100 Tips for Working Genius for Students

The Working Genius assessment is transforming how college students and high school students understand their natural talents and contribution styles. Patrick Lencioni and The Table Group created this framework to answer a question every student faces: why does some kind of work feel energising while other types of work drain you completely?

Here is the profound insight that changes everything for students: most academic struggles stem from being forced into areas of life-draining weakness without language to explain the experience. A student labelled unmotivated might actually thrive given different conditions. The Working Genius model provides a better way to understand contribution patterns.

As a certified facilitator who has delivered Working Genius sessions across educational institutions in Australia and internationally, I have watched this assessment tool reduce hurtful judgements, improve team dynamics among team members, and help students stop internalising negative narratives about their own shortcomings.

If you want to explore bringing Working Genius to your students through genius sessions, workshops, or keynotes, reach out at jonno@consultclarity.org and we can discuss what implementation would look like for your context.

Understanding the Working Genius Framework

1. Start with Why This Matters for Students

Students spend years being evaluated on narrow criteria that favour certain types of genius while ignoring others. The Working Genius framework reveals that every person has two areas of genius, two competencies, and two frustrations. This creates immediate relief for students who have felt deficient.

2. Distinguish This from Personality Tests

Unlike personality assessments that describe who you are, the Working Genius assessment describes how you contribute to productive work. Patrick Lencioni designed this as a productivity tool, not an identity label. Students need to understand this distinction immediately.

3. Explain the Six Types Simply

Wonder asks big questions about what could be different. Invention generates original ideas and creative solutions. Discernment evaluates whether ideas will work. Galvanizing rallies people toward action. Enablement responds to the needs of others. Tenacity pushes work across the finish line.

4. Teach the Flow of Work

Every meaningful project moves through all six types of genius in sequence. Wonder identifies problems worth solving. Invention proposes novel approaches. Discernment filters ideas. Galvanizing creates momentum. Enablement provides support. Tenacity ensures completion. Students who understand this sequence collaborate better.

5. Clarify What Genius Actually Means

A genius area is not about intelligence or talent. It describes work that gives you energy and great joy. Students often confuse being good at something with it being their genius. The distinction matters because competencies can drain you even when you perform well.

6. Explain Areas of Frustration Without Shame

Areas of frustration are not deficiencies. They represent types of work that drain energy regardless of capability. A student with Tenacity frustration can still complete tasks, but it costs more energy. This reframe eliminates shame and opens conversations about support strategies.

7. Connect to Real Student Experiences

Abstract concepts land when connected to lived experience. Ask students: when have you felt energised by schoolwork? When have you felt drained despite trying hard? The Working Genius model provides language for patterns students already notice but cannot explain.

8. Address the Science Question Honestly

Students and parents often ask about research backing. Be direct: this is a practical framework designed for usefulness, not a clinical instrument. Its value lies in creating shared language and reducing hurtful judgements, not in predictive validity claims.

9. Position It as a Verb, Not a Noun

Working Genius describes how work happens, not who someone is. This framing prevents students from treating results as identity. Repeated emphasis on this point prevents the most common misuse: using genius labels as excuses or limitations.

10. Introduce the Team Map Concept Early

A team map shows how genius areas distribute across group members. This visual tool reveals why certain teams struggle and others thrive. Students immediately see that balanced teams need all six types of genius represented. For team mapping workshops, contact Jonno White at jonno@consultclarity.org.

Applying Working Genius to Academic Life

11. Reframe Procrastination as a Signal

What surprises most students is this: procrastination usually signals areas of frustration, not laziness. A student avoiding an essay might be stuck in their Wonder frustration, unable to generate questions worth exploring. This reframe changes self-talk from shame to strategy.

12. Match Study Strategies to Genius

High Wonder students need exploration time and movement breaks. High Tenacity students prefer structured checklists and long focused blocks. High Invention students benefit from brainstorming before structure. Generic study advice fails because it ignores these differences.

13. Build Buffer Time for Draining Subjects

Help students map which subjects and assignment types drain their energy. Build extra buffer time for those areas. This is not avoiding hard work. It is strategic planning that acknowledges different kinds of work require different energy investment.

14. Use Genius Awareness for Subject Selection

Students often choose subjects based on status or expectations rather than fit. Working Genius helps students ask: does this subject require types of work that energise me or drain me? This question prevents burnout from misaligned choices.

