This session will explore how to use a simple personality assessment to help us know our students, and for them to understand themselves. This tool provides us with a common language that we can use with our students (and in our own personal and professional life!) Explore how understanding personality can increase mutual respect, reduce conflict with others, and improve communication skills.

1. HELPING RYE STUDENTS
SUCCEED
Who am I? Who are they?
How can we work better together?

2. REASONS TO CONSIDER
PERSONALITY TRAINING
• Have you ever had that student that asked why all the time?
• Needed to know the schedule for orientations and exactly what they
would be doing for the weekend?
• Have a student that never seemed able to be serious?
• Have a host parent tell you that he/she cannot manage the personality
difference between the student/parent
• Have a student that appears to struggle with the culture within the
home?
• Have a committee member that does not fit in with the team?

3. BENEFITS OF COLORS
PERSONALITY INVENTORY
• It provides a common language – Based off of Myers Briggs; easier to understand
• "It has implications for relationships and deeper understandings of where people
are coming from. It shows that you can both be correct; you can start to look at
a person in a different light.“ Kashiwa
• Allows RYE personnel to work better together/positive interactions
• Explore dynamics with students, creates better relationships with Rotarians and host
families.

4. BENEFITS CONTINUED
• Process Information – Better decision making in relationships
• Enhanced Communication Skills
• Form Successful Relationships
• Reduces Stress in the teen (b/c of increased understanding of self and others)
• Easy to understand/assimilate the information and apply it to current relationships –
Four Types to remember instead of 16 with Myers Briggs
• Plus, it’s fun to do! Teens (and adults) love to explore who they are!

5. TRUE COLORS
• Don Lowry created the metaphor, True Colors™, to translate complicated personality
and learning theory into practical information we can all understand and use. He has
developed an easy and entertaining way to understand ourselves and others.
• Each person is a blend or spectrum of the four colors – personality types.
• For students, the purpose is to assist them in identifying their personality style, and
the strengths and weaknesses associated with each color, as well as a method of
improving inter-personal relationships with others, particularly host families (by
building satisfying relationships).

6. USES OF PERSONALITY INVENTORIES
• Inbound parent orientation
• Counselor & LC trainings
• RYE district or club committee
• Beyond the world of RYE – Use in your club to further
communication and successful implementation of projects

7. PART II
WHY THE EMPHASIS ON USING
PERSONALITY TRAINING WITH TEENS?

8. TEEN BRAIN – DEVELOPMENTAL
UNDERSTANDING
• Brain research has shown that the brain continues to grow until early
20’s.
• The Frontal cortex is the last part of the brain to fully develop.
• The Frontal Cortex is responsible for decision making, control of
purposeful behavior, consciousness and emotions.

9. TEEN BRAIN AND EMOTIONAL
KNOWLEDGE, NOT WHAT YOU THINK
• Inability to Identify Emotions - Teen brain

11. WHY TEENS NEED MORE TRAINING
• Teens and adults used different parts of their brains to process what they were
feeling.
• The teens mostly used the amygdala, a small almond shaped region that guides
instinctual or "gut" reactions.
• Adults rely on the frontal cortex, which governs reason and planning.
• As the teens got older, the center of activity shifted more toward the frontal cortex
and away from the cruder response of the amygdala.
(Reactions, rather than rational thought, come more from the amygdala,
deep in the brain, than the frontal cortex)

12. DECISION MAKING
IN THE BRAINS OF TEENS
• Teens, it seems, are less willing than adults to work to uncover all the available
information, and more likely to just go with the flow.
• Teens are just better at handling uncertainty than their older counterparts.
• Implications for RYE: They may have a greater resiliency to the small issues that
arise, but if there are larger issues/decisions to be made, they may be unable to
cope with the emotions and decisions they are faced with on exchange. That is
where we step in to help.

13. PROCESS OF IMPLEMENTATION AT
OUTBOUND ORIENTATION
• Prepare at least two hours (or more) for the basic implementation of the inventory
and discussion of results.
• Materials – Inventory, handouts, talking points for presenter.
• Be prepared to have fun during this activity, joke, laugh and share. You get to learn
as much about your students as they do about themselves. It’s a great jumping off
point with individual students to talk about concerns you may have regarding their
year abroad.
• Utilize Rotex to drive home major points at the end with in-depth discussion of host
families and building relationships after the structured activity.

14. Implementation of Activity:
Taking the Inventory & Processing the
Results

15. THE FOUR COLORS….
• First color:
• It is your Brightest & most dominant of personality traits; you
operate in this color
-This color is most likely the attributes you
demonstrate as your natural self (happens automatically, like
eating w/ dominant hand)
• Second color:
• is very significant and can have a major influence over 1st. It
may be shining as brightly as your first color.

16. • Third Color:
• May or may not recognize some of these characteristics within
your personality style.
• Fourth color:
• This is significant because these characteristics are the least
natural to you.
-You may admire them in others or they may cause the most
irritation or conflict that you have with others.
-This is because they are the least natural for you, and
chances are, the least understood and appreciated.

