Video Transcript: Levels of Success Factors

Hello again. Our third master class for this series is on “Levels of Success Factors,” which I

think is key here. When we talk about Success Factor Modeling, what kind of factors are we

looking at? Also, this whole notion of modeling. We’ve talked about modeling being trying to

find a key that unlocks the lock - what’s the right key? But we also want to go a little bit more

into depth on that modeling, and we’ll even get a little bit of a taste of the Success Factor

Modeling process and kind of the way that we might do it. So we're going to be covering a

number of different things. I think those will begin to help you get a good sense of how Success

Factor Modeling works - why it can be so effective and so valuable.

So, I’m going to go to our slides, directly, and we’ll start exploring what are some of this notion

of different levels of success factors as we think about factors that are supporting us to live our

Passion, create a better world through our business. So first, just a little bit about the

notion of modeling. So we’ve used the metaphor of lock and key, but let’s be a little bit more

specific here, especially this notion of behavioral modeling.

So what we are looking at in Success Factor Modeling is to model a performance. So, now, that

performance could be an individual performance, it could be a team performance, it could be the

performance of a whole organization. So this is this idea as we said in the previous master class

this idea of what’s the difference that makes the difference here, how is it and what has

supported this successful performance? And so modeling involves breaking some complex event

or series of events into small enough chunks so that it can be recapitulated in some way. And the

idea, of course, is that you're creating a model. And the model is something that’s pragmatic. The

whole purpose of a model is that you’re going to use it in some pragmatic way, often to try to

reproduce something or to understand something better.

And again, it is identifying these essential elements of thoughts and Actions required to produce

a desired Outcome or response. That’s that notion of Mindset, Action, Outcome. Now, you see in

the images on this slide, one is a kind of a - it’s actually a drawing I did of Leonardo da Vinci. I

have a series of books called “Strategies of Genius,” where I was looking at different geniuses

like Leonardo da Vinci. And the question wasn’t so much, well, what did they do? It’s not like a

biography. It’s more of how did they think? What was sort of the internal process that they were

going through as they were producing these results, as they were taking the Actions that produce

these results.

And, of course, Leonardo da Vinci himself was a type of modeler. The picture there is some

from his notebooks where he was modeling the flight of birds and attempting then to transform

that into some kind of flying machine or something that could help people to fly. And that’s, I

think that - so that picture there at the bottom left of the page is an example of a kind of model.

Now we are doing that - not so much about something like flight, but about again, building a

successful venture in such a way that you are able to again, impact the world in a positive way,

but also have a sense of deep satisfaction.

So now, if we look at the goals for the modeling process, and this is what you’ll see as we go

through the - our future master classes, you’re first obviously wanting to identify key factors

associated with successful performance. What are those factors? And then organizing them into a

model. So let’s - just like the picture on the previous page where Da Vinci has drawn some kind

of a map or a model, and then defining specific tools and skills so that model is not just the map,

it’s then that map is going to point to these tools and skills which allow us to transfer these key

success factors to others.

So that’s this idea of doing practices, processes, that are, suggested by this model. And then

supporting the implementation of these critical success factors through things like coaching,

training, consulting, which in a sense is what this program is about. So this is this idea of the

modeling process. We’re identifying these success factors, organizing them into some kind of a

structure, connecting that to particular practical tools and skills, and then supporting that. And

that’s what we've done for the last 25 years with Success Factor Modeling. It’s what my brother,

John, and I set out to do.

So, let’s take a look. Here’s sort of now a very fundamental part of Success Factor Modeling -

these different levels of success factors. We tend to represent these as a pyramid. This is

something that I developed, many years ago, initially through my work with Neurolinguistic

Programming, but it’s kind of a foundation of Success Factor Modeling. And here you see,

there’s these different levels. So, if you think about a pyramid, the base of this pyramid, the

foundation is in the concrete Environment, this idea of specifically “Where” and specifically

“When.” And that has to do with the external context and constraints. So, it’s about again, our

concrete reality. But that has to do with things like time and timing. It has to do with things like

where you are. Are you in the Silicon Valley? Are you somewhere else?

