“Forget mistakes. Forget failures. Forget everything except what you’re going to do now and do it. Today is your lucky day.” -Will Durant



WELCOME: 2 MIN




2 – 1: Q&A INTRODUCTION

DISS INTRO Post Survey

• Name the 7 skills…
• Learn what each skill is…
• Give a vignette plus a sample of each skill in use.

EXAMPLE of ?

Person Being Helped or PBH walks into a bank… looks around seems lost?

Person Helping or PH:
Is there something you need to get done?

EXAMPLE of ?

PBH: This is really a big bank… lot of people here…
PH: … yes…




2 – 2: PING
View | Video: the PING Skill


Script:

DISS: DYNAMIC INQUIRY SYSTEM SKILLS

By Leadership University

INTRODUCTION of the 7 DISS SKILLS



This short introduction of these skills uses the interrogatives: who, what, when, where, why, and how to provide a prompt RightACTION approach with DISS.

Let’s begin.


WHO can use the PING?

PING is utilized by those seeking insight, whether through self-reflection or by professionals, coaches, educators, or leaders. It moves among contexts but avoids establishing a specific context: allowing the person being helped to set the context.

Examples:
– “Do I understand what just happened?” (Self-Inquiry)
– “Is there a question you want me to ask?”

WHAT is PING INSIGHT:

A PING can manifest as subtle cues, such as a shoulder shrug, or pose questions like, “What’s important?” or “Could something be leveraged here?”

WHEN is PING Best?

PING is often employed when an insight is gained that reveals potential, capacity, or capability or pCc in addressing an opportunity or challenge.

Examples:
– “Do you feel good about that?”
– “Is that motivating?”

WHERE is a PING ideal?

PING can be applied in various situations, influenced by Culture, Conditions, and Requirements (CCR) specific to the context.

*Examples:*
– “Is there something else?”
– “Could there be another way?”

WHY use PING?

The purpose of PING is to explore deeper insights emerging from interactions.

Examples:
– “Are you afraid of something?”
– “Do you know how to proceed?”

HOW to construct a PING?

PING utilizes “HUMANING” actions, emergent from Being, Doing, Having, Becoming, Contributing, Relating, Guiding, Resilience, and WELLTH-related inquiry.

These actions reflect value systems competing for attention within the CCR framework; engaging ‘hearts and minds’.

PING language facilitates exploration within ‘dissipative structures’ — organizationally closed, but energetically open! [HUH?:]

PINGs can be articulated using verbs like:

is, could, would, did, does, was, were, has, and especially our “oneders” like and, so, if, really, etc.

PING Insight may include simple non-verbal cues or one-word “oneders!”

Examples:
So…?
If…?
Really…?

These words or phrases serve as a cue to allow the person to fill in the blank and establish context, which tends to reveal:

pCc [potential-CAPACITY-capability]… related to CCR [culture-conditions-requirements]…

…and IMULL [Importance, Motivation, Urgency, Leverage, & Low-hanging fruits].

You will notice a simple solution-making structure here for VUCA!

Imagine a triangle divided in 5 levels:

[Insert illustration here)

At the top, yet LEAST IMPORTANT IS:
Low-Hanging Fruits

Next:
Leverage

Next:
Urgency

Next:
Motivation

Next:
Importance

Please read through the script (again after watching the video before doing the post-class assignment) below and join us for our next skill: PROBE Belief

Copyright Leadership University @LeadU.com/news for more information.




2 – 3: APPLICATION

PART 1 of 3

100823: 7+ min Total Time

[0:00:03]

Greeting:

PH: Hey, XXXX.

PBH: Hi there.

PING

PH: Anything going on today?

PBH: Yeah. I’m just trying to make a decision about my oldest.

PING

PBH: Is it important to you?

PBH: Very.

PROBE/PERMIT/PING?

PH: Anything you’d like to say about it?

PBH: We’re trying to move them from their current school to a new school. And we are concerned about the disruption that will cause. But their current school, there’s a situation that’s become untenable. And so, we need to do something, but we’re not sure that moving them at this point in the school year is a good decision.

PING INSIGHT/PROMPT (RightACTION)

PH: (Name), what’s important?

PBH: I mean I think the most important thing with them right now is their happiness and well-being. And that’s kind of what’s prompting the desire to move them.

PROBE/PING

PH: Who’s in the conversation?

PBH: Myself, my wife, and my oldest. Because they’re (old enough) and they really should have a say in how they should be educated in their education at this point, so we wanted them involved as well.

PING/PERMIT/PAUSE & BREATHE

Interviewer: So?

PART 2 of 3

PBH: So, we talked. They are not unhappy, but some of the things that faculty and the administration in their current school has done has really created a situation that puts us in a no-win position. If we ever needed to advocate for them, we wouldn’t be able to do that in an effective way because we’d lose. They have written policies around these issues that are really critical. And so, we’ve introduced the conversation. And I think they are open to it, but I think there’s also fear there because of the unknown. And so, it’s an issue of what you know versus what you don’t. And even the situation you’re in may be a bad situation, you’re still familiar as opposed to the risk of the unknown of moving into a new school.

PING (Insight)/PERTURB

PH: Is there anything that you’re afraid of?

PBH: I guess as in anything? The fear of making of a poor decision, poorly considered decision, and putting my child in a space where they are unhappy or their mental health and well-being is in danger.


[0:05:02]

PART 3 of 3

PING/PACE CHANGE

PH: Have you thought of a next step?

PBH: We actually have. We have arranged for a school tour at the new school. Like you can do research online, so we’ve researched the various school options. But we’ve arranged for a school tour, that way they can get a sense of what the environment is like and that may be enough to kind of take a peek behind the curtain and see what it might be like to be there so that they can get a sense of what the day-to-day school life would be like. Maybe they can see something there that they feel they could fit in with better.

PING/PACE CHANGE

PH: (Name), is there a question that I need to ask you?

PBH: I think there is a question. But at this point, if it is… am I at a decision point? I mean we definitely are. Like it will be made probably within the next 72 hours.

PING/PROBE

PBH: Do you need some help with your plan?

PBH: I don’t think so. I think it’s just been helpful to help me talk through the mental process of it, to put things out and make sure that I’m going through the appropriate paces.

[Natural] Close

PH: Well, I sure wish you good luck.

PBH: Thank you.

[0:07:12] End of Audio




2 – 4: Q&A OUT:
“If by the time we’re sixty we haven’t learned what a knot of paradox and contradiction life is, and how exquisitely the good and the bad are mingled in every action we take, and what a compromising hostess Our Lady of Truth is, we haven’t grown old to much purpose.” — John Cowper Powys

1- Lagniappe:

Oneders!
View | Video: We have an in-house, tongue in cheek — way to remember the wonders (oneders)…

If…
Then…
And…
So…
But…
Because…
Until…
Really…
Almost…
Remember…

Please note: the “oneders” can include “words or phrases” that you think are “OPPOR+UNITY”; (Ceteris Paribus)

2 – References

View | Video: How big is the universe metaphor for THE DISS LAB?
View | Coaching Resilience (PDF)
View | 7 Factors of Resilience

The Seven Resilience Factors
➢ Emotion Regulation
➢ Causal Analysis
➢ Impulse Control
➢ Optimism
➢ Empathy
➢ Self-Efficacy
➢ Reaching Out
Source: The Resilience Factor by Andrew Shatté & Karen Revich

Join us,
Our team at Living &Loving Inquiry

Mike R Jay & Gary Gile
Founders @ The NEW LeadU

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