17. CHARACTERISTICS OF A BLUE
The Nurturer Blue is:
•Sensitive To Needs Of Others.
•Sincere; Expresses Appreciation.
•Cooperative, Collaborative, Creative.
•Caring, Team Builder And Player.
•People Person and engages others.
•Artistic, inspirational and spiritual.
•Inclusive, a natural mediator and peacemaker.
•Idealistic. Intuitive. Romantic. Loyal.
•Seeks Unity And Harmony and is often the caretaker.
Famous Blues: Mozart, Tin Man (Wizard of Oz), Thomas Jefferson, Cinderella,
Ghandi, Mohammed Ali, Jimmy Carter

18. CHARACTERISTICS OF A GREEN
THE VISIONARY GREEN
• Looks Forward And Sees Impact Of Actions Taken Now.
• Explores All Facets Before Deciding. Checks for Accuracy.
• Careful Planner. Systematic. Enlivened By Work.
• Status Quo Buster. Designer Of Change. Inventive.
• Systematic. Logical. Theoretical. Self-Sufficient.
• Often Not In The Mainstream. Persistent. Thorough.
• Intellectual. Inquisitive. Impartial. Improvement Oriented.
• Famous Greens: Socrates, Sherlock Holmes, Benjamin Franklin, Carl Jung,
Thomas Edison, Eleanor Roosevelt, Katherine Hepburn, Rosalyn Carter, Bill Nye the
Science Guy, Scarecrow (Wizard of Oz)

19. CHARACTERISTICS OF A GOLD
TRADITIONAL GOLD
•Respects Authority Rules, Routines, Policies.
•Allegiant, Faithful, Dependable, Prepared, Efficient.
•Remembers The Traditions That Work. Values Family.
•Work Comes Before Play. Practical. Systematic. Orderly.
•Identifies With Groups. Strives For A Sense Of Security.
•Thorough, Sensible, Punctual, Conventional, Proper.
•A Right Way To Do Everything. Stick-To-It-tivness.
•Evaluates Actions As Right Or Wrong.
•Stable. Organized. Punctual. Helpful.
Famous Golds: Mother Teresa, Santa Claus,
George Washington, Henry Ford, Florence Nightingale, Dorothy (Wizard of OZ)

20. CHARACTERISTICS OF AN ORANGEADVENTUROUS ORANGE
•"Just Do It" Action Oriented.
•Quick-witted, charming, spontaneous
•Playful, Injects fun into work.
•Lives in the here & now, a risk taker and creative.
•Enjoys diversity, variety, competition.
•Multi-tasker, cheerful, energetic. & bold.
•Quick thinking and acting. Takes charge.
•High visibility performer. Accepts challenges.
•Enjoys problem solving and is a negotiator.
•Performs well under pressure. Resilient.
Famous Oranges: JFK, Amelia Earhart, Lucille Ball, Rhett Butler, FDR,
Francis of Assissi, Lee Iacocca, Winston Churchill, Garfield (cartoon character),
Michael Jordan, Lion (Wizard of Oz) and Donald Trump

21. http://studyskills.com/parents/motivation-procrastination/true-colors-the-personality-of-education/

22. Solid Gold Curious Green True Blue Action Orange
Esteemed for Being dependable Discovering new
insights
Being a good
listener
Being fun and
taking risks
Stressed by Lack of order Feeling inadequate Feeling
artificial
Restrictions
On the job Organizer Pragmatist Peacemaker Energizer
Primary
needs
To provide
stability and
order; Be in
Control
To be competent
and rational
To be
authentic/
care for
others
To be free and
spontaneous
Longs for Security Insights and
knowledge
Love and
acceptance
Freedom
Trust Authority and
tradition
Facts and logic Intuition and
feelings
Impulses

23. GOLD GREEN BLUE ORANGE
Rigid Intellectual snob Stuck in / lives in the past Irresponsible, Indecisive
Dull, boring Heartless, aloof Overly emotional Goofs off too much
Opinionated Ruthless, unfeeling Bleeding heart Manipulative
Unimaginative Unrealistic Mushy Not to be trusted
Bossy Emotionally controlled, cool or
cold
Hopelessly naïve Not able to stay on task
Predictable Afraid to open up Too tender hearted Resists closure or making
decisions
Controlling Critical, fault-finding Easily duped Obnoxious
Stubborn Unfair Smothering Flaky
System-bound Unappreciative of others Too touchy-feely/Soft Disobey rules
Judgmental Arrogant Pushover Scattered
Uptight Doesn’t care about people,
Lacks mercy
Talks too much Cluttered
Autocratic Eccentric, weird Too trusting, groveling Uncontrollable, Not a Team
Player
Others May See You As:

24. Golds Will Frustrate Others
By:
Golds Are Frustrated By: On A Bad Day Golds Will:
Control Freak/Being bossy Being Irresponsible Complain, wallow in self
pity
Working long hours Lack of Planning Experience a great deal of
stress, worry
Being Obsessive Lack Discipline Be unforgiving/Judge
Others maliciously
Being Judgmental Laziness Become overly athoritative
Having to plan for
everything
Risk taking/illegal behavior Experience psychosomatic
problems