And again, it depends, by the way, on the type of performance you are intending to model,

because you could model a performance that has taken place over many years, or a performance

that’s taking place in minutes. So this focus - still the levels are going to be the same, but focus

was going to determine this is the “Where” and the “When,” what is it that exactly we are trying

to model? And then “What” - “What” kind of external results, or also challenges might have

been there. And then the idea of constraints. There’s also, we could also say there’s opportunities

in the Environment, opportunities and constraints, and the external context. And sometimes

that’s significant. And again, that’s part of the notion of modeling what kind of external factors

have contributed. Because if that’s important, you’ve got to include that.

Just as an interesting example, I remember my brother, John, and I, early on when we were

working with developing the Success Factor Modeling, we were speaking to a group of people in

Cambridge, England, and they wanted to basically turn this Cambridge into another Silicon

Valley. And they were saying to us, “Well we have more Nobel Prize winners per capita than

any other place in the world.” And we’re saying, “Yeah, but that's not enough. In the Silicon

Valley, it’s not just that you have inventors, you also have the venture capitalists. You also have

these legal firms that know how to organize things. You also have universities that are

supporting this.” And so there's a whole lot of different things that need to happen in that

Environment. There’s a whole ecosystem. And so you’d have to reproduce that ecosystem. And

so that would be an example of environmental factors. I mean, obviously things like money is an

environmental factor. Even the state of certain technologies are going to be an environmental

factor. They're part of that context now.

Then the next level is, given that Environment, the context, the opportunities, the constraints,

what Actions have you taken and what Actions were taken? What did you do specifically? So

that's the notion of Behavior - of “What” - and again, you’ll often find that we’ve, of course, this

is a big part of what we were observing when we were starting to develop Success Factor

Modeling. There are different, for example, different entrepreneurs that are sharing a very similar

Environment, and yet one succeeds and one doesn’t. What's the difference that makes the

difference then is not the Environment. In that case, it’s what you’ve done with that

Environment. It’s how have you responded. So this has to do with sort of what Actions you've

taken.

And we’d often say, it’s about being proactive. What do you do? But also reactive? How do you

react to what's going on now? Then this is where then we start to get a little bit more interesting

here. And we might as well say when we think about what we’ve set our template for,

Success Factor Modeling Environment is typically the focus of outcomes. What was achieved in

that Environment. And then Behavior is the Actions - what was done to achieve that. And then

you have this whole notion of Mindset. And the Mindset is actually all these things that you

cannot directly see or measure with the - you could take a video of Behavior, you can take a

video of an Environment, but you can't necessarily take a video of what’s going on inside a

person. And yet, these are some of the most critical success factors.

So, for example, this level of Capabilities, which has to do with strategies, planning,

how are you thinking? This is this notion of “How” - what Capabilities are necessary in order to

generate and guide the Behaviors necessary to both take advantage of the opportunities in that

Environment and respond to the constraints in that Environment. So that’s the notion of how did

you think, what processes were in place?

Now, equally important, and maybe the implication, in fact, of this notion of a pyramid, is that

it’s even more important in many ways, is the notion of Values and Beliefs. Which is “Why” are

you doing it? What’s motivating you? What are the - what Values are these Capabilities

attempting to express or to meet? What Beliefs do you have about what you’re doing? One of the

key things is again, you can know how to do something, but if you don’t want to, they’re not

going to do it. So we often sometimes talk about the getting the chance to do it, that’s

Environment. And then knowing what to do. That’s the Behavior. Knowing how to do it, that’s

the Capabilities. But knowing why and there’s a book out, a popular book called Start with Why ,

and of course, that’s this notion of you want to be clear about what Values you have and also

what Beliefs, the Belief that you can do it.