15. Transform Group Assignment Dynamics

Group projects fail not because students are lazy but because contribution is invisible. Working Genius makes contribution visible. When team members know who brings what energy, tasks can be distributed intentionally rather than defaulting to whoever speaks loudest.

16. Assign Roles Based on Genius Areas

Wonder students lead problem definition. Invention students generate solution options. Discernment students evaluate proposals. Galvanizing students create momentum. Enablement students support teammates. Tenacity students ensure completion. This distribution creates team effectiveness.

17. Create Handoff Moments in Projects

Many student projects fail at transitions between stages. Teach explicit handoff rituals: at the end of Wonder, write the problem statement. After Invention, capture top ideas. After Discernment, document the chosen approach. These rituals prevent work from stalling.

18. Address Missing Geniuses in Teams

Student teams often lack coverage across all six types. Teach solutions: borrow from another team, appoint someone to play the missing role with support, use checklists, or ask the teacher to temporarily fill the gap. Missing does not mean doomed.

19. Use Genius Language for Peer Feedback

Instead of vague feedback like "you need to contribute more," students can say "we need more Discernment before we finalise" or "we are stuck in Invention and need someone to galvanise us forward." This depersonalises critique and increases collaboration.

20. Prevent Exploitation of Enablement Students

Enablement students become unpaid emotional labour in teams. They support everyone, smooth conflict, and then burn out. Teach teams to watch for the student who is always helping and never credited. Actively distribute support tasks. Jonno White addresses this in keynotes and workshops: jonno@consultclarity.org.

Career Direction and Future Readiness

21. Avoid Treating This as a Career Test

Working Genius does not point to specific career direction. It shows how you contribute on a team in any industry. A Discernment genius might thrive in law, medicine, or design depending on interests. The tool reveals contribution style, not vocational fit.

22. Use It for Interview Preparation

The Career Leadership Collective has integrated Working Genius into higher education career preparation. Students can articulate their contribution style in interviews: what energises them, how they add value to teams, and what support they need. This language differentiates candidates.

23. Connect to Internship Selection

Students choosing between internships can evaluate which opportunity involves more of their genius areas. An Invention-strong student might prefer a startup environment over structured corporate rotations. This is not about avoiding challenge but about maximising growth in the right positions.

24. Prepare for the World of Work

College students entering the workforce often struggle with the transition. Working Genius provides language for understanding why some roles feel draining despite looking good on paper. Day-to-day job fulfillment depends on alignment between role demands and genius areas.

25. Build Self-Advocacy Skills

Working Genius gives students language to advocate for themselves: "I need more clarity before I can execute," "I work best when given time to question assumptions first," or "I contribute most when I can support implementation rather than generate ideas."

26. Understand Workplace Team Dynamics

Patrick Lencioni's work on the dysfunctions of a team shows that trust and conflict are foundational issues. Working Genius builds on this by helping students understand why colleagues approach work differently. This reduces interpersonal friction in early career roles.

27. Navigate Manager Relationships

A student who understands their manager's genius can communicate more effectively. A Tenacity manager wants completion updates. A Wonder manager wants exploration of implications. Genius awareness helps new graduates navigate relationships that determine career trajectory.

28. Evaluate Job Descriptions Critically

Job descriptions often emphasise certain genius areas while downplaying others. A role requiring "attention to detail and follow-through" signals Tenacity demand. "Innovative problem-solving" signals Invention. Students can assess fit before committing to applications.

29. Plan for Energy Management Long-Term

Burnout is not just about workload. It comes from spending too much time in frustration zones. Students who understand this pattern can design careers that include regular recovery from draining work. This is a decades-long skill, not just academic survival.

30. Create a Personal Operating Manual

Have students create one-page documents outlining their genius areas, what they need from teammates, and communication preferences. This takes guesswork out of collaboration in any future context. Jonno White provides templates for these profiles: jonno@consultclarity.org.

Avoiding Common Misuses

31. Never Use Results as Excuses

"That is not my genius" should never become "I do not do that." Frustrations indicate energy cost, not exemption from responsibility. Every student must learn to operate in all six areas. The goal is awareness plus strategy, not avoidance.

32. Prevent Labelling and Stereotyping

Students will latch onto labels if allowed. Counter this by emphasising context: a student might express different geniuses in different settings. Results are snapshots, not sentences. Teach that everyone can develop in all areas with support.

33. Stop Genius Ranking Among Peers

Students will attempt to rank geniuses as better or worse. Immediately correct this: all six are required for successful work. A team of pure Invention cannot finish anything. A team of pure Tenacity cannot innovate. Different gifts, same importance.

