Zem Growth is a group dedicated to growing! Curious about what it’s like? The best way to find out is to drop in as a guest—just hang out, observe, and ask questions if you’d like. No pressure!

Every 2nd and 4th Saturday Mornings • 7:30 AM – 9:00 AM
3435 SE 112th Ave, Portland, OR 97266
(Big thanks to the church for letting us use a room!)
(Text and let us know you are coming! 503-898-0655)

Prefer to know all the fine details before attending? No problem — read on and explore what we’re all about!

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Group Structure

The group meets every other week, each session lasting 1.5 hours.

In a class, groups will be no larger than 6 members, with each person receiving no more than 10 minutes of the group’s time. Each person gets a chance to teach what they learned, hear what others have learned, and probe deeper into everyone’s thoughts.

Table Time Flow

1. Presentation (5 min): A member shares their insights, written reflection, or project overview.
2. Questions (5 min): The group asks questions for the presenter to answer. 
3. Approval (2 min): The presenter collects approval from at least half the group.
4. Resolution Planning (1 min, if needed): If approval is not given, the presenter plans a follow-up to gather remaining approvals through further discussion outside of class.
5. Next Presenter: The process repeats with the next member.

Making the Mark(Getting Approval)

During every group meeting your goal is to “Make a Mark” which means the group thought you did a good job critically thinking about it and figuring out an application. What you bring to the group must be discussed and closed out by the group before you could say you made the mark. Completion requires a consensus from at least 50% of the group that you made a mark.

If a student cannot get the required 50% consensus within their 10-minute slot, they may continue to meet after class with individual members and ask more questions. This ensures that group time remains efficient while still allowing conversations to be completed. If members are not satisfied and refuse to agree that you made the mark, the student may A. use the feedback to come better prepared for the next session B. Miss the mark and move on OR C. May request to work one-on-one with either someone who previously disagreed or with someone suggested by that individual.

Curriculum & Progression

1. The program suggests a linear curriculum until a member reaches Impact Leadership.
2. After achieving Impact Leadership, members can explore a variety of books and reading materials to continue their growth.
3. Since the focus is on teaching, sharing, and receiving feedback, members can be at different stages of the curriculum.
4. A session may include one person discussing Understanding Purpose while another shares from Impact Leadership.
5. Everyone is both a teacher and a student.

Suggested Linear Curriculum

Problem-Solving & Decision-Making

• If a challenge arises, individuals can attempt to solve it.
• If no one steps up, the entire group collaborates to find a solution.
• As a last resort, a mediator will be provided to resolve the issue.

Attendance Expectations

• Members must attend at least one sessions per month.
• If attendance falls below this, they must prove to the group they can commit going forward.
• Pre-approved absences (health, travel, personal matters) are allowed.

Members may take a one-time “Summer Break” of up to three consecutive months per year.

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At Each meeting you will be provided this sheet to help guide you through the meeting time.

Table Time Flow

1. Presentation (5 min): A member shares their insights, written reflection, or project overview.
2. Questions (5 min): The group asks questions for the presenter to answer. Refer to the backside of this paper for tips on how to ask good questions.
3. Approval (2 min): The presenter collects completion signatures from at least half the group (rounded up). Refer to the approval rules below.
4. Resolution Planning (1 min, if needed): If signatures are not collected, the presenter plans a follow-up to gather remaining approvals through further discussion outside of class.
5. Next Presenter: The process repeats with the next member.

Criteria for Approving (If they don’t meet one you can have them fulfill it with you later.)

✅ Understanding & Clarity

• The presenter demonstrates a clear understanding of the content.
• Responses to questions are thoughtful, relevant, and not evasive or misleading.

✅ Depth & Personal Connection

• The presenter goes beyond surface-level knowledge.
• They share how the concept personally affects or has affected them.

✅ Emotional Control & Respect

• The presenter remains polite and composed, even under pressure.
• No yelling, mocking, or dismissing questioners.

✅ Engagement & Questioning Quality

• If the group fails to ask strong enough questions, the assignment cannot pass.
• The presenter should not over-explain or filibuster, preventing real questioning.

Unwritten Rules (Written for your convenience)

1. What happens in the group stays in the group.
2. If you hesitate to say something, stop and share what you’re feeling.
3. You’re only a jerk if you don’t allow others to correct themselves or you.
4. It’s unlikely you’re the only one thinking something—but if you are, it’s a growth opportunity!
5. Balance your feedback—recognize others’ strengths as much as their growth areas.
6. If you can’t show progress at a meeting, skip it.
7. Be sure before you speak, but never be 100% sure.
8. You have two ears and one mouth—listen more than you talk.
9. The goal is honesty, not comfort. But in honesty, we will find comfort.
10. If issues arise, sometimes a mediator is needed—bring in another group member.
11. If you feel like everyone is against you, ask someone to step into your shoes. Even if they disagree, they should still be able to understand and argue on your behalf.
12. Respect the most valuable thing anyone has—each other’s time.
13. If a debate drags on, ask the person’s intention. If it’s good, acknowledge it, thank them, and say you’ll give it thought.

How to Ask Deep Questions

Questions are for the presenter to prove discovery, not for the group to learn about the topic further.

1. Use Two-Part Questions
Encourages deeper thought and prevents surface-level answers.
👉 “What’s a time you failed at something? What did you learn from it?”

2. Ask “Why?” or “How?” Instead of Just “What?”
“What” gathers facts, while “Why” and “How” push for reflection.
👉 “Why do you think failure is (or isn’t) necessary for your success?”

3. Invite Personal Reflection
Encourage storytelling and introspection.
👉 “Can you share a time when failing at something led to a better opportunity for you?”

4. Challenge Assumptions
Push them to consider a different angle.
👉 “People say failure builds character—do you think that’s always true?”

5. Give Choices or Hypotheticals
Offer a comparison to clarify thoughts.
👉 “Would you rather fail publicly and learn a big lesson or succeed without learning anything new?”

6. Ask for a Personal Definition
Have them explain something in their own words.
👉 “How would you personally define success?”

7. Encourage Reversal Thinking
Flip the perspective for unexpected insights.
👉 “If you never experienced failure, what kind of person would they become?”

8. Use “What If” Scenarios
Hypotheticals reveal hidden beliefs or values.
👉 “If you could undo your biggest failure, would you? Why or why not?”

9. Connect It to Real-Life Decisions
Make it practical by linking it to actions.
👉 “How has a past failure changed the way you approach challenges today?”

10. Follow Up with Silence
Let them process before answering—don’t rush to fill the space.

11. Personalize Based on Their Words or Experiences
Reference something they’ve said or done to challenge inconsistencies.
👉 “Scott, you believe failure is good, but I’ve seen how frustrated you get when it happens. Why is that?”