When we were looking at that previous slide of Leonardo’s flying machines - you wouldn’t try to

create a flying machine if you didn’t believe it was possible. And the - one of the key things that

Leonardo was, I think, able to do, what made him a genius was not simply, of course, that he

was - he knew how to draw he knew how to observe - those are key Capabilities. Those are part

of the so-called “Strategies of Genius,” but Leonardo also had a big strong belief in what was

possible and in what he could do, and in what was possible for humans to do. If he didn’t - if you

didn’t, if you just believed that it was ridiculous to have a flying machine, you would never even

look at it.

So that Belief is a key part of the Mindset. And then this notion of Identity. Who are you? What

is your sense of who you are in the world? It’s one thing to know how to play music. It’s another

thing altogether to say, “I am a musician.” That is my Identity. That’s my - here, we say, that’s

my Role. And then this notion of Mission, that’s what I do. So I - these Identity factors are an

even deeper part of Mindset.

And then, finally, this notion of Purpose, a deeper Purpose. So what am I devoted to? What am I

serving or contributing to that is bigger than me? And that’s what we would call Vision and

Ambition. Now, obviously, all of these things we’re going to be going into in more depth, as we

go on, but I - hopefully, you get an intuitive sense of, and why we even put these in a hierarchy.

Because, for example, if I am an entrepreneur, if that’s my Identity, then I must have certain

kinds of Values and certain kinds of Beliefs that would be very different than if my Identity was

just a primary school teacher, or a physician or a nurse.

So I - that Role and that Mission is going to clearly be connected to certain kinds of Values that

you would expect of what’s important, why you’re doing what you’re doing, and also certain

Capabilities, certain kinds of skills and Capabilities, certain kinds of Actions, and ultimately

operating in certain kinds of Environments. A primary school teacher’s going to operate in a

different environment than an emergency room physician or nurse.

So this pyramid, we say, is built around this sense of Role and Identity. And, of course, that Role

and Identity is in service of something bigger. It’s for “Who am I serving?” If we think about

successful companies and organizations, they have some Purpose. They’re bringing something to

their market, to the world. They’re making a difference. And that’s also a key part of the notion

of “Next Generation Entrepreneurs.”

Now, one of the things I like to do, as a way to sort of illustrate this, just as we begin - again, this

is something we’ll be going into. This is kind of a, as I said, it’s a sort of a foundation of this

whole program, but as a way to sort of illustrate, I’d like to use a little bit of an analogy - a

parable, if you will. And it’s the story of the six stone workers. And we’re going to, kind of,

we’re going to mark these out. There’s different stone workers, and they are, you could - the idea

here is you kind of lay it out from here’s the one who’s the lowest performing one, and you go

up to the highest performing of these stone workers. And so stone workers - they’re masons.

They’re people that are working with chisels and stone. In this case, we even say, this goes - we

could go back hundreds of years.

And then, according to this parable, this analogy, you come to the first stone worker, and the

stone worker, their job is not very good. They’re kind of standing there looking at the time, and

you say to the person, “Well, what are you doing?” And this person answers, “Well I’m waiting

for my time to be up so I can go home. You know, this is just something I’m doing until, like,

my time is up.” So you could say that for this person, it’s just about the Environment. That’s

more or less it.

You go to the second person. This person is doing maybe slightly better work. They’re there with

their hammer and their chisel. And then you say to this person, “Well, what are you doing?” And

this person says, “Well what does it look like I'm doing? I’m hitting the stone with my chisel.

And with my hammer. That’s what I’m doing. I’m shaping this block. That's what I’m doing.”

Well, great, okay, that’s interesting. So for this person, it’s essentially a Behavior.

You go to the next one. Now our third one, this person is doing a pretty decent job. They’re

getting this thing done. They’ve got their chisel, their hammer. And you say to this person,

“Well, what are you doing?” And this person says, “Well, I’m using my skill as a stone mason to

carve this stone. So I’m putting my skill into practice.” So for this person, it’s about their

Capability. I have the Capability to do this. It’s not just something environmental or in the

Environment or Action. Interesting.

