Understanding Dynamics of Talent Themes - "Super Themes"
by Dries Lombaard
The amazing online assessment tool by Gallup, namely "CliftonStrengths" (previously "Clifton StrengthsFinder"), has been my tool of choice for more than a decade, as a means for the accurate assessment of personal talent and potential.
Throughout this time, I have discovered many dynamic angles that can be applied when you analyze the 34 Theme Sequence of a person.
In this blog, I will describe three terms that we use to help coaches identify dynamic interactions between specific talent themes. These are "Super Themes", "Contrasting Themes" and "Complementary Themes".
Super Themes
We refer to two (or, in rare cases, more than two) talent themes that combine within a person's dominant themes (usually Top 10) as "Super Themes" when the two themes are:
- so similar in all their attributes (thinking, feeling and behaving) that you may find it challenging to spot the differences between the two themes;
- similar in their nature to the extent that there may only be one or two specific attributes that distinguish the two themes as different in nature; and
- enhanced strongly, with both a similar energy and need within each other.
For example: Input and Learner.
People often ask what the differences are between these two themes. They seem to be extremely similar in nature in the thinking, feeling and behaving patterns. They also share similar energy and need patterns. Things like reading, studying, learning and sharing of knowledge are elements shared strongly by both themes. And furthermore, you very often find these two themes pair up in a profile - either both being stronger or both being weaker.
When studied more intently, one will see that there is one very clear difference between Input and Learner. Input has a need and energy for information (gaining and sharing), whereas Learner has a strong need and energy for application, especially to obtain relevant and useful skills that can be applied.
When these two themes combine, like they very often do, they have a dynamic effect on each other that accelerates the energy and need in both - as if they are "feeding" off each other inter-dynamically. This causes Input to be stronger because of the dynamic relation to a strong Learner, and Learner to be strengthened by the dynamic strong influence from Input.
Another example: Achiever and Responsibility.
These are extremely similar talents. Both need to work hard, finish well and take on a lot. Both love to be trusted with goals and responsibilities. They have very similar energy and needs.
When you look closer, you will see that there is, however, a difference. Achiever is mainly energized by clear goals and the regular achievement of tasks. Responsibility finds its energy to deliver a task, completed fully, to someone, and then get feedback on it.
For Achievers the mere completion is feedback - therefore they love making lists and ticking items off as they proceed.
Responsibility is much more personal in nature. They want to know who needs something done, by when, and how exactly they need to be supported.
You can therefore come to the conclusion that the main difference between Achiever and Responsibility is the presence, or absence, of emotional drive within the execution. For Responsibility, it is very personal. They have a lot of emotion invested in the way they deliver and how they support, as well as in the feedback they receive.
Achievers are less involved on an emotional level - for them it is simple: give me the goal, and the deadline, and I will finish it. Done.
I often find that both Achievers and Responsibilities will work hard and finish well - but Responsibility will lie awake at night, wondering if they did everything as expected and if their work is up to standard. Responsibility is not released when the job is completed, but only when someone releases them on delivery - most often with a mere "thank you". Then they feel that their job is done.
So, you can see that when these two combine (as they often do), it creates an extreme executional drive towards achievement and delivery. Therefore this energy as a Super Theme combination should always be managed well.
(For the management of these talents, refer to this article on Achiever and this one for Responsibility). Also read this if you have a strong Responsibility talent.
The "art" of Strengths Coaching relies a lot on your ability as a coach to spot the dynamics between themes. Therefore I would like you to see if you can identify why the following themes are seen as "Super Themes" rather than mere strong complementary themes. See if you can identify which specific characteristic separate these as two different themes.
- Achiever and Focus
- Achiever and Competition
- Consistency and Belief
- Adaptability and Strategic
- Analytical and Deliberative
- Includer and Woo
- Command and Self Assurance
- Empathy and Individualization
Are there any others you could identify?
All interpretations as well as the terms "Super Themes", "Complimetary Themes" and "Constrasting Themes" are that of the author, acquired through years of Strengths Coaching experience, and it is not verified, acknowledged or or scientifically tested by Gallup Inc, the developers and owners of the CliftonStrengths assessment. The Theme Names used, like "Achiever", "Responsibility", "Input", "Learner" etc are registered trademarks and the intellectual property of Gallup Inc. The author has no affilliation with Gallup Inc.