After Action Review

An introductory orientation explaining how selective inquiry, practical application, AI-assisted learning, and developmental helping will work throughout the S:DISS-X Summer Sprint.

Word Session Summary

This introductory session established the purpose, structure, and philosophy behind the S:DISS-X Summer Sprint. Mike J explained that S:DISS-X is a practical helping framework built around seven forms of inquiry that support more generative, developmental helping. Rather than relying on interrogation, premature advice, or rigid scripts, S:DISS-X focuses on selective inquiry, contextual fit, and meeting people where they are.

The session introduced several foundational ideas students will encounter throughout the program, including Johari’s Window, IMULL, RightACTION, actionable help, humaning, beginner’s mind, and the role of AI-assisted practice. Mike emphasized that the course would be highly experiential and that AI would serve as a safe practice partner for demonstrations and learning labs.

A major theme of the session was codification: turning practical helping experience into structured, teachable, reusable knowledge. Students were shown how transcripts, AI prompting, after-action reviews, and practice reports could become source material for future learning systems and AI-assisted coaching models.

The session also clarified important canon updates, including referring to PING, PROBE, PROMPT, PERMIT, PERTURB, PAUSE, and PACE as seven forms of inquiry rather than seven skills. Overall, the introduction framed S:DISS-X as both a practical helping methodology and a long-term developmental learning system.

Full Demo Exchange

What Happened

The session functioned as an orientation to both the practical structure and philosophical foundation of S:DISS-X. Mike explained that the Summer Sprint would combine theory, live demonstrations, AI-assisted practice, reflection, transcripts, summaries, and after-action reviews into a unified learning process.

A strong emphasis was placed on developmental helping rather than mechanical problem-solving. Students were introduced to the idea that effective helping depends on readiness, context, pacing, leverage, and fit. The session repeatedly returned to the idea of “meeting people where they are” rather than assuming capability, clarity, or motivation.

Mike also demonstrated how AI would be integrated into the course as a practice partner and learning accelerator. Rather than replacing human helping, AI was framed as part of a “Human-AI Concurrent Understanding” process that could support reflection, experimentation, codification, and learning.

Several canon clarifications and framework refinements occurred during the session, including updates to the Humaning model, the “My Team Resources” framework, and clarification that S:DISS-X contains seven forms of inquiry rather than seven skills. The session closed by preparing students for upcoming practical demonstrations and live inquiry labs.

S:DISS-X Forms Observed

Form of Inquiry	Where It Appeared	Why It Mattered
PING	“Is there something important to chat about?”	Opened the field gently without forcing disclosure.
PROBE	“Pressure?”	Stayed close to the emerging signal instead of redirecting prematurely.
PAUSE	Slowing the exchange before problem-solving	Protected reflection and prevented premature conclusions.
PACE	Discussion of urgency and timing through IMULL	Helped regulate how quickly helping should proceed.
PROMPT	“How about one baby step?” style framing	Encouraged small actionable movement without overload.
PERMIT	Allowing uncertainty and incomplete clarity	Reduced pressure to immediately define or solve problems.
PERTURB	Challenging old language such as “seven skills”	Corrected conceptual assumptions and refined canon understanding.

IMULL Score

IMULL Element	Score	Evidence
Importance	High	The session focused on codifying a long-term helping framework.
Motivation	High	Strong motivation appeared around improving helping effectiveness and learning.
Urgency	Medium	The sprint structure created moderate urgency for implementation.
Leverage	High	AI-assisted practice and standardized reports were treated as high-leverage tools.
Low-Hanging Fruit	High	Small practical inquiry exchanges were used as beginner entry points.

RightACTION Note

The RightACTION in this introductory session was not deep intervention or advanced coaching. The fitting action was orientation, framing, and preparation. Rather than overwhelming students with immediate complexity, the session attempted to create a conceptual map that students could gradually grow into through practical application.