Now, you go to the fourth one. This person is more diligently working. You could see this

person’s really actively engaged. And you say to that person, “Well, what are you doing?” And

this person answers, “Well I'm earning a living to put my children through school to feed my

family. I’m wanting to make sure that I’m providing for them.” And so now, for this person, it’s

not just the Capability or the Action or the Environment. It’s connected to certain Values, things

that are important to that person. So that’s where we’d say this is now another level. This is

about this area of Motivation. We said Motivation, kind of Permission.

Now, you go to the fifth one - this person is really engaged, is doing wonderful work, but he’s

also trying to get the others to do some work. They’re trying to get them to also keep going and

do better work, kind of acting even as a bit of a leader. And you say to this person, “Well, what

are you doing?” And this person says, “Well I’m a stone mason, and I’m building a cathedral.

That’s what I’m doing.” Now for this person, it’s about the Identity and the Mission, right? The

Role in the Mission. What am I? Who am I? What’s my Mission? And so you can see that this is

even a greater sense of performance, a deeper Motivation.

Finally, you come to that sixth person, and this person, it’s like every touch - it’s like, you can

tell this is something that is exquisitely important for them. Their work is beautiful. They are

even actually sort of an inspiration to the others. The others sort of look at this person, what

they’re doing and their work. And you ask this person, “Well, so what are you doing?” And this

person says “Well, I am creating an environment where people can connect to their soul. That’s

what I’m doing now.” So for this person, it’s then about this deeper purpose, and it’s about this

connection to something bigger than themselves.

So I often like to share that as a sort of an example of how these different levels of success

factors could have an influence. So, in fact, we come back to our slides. We will see that we have

a nice illustration. This is from my book, Success Factor Modeling Volume One , and Antonio

Meza, who’s done some other - you’ll see a number of illustrations from Antonio throughout this

whole series of master classes. But this is the notion of this allegory of the six stone workers.

And you say they have different Motivations when they’re asked the same questions. So one is

“I’m waiting for my time here to be through, so I can come and do what I care about.” Second

one is, “I’m - what’s it look like I’m doing? I’m hitting the rock.” Third one is, “I’m using my

skill to craft this block of stone.” Fourth one is, “You know, I’m earning a living to support my

family and put my children through school.” The fifth one is saying “I’m a master stone mason,

and I’m building a cathedral.” And then the last one is “I’m creating an environment to help

people to connect with their souls.”

So this again is an illustration, the kind of illustration of how these levels of factors could affect

performance. Now, so what we want to do, and here’s the notion then, because we said

modeling, then, is about kind of breaking something down. And we want to look at these

different aspects of this pyramid. This notion of what qualities of Mindset are driving the Actions

that produce the kind of Outcomes that we're looking to achieve.

So, one way of thinking about this, when we think about modeling, is right, we have some kind

of a - maybe there’s some kind of a present state where, okay, here, in this example, you have a

group of people that are starting from some place of either being in some type of confusion or

conflict. And the desired state is people operating together, a team operating together to high

performance mode. Because you could look at an individual, you can look at a team, you could

look at a whole division, you could look at the organization itself. And then the question is, what

path led to that desired state? How did you get from this present state to that desired state? And

this is where these different levels would come in, so we have the Environment, the Outcomes,

the Behavior, the Actions, and then the Mindset there. And that’s this whole notion of modeling.

So, and this essentially is the way that we have gone about gathering information for all of the

different individuals, the different teams, the different organizations that we've modeled as

background for what we’re bringing here in these master classes on Success Factor Modeling.

And so, just to give it - I want to give you a taste of this, how you would go about it. So, and this

is even what we would do in our interviews. We’ve done Success Factor Modeling for many,

many, many different kinds of industries, different kinds of organizations, recently have been

doing a whole group of Success Factor Modeling for healthcare. What is it? What creates

effective healthcare?

