PEO Guide Handbook

Guide

Guide

Professional Engineers Ontario: Guide handbook 3

GuideGuides make a differenceGuides provide:• guidanceonthelicensingrequirements;• insightintoethicalpractices;• anunderstandingofanengineer’s responsibilitytothepublic;

• integrationintotheengineering community;

• leadershipdevelopment

Licensure Assistance–Our Vision:

Licensureassistancecontributestodevelopingprofes-

sionalswhoadheretothehigheststandardsofengi-

neeringpractice,andarecapableofassumingleader-

shiproleswithintheircompaniesandcommunities.

MembersofthepublicrelyonProfessionalEngineers

Ontario(PEO),thelicensingandregulatingbodyfor

professionalengineeringinOntario,toensurethatpro-

fessionalengineersinOntariomeethighstandardsof

qualification,ethicalpracticeandprofessionalconduct.

PEOisdedicatedtoencouragingqualifiedindividu-

alstobelicensedasprofessionals.Formallyenabling

an engineering intern to

receiveguidanceandsup-

portfromanexperienced

professional engineer

helpsmeetthismandate.

Licensureassistanceisa

meanstoperpetuatethehighstandardsoftheprofes-

sionandraisetheprofileoftheassociation.

1. Welcome and introduction

Content and materials previously owned by Peo, and or created specifi-cally for Peo, remain ©2010, Profes-sional engineers ontario.

Content and materials previously owned by Sage Mentors inc. and provided here for use by Peo remain ©2007, 2010 Sage Mentors inc., www.sagementors.com.

Sage Mentors inc. grants Professional engineers ontario a non-exclusive right to use of its materials for participants of Peo’s licensure assistance program. Sage Mentors inc. maintains the rights to the materials. These workbooks cannot be re-sold or given to another organization without the written permis-sion of Sage Mentors inc. Sage Mentors grants the right to Peo to up-date and tailor the program materials for specific audiences from time to time.

Guid

e

Guide

4 Guide handbook: Professional Engineers Ontario

These materials may not be copied or emailed to multiple sites other than those owned by Peo or posted to a list serve (such as: Google™, Facebook™, Linked-in™, Plaxo™, Yahoo™, and all others) without the copyright holder’s express written permission. however, users may print, download, or email for their own individual use.

Printed in Canada

Contact us:Professional engineers ontario (Peo) 101-40 Sheppard avenue W., Toronto, on M2n 6k9www.peo.on.ca

This Guide Handbook contains materials created by Sage Men-

tors inc. for the use of Professional engineers ontario (Peo).



Contents Welcome and Introduction .................................................................................................................. 3BeforeYouStart:HowtoUseThisHandbook................................................................................... 8StagesoftheLicensureAssistanceRelationshipandSupportingTools......................................... 10TheGuide’sCommitment.................................................................................................................. 11PEOandtheLicensureProcess.......................................................................................................... 12AboutPEO.......................................................................................................................................... 13WhyLicensureAssistanceisImportanttoPEO................................................................................. 14HowLicensureAssistanceSupportstheIntern................................................................................. 15TheImportanceofConfidentiality.................................................................................................... 16Being a Guide..................................................................................................................................... 16

Techniques .......................................................................................................................................... 17NotesforEffectiveGuidesonThingstoDotoBuildaLicensureAssistanceRelationship............ 17BeginningandEndingMeetingsTechnique:Check-inandCheck-out........................................... 18Building Trust..................................................................................................................................... 19ManagingExpectations..................................................................................................................... 20DynamicListeningTechnique............................................................................................................ 21ThreeCommonConversationsTechnique........................................................................................ 22FeedbackTechnique........................................................................................................................... 23FiveKeyQuestions:ATechniqueforallGuides............................................................................... 24HowtoWorkThroughIssueswithyourIntern................................................................................ 25BringingIssuestotheGuidesforExplorationandLearning........................................................... 26Example#1ofIssueExploration:Debrief......................................................................................... 27Example#2ofIssueExploration:Debrief......................................................................................... 28IssueIdentificationWorksheet.......................................................................................................... 29ProcessforManagingStickyandAwkwardSituations.................................................................... 30WhattoDoiftheRelationshipisnotWorking............................................................................... 33

Other Useful Tips ............................................................................................................................... 34TheWrittenWord:EmailEtiquette.................................................................................................. 34OnlineLicensureAssistanceRelationships........................................................................................ 35OnlineRelationshipGuide................................................................................................................. 36TelephoneandVoiceMailEtiquette................................................................................................. 38


GuideG

uide

Managing Diversity ........................................................................................................................... 39Cross-culturalAwarenessandHowtoManageDifferences............................................................ 39LicensureAssistanceandtheMatureEngineer................................................................................ 40LicensureAssistancewithYouth:TheNexusGenerationandMillennials...................................... 41

Career Development Tools ................................................................................................................ 421. AssessingyourQualitiesasaGuide............................................................................................ 432. GuideLicensureProcessSkillsScan............................................................................................. 443. GuideCompetencyScan.............................................................................................................. 454. SelfExploration–LifelineReview.............................................................................................. 465. ValuesExploration....................................................................................................................... 496. InternSelf-assessment:PreparednessforLicensure.................................................................. 507. InternLicensureProcessSkillsScan............................................................................................ 518. InternLearningCompetencyScan.............................................................................................. 529. CreatingLearningGoalsUsingSMART...................................................................................... 5310. FinalizingaLearningPlan........................................................................................................... 5411. LearningPlan............................................................................................................................... 55

Licensure Assistance Meeting Planning and Journal ...................................................................... 56FirstMeeting:HowtoGetStarted?DiscussingLearningGoalsandLicensureAssistanceAccord...... 5712. FirstMeetingAgenda................................................................................................................. 5813. SecondMeetingAgenda........................................................................................................ 59-6014.ThirdMeetingAgenda........................................................................................................... 61-6215. Journal..................................................................................................................................... 63-65

Licensure Assistance Orientation and Launch Worksheets ............................................................ 6616.Worksheet:GettingtoKnowEachOther.................................................................................. 6717.RiskandRiskMitigationStrategies............................................................................................ 6818.CodeofConductandProgramOperatingPrinciples................................................................ 6919. LicensureAssistanceAccord........................................................................................................ 7011. LearningPlan(duplicate)............................................................................................................ 71

Group Licensure Assistance Tools & Techniques .............................................................................. 7520.Overview...................................................................................................................................... 7521.EffectiveStrategiestoDeliveraGreatFirstSession.................................................................. 7622.GroupLicensureAssistanceTechniquestoDeliverEffectiveSessions...................................... 8523.Wrap-Up....................................................................................................................................... 95

AppendixSources&Resources........................................................................................................................... 72TheFiveElementsofEngineeringExperienceforLicensing........................................................... 72


before You Start–how to use This handbook

Youarenotexpectedtoreadthehandbookcover-to- cover(unlessyouwantto!),butrathertousethetoolyouneed,whenyouneedit,toaddressthematterathand.Thehandbookisalsonotatrainingmanualwhereyouareexpectedtofollowtheexercisesinsequence.

Thehandbooksareresourcestosupportyourrelation-ship,notdrivetherelationship.

