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Your True Colours: How C-Me Colour Profiling  Helps Young People Achieve Their Goals

Posted on March 25, 2018 at 10:56 am

One of our strongest tools in working with young people is C-Me colour profiling.   C-Me uses colour to help students understand more about themselves and their behaviour in a fun, warm, direct way.

Students learn a set of tools that they won’t forget a week later and which can be applied to school, home or work life.   These tools stay with them as they navigate higher education, their first job and their journey up the career ladder.   

We use C-Me with young people looking for ways to excel in high-pressure situations: sixth formers working on personal statements, graduates facing assessment centres or interviews, and early-career professionals who need to deal confidently with clients and colleagues.   


C-Me has a very simple set of goals:     

1. Understand yourself    

2. Understand others    

3. Improve relationships by adapting    

The system draws on the theory of Carl Jung, dating back to 1923 (as do tests such as Myers Briggs Type Indicator (MBTi), DISC and Insights). C-Me is seen as the next generation of colour profiling. It creates a colour wheel to show preferences in thinking vs feeling and levels of extroversion vs introversion/reflection.      

Following the completion of a 10-minute online questionnaire, individuals are located on the wheel and given an in-depth behavioural profile.  

They are also able to look at themselves on the C-Me colour wheel in relation to others they deal with in everyday life: teachers, colleagues, managers. They are then able to adapt their own behaviours so that they can cope better with a range of different personalities.

C-Me profiling helps students realise that it’s OK to be themselves. They may often react very differently to their classmates, but no one style of behaviour is right or wrong. This helps build the self-awareness essential to making good educational and career choices.    

Often, we also bring to light why some students don’t get on with some teachers. Understanding and explaining these relationship conflicts takes the heat off and means students can cope far better working with teachers they don’t have a good rapport with. This can be profound in terms of whether they achieve their target grades.     


Here’s a typical example of a situation where C-Me can help: Ella sits firmly in the green section of the C-Me wheel: considerate, warm, loyal, supportive, conflict-avoidant, concerned for others’ feelings. She’s paired up with Lucy for a really important piece of coursework/presentation. Lucy is over in the red section of the wheel: determined, confident, direct, keen to set a winning mentality.      

Things haven’t been going well. Ella feels pressured and that she isn’t listened to. She is stressed out because she feels like Lucy doesn’t like her. Lucy, meanwhile, is completely focused on achieving a high grade for the project and hasn’t even noticed that Ella is suffering. She is confused, though, as to why Ella doesn’t seem enthused by her ideas or the prospect of getting a succeeding to their best possible potential for the task.  (may need to reword but just need to remove the 2nd ‘high grade’  

Too often we think that just by putting people in team situations, they will learn to work as a team. Frequently, this just doesn’t happen. Lucy and Ella will probably produce a reasonable assignment/presentation, but Ella may emerge less confident from the experience, and Lucy may continue to see group tasks as entirely dependent on her setting the agenda and taking on the majority of the tasks to ensure the result is exactly what she wants.         

Were Lucy and Ella to be equipped with C-Me, we would see something different. Ella would be more proactive, as she would be aware of her own tendency to avoid conflict. We would hopefully see Lucy taking a more democratic, softer approach to counteract her natural tendency to storm onwards to victory.     

The two girls would enter a challenging situation armed with some tools to handle it. In using those tools on this task, they would be building on their confidence, resilience and communication abilities. Each time they put their C-Me kit to use, they become more self-aware. Clearly, they’re also becoming far more employable.    



     •      All our one, three and five-day workshops for school students and young people                    include C-Me, as this language is then used through every other activity.     

    •      We offer 2 – 3 hour workshops within the curriculum or after school to bring C-Me to              life in more detail and show how it can be applied in everyday situations.     

    •      Workshops can be run with whole year groups or smaller groups depending on                      objectives    

    •      We also deliver C-Me workshops in schools for teachers and senior leadership teams.

    •      C-Me is also part of the workshops we deliver for businesses looking to accelerate                  the career development of their early starters. 


Alex Webb is Co-Director of Flying Start XP, a start-up running key skills and business behaviour courses. Students and attendees acquire the confidence needed to get the best jobs, and to add value to their employers from day one. Follow Flying Start XP on LinkedIn and Twitter for all the latest news, updates and special offers.     

Alex will be running a workshop on ‘Accelerating Early Careers: Why good grades are only part of the picture, and what you can do to make a difference’ for the RHC on Wednesday 17th May where she will be giving attendees a taste of C-Me and how it can be used at home, school and work. Do come and join us.

Venue: Hill Place House 55a High Street Wimbledon London SW19 5BA

Time 10.30am to 1.15pm

Cost £15


To book please email Caroline@reallyhelpfulclub.com 



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