And so, if you were going to be doing this, one of the first things you would ask is you want to

identify a project or some kind of performance, that you were involved in that had been - that

was successfully achieved or successfully done. And then model some of the critical success

factors by considering some of the questions.

So again, the performance is about the lock. And now what were the keys? That’s the metaphor

that we’ve been using. And essentially we have - these are, I mean, of course, these are the

simplified versions of these questions. And the questions are not always answered in words.

They’re also answered through observation, through other forms of data collection as well.

But if we start at the base of that pyramid, what environmental opportunities and influences were

part of the success, and what specific Outcomes were achieved that would be this environmental

aspect? That’s our foundation.

The next question would be, well, so what specific behavioral steps and Actions were most re

most responsible for that success? What were the key Actions done?

And then, very importantly is what Competences and Capabilities contributed to that? So those

Behaviors had to be guided by something and generated through some kind of Capabilities. What

were those Capabilities? This often has to do with the types of skills that are necessary.

Then you have this notion of what Values and Beliefs supported achieving that success? What

did people believe? What were the Values? What was driving this? This is that level of “Why?”

And then what Identity factors were involved in the success? What would - how did people

perceive themselves, perceive their Role and perceive their Mission?

And then, ultimately, what role did Purpose play in reaching that success, that sense of a higher

Purpose.

I was recently, interestingly, involved in doing a bit of coaching for an Olympic team, going to

the Olympics in Paris 2024. And this was a women’s volleyball team from Thailand. And one of

the things we were doing is kind of really looking to reach that level, right? To reach the

Olympics, of course, you need to have the environmental opportunities - you need to practice,

but then there’s going to be certain Competencies and skills. And then the key, and this is often

what is going to be one of those differences that make a difference, is what do you believe? Why

is it important to you to do this? Because that often is going to - that’s where the extra effort is

going to come from. And how do you see yourselves? And again, what is your purpose - the

sense of representing their country.

And so these were some of the interesting things that we were working with in order to really

build this pyramid. The solid pyramid, we call it, aligning all these different levels. So what I'm

going to invite us to do as we kind of begin to apply what we've been exploring here, once

again, when I ask you to stand up with me, and we’re going to do a little bit of a practice where

I’m going to be inviting you to answer some of those questions about some successful project,

venture, performance that you’ve been involved with.

And it could be again, I think it’s best if it’s not simply an individual performance, but where

you were involved in some kind of a project or venture. And so, we'll kind of walk through these

levels, just kind of like we were showing with our cathedral builders, our stone masons. And so

the first thing to do is to pick the example that you would like to model. And I’m going to be

inviting you to - this would be one that you’ve been involved in. Now, obviously, when we do

Success Factor Modeling, we’re often interviewing people where we haven’t personally been

involved in the organization or the venture. But I think to get the sense of this, it’s good to start

with your own personal example or project. And the more, in some ways the more specific you

can be the clearer these answers are going to be.

And now you can also take something that goes over a long span of time, or that was a very

specific time-bound event. So I’ve been thinking I could take an example of my NLP University,

for instance, which is an organization now that's been around for over 30 years and is one of the

most known and respected NLP training institutes globally. Now, I could try to look at the whole

30 years, but I could also say, well, let, let me pick an example from a very specific thing that we

had to do - how we had to respond.

And, I’m going to think, I want to choose - we had, and there through the - it was recently this

pandemic the beginning of 2020 and going on several years. And we had to first adapt to going

to completely online trainings, so we had to switch from - we always had done, before that, in-

person trainings at the University of California at Santa Cruz. And then we had to switch to

doing online trainings. And then in recent years we’re doing hybrid trainings. So some people

are online, some people are in person. And that was a successful transition.