34. Avoid Using Results for Academic Placement

Working Genius should never inform streaming, course placement, or capability assumptions. It is a conversation tool, not a sorting mechanism. Using it for placement corrupts honest self-reporting and creates harmful tracking systems.

35. Prevent Fixed Identity Formation

Adolescents are in the identity business. They will turn any label into "who I am." Repeated framing is essential: "This describes what gives you energy when you do work. It does not define your value, predict your future, or limit your growth."

36. Watch for Weaponised Labels

Students will use genius labels against each other: "You are just a Galvanizer" or "You are useless at Invention." Establish norms immediately: use language about tasks and moments, not insults. If weaponised, intervene and re-teach myths and respect.

37. Address the Balance Myth

Teams often assume they need one of each genius to be balanced. This oversimplifies team effectiveness. Success depends on the work required, skill levels, relationships, and leadership. Use the team map as one input, not a formula.

38. Counter the Sameness Myth

Students with matching profiles will assume they are the same. Two Invention-Galvanizing people express those geniuses differently based on context, experience, and other factors. Matching geniuses does not mean interchangeable contributions.

39. Address the Incompatibility Myth

Students with opposite profiles might assume conflict is inevitable. Different geniuses can create tension but also complementary partnership. A Wonder person and Tenacity person can frustrate each other or form a powerful collaboration. Choice matters.

40. Teach the Always and Never Myths

Students assume "I should always do my geniuses" or "I should never do my frustrations." Both are wrong. Everyone must work across all six areas at times. Geniuses are strengths, not exemptions. For myth-busting workshops, book Jonno White at jonno@consultclarity.org.

Emotional and Developmental Considerations

41. Normalise Relief as the Primary Reaction

The most common student reaction to Working Genius is relief. Not excitement. Relief. Relief that struggle is not a moral failing. Relief that avoidance is not laziness. Relief that what they enjoy is not trivial. That relief is fragile. Handle it carefully.

42. Prepare for Frustration Zone Shame

Some students feel shame when they see their frustrations named. They have spent years being told those areas are weaknesses. Normalise all reactions and emphasise that frustrations are common, shared, and manageable with the right strategies.

43. Handle Students Who Disagree with Results

Some students will strongly disagree with their assessment results. Treat this as a prompt, not a problem. Explore contexts where the student feels energised. Ask trusted observers. The assessment provides a hypothesis, not a verdict.

44. Understand Developmental Context for Teens

The student assessment targets 14 to 20 year olds, a huge developmental range. Younger students hear labels as identity. Older students can use language as a tool. Facilitation must adapt accordingly with more guardrails for younger participants.

45. Address Contradictory Self-Perception

Many teens do not know what energises them because they have limited autonomy. Their "work" is imposed. A teen might identify with Tenacity because they are forced to be compliant. Interpret results in context and use reflective questions.

46. Consider Stress and Environment Effects

Genius expression can narrow under stress. A Tenacity student becomes rigid. An Invention student becomes scattered. A Discernment student becomes indecisive. Teach students that results describe patterns, not fixed responses across all conditions.

47. Navigate Neurodiversity Thoughtfully

Students with ADHD, autism, anxiety, or learning differences may experience the assessment differently. Do not medicalise or claim diagnostic value. Use the tool as language, not diagnosis. Pair with appropriate educational supports.

48. Protect Students Experiencing Distress

If a student experiences distress reading their results, provide supportive interpretation immediately. Emphasise that frustrations are energy patterns, not deficits. Connect with wellbeing supports if needed. This tool is not therapy and cannot replace mental health care.

49. Build Self-Compassion Through Reframing

Working Genius reduces guilt and self-judgment when positioned correctly. Students often feel lazy or dumb when they are simply mismatched with task types. The framework provides permission to stop forcing energy where it does not exist.

50. Consider Retesting and Timing

A 14-year-old's results may shift by 18. Treat results as a useful snapshot. Revisit annually if implementing systematically. Use behaviour and feedback more than retesting. Do not chase a different label. Focus on language and strategy. For ongoing implementation support, contact jonno@consultclarity.org.

Practical Facilitation Techniques

51. Never Skip the Debrief

The student assessment should almost never be completed without a facilitated debrief. Self-interpretation leads to misunderstanding. Adults must guide meaning-making. The report alone is not the intervention. The conversation about the report creates value.