25. Blues Will Frustrate Others
By:
Blues Are Frustrated By: On A Bad Day Blues Will
Lack of planning Lying Fantasize and day dream
Avoiding Conflict &
Suppressing problems
Personal Rejection Lie to save face
Passive Violence Do anything to get
attention/withdraw so
others will feel sorry for
you
Too Generous Lack of Communication Become depressed/passive
resistance
Overly Sentimental Lack of Close Friends Yell and scream
Sarcasm Fish for Compliments

26. Greens Will Frustrate
Others By:
Greens Are Frustrated By: On A Bad Day Greens Will
Not being sociable Small talk Become overly indecisive
Living in the future Plagiarism Refuse to cooperate with
others/become more aloof
Wordy Routine Use sarcasm/put others
down
Blowing up when criticized Illogical Arguments Demand unreasonable
perfection
Not going with the flow Social Functions Become highly critical of
self and others
Being too independent Incompetence Cold shoulder to others

27. Oranges Will Frustrate
Others By:
Oranges Are Frustrated By: On A Bad Day Oranges will
Ignoring rules Rules/Laws Become rude
Lack of Planning/Being
undisciplined
Same routine Break rules for spite
Quick tempered Deadlines Lie/Cheat to control the
situation
Thinking out loud Lack of adventure Use drugs/alcohol
Impulse buying Too much structure Run Away/quit/drop out
Sarcastic Paperwork Become verbally abusive
Make bad, spontaneous
decisions

28. Colors can be complimentary
or they can conflict with one another
• Green and Orange compliment each other
• Gold and Blue compliment each other
• Green and Blue conflict
• Gold and Orange conflict
COMPATIBILITY

29. TALKING POINTS WITH STUDENTS
• Go over characteristics of each color – including strengths and weaknesses.
• Provide examples of famous people – helps with understanding
• Have them identify their family member colors (or best friends) and discuss the
relationships they have with them and why
• Discuss why each color is necessary (example group project and then relate to working
on RYE presentation at a district conference)

30. TALKING POINTS CONTINUED
• Discuss the language of each color and how to approach/communicate with
each color.
• Discuss stressors for each color and coping mechanisms
• Other Questions you may ask:
• Do you see yourself differently than how others see you?
• Does this lead to misunderstandings?
• How might this influence your ability to feel connected to others? What do you
foresee happening on your exchange?

31. ACTIVITY
• Meet with your color, read the handouts, discuss does the description match
your personal experiences at home, friends and at school.
• How might your color be helpful on exchange?
• What barriers does your primary color bring to your exchange?
• How might you employ your second color to help you cope/be successful?
• What are your strengths?
• What do you value?
• What do you need to be comfortable and happy?

32. USING WITH HOST FAMILIES
QUESTIONS TO CONSIDER
• What color is your RYE child? What are the colors of your other children?
• Do you see personality conflict or compatibility?
• How would personality impact the problems you currently see in you and your
child’s relationship?
• What color is your co-parent’s personality?
• Do you see compatibility or conflict with your co-parents relationship with your
child or children?
• What are ways to handle this in your family?

33. WHO IS ON YOUR RYE COMMITTEE
If you always tend to have similar colors on your RYE committee, make
an effort to think deeply about why.
It is human nature to quickly recognize and gravitate towards those
who are like us.
This may limit our ability to grow and effectively lead a
wide range of students, host families and
Interactions with club counselors.

34. CONCLUSION
• Ensure that you present that each of has all colors and that one is not
better than any other. All colors are useful. We have the ability to pull
out the color card we need at any time in any relationship.
• We tend to fall back on our dominant color when stressed.
• Color domination can change over time.
• Ensure that each student/host family member/Rotarian is able to
identify the strengths and weaknesses of their dominant color.

35. TRUE COLORS INTERNATIONAL
Has training in the following languages (at this time)
Portuguese
Spanish
French Canadian
Cantonese
Japanese
German
English

36. RESOURCES FOR PRINTABLE QUIZZES AND INFO
ABOUT PERSONALITY TYPES
• https://truecolorsintl.com/
• http://www.nfty.org/_kd/Items/actions.cfm?action=Show&item_id=12954&destination=Sho
wItem
• http://www.ohio.k12.ky.us/userfiles/1140/Personality-Test-for-Teaming.pdf
• http://www.creighton.edu/fileadmin/user/njslc/docs/True_Colors.pdf
• http://www.theslideprojector.com/pdffiles/learnertypes.pdf
• http://Slideshare.net is a great resource for presentations on Colors

37. CINDY HARRISON
CEHAZ@COX.NET
D5500 – SOUTHERN ARIZONA
THANK YOU FOR ALLOWING ME TO CONDUCT THIS
PRESENTATION FOR YOU AT THE RYE PRECONVENTION
PRECONVENTION