And so I thought, okay, that could be an example. This is just to give an example of how you

might want to begin to apply Success Factor Modeling. So first thing is, we might start with,

okay, so first of all, what were some of the environmental constraints and opportunities and what

were the Outcomes achieved? And I think I call it a success, first of all, because we were able to

environmentally do the programs and the results were equal, at least equal, and maybe even

improving in certain ways what we had done in our previous classes for 30 years, 25, 30 years.

So, and again, there was a certain aspect there where there is technology - it’s significant. So

even as we’re doing right now through these master classes, having this technology, one of the

things that allowed us to be able to succeed was that the technology was there. We we didn’t

know at that time how to use it. And I think that was - that’s part of the - another part of this

story of success, these success factors. So there was the technology there, there was a need there,

there was a sort of a general movement to have to do things in different ways. So I think those

were environmental aspects.

Now, if we go to the Action - so first of all, think of your own situation and kind of put yourself

in that Environment. And again, when you think of it as successful, what were some of the

environmental, support environmental factors that weren’t there? What were some of the

environmental challenges that you had to deal with? Some of the constraints that you had to deal

with?And then obviously, too, what were some of the Outcomes we call - we think of it as

successful because something was concretely achieved. So maybe think of some of those. Those

would be a big part of how we gather this information. And you’ll see as we go on in the courses,

how this becomes important.

The next level was Actions. What did you do? What kinds of things did you actually concretely

do? And so, for instance, we built a “dashboard,” if you will, a kind of a learning management

system that was based on these kinds of master classes. In fact, what I’m doing here right now

with you is a result of that. It’s a way of working that we found to be effective, which is why

we’re doing this. And it could reach more people and more easily in many ways. So that was one

of the things we coordinated with our trainers. And we also did a lot of communicating. We also

did some - there was a number of meetings to verify. So these were all Actions. I think

oftentimes when you are going through a big transition like that, we say sometimes the if you

say, what are the three things that are necessary to do? It's communicate, communicate,

communicate, you know? So, a lot of communicating was done between the different people

involved.

Again, you might want to think of your own situation that you’ve chosen. What were some of the

concrete things that people did or that you did and that others did in order to make that

environmental success to meet the challenges and to achieve the success there.

Next level, because we’re just getting a taste here. These are all the kinds of things… You could

go into this in great depth, great detail. But let’s go to the next level, which is about Capabilities.

What sort of Competences allowed you to be able to make those adjustments to do the things that

were necessary to achieve those results? Well again, there was a lot of - we did a lot of what we

call Storyboarding. So kind of this notion, we would say “Imagineering” is something we’ll be

also probably be touching upon in future master classes. Something actually that was modeled,

interestingly enough, was already Success Factor Modeled from Disney and the “Strategies of

Genius.” We said Disney had this Capability to be a Dreamer, a Realist and a Critic. And then to

put those together in a way that created a very practical and effective feedback loop. So this kind

of Imagineering Storyboarding, we did that.

Now, again, you might want to think about, in your case, what were some of the Capabilities that

allowed you to do this? We, of course, also had certain processes that had been put in place.

Some of that was because of the history we had. But there was a lot of things that we could then

draw upon, of Competences that we had developed. Obviously, there was these Competencies to

be able to be flexible, to be able to try something new. So in innovation and the ability to, again,

do this kind of Dreamer, Realist, Critic process. So again, you might want to think of what were

some of the capabilities and again, in this case, not so much technical capabilities, because that

might be more environmental, but how you were thinking of it, how you approached it, what sort

of, again, this has to do with that part of Mindset.

Next level was this level of Motivation, Beliefs, and Values. And it’s, again, interesting, because

in some ways, before this pandemic, if you had said, “Could we do these things online?,” I

would’ve said, “No way. You cannot do them anywhere nearly as well as you could in person.”