52. Use Concrete Examples Relentlessly

Students do not need theory. They need examples. Classroom examples. Sports examples. Group assignment examples. Planning a birthday party. Organising a sports team. Abstract concepts land when connected to lived experience.

53. Let Students Read Results Silently First

In group sessions, give students private time with their reports before any discussion. Some results feel vulnerable. Silent reading allows processing without performance pressure. Then move to partner discussions before whole-group sharing.

54. Focus on the Most Actionable Sections

The 18-page report contains more than students need. Focus on the two geniuses, two frustrations, pairing description, and what the student craves versus what crushes them. These sections directly map to group work and classroom triggers.

55. Use the Crave and Crushed Language

Each genius pairing describes what the person craves and what crushes them. This language is gold for team culture. Have teams share what they crave and what crushes them, then create agreements: appreciation rituals, clarity protocols, and ways to reduce ambiguity.

56. Create Micro-Scripts for Students

Give students actual language to use: "I have Tenacity frustration, so I can do finishing, but I need a clear checklist and a partner." "My genius is Wonder, so I need time to ask questions before we lock in the plan." Scripts make this usable.

57. Build Appreciation Systems That Work

Teenagers hate forced praise. Give practical, simple scripts: "That helped because..." "That made a difference because..." "I appreciated that you..." Short, specific, impact-based. Avoid cringe. Make appreciation concrete and credible.

58. Teach Frustration Work Strategies

Students need explicit tactics for draining work: buddy up with someone who has it as genius, use checklists, time-box tasks, break work into smaller pieces, use external accountability, ask for clarity, and celebrate completion. Encouragement alone is not enough.

59. Apply the Stuck Diagnostic

When students are stuck, diagnose which stage is blocked. Stuck at Wonder means unclear problem. Stuck at Invention means no ideas. Stuck at Discernment means cannot choose. Stuck at Galvanizing means no momentum. Each stuck point has a different intervention.

60. Engage Skeptical Students Without Defensiveness

Some students will call this "work astrology." Do not become defensive. Treat it as a tool, not truth. Invite them to test it against lived experience. Emphasise practical outcomes like reducing group work pain. Curiosity beats compliance. Book Jonno White to facilitate these conversations: jonno@consultclarity.org.

Team and Group Applications

61. Map Teams Before Assigning Projects

Before major group work, have teams map their genius distribution. Identify where strengths concentrate and what is missing. This five-minute exercise prevents weeks of dysfunction. The team map becomes a reference point throughout the project.

62. Use Team Maps to Explain Past Failures

Ask teams: how does this map explain our past successes and struggles? A team heavy on Invention but light on Tenacity will generate ideas but fail to finish. Naming these patterns creates insight without blame.

63. Rotate Roles to Build Capacity

Do not let students permanently occupy their genius roles. Rotate responsibilities so everyone builds capacity across all six areas. Use genius assignments for high-stakes projects. Use rotation for developmental growth.

64. Create Team Contracts That Stick

Effective team contracts assign each stage's roles, set handoff moments, clarify decision rules, and include appreciation practices. Without explicit structures, the model becomes conversation only. Contracts create accountability.

65. Use the Teacher as Borrowed Genius

When a student team lacks Discernment, the teacher can temporarily play that role by providing evaluation criteria. When a team lacks Wonder, prompt deeper questions. When a team lacks Tenacity, provide structure and deadlines. Teachers fill gaps strategically.

66. Use Genius Language for Conflict Resolution

Many student conflicts are stage conflicts. One wants to keep brainstorming. Another wants to execute. Working Genius language depersonalises conflict: "We are in different stages" rather than "You are being difficult." This reduces defensiveness.

67. Watch for Counterfeit Balance

Some teams appear balanced on paper but still fail because trust and norms are broken. Working Genius is not a trust model. Teamwork also requires psychological safety, clear expectations, and conflict resolution norms. Genius alone does not solve dysfunction.

68. Teach Iteration as Normal

The model presents a linear flow from Wonder to Tenacity. In real work, you loop. You return to Wonder when a project stalls. You revisit Discernment after implementation feedback. Students need to know iteration is normal, not failure.

69. Protect Tenacity Students from Exploitation

High Tenacity students often become the dumping ground in group projects. They finish everything while others coast. Teach protections: role boundaries, explicit contracts, rotating responsibilities, and teacher intervention when finishers are exploited.