Alicensureassistanceprocessoverviewchart,calledStages of the Licensure Assistance Relationship and Sup-porting Tools(page10),hasbeenprovidedinthis Wel-come and Introduction to Licensure Assistance section.This“at-a-glance”identifieswhattoexpectateachstageoftherelationshipandprovidesaselectionoftoolsyoumightwishtousetosupportthedevelopmentprocess.

Atthelaunchoftherelationship,youwillfindituse-fultohavebackgroundinformationonPEOandhowlicensureassistancesupportsthedevelopmentofpeoplepursuingtheirlicences.YouwillfindthisinformationintheWelcome and Introduction to Licensure Assistance section.TofindtoolsnecessaryforthePEOexaminationprocess,youcancheckthelistprovidedintheAppendix (page72).

Allthetoolsinthisguideareidentifiedbynameandnumber.TheToolssection(page42)containsaseriesofcareerassessmenttoolsforguidestouseasapre-cursertosettingyourownlearninggoalsfortheprogram.Thissectioncontainssuchtoolsas#4 Self-Exploration Lifeline Review, #5 Values Exploration, #9 Creating Learning Goals Using SMART, #2 Guide Licensure Process Skills Scan, and #19 Licensure Assistance Accord,tonamesev-eral.Alltoolsareavailableforindividualuse,asdown-loadsfromthePEOwebsite.

Thecareerassessmentandgoalsettingtoolsarerepli-catedintheIntern Handbook.Overthecourseoftherelationship,youmayfindsomeinternsstrugglewith

Thishandbookisa“workingnote-book”.Ithasbeendesignedasaresource,toolkit,andmeetingnote-book,allinone.Itcontainsinforma-tion,modelsandtechniquestohelpbothnewandexperiencedguides.

Thishandbookandthecorrespond-inginternhandbookhavebeenwrit-tenwithguides’needsinmind.Thetools,tipsandtechniquesarehighlypractical,easytoreferenceanduseandonepageinlength.Brieftheoreticalframeworksandmodelshavebeenprovidedforcontextand,again,arewrittentobeaccessibleandonepagelong.


draftingtheirgoals.Acareerreviewisahelpfulprocessforgoalsettingandestablishingarobustlearningplan.Thetoolsaredesignedinseveraldifferentformats,aslearningstylesvary.Selectthetoolyouandyourinternfindthemostusefulforgeneratingtheinformationneededforeffectiveplanning.

ThesectiononTechniques(page17)providesaselec-tionofcoachingprocessesthatarehelpfulforthemanydifferentconversationsyouwillhave.Processesincludetypesofconversations,listeningskills,howtohandlestickyandawkwardsituations,howtoprovidefeedbackandproblemsolving,tonameseveral.Taketimetoreviewtheprovidedtechniquessothatwhenyouneedatechniqueorprocess,youknowitisatyourfinger-tips.

TheTechniquessectionprovidesOther Useful Tips (page 34)forsupportingthosewhowillusetechnologytosup-porttheirrelationship.Tipsonhowtouseemailandthetelephoneareprovided.ThesetipsarealsointheIntern Handbooks.

Inaddition,guidesworkingwithinternationalengineer-inggraduatesnewtoCanadaandthoseworkingwithnewgraduateswillfindtheirinternshaveparticularneedsandpressures.ThesectiononManaging Diversity (page39)providesinsightsandtipsonhowtoworkwithindividualsofdiversebackgrounds.

The Licensure Assistance Meeting Planning and Journal section(page56)providesagendasformeetings,ideasofwhattodoinyourrelationship,andjournalpagesforcapturinglearning,ideasandnotestobringforwardatsubsequentmeetings.Thesetoolsaretohelpyouman-ageyourrelationshipbyprovidingastructure.Manypairsfindhavingastructureausefulwayofkeepingtrackofprogress.Usewhatyouneed,orcreateyourownmethodofmanaginganagendaandlearningjournal.

The Licensure Assistance Orienta-tion Worksheetssection(page66)containsseveralexercisesguidesandinternswillworkthroughattheorientationsession.Thissec-tionalsoincludestwoofthemostimportantdocumentsyouwillneedthroughoutyourrelationship,the#19 Licensure Assistance Accord (page70)andthe#11 Learning Plan(page71isaduplicate).Ifyouoryourinternmissedtheorienta-tionsession,pleasetakethetimetocompleteyourLicensureAssistanceAccordandLearningPlanattheonsetofyourrelationship.

TheStages of the Licensure Assis-tance and Supporting Tools chart(page10)capturesthemajorphasesoftherelationshipandidentifiessev-eraltoolsthatmaybeofassistanceateachstage.Usewhatyouneed,whenyouneedit,forthematterathand.


Stages of the Licensure assistance Relationship and Supporting Tools

Stage 1: Feasibility

Stage 2: Blueprint

Stage 3: Build

Stage 4: Operations

Stage 5: The Close

Assessing your readiness–is this program for me?

Preparing to start initiating the relationship

Making it work Closing or redefining the relationship

Explore and reflect upon becoming a guide/intern–what learning do you wish to achieve?

Guide/intern register in Licensure Assistance Program

Once matched, interns and guides participate in the orientation sessions

Guide/intern use Career development Tools in the Tools section as a means of getting to know each other and founda-tion for goal setting

Guide/intern sets goals and Licensure Assistance Accord for the relationship

Determine mode of relationship–email; telephone; in person; frequency of meeting; logistics

In the very early phase of the relationship, the intern often needs the guide to provide structure by setting the agenda for the first three meetings to launch the relationship

The greatest time and energy investment is in this stage as guide and intern get to know each other and establish the foundation for trust.

Building a trust foundation: review Licensure Assistance Accord, Code of Conduct and Check-List Preparing for First Meeting

Establish meeting schedule

Exchange information about self, goals, values, draft learn-ing goals

Full-engagement

Interns become increas-ingly self-reliant and take more lead in the relationship by setting the agenda and bring-ing experiences to the guides for exploration and learning

Greater focus on explora-tion of complex issues

Trust is established and issues are addressed directly, with critical feedback and in-depth exploration

Where interns capture their learning in a learning journal, it helps develop insight

Review learning plan and progress

Close or new beginning

Guide and intern may agree to establish new goals and continue the relationship

Program evaluation

Acknowledge, thank and celebrate

Activities for Guides and interns as the relationship evolvesReview licensure assistance tools

Complete your choice of guide/intern self- assessment tools to prepare the #11 Learning Plan and #19 Licensure Assistance Accord

First/second meeting: share #4 Self-Exploration Lifeline Review or Worksheet; #16 Getting to Know Each Other; or #5 Values Exploration content

Discuss personal bound-aries–draft #19 Licensure Assistance Accord

Use #12 Meeting Agenda and #15 Journal to capture insights, learning and assignments

Third meeting: finalize #19 Licensure Assistance Accord

Review #9 Creating Learning Goals Using SMART, #10 Finalizing a Learning Plan or #11 Learning Plan

Third month review prog-ress–how is the relationship working? Assess progress on your #11 Learning Plan and #19 Licensure Assistance Accord

Explore issues and experiences: use page 23 Issues Identification Worksheet, if needed

Address problems as they arise

Fifth-month review: how has the relationship evolved? What works, what doesn’t? Is progress being made on learning goals? Is there a need to establish new #19 Licen-sure Assistance Accord or #11 Learning Plan?

Is it time to wrap-up the relationship or continue?

Provide feedback to coordinators, evaluate learning and the licensure assistance program.