And in fact, there were other institutes that didn’t adapt that said, “We can’t do it. It’s not

possible.” Well, first we believed it was possible. We believed we were capable. We believed

also that we could lead others. We could show the way. So, one of the things we’ll be exploring

in future master classes is that there’s these certain categories of Beliefs. One is the Belief that

it’s important to do. Another is the Belief that it’s possible to do it. It’s important, but it’s also

possible. Another is the Belief that it’s appropriate to do it, right? That it’s - not only that it’s

possible, but it’s appropriate. Another is the Belief that we’re capable to do it. We can actually

do it. And then another would be the Belief that we deserve it. We are the ones to be able to do

it. And so, you might want to kind of think in your own situation, what were some of the Beliefs

that were key there.

And then, of course, the other thing is about Values. We had definitely Values of a level of

comprehensive training. We had certain Values that we meet with our assessments to make sure

that people have a level of Competence. We also wanted to make this not only comprehensive,

but something that people would be able to do. Also, it’s interesting, we had to make sure that

people from different parts of the world could participate.

So again this is this place where it’s the sense of and also the sense of why are we doing it? We

also felt that it was something that was really needed in the world, that us doing this was

something that was going to make a difference. It could actually contribute to helping people not

only make that change, but to make other changes that this could precipitate and bring about, that

this situation could precipitate. So you might think about that for your own project, your own

successful project. What were some of those Beliefs that were the "Whys" that were really

important.

Now, then we go to our next one. Again, we’re going quickly through here just to give this flavor

- but then it’s about “Who.” This is that level of Identity and we certainly believed as NLP

University that we were leaders. That it was our Role and our, in a sense, our responsibility, our

Mission, in order to show what could be done to be role models. So not only that it was our Role,

but we were role models - that people look to us, and we wanted to be able to not only represent

to people that knew NLP, but to any other institutions. “Here is the way that you can do this.”

And so that sense of Identity was very important. This is the sense of, it’s up to us.

Now, again, you might want to think about that for your own situation your own example that

you’re looking at. What’s the sort of sense of Identity? Was there that, again, this notion of

“Who we are, what’s our Role, what’s our Mission?”

And then we go up to the final level, which is this idea of Purpose. And for us, we always have

said a big part of our goal, we express it in this way, our Purpose is about helping to create a

world to which people want to belong and in which they can thrive and to which they can

contribute. And so this was something that we see that what we are doing is not just about our

Identity as an NLP University, it’s what is our - what are we contributing to in the world, not

only in the NLP world, but in the bigger world? And that we knew that we had skills that we

could bring out and offer to others.

When John, my brother John, and I were first creating Success Factor Modeling, our Vision was

that we wanted to not just create a business or a process, but we wanted to create a movement.

We actually believed, for example, that this creating a better world was going to be more done

through creative entrepreneurs than it would be through governments or through educational

institutions. But it’s this sense that this making of a better world, and again, when we think about

“Next Generation Entrepreneur,” this is one of the keys of this whole notion of Purpose. What

sort of contribution are we making?

So, again, we’ve gone through this quickly, but the main purpose is to give you a sense of these

levels and also hopefully begin to get your own inner experience of the kind of impact that that

can make, again, from looking at your own examples.

Now again, unpacking, this is the next step. So obviously this is a first process where you’re sort

of reflecting, you’re gathering information now as we’ll see. And as we go along, then, as we

said, then you've got to start finding, “Well, what are the gems there? What are the jewels?"

Maybe not every level was equally significant - some were more significant than others.

And then the big question is starting to represent that in some kind of a map or some kind of a

model. So here we’re kind of doing this sort of gathering information, but now we want to then

say, which were the differences that actually made the difference? And then how can we put

them together?

And those are the kinds of things exactly that we’ll be doing in our future master classes, which I

look forward to sharing with you. And now we’re sort of getting our start, we’re going to be

taking some steps from here. I think you’ll see how all of these pieces begin to go together. So I

will look forward to sharing more of that with you in our next master classes.

Bye for now.