70. Address Too Much of a Genius

Teams can have too much of certain geniuses. Too much Galvanizing means rallying around half-baked ideas. Too much Invention means endless options with no decisions. Too much Tenacity means execution without strategy. Balance requires awareness. Jonno White facilitates team sessions: jonno@consultclarity.org.

Student Leadership Applications

71. Expand the Definition of Leadership

Many leadership programs reward Galvanizing and Tenacity while ignoring other genius areas. Working Genius expands who counts as a leader. Wonder leaders identify problems worth solving. Discernment leaders prevent costly mistakes. Enablement leaders support team wellbeing.

72. Map Student Leadership Teams

Student councils and leadership teams often discover they are heavy on Galvanizing but light on Tenacity. Every initiative starts with fanfare and ends with loose ends. Once teams understand this gap, they can recruit differently or assign compensating roles.

73. Assign Leadership Responsibilities by Genius

Wonder leaders identify opportunities for school improvement. Invention leaders generate initiative ideas. Discernment leaders review plans before announcement. Enablement leaders support teammates during high-stress periods. Tenacity leaders own the completion checklist.

74. Use Working Genius for Student Council Meetings

Structure meetings so every genius area has space. Wonder time at the start for big questions. Invention time for brainstorming. Discernment time for evaluation. Galvanizing time for rallying commitment. This ensures comprehensive participation and better decisions.

75. Create "How to Work with Me" Profiles

Have student leaders create one-page documents outlining their genius areas, what they need from teammates, and communication preferences. These profiles take guesswork out of collaboration and model transparency for the broader student body.

76. Use Coaching Conversations Throughout the Year

Brief coaching conversations make a difference throughout leadership tenure. Focus on energy management, identifying which leadership aspects feel natural versus challenging, and what support would help most. The conversations work because students have language.

77. Prevent Leadership Burnout

Student leaders often burn out because leadership demands pull them into frustration zones constantly. A student captain whose genius is Wonder but whose role requires constant Tenacity will struggle. Role design should consider genius alignment.

78. Apply to Extracurricular Leadership

Working Genius applies beyond student council. Sports captains, club presidents, and event organisers all benefit from understanding their contribution style and that of their teams. Any group with shared goals can use this language.

79. Build Leadership Pipelines

Schools that use Working Genius with younger students create stronger leadership candidates for later years. Students arrive at leadership positions already fluent in the language. This foundation makes development programs far more effective.

80. Develop Mentorship Programs

Working Genius gives mentors language to help students plan workload, ask for help, and manage energy. Mentorship programs that incorporate genius awareness provide more targeted guidance. For mentorship program design, contact Jonno White at jonno@consultclarity.org.

Parent and Family Engagement

81. Communicate with Parents Before Implementation

The most common question from parents is whether this will label their child. Explain that Working Genius is not a personality test putting students in boxes. It helps students work smarter by understanding energy patterns. Transparent communication prevents backlash.

82. Provide Parent FAQ Documents

Parents want to know purpose, cost, privacy, outcomes, and how it helps their child. Create a simple FAQ covering: what it is, what it is not, why the school is doing it, how data is handled, how it supports learning, and how to discuss results at home.

83. Run Family Workshops at Transition Points

What surprises most families in workshops is discovering how much household tension comes from genius mismatches rather than defiance. A Tenacity parent cannot understand why their Wonder-heavy child will not just finish. When both see the pattern, judgment shifts.

84. Coach Parents on Good Conversation Practices

Parents need guidance not to overinterpret. Not to brag about "genius" and shame "frustrations." Not to push a child into a career narrative. Not to weaponise it in conflict. Provide "do say" and "do not say" lists.

85. Address Subject Selection Tensions

Family tensions often peak around subject selection. Reframe work patterns as neutral differences rather than moral failures. A parent's frustration with their child's approach often reflects genius differences, not defiance or lack of care about the future.

86. Guide Home Application Carefully

Parents will apply Working Genius at home immediately. Guide this: use it to reduce blame, increase empathy, and redistribute responsibilities. But do not create fixed family roles that trap kids, like "you are Tenacity so you always do the boring stuff."

87. Consider Sibling Dynamics

Siblings often have different genius profiles. Parents can use this for understanding rather than comparison. Avoid pitting geniuses against each other. Each child contributes differently. Neither is better. Both are needed in family functioning.

88. Support Senior Year Families

Senior year family workshops prepare parents for post-school transition while maintaining connection during a stressful year. Address how families can support senior students without creating more pressure. Shared language reduces conflict.