Express appreciation to your guide/intern for their contribution to your personal/pro-fessional development

unique activities for internsIdentify your learning goals

Establish and discuss the Licensure Assistance Accord

Discuss the Code of Conduct and Program Operating Principles

Set meeting schedule

Bring your experiences to the guide for discussion and learning. Think of experi-ences as any area that you wonder about–what is your question?

Continue to bring experi-ences and issues forward for exploration

Explore PEO ethical issues to gain insight

Identify a way to bring closure to the relationship and thank the guide for their contribution to your development

Thischartillustratesthetypicalstagesandflowofthelicen-sureassistancecomponentofthelearningprocess,someofthethingsthatcanbeexpect-edateachstageandseveralactivitiesthatmaybeengagedinwithinthestage.

The Guide’s Commitment


The Guide’s CommitmentWithanoverallfocusonsupportingthemajorfactorsthatleadtolicensure:• Meetmonthlyfortwohoursoversixmonths• Meetinpersonorusetechnology• Beavailabletodiscussissueswiththeinternbytelephoneoremailasandwhenneeded

• Practiseandlearntogether• Reviewhistoryandexperiencestolearnfromsuccessesandset-backs

• Maintainconfidentiality• Providethecontextforunderstandingex-periencesandissuestoimprovetheoverallcalibreofdecisionmaking

• ProvideregularfeedbacktoPEOontheoverallprogressoftheprogram


Peo and the Licensure ProcessThe relationship evolves through a natural flow of building trust, disclosure and feedback.

Thisdiagramillustrateshowthelicensureassistancerelationshipevolvesandsupportstheprocessofbecomingaprofessionalengineer.Overtime,therelationshipwillchangeinfocus;theissuesaddressedandcontentoftheconversationswillbecomemorecomplexandricherforlearning.Ulti-mately,well-supportedinternshavethepotentialtodevelopahigherlevelofcapabilityandmightbecomeguidestothenextgenerationswhofollow.

Candidate Engineering Intern Professional Engineer

Engineering Experience

Intern Volunteer as Guide

Practise as a professional engineer

Experience requirements fulfilled

Academic requirement fulfilled (and other requirements)

Professional Practice Examination completed

Experience requirements fulfilled

Professional Practice Examination completedAcademic requirement fulfilled

IEG*

CEABGrad*

*IEG–Internationally Educated Graduates CEAB–Canadian Engineering Accreditation Board

Licensure Process


about PeoProfessionalEngineersOntario(PEO)isthebodythatregulatesandsetsstandardsfortheengineeringprofessioninOntariotoserveandprotectthepublic.Itisresponsibleforlicensingengineers,grantingtemporary,provisionalandlimitedlicencestopractiseprofessionalengineering,andauthorizingcompaniestoprovideengineeringservices,aswellasinvestigat-ingcomplaintsagainstlicensedpractitionersandcompaniesanddiscipliningthemiffoundguiltyofincompetenceorprofessionalmisconduct.

Theassociationalsoundertakesenforcementactionsagainstindividualswhopractiseprofessionalengineeringwithoutalicence,orwhomisrepre-sentthemselvesasprofessionalengineers.

TheresponsibilitiesoftheassociationaredescribedintheProfessional Engineers ActandRegulations,whichhavebeenestablishedbytheOntariogovernment.PEO’sofficeislocatedinToronto,Ontario.

Theassociationlicensesover75,000professionalengineersinOntarioorganizedacross36re-gionalchapters,andauthorizesentitiestoofferandprovideengineeringservices.PEOlicensesmorethan2,000professionalengineerseachyear.

PEO’s Legislated Mandate PEOgovernslicenceandcertificateholdersandregulatesprofessionalengineeringpracticesothat“thepublicinterestmaybeservedandprotected”.PEOisalsomandatedtocarryoutthefollowingadditionalobjectsundertheact:1.Establish,maintainanddevelopstandardsofknowledgeandskill;2.Establish,maintainanddevelopstandardsofqualificationandstandardsofpracticeforthepracticeofprofessionalengineering;

3.Establish,maintainanddevelopstandardsofprofessionalethics;and4.PromotepublicawarenessoftheroleofPEO.

TheactgivesPEOthepowertomakeregulationsforthegoverningofPEO(suchasfixingthenumberofprofessionalengineerselectedtoCouncil),admissiontoPEO(suchasacademictrain-ing),andstandardsofprofessionalengineeringpractice(suchassettingacodeofethics).TheactpermitsPEOtomakebylawsrelatingtoitsadministrativeanddomesticaffairs,suchasdefin-ingthedutiesoftheRegistrar.

PEOisgovernedbyaCouncil,thecompositionandoperationofwhicharedictatedbytheactandregulations.MostcouncillorsareelectedbyPEO’smembers.SomecouncillorsareappointedbytheLieutenantGovernor-in-CouncilofOntario.Theseappointedcouncillorsmayormaynotbeprofessionalengineers.ThePEORegistrarisresponsibleforstaffimplementationofPEOCouncildecisionsandpolicies.


Why Licensure assistance is important to PeoThisprogramprovideinternstheopportunitytointeractone-on-onewithaprofessionalengineerandacquireinsightintoprofessionalpracticesandethicaldecisionmaking.Internshavetheopportunitytogainperspectiveonthereasonsengineeringisalicensedprofessionanditsroleinsociety.

Internsfurtherbenefitbyhavingaccesstoawealthofknowledgeandprovenacumeninidentifyingandmakingwiseprofessionalcareerchoices.Theinspira-tionandmotivationthataguidecanprovideisinvaluabletoanyoneatthebeginningofacareerorstartinganewinCanada.

Guidancefromanexperienced,licensedindividualinriskmanagementcanputtheinternyearsaheadofacounterpartwhodoesnothavethesameaccesstothisknowledgeandexpertise.Thishelpspreparetheinternonhowtopreventorsuccessfullynavigatepotentiallydamagingsituations.

Licensedprofessionals–guides–learnaswell.Guidesgainanawarenessofthechallengesnewgraduatesfaceandthedifficultiesinternationallyeducatedgraduatesmustovercomeontheirwaytolicensure.Guidesfinditisanop-portunitytoacquireknowledgeofnewtechnologiesandterminologyandareenergizedtosetandachievetheirownprofessionalcareergoals.

Asenseofsatisfactionisawaitingthosewhoarewillingtocontributetheirtimeandexpertisetohelpanotherachievetheirgoals.

Participationinlicensureassistancedis-playsacommitmenttomaintainingandpromotingthehigheststandardsoftheprofession.

PEOexpectspeopleareparticipatingoftheirownfreewillandwillactingoodfaith.PEOdoesnotmonitorindividualrelationships.

attributes of an effective Guide• Adesiretohelpanotherindividualsucceed intheprofession

• Abilitytolistenactively• Goodrapport-buildingskills–abilityto empathizewithanother

• Abilitytoinspireandencourage• Cancommittomeetingwithanintern

on a regular basis• Abilitytosetandmeetmeasurablegoals• Canprovidecorrectivefeedbackwithoutdiscouragingtheenthusiasmoftheintern

• Adesiretopromotetheprofession

attributes of a Successful intern• Enthusiasm• Abilitytolistenactively• Initiative• Followsthrough• Seekswaystospeeduplearning• Willingnesstoacceptcorrectivefeedback• Bringsexperiencesandquestionsforwardforexplorationanddiscussionwiththeguide

• Adesiretolearnfromexperiences


how Licensure assistance Supports the internLicensureassistanceplaysakeyroleinhelpinganinternachievesuccessbeyondwhattheinternmighthaveachievedotherwise.Withintheworldofworkanddevelopingtheskillsforlicensure,guidesplayauniqueandvaluablerole.Guides:• allowandprovidethetimeneededtodiscussandexplorethecontextforthe“howandwhy”ofanex-perience(forexample:whythingsaredoneacertainway;howanactivitywillhaveanimpactonothers);

• provideanunderstandingofthecontextofan experience;

• provideacontextforhowdecisionsaremade;• focusonthedevelopmentofthewholeperson;• provideguidanceinriskmanagement;• provideinsightintoanintern’scorestrengths,valuesandoverallpotential;

• provideasoundingboardforunderstandinginter-personalrelationships,improvinganintern’sabilitytoproblem-solvepotentialconflictsituations;and

• exploreethicsissues,risksandmitigationprocesses,en-hancinganintern’sabilitytomakeeffectivedecisions.

TheLicensureAssistanceProgramisnotintendedto:• helpinternsgetajob;• promoteaninternforjobs/assignments;• superviseworkassignments;• findtheinternaP.Engtoactasareferee.

Summary of the PEO Guide Role Requirements Theobjectivesoftheprogramaretolinkengineeringinterns(interns)withprofessionalengineers(guides)to enable interns to:• receiveguidanceonmeetingtheassociation’slicensing requirements;

• gaingeneralinsightintoethicalpracticeanddecisionmaking;

• developasoundunderstandingoftheirresponsibilitytothepub-licaswellastotheengineeringprofession;and

• provideguidanceonassimilat-ingintotheengineeringcom-munityandbusinessclimatewithinOntario.

Internswillhavetheopportunitytoplananddevelopcareerstrategiesandreceiveassistanceonhowtoachievelife-skillsbalance.However,thelicensureassistanceprogramisnotajob-findingvehicle,andguidesarenottobeapproachedaboutfindingworkortoactasexperiencereferences.


The importance of ConfidentialityInkeepingwiththePEOcodeofethics,managingconfiden-tialitybuildstrust.Tothatend,participantsmaynotsharesen-sitiveorproprietaryinforma-tionregardingtheirworkand/orcompany,withoutwrittenpermissionfromtheirsupervi-sorandseniorcompanyofficial.

Maintainingconfidentialityisofutmostimportance.Itcan-notbeemphasizedenoughtheimportanceofyouandyourinternmaintaining,atalltimes,confidencesshared–evenbeyondparticipationintheprogram.Anybreachofconfi-dencewillhurtindividualsandruintheprogramforeveryone.

Guides are not to provide technicalguidancetotheinternonwork-relatedactivities.Ininstanceswhereaguideisaskedtomonitoranintern’sworkwiththeintentofbeingareferee,agreementsmustbemadewiththeintern’semployer.Guideswillingtoactasanintern’sMonitormustmeetalltherequirementsasoutlinedinPEO’sGuide to the Required Experience for Licensing.

being a GuideGuidesarepeoplewhohaveacombinationofknowledgeandengineeringexperiencetobringwisdomandguidancetothelearningprocess.Theyhaveestablishedthemselvesintheircurrentrolesandlikelyhaveareputationfordevelop-ingothers.Theyhavewelldevelopedinterpersonalskillsandarecontinuouslearners.And,mostofall,theyarecom-fortableenoughwiththemselvesandtheirroletosettheirneedsasideandfocusontheneedsoftheinterns.

Guidesregularlyreporttheybelievetheylearnasmuchastheintern.Internssayguidebehaviourstheymostadmireare:• makinganefforttounderstandthebackgroundofanintern;

• beingconsistentanddependable;• helpinginternsthinkthingsthrough;• findingwaystoaddtointerns’thoughts,notgivethemtheirthoughts;

• notassumingtheirwayistheonlyway;• askingforafrankdiscussionandprovidingfeedback;• providinginternswithideas,optionsandalternativewaysforbetterdecisionmaking;

• beingabletolaughatthemselves.


2. Techniques

notes for effective Guides on Things to do to build a Licensure assistance Relationship Gettingtherelationshipofftoagoodstartinthefirsttwotothreemeetingsiscriticalforsuccess.Thefollow-ingareideasforexploration:• Providefeedbackonapresentationmade• Providefeedbackonmanagingrelationships• Providefeedbackonplans,strategies,proposals• Providefeedbackonpersonalleadershipstyle• Co-chairameeting• Attendameetingtoseehowtheinternhandlessitu-ations,relationships,issues–haveadiscussionaboutobservations

• Attendaluncheonorconferencetogether,discussideasanddeterminetheirapplicabilitytoanissueorprojectyouareworkingon

• Doacasestudytogethertobuildanalyticaland criticalthinkingskills

• Encourageyourinterntocultivatenewalliancesandbuild/expandnewnetworks–provideintroductionstoothers

• Workthroughrealproblemsorissuesfacedintheworkplace

• Demonstrateyourstrategiesforgainingsupport for a new initiative

• Demonstratethedynamicsofinterpersonal relationships

• Demonstrateyourpresentationskills• Interviewyourinternorpreparethemforaninterview• Workoncareerandlifegoalstogether


beginning and ending Meetings Technique: Check-in and Check-outCheck-in and check-out:Thepurposeofacheck-inistoacknowledgeand“park”theissuesyouaremanagingatthatmoment.Thisprocessalsosetsthestageforhowyouwillattendandlistentoeachotherduringthemeeting.

Attheclose,acheck-outenablesreflectingonthelearningfromthemeet-ingandconfirmsnextsteps.Thisprovidesaccountabilityforactionsteps,forbothparties.

How to do a check-in:Takefiveminutesatthebeginningofthemeetingtogainfocusforyourselfandyourinternforthesession.

Thisimportanttechniqueacknowledgesthecurrent“busy-ness”ofeverydaylife,providesagaugeforwhatistopofmind,andservesasabridgetofocusonthetopicsoftherelationship.

Ask:“Whatisonyourmindtoday?”

Check-out:Fiveminutesattheendofthemeetingtoprovideclosureandestablishthenextsteps.

Ask: “Whatareyoutakingawayfromtoday’smeetingthatyouwilluseorapplyinthenextweek?”

Tips:• Stayneutralattheonsetbyonlylistening.Resisttheurgetomakeaddi-tionalcommentsorallowtheconversationtode-railandtaketimeawayfromthepurposeofthemeeting.

• Wherethetopicisrelevanttotheintern’stransitionintotheCanadianworkplace,checktoseeifthetopiciswhattheinternwouldliketoworkwithinthesession.


building TrustEffectiverelationshipsarebuiltonafoundationoftrust.Establishingandmaintainingthistrustisalargefactorintheeffectiveness,satisfactionandsuccessoftherelationship.

Trustisbuiltonanongoingdemonstrationofinteg-rity,competence,consistency,loyaltyandopenness.Aninternneedstobelievethataguide’sinputandinsightiswellconsidered,basedonexperienceandprovidedinanefforttohelptheinternsucceed.

The responsibility for building trust is shared • Internsmustopenlysharetheissuesthatconcernthemandbeawareoftheirownvulnerability.

• Guidesmustopenlysharethelearninglessonsyouhavehadfromyourownhistory–includingyourownstruggles,failuresandvulnerability.

• Together,internsandguidesworktosupportyourcommitmenttorespectingeachother.

Elements of trust• Trustisearnedovertime.• Trustgrowswithgenuineinterestintheotherper-son.

• Trustinvolvestakingrisks–itbuildsbytakingonesmallriskatatime.

• Trusttakesalongtimetobuild,andcaneasilybedestroyed.

What can we do to build trust in our relationship?

“no one who achieves suc-cess does so without the help of oth-ers. The wise and confident acknowledge this help with gratitude.”AlfredNorth

Whitehead


Managing expectationsGuidesandinternsusuallyentertherelationshipwithexpectationsofeachotherthatneedclarificationanddiscussion.Clarifyingexpectationswillenhancethedevelopmentoftrustandreducetheriskoffrustrationanddisappointment.

• Internationallyeducatedprofessionalslivewithinacomplexsetofrela-tionshipsandarefacedwithbalancingthe“old”withthe“new”inrela-tiontotheirfamily,community,culture,norms,valuesandtheworldofwork.Pleasetakethetimetodiscusshowyouwillmanagethecomplexrelationshipsyouhavewitheachotherandhowyouwilladdresspercep-tionsanddifferencesasyourrelationshipevolves.

• Youngergenerationsapproachtheworldofworkwithdifferentexpecta-tions,andpersonalandworkvaluesthanthegenerationsthathavegonebeforethem.Taketimetofindthesimilaritiesanddifferencesinhowproblemsaresolvedanddecisionsmade.

• Spendingtimewithyourinternworkingonissues,problemsandprojectsorcommitteestogetherhelpsbuildtrust.

• Bothyouandyourinternneedtobepreparedtosharegoalsanddreams.Youcansupporteachother’seffortstoachievegoals.

• Internsowntheirowndevelopment.Itisuptothemtoidentifythegoalsofyourrelationshipandtorequesttheinformationandhelpthatyouwillprovide.

• Youneedtobeopenwiththefeedbackthatisrequestedofyou.Therewillbetimeswhenthefeedbackwillnotgointhedirectiontheinternwouldprefer,yetitmayhelptheinternconsiderably.

• Whenyouprovideconstructivefeedback,encouragequestionstoachievegreaterclarity.

• Nothingisautomatic.Theremustbetimeinvestedintherelationshipfortherelationshiptobefruitful.Setascheduletomeet,andkeeptoyourschedule.Discussandplanforthescheduleyouneed.Therewillbetimesanagendaisusefulandothertimesamorerelaxedapproachworkswell.Taketimetodiscussyourmutualneeds.

dynamic Listening TechniqueThefivestepsofdynamiclisteningforeffectivefeedbackandproblemresolutionare:

Step 1: Being presentBeingpresentmeansIamhere,attentiveandengagedintheconversation.Imaintainmyfocusontheotherindividualineveryway:howtheyareemotionally,theirtoneofvoiceandspokenwords.IdemonstratethatIcareabouttheconversation.

Step 2: Recognizing and working with interdependenceMyefforthereistomakesuretheconversationisgoodforbothofus.Iwillmakeanefforttobesupportiveoftheotherperson.

Step 3: Suspending judgmentAstheotherpersonspeaks,Imustsuspendthenaturaljudgment(theyareright/wrong/interesting/boring,orformulatingmyresponsebeforetheyarefinished),andopenmymindtocontinuallylistenandgathermoreinformation.

Step 4: Ask questionsHereIwillpractiseusing“what,when,where,who,how”questionswiththeintentionoffindingoutmoreinformation.Iwanttofindthehiddenissuesandwhatmightbegoingonbehindthebehaviour,attitudesandexperiencesthatoftenhidethemostimportantissues.

Step 5: Reflecting for insightHereIwilltakethetimetoreflectontheconversa-tion,theideasgenerated,andfeedbackreceived.WhatdidIlearnasaresultoftheexperience?



1 2 3How to do it• Beinterestedintheotherper-son–whotheyare,whatisim-portanttothem,whattheyliketodo–atwork,inthecommunityandintheirleisuretime.

• Lookforthings/interests/areasyouhaveincommon.

• Beopentosharingandtalkingaboutyourownbackground.

• Beopenandnon-judgmentalabouttheirstrengthsandweak-nesses.

• Bethoughtfulinhowfeedbackisprovidedsoasnottoharmtherelationship.

• Discusswhatyouarehopingtogain or learn as a result of being apartofthelicensureassistanceprogram.

Level 2: technical conversationsThislevelischaracterizedbyallthe“how-to”information:forexample,howtogetsomethingdone;howtoaccessresourcesyouneedforintegratingintotheCanadianworkplace;howtoexplorehowadesignchangecanbeimplementedinamanufacturingprocess;howtobecomeinvolvedinassociationsandasavolunteer;howtoconductyourselfinameeting.

How to do it• Askquestionstodeterminewhattheinternhasdoneintheareaofthequestion.Heretheguideislookingatwheretheinternisintheprocess.

• Gatherdetailedanddescriptiveinformationrelatedtotheissue.

• Providedescriptivefeedbackandknowledgetobuildskillsin“howto…”.

Asthetrustinarelationshipdevelops,thetypesofconversationsguidesandinternshavewillalsochange.Theseconversationswillbemoreopen,acceptingand“deep”.Thesethreeconversationscanbeseenasflow-ingthroughthreelevels:

Level1:RelationshipbuildingconversationsLevel2:TechnicalconversationsLevel3:Strategicconversations

Thefollowingareexamplesandprocessestomovetheconversationfromfriendlyrelationshipbuilding,toonewherereallearningcantakeplace–thestrate-gicconversation.

Guidesworkingwithinternationallyeducatedprofessionalsoftenfindtheymovequiterapidlytostrategicconver-sations–moresothaninothertypesofrelationships.Thereasonisrootedintheinterns’desiretolearnasmuchastheycan,asquicklyastheycan,tobeabletobesuccessfulintheirnewcho-

sencountry.Guidesmayfindinternsbringforwarddeeperissuestheyarefacinginhowtoadjusttodifferencesinsocialandworkcultures,aswellashowtohelptheirownfamiliesadjusttotheirnewlivesinCanada.

GuidesworkingwithnewgraduatesmayfindtheyneedtospendmoretimeonLevel1:relationshipbuildingandLevel2:technicalconversations,astheirinterns’desire,familiarityanddisciplineforlearningtobeableto“passexams”iscurrentandcomfortable.Withthisgroup,someguidesmayfindtheyrarelyhavestrategicconversations.

Level 1: relationship building conversationsThisleveliswherewebeginallnewrelationships.Itisimportanttotherelationshiptostartwiththistypeofsocialconversation–don’trushthisstageasitbuildstrust,comfortandsetsthefoundationforthedeepconversationsthatwillcomelater.Thisstepiscriticalforguidestobuildthetrusttheyneedtofeelcomfortableinprovidingfeedbackthatwillhelptheinternlearnandgrow.

“i have learned that always there are a lot of things inside myself.”Intern

Three Common Conversations Technique


Feedback TechniqueProvidingfeedbackresultinginchangeisasignofaneffectivecoachingrelation-ship.Sometimesfeedbackneedstobepositive;sometimesitneedstobeconstructive.• Planyourcomments.• Letaninternknowwhattheinternhasdonewell.• Stateclearlytheproblemarea.

• Pickyourtimeandplacewiththought–usuallyaprivateplacetoassureasmuchdignityandrespectaspossible.

• Givetheinterna“heads-up”thatyouwanttohaveatalksotheinternispreparedtolisten.

• Listen.Yourinternmayhavesomethingrelevanttosay.• Besuretouse“yes,and…”asthisacknowledgestheirexperience;“yes,but…”negatestheirexpe-rience.

• Concludewithyourinternagreeingonachange.

Feedbackdonepoorlyisdamaging;donewell,itispowerful.

What to do with FeedbackYoumayneedtocoachyourinterninhowtolearnfromfeedback.

Youmaysaytoyourintern:“Whatdoyoutypicallydowhensomeonegivesyoufeedback?”

Talkabouthowfeedbackbelongstobehaviourandisdeliveredtobehelpful.Youmaysay:“Itisnotaboutwhoyouare;itisaboutthebehaviourthatneedstochange”.

or say:“Feedbackisforlearningandistohelpyoubesuccessful.”

Level 3: strategic conversationsThisconversationischaracterizedbyaguidebringingabroaderperspec-tivetotheissueraised–likesituatingtheirjobwithinthecontextofbeinganinternationallyeducatedprofes-sionalnewtoCanadianworkplacecultureandintegrationchallenges.

Toengageinthislevelofconversa-tion,internsneedtofeeladeepleveloftrusttosharetheirgoals,dreamsandvulnerabilities.Thisrequiresself-knowledgetobeabletoexploreanddiscoverina“helpmeunderstandwhy…”wayoflearning.Howeveropeninternsaretothefeedbackprovidedhere,guidesneedtobeawarethisiswherefeedbackcanbedifficulttoaccept,asitmaychallengedeeplyheldpersonalvalues,principlesandassumptions.Thisconversationisoneofthemostvaluedbyinterns.Strategicconversationsfocusonexploringnewapproachesthatmaynothavebeenconsideredinthepastandopensnewopportunities.


Five key Questions: a Technique for all GuidesUsingasimplemodelofgoodquestionswillhelpmoveconversationsforwardtotakingmeaningfulaction.Thesequestionsmaybeusedtosolveday-to-dayprob-lems,aswellasuncoveringdeeperissuesthatareblockingprogress.

1. What do you really want to do? Thisquestionsurfacesgoals,aspirationsandwishes.

2. What are you doing really well that is helping you to get to where you want to be and do?• Thisquestionsurfacesstrengths,skillsandabilitiesasmostpeoplewillap-plytherealskillsthattheyhavetoachievetheirgoals.

• Itmaybepossibletoidentifythevaluessupportinganintern’sgoals.Thesecanbehighlightedfortheguidetosupporttheprocessofcontinu-ingtotakestepstoachievethegoals.

3. What are you not doing, or not doing well, that is preventing you from mak-ing progress?Orwhatareyouthinkingthatispreventingyoufrommakingprogress?• Thisquestionwillbringtolightsomeoftherealchallengespreventingprogresstowardthegoals.Thesemaybeinternalbeliefsystems,lackofskills,challengesrelatedtotheenvironmentorotherexternalfactors,orotherweaknesses.

• Otherchallengesmaybeidentifiedsuchas:nothavingaplanwithclearsteps,uncleargoals,orlackofresources.

4. What will you do differently tomorrow to meet those challenges?• Thefocushereison“whatwillyoudodifferently?”Sometimesitmaytakemoretimeexploringideasandoptionsbeforeacommitmentto“whatIwilldodifferentlytomorrow…”takeshold.Itisimportantfortheguidetocontinuetosurfacetheroadblocks,breakdownthegoalsintomanageablestepsaninterncancommittotakingtomoveforward.

• Thisprocesshelpsaninternfocusonspendingtimeontheimportantac-tivitiesthatwillhelpwithforwardmovementonthegoals.

5. How can I help you?• Guidescanmatchtheirstrengthstotheareasofgreatestneedoftheirintern,and/or

• Identifyotherresourcesneededtohelpaninternmakeprogress.

1 2 3 4 5


how to Work Through issues with your internYourroleistofacilitateaprocessofexploringconcernsandissuesbroughttotherelationshipbyyourinterninanefforttoachieveunderstandingorimprovetheintern’sdecision-makingprocess.

Youdemonstratehowtostayneutralinthedecisionprocessbyaskinggoodquestionsandnotgetting“hooked”intosolvingtheproblem.

Hookssoundlikeanyofthefollowing:“Ifyouwereinthissamesituation,whatwouldyoudo?”“Whatwouldyoudo,ifyouwereme?”“WhatshouldIdo…?”“NowwhatamIgoingtodo…?”

Inthesescenarios,ifyoufindaresponselike“youshould….”spontaneouslyformsinyourmind,youareindangerofowningandsolvingtheproblem.Replacethe“youshould….”withgoodquestionsandbegintheprocessofworkingthroughtheissue.Thefollowingpagesprovidetwoexamplesthatdemonstrateafour-stepprocessforproblemsolving.Thisprocessseparatestheemotionalandrationalsourcesofinformationandconstructivelymovestheissueforward.

Step 1:Describethefactsofwhatoccurred.

Step 2:Describethevariousemotions(feelings,behaviours,attitudes,moods)experiencedattheeventorasaresultoftheeventbyallparties.

Step 3:Identifytheareaswhereyoumightaddthemostvalueinquestion-ingandexplainingthecontextofwhatwasexperienced.

Step 4:Worktogetherwithyourinterntoformulateseveralquestionstofindoutwhy(therewillbeabackandforthexplorationbetweensteps3and4),ortoidentifywhatcanbedoneasanextstepinresolvingtheissueunderdiscussion.


bringing issues to the Guide for exploration and LearningThisisaformatforinternstobringforwardexperiencesandissuesfordiscussionandexploration.Guidesusethetooltoprovidestructuretotheprocess.

Presenting issue/description of the event:

Step 1: Describe the facts of what occurred.

Identify (with the guide) key points of context, such as: What is going on in the environment that makes this issue important?

Step 3: Identify the areas where you (the guide) might add the most value in questioning and explaining the context of what was experienced.

Associated behaviours experienced with self and others:

Step 2: Describe the various emo-tions experienced at the event or as a result of the event. This may include emotions, attitudes, moods and behaviours that the other party may have displayed or experienced.

Key questions to explore with my guide:

Step 4: Formulate several questions to find out why (conversation moves between steps 3 and 4), or to identify what can be done as a next step in resolving the issue under discussion.

Issues Identification Worksheet


example #1 of issue exploration: debriefThefollowingchartisanexampleofaproblemdebriefingprocess.Thiswillhelpbuildunderstandingofthehiddenbehaviouraspectsthatmightbeinfluencinganintern’ssuccess.Theoutcomeisthedevelopmentofgreaterinsightintohowto“read”asituationtoimproveperformance.


The intern:

• Iattendedameetingwithmymanagerandoffered a new idea to solve a problem that I thought was a better idea than his.

• Mymanagercutmeoffinthemeetingandwasvisibly angry.


The guide and intern discuss:

• theexperienceoffrustrationforboththemanagerand the intern;

• Theguidemayexplorethedetailsoftheprocess:• Wasthemanagerpreparedinadvanceforthe

new idea?• Whatwasthenatureofthemeeting–to

explore the problem and establish a problem solving strategy; explore complexities of the problem; make a decision?

• Whatwasthetimingandsequencingofevents?


The intern stated:

• Ithinktheideawassoundandwouldhavesolved the problem.

• Idon’tunderstandwhymymanagergotupset.After all, we were there to problem solve this issue in the first place.

• Theotherpeopleinthemeetingwantedtohearmore about my idea, but my manager stopped the process.

• Ifindthisfrustrating,whywouldn’tmymanagerwant to listen?


The intern asks:

• HowcanIpositionasolutiontoaproblem?

• HowcanIimprovetherelationshipwithmymanager?

• HowcanIgetusefulfeedbackfrommymanageron how I am doing?


example #2 of issue exploration: debriefThefollowingchartisanexampleofaproblemdebriefingprocesswithanissuethatmaybefamiliartointernationallyeducatedprofessionalsunfamil-iarwithCanadianworkplaceculture.Thiswillhelpbuildunderstandingofthehiddenbehaviouraspectsthatmightinfluenceyourintern’ssuccess.Theoutcomeisdevelopmentofgreaterinsightintohowto“read”asituationtoimproveperformance.


The intern described:

• Iattendedaclientmeetingwithmymanagerand at the end of the meeting my manager was quite demanding of me–I thought the meet-ing had gone well. I told the manager before we went to the meeting where I thought the problem was. I waited for him to describe it to the client, but he didn’t.

• Helpmeunderstandwhathappened….


The guide and intern discuss:

• theexperienceoffrustrationforboththemanagerand the intern;

• Theguidemayexplorethedetailsoftheprocess:• Whatrolewouldyouhaveplayedinmeeting

clients in your home country?• Howdoyouunderstandhowwebehavein

client meetings in your organization here in Canada?

• Whatwasthenatureofthemeeting–toexplore the problem and establish a problem-solving strategy, explore complexities of the problem; make a decision?

• Howdoyouunderstandwhatyouneedtobedoing to be successful with your boss here?


The intern stated:

• Idon’tunderstandwhymymanagergotupset.Itold him before the meeting what was going on and he kept looking at me in the meeting as if I was going to solve the problem, but that isn’t my job.

• Ifindthisfrustrating.Iexpectedhimtotelltheclient what the problem was; I don’t understand why he didn’t do that.

• Theclientkeptlookingatme,butitisn’tmyjobto tell the client about the problem. My boss should be doing that.


The intern asks:

• HowcanIpositionasolutiontoaproblem?

• HowcanIimprovetherelationshipwithmymanager and my customer from here?

• HowcanIgetusefulfeedbackfrommymanageron how I am doing?


issues identification WorksheetStep 1:Describethefactsofwhatoccurred.

Step 2:Describethevariousemotions(feelings,behaviours,attitudes,moods)experiencedattheeventorasaresultoftheeventbyallparties.

Step 3: Identifytheareaswheretheguidemightaddthemostvalueinquestioningandexplainingthecontextofwhatwasexperienced.

Step 4:Guideandinternworktogethertoformulateseveralquestionstofindoutwhy(seestep3),ortoidentifywhatcanbedoneasanextstepinresolvingtheissueunderdiscussion.

1. Present issue/description of the event: 3. Identify (with the guide) key points of context, such as: What is going on in the environment that makes this issue important?

2. Associated behaviours experienced with self and others: 4. Key questions to explore with my guide:


Process for Managing Sticky and awkward SituationsAslicensureassistanceiswhole-persondevelopment,therewillbetimeswhentouchy,awkward,personalsituationsthathaveanimpactontheintern’sworldofworkwillcometothesurface.Thesestickysituationsneedtobemanagedtomaintainyourboundarieswhilesupportingtherelationship.Guidesmorecomfortabletacklingtechnicalissuesmayfindthefollowingtobeausefulprocess.ThefirststepistodetermineiftheissuefallsWITHINorOUTSIDEtheboundariesoflicensureassistance.IfitisOUTSIDEyourboundaries,youneedtoaskaquestionthatwillhelpdirectyourinterntootherresources.IfitisWITHINyourboundaries,youneedaproblem-solvingmodel,suchasthefive-step,complexdecision-makingprocessdescribedonthenextpage(oryoumayuseotherprob-lem-solvingprocesses).

Samplestickysituations:• familyproblems,deathofafamilymember,troubledchildren;• marriagedifficulties;• emotionaloutburstsintheworkplace;• pressuresfromimmigratingtoCanada;• pressuresfromstartinganewjobandfittingintotheworkunit;• lossofajob;• movingtoanewcommunity;• anaccident;• financialdifficulties.

Principles• Allcommentsandquestionsraisedbyaninternare“neutral”untilyouascribemeaningtothem.Beginwithamomentofpersonalreflection:“AmImakingmoreofthisthanneeded?”Guidesneedtoaskquestionstoclarify:Isthecommenttostimulatemetohelpmyinterngraspthesig-nificanceofwhattheyareexperiencing,ordoesitneedresourcesbeyondtheboundariesofmentoring?

• Choosingtoavoidaskingquestionstoachieveclarityshowsdisrespectforyourintern.Bychoosingavoidance,youaremakingajudgmentaboutanintern’sabilitytorespond,andnotprovidinganopportunityforclarity.

• Addressingtheissueisademonstrationofthevalueyouhaveforthere-lationship.Ifyouchoosetodonothing,youwouldessentiallybesaying:“Idon’treallycareaboutthefutureofourrelationship”.

• Positiveself-esteemrequiresgatheringinformation,makingdecisionsandtakingresponsibility–evenwhentheoptionsaren’twhatwewant.

Addressingtheoutcomesandconsequencesofdecisionshelpusmakebetterdecisionsinthefuture.Aguide’sroleistoaskquestionsthathelpaninterngatherandsortinformation.Theinternisalwaystheonewhomakesthedecisionandtakesresponsibilityfortheoutcomes.

Establish your approachToestablishtheparametersoftheproblem-solvingprocess,askan“either/or”question.Youwillnoticethefirst“either”questionisan“asktolisten”.A“listen”answermeanstheguideonlylistens.The“or”questionhelpstoidentifythescopewithinoroutsidetheboundariesoflicensureassistance.Iftheissueiswithinscope,workthroughthecomplexdecision-makingstepsbelow;outsideofscope,helpidentifyothersupportresources.Either/orquestionsareaskedtogether.

“Areyoutellingmethisbecauseyouneedmetolisten?Orwouldyoulikemetohelpidentifyadditionalsupportforyou?”

“Areyoutellingmethisbecauseyouwantmetoknowwhatyouaredealingwithonadailybasis?Orareyouaskingmetohelpidentifytherightquestionsyouneedtoaskyourselfbeforedeciding?”

Maintaining the program boundaries–an issue is OUTSIDE the program scopeWhenanissuefallsoutsideofprogramboundaries,itisimportanttodeclaretheboundaryandhelptheinternidentifythesupportresourcestheyneedfromothers.

“Iappreciateyoursharingtheissueyouaregrapplingwith;wedidagreeatthebeginningofourprogramrelationshipthatwewouldworkonissuesrelatedtoyourbecomingaprofessionalengineer.Theissueyouaregrapplingwithrightnowisoutsideoflicensureassistance.ThebestIcandoistohelpyouidentifytherightsupport.Areyouawareofanyresourcesinyourcom-munitythatcanhelp?”

Where an issue is WITHIn the program scope, move to a complex decision-mak-ing process (samples follow)Step 1:Knowwhatyourinternwantstoachieve.Whatarethepersonalgoals?•“Toestablishtheoverallframeworkforthisissue,tellmeaboutyourlongtermgoals?”•“Whatareyourshortertermgoals?”

Step 2:Exploretheintern’spersonalreality.Whatisgoingonintheenvironmentthathasaninfluence?

•“Withinthecontextofyourgoals,wherearethekeyenvironmentalpressurepointsthatwillinfluencethedecisionprocess(family,community,governmentpolicy,economy,work…)?”

•“Whoarethepeopleimpactedbythedecision?Whatisimportanttothem?Howdotheyinfluencethedecision?”

•“Howwouldthedecisionhaveanimpactonyourbossorcompanyrelationships?”•“Howwouldthedecisionhaveanimpactonyouasamemberofacommunity?”•“Whataretheknownoranticipatedimplicationstoyourfuturecareer?”

Step 3:Generateoptions.Step 4:Evaluateconsequencesandimplicationsofeachoption.Step 5:Choosethebestavailableoption.



issue Guide clarifies role to maintain the relationship and boundaries

Approach intern responsea) Within program

scopeb) Outside program

scope

Guide next steps

Intern states his wife is very frustrated that he has not secured an engineering job yet and is threatening to separate

Guide boundary: I am not a marriage counsel-lor; my role is not to get a job for my intern.

Guide needs to ask ques-tions to determine the role expectations.

Questions to ask: “Are you telling me this so that I under-stand the pressures you have while you are preparing for your engineering licence?”

“Or are you telling me this because you need referrals to get some additional support?”

Intern may respond as follows:

a) “Yes, I just need you to know that I am under a lot of pressure.”

b) “I need additional support and don’t know where to get it…”

Step 1: What are your goals?

Step 2: What is going on in your environment that has an influence?

Step 3: Create options.

Step 4: Evaluate the conse-quences. Assign the intern to continue the process.

Guideasks:“Haveyougivensome thought to finding a support resource in your community?”

“Is it possible the company has an Employee Assistance Program that can be of help to you?”

Intern states that he is very frus-trated with his boss and thinks she is discriminating and harassing him.

Guide boundary: I am not a psychologist; I am not a human rights lawyer; it isn’t my job to advise on harassment and discrimination.

Guide needs to ask ques-tions to determine role expectations

Questions to ask: “Are you asking me to help you understand what is important to your boss for you to be successful?”

“Or, are you asking me to refer to your company ombuds- person or human resources person to investigate your issue?”


a) “I just need you to help me understand the hidden rules of the workplace and how to make my boss happy–it is so different from the culture/country that I come from…”

b) “Yes, I think I need a refer-ral to a lawyer…”

Step 1: What are your goals for the relationship you have with your boss?

Step 2: What is going on in your environment that has an influence–what do you know is important to her?

Step 3: Create options–what can you do to be more ef-fective?

Step 4: Evaluate the consequences–what would happen if you continued to have difficulty in meeting her expectations? Assign the intern to continue the process.

After exploring workplace expectations, ask: “Is it possible the company has an EAP program that offers support services that may be of help to you?”

Intern states that she has a dilemma because she wants to finish her licen-sure in Brampton, but her life partner was just offered a job in Alberta.

Guide boundary: I am not a psychologist; I am not a couples-counsellor.

Guide needs to ask ques-tions to determine role expectations.

Questions to ask: “Are you asking me to listen while you talk through all your options?”

“Or, are you asking me to refer you to couples advice?”


a) “The issues are complicated and I just need you to ask me questions so that I can figure out all my options.”

b) “Yes, maybe I just need to go to EAP…”

Follow steps as above

“That is a healthy decision–do you have the contact information?”


What to do if the Relationship is not Working Notallrelationshipswillbeperfect,allthetime.Thisistobeex-pected.Inanynewrelationship,thereisaninitialperiodofdiscov-erythatmaybeawkward.Itisimportanttoworktogethertofindwhatiscausingthediscomfort.Tobuildorrepairarelationship,followthesesteps:1.Reviewyourrelationshipexpectations.2.Reviewyourvaluesandthevaluesofyourintern.Istheissuerelatedtoafundamentaldifferenceinyourvaluessystemsthatcannotbebridged?

3.Reviewthelogisticsandcommitment.Isitatiming/availability/locationissuethatcanbeworkedout?

4.ReviewtheLearningGoalsandLicensureAssistanceAccord.Havethelearninggoalsorotherelementsoftherelationshipchangedinsuchawayastohaveanimpactontherelationship?

Dissolving the relationshipShouldyoubothdecidetobringtherelationshiptoaclose,makecontactwiththelicensureassistanceprogramcoordinatorandoutlineatransitionplan.

What to do next• Contactyourlicensureassistancecoordinatortoestablishatransitionplanandrequestanewmatch.

• Takethetimetothankyourinternfortheirefforts.• Beclearaboutyourneedstoassistthelicensureassistancecoordinatorwithfindinganewmatchforyou.

• Beginthenewrelationshipasafreshstartandenjoylearning.


Thissectionprovidespracticaltipsonbuildingandmanagingrelationshipswiththesupportoftechnology–online,emailandtelephone.

The Written Word: email etiquetteEmail,telephoneand“chat”areallusedinrela-tionshipswheredistanceandconveniencepresentanobstacletospendingtimeinperson.Thereareseveralconcernstobemanaged:• Confidentiality:EmailisNOTconfidential.Beawarethatwhatyousendinanemailcanbeforwardedtoothers;companyemailsystemstrackallincomingandoutgoingemail;wirelessuserscanandwillpick-upunsecuredemail.Bethoughtfulaboutwhatyouwriteinyouremail.

• Writing style:Takethetimetoconveyyourthoughtsclearly.Treatemailasabusinessletter.Useproperwords(not“u”foryou)andspellcheckyourdocu-ment.Usegrammarcorrectly.

• Use the “subject” linetoidentifythekeypointorrequest(seesampleprovided).

• Requests for information:Keeptherequestsimpleandfocusedononeareaatatime.

• Place your request in your opening line followed by a backgroundparagraph.

• Allow 24-48 hours to respondorforaresponse.• Provide your contact information in your “signature”;phonenumberandemailaddress.

• Use the telephone when information is sensitive.Anymessagethatisanexpressionoffeelingsandemotionsisbestpresentedinpersonoroverthetelephone.

3. Other useful Tips

From: [email protected]

Subject: Introduction and request for

information Bio-Engineering

in Mississauga

Date: March10,2010

To: [email protected]

DearMs.Mark:

IaminneedofinformationonaQual-

ityControlprocessforabio-engineering

productIamworkingon.

JoeSmithatABCsuggestedyoumaybe

abletoprovidemewithinformationon…

ThankyouforyourtimeandIlookfor-

wardtohearingfromyou.

Yourstruly,

JaneGrant

(416) 999-2222

[email protected]


online Licensure assistance RelationshipsEmail,telephoneand“chat”areallmodesofestablishingarelationshipwheredistanceandconveniencepresentanobