about the identity of the character in the “Who are you really?” story. (What the character believed compared to the numerous identities that we choose or that can be chosen.)

• Discuss emotional intelligence principles: Since beliefs are also a particular principle or body of principles accepted by a group of persons, point out the emotional intelligence principles that the character in session 1 exemplified.

• Ask the audience to participate by sharing what they believe.

• GUESSING GAME: Using certain parts of an object, feelings, or emotions, ask for participants to guess what the object is or what the source is that caused the feelings or emotions.

• Discuss the outcome of the GUESSING GAME: It shows that participants are not taking in as a whole what they see, feel, and think and, therefore, cannot possibly describe the object or feelings of emotion accurately.

• Participants will create their sixth “story” segment by writing their answer to the key question of this session.
   

SESSION 7—WHY DO YOU BELIEVE WHAT YOU BELIEVE?
 

• Relate to participants by engaging them in discussion asking, “Why do you have the strengths, weaknesses, and passions you have, and why do people think the way they do about you?” Help participants learn that their strengths, weaknesses, and passions make them unique and are gifts to embrace. Help participants understand that their brand has been established by the life they have lived to this point, whether justified or not, and that the outstanding WHY question deals with beliefs.

• The FAITH TEST: Use illustrations (e.g., a physical chair) to help participants learn to understand whether what they believe is right for them by producing the evidence from finding (or not finding) the revealed truth.

• Recall the personal story from Session 1, “Who are you really?” Point out the evidence that was produced in the main character of the story.

• Discuss the outcomes of why the character believed what he or she believed and how the outcomes communicate HOW he or she believed.

• Discuss emotional intelligence principles: Grit, hope, endurance, focus, and empathy.

• Participants will create their seventh “story” segment by writing their answer to the key question of this session.
   

SESSION 8—PURPOSEFUL IDENTITY
 

• Engage participants in a conversation reviewing all the areas of identity: strengths, weaknesses, passions, brand, what you believe, and why you believe what you believe.

• Relate identity to purpose. Discuss the two types of purpose: GENERAL PURPOSE and SPECIFIC PURPOSE.

• Encourage participants to share answers to questions such as, “What do you enjoy doing?” and “What career path attracts you the most?” Ask them to answer the question “Why?” to help them discover their general purpose.

• Use the PURPOSE TEST: Engage participants by asking them if they think they know their specific purpose. Then test it by answering 4 questions: (1) “Does it go against what I believe?” (2)

• “What will it address/or achieve?” (3) “Will it help others?” (4) “Will it help me to grow as a person?”

• Discuss emotional intelligence principles by explaining the concept of CONVERGENCE: where identity and purpose come together. Focus this concept on leadership skills: Encourage participants to realize that a leader starts with leading himself or herself first.

• Discuss PURPOSEFUL IDENTITY by reviewing the personal story of the main character in Session 1, “Who are you really?” Discuss how the character converged his or her identity (Who you are) with purpose (why you are) so that participants will learn the process of PURPOSEFUL IDENTITY: understanding their true identity, and by doing so, beginning to unlock the ability to live out their specific purpose in their lives.

• Illustrate PURPOSEFUL IDENTITY by explaining that after a baseball bat is properly formed, the last thing that happens to it is to be rolled through the flames, not to consume the wood but rather to pull out the impurities, resulting in a stronger piece of wood. Relate the illustration to participants: So it is with the “flames” that we experience in our lives. Help participants understand why and how to persevere and endure the “flames” that come upon them so that they get to the place of PURPOSEFUL IDENTITY.

• Participants will combine and edit story segments from previous sessions into

 

PROGRAM COST
 

The 8-session on-site program costs $12,000 plus expenses. The payment schedule is 33% down, 33% after session 4 and the balance 7 days after the program completion. Each mentor will receive 50% ($6,000) for their work plus expenses. Each session will require approximately 3 hours, which includes driving time to the location. Therefore the 8 sessions will require a total investment of 24 hours which translates to $250/hr. In order to be considered a Mentor they must

 

• submit to a background check

• purchase liability insurance

• secure their own engagements.

 

SAMPLES
 

Student Portal: Each student will be provided a note page at the beginning of each session. This page is not only for note-taking but also features a QR Code. This QR Code will take them to a portal page specific to that day's session. The Mentor will provide them with an access password to get to the page which will provide them with:
 

• The complete printed notes from the session

• A survey for the students to take on the session

• 3-4 videos from Lee Rouson to augment the live training
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Click here to see a sample and use password: myc81

 

Counseling Portal: This portal is for administrators and teachers. It is designed for them to go to after each session where they will be given some pointers, by a licensed counselor, on how to best augment the information provided to the students in the previous session. You can sample these videos at https://www.notjustanaveragejoe.com/counseling

 

MENTORS ROLE

 

Your role as a mentor is to deliver the information we have put together (See Mentor Binder below), which comes from the book, The Five and a Half Questions Everyone Must Answer by Joe Pellegrino. 

 

If you simply follow this outline, inserting your own stories where prompted, you will find an engaged audience. You will be able to solicit schools, churches as well as other organizations who will underwrite this 8-session program.

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Each mentor will be required to have their own liability insurance.

 

For each workshop you sell you will receive $500 plus the $4,000 you will earn in presenting the sessions.
 

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SUMMARY

Move Your Chains is a powerful tool that helps students better answer the question, Who Am I Really? For additional information and testimonials Click here.