A major RightACTION principle demonstrated here was selective pacing. Mike repeatedly emphasized that students would begin with tiny exchanges, small inquiry moments, and short demonstrations before moving into more advanced developmental work. This protected beginners from overload while still exposing them to the larger system architecture behind S:DISS-X.

The session also modeled disciplined codification: turning lived helping processes into teachable, repeatable, improvable structures.

TPOVs Surfaced

Reinforced TPOVs

TPOV	Short Definition
Forms, Not Skills	S:DISS-X contains seven forms of inquiry from which many skills may develop.
Selectivity	Inquiry should be used selectively rather than mechanically.
Beginner’s Mind	Helpers enter situations without assuming complete understanding.
IMULL	Importance, Motivation, Urgency, Leverage, and Low-hanging fruit guide conversations.
Inquiry Before Advice	Premature advice weakens developmental helping.
Meeting People Where They Are	Effective help depends on readiness, capability, and context.
Actionable Help	Advice should connect to behaviors, capability, and system support.

New or Candidate TPOVs

Candidate TPOV	Short Definition
Human-AI Concurrent Understanding	AI and humans can work together in reflective learning processes.
Codified Helping	Helping models should be explainable, improvable, and teachable.
Tiny Problem Vignettes	Small exchanges can become reusable developmental learning assets.
Structured Reflection	After-action reviews deepen learning and improve inquiry quality.
Inquiry as Development	Inquiry supports growth, not merely information extraction.

Advanced TPOVs Mentioned

TPOV	Note
pCc	Potential, CAPACITY, capability as indicators of developmental fit.
Paradigmatics	Capability, bias, role, level, and style influence helping effectiveness.
Johari’s Window	Development requires expanding what is known to self.
Humaning	Being, doing, having, becoming, protecting, contributing, guiding, reaching out.
RightACTION	Action should fit the realities of people, timing, leverage, and readiness.
Networked Inquiry	Inquiry forms work dynamically together rather than linearly.
APC Source Development	Practical sessions become future training and AI source material.
7Ts Framework	Transcription, translation, transaction, transition, transformation, transcendence, transduction.

Suggestions for Improvement

• Shorten the initial conceptual overview for beginners.
• Separate beginner concepts from advanced theory sections more clearly.
• Introduce IMULL visually earlier in the session.
• Display the seven forms of inquiry on screen during explanations.
• Move deeper AI codification discussions into advanced notes or supplemental resources.
• Create clearer transitions between resources, theory, and practical demonstrations.
• Add visual examples of RightACTION scoring during future sessions.
• Keep beginner-facing explanations more concise before introducing advanced systems language.
• Include more direct examples of each inquiry form in action.

APC Source Candidate Notes

Candidate Source Title

Beginning S:DISS-X Through Structured Inquiry

Source Type

S:DISS-X Orientation / Canon Development Source

Canonical Definition

Structured inquiry orientation is the process of introducing learners to S:DISS-X through selective inquiry, developmental pacing, practical demonstration, and codified reflection practices that support long-term helping capability.

Why It Matters

This orientation process protects students from cognitive overload while introducing the deeper architecture behind S:DISS-X. It helps learners understand that inquiry is not merely questioning technique but a contextual, developmental, and generative helping process.

The orientation also establishes a repeatable workflow where conversations, transcripts, after-action reviews, summaries, and AI-assisted codification become reusable learning assets and future source material.

Do Not Collapse With

Do not collapse this process into generic coaching introductions, motivational speaking, or simple communication training. S:DISS-X is not merely conversational technique. It is a developmental inquiry framework emphasizing selectivity, fit, readiness, leverage, and RightACTION.

Notice: To pre-order a copy of Mike’s latest book mentioned in some of his posts in e-book format for $9.97 (available late 2026), visit HERE to be first in line.

Mike R. Jay is a developmentalist utilizing consulting, coaching, advising and helping… emergent from dynamic inquiry as a means to cue, scaffold, support, lift, and protect; offering inspiration to aspiring leaders who are interested in humaning where being, doing, having, becoming, contributing, relating, guiding to produce resilience and wellth help people lead generative lives.