89. Include Families to Multiply Impact

Students who hear Working Genius language at school and at home integrate it far more deeply. Even brief family touchpoints significantly enhance outcomes. The framework creates consistency between school and home.

90. Use Results for Richer Parent Conversations

The student report explicitly suggests discussing results with a parent. Give parents questions to ask: when have you felt energised by schoolwork? What part of projects do you love? What drains you? For family workshop facilitation, contact jonno@consultclarity.org.

Ethical Implementation and Long-Term Success

91. Prioritise Privacy and Data Handling

Make explicit decisions: do students use personal or school emails. Who receives the PDF report. Where is it stored. Who has access. Is access revoked after the year. How do you handle students who do not want to share results. Privacy matters more than convenience.

92. Control Disclosure Carefully

Students should not be forced to reveal results publicly. Some will feel exposed. Include options: private reflection first, optional sharing, small trusted groups, or sharing only pairing names without frustrations. Control disclosure to protect psychological safety.

93. Never Use Results for Grading

Never incorporate Working Genius results into academic assessment. Never. It will corrupt honest self-reporting and turn the tool into performance theatre. Similarly, do not use it as a behaviour management stick. It must remain a language for self-awareness.

94. Address Religious and Worldview Concerns

Some communities will be sensitive to perceived ideology in "God-given talents" language. Others will welcome it. Advise facilitators to use inclusive language in mixed settings and anchor the tool in observable work stages rather than metaphysical claims.

95. Build for Sustainability, Not Events

A single workshop does not create lasting change. The schools that see real transformation embed the language over time through classroom integration, regular references, annual refreshers, and mentorship programs for emerging leaders. Build for sustainability.

96. Create Reinforcement Routines

If you do the assessment and never use the language again, it becomes trivia. Build reinforcement: posters of the six types, student planners with stage prompts, teacher lesson plans that label stages, reflection prompts after group work, and genius vocabulary in pastoral conversations.

97. Pilot Before Scaling

Start with one cohort, one class, or one student leadership group. Run assessment, debrief, team map, role assignment, mid-project check-in, end-of-project reflection. Compare outcomes. Use pilot data to decide whether and how to scale.

98. Evaluate and Iterate Honestly

Schools need to know whether it worked. Include post-implementation questions for students, facilitators, and parents. Ask: did group work conflict decrease? Did teacher mediation time reduce? Did student self-advocacy improve? Iterate based on evidence.

99. Expect This to Reveal Task Design Problems

The tool may reveal that educators set group work tasks without clarity, without stage time, and without handoffs. Students will still fail even with Working Genius if tasks are poorly designed. The tool exposes broken task design. That is a feature, not a bug.

100. Remember the Core Message

Working Genius reminds every student that they bring something necessary to the table. Not equal. Necessary. Teams need all six types of genius to reach their full potential. Every person has a natural gift to contribute. Different gifts, same importance. That is the message worth embedding across a person's life.

Conclusion

The Working Genius framework offers students a better way to understand why some types of work create great joy while others drain them. When implemented thoughtfully by genius facilitators who understand both the model and adolescent development, it creates healthier organizational culture where students contribute their true genius rather than conforming to narrow expectations.

The Table Group designed this assessment tool to unlock the true genius of their members in teams and organisations. For students, it provides valuable insights into how they naturally approach productive work and what kind of work energises versus exhausts them. This self-awareness becomes a foundation for career center teams, higher education institutions, and workplaces to build on.

Patrick Lencioni's contribution through the Working Genius model gives students shared language for understanding individual strengths and team members' contributions. It prevents the grave tragedy of students spending years in areas of frustration without language to explain their experience or strategies to manage it.

As a certified facilitator who delivers Working Genius workshops, keynotes on leadership development, and team sessions across educational institutions globally, I have seen this framework transform how students understand their contribution style and how team leaders structure group work.

If you want to bring Working Genius to your students through keynotes, workshops, or ongoing facilitation, reach out at jonno@consultclarity.org and we can discuss what would work best for your context. Jonno White delivers keynotes including "Fuel or Drain? Finding the Energy Drivers That Propel You and Your Team" and "Building a High-Performing Team: Creating a Culture That Soars" that directly apply these concepts.

For leadership teams navigating conflict and difficult conversations, Jonno White's bestselling book Step Up or Step Out provides a proven three-stage framework. With over 10,000 copies sold globally, leaders from the UK to Singapore have used this approach successfully.

Email jonno@consultclarity.org to book Jonno White for your next conference, leadership development program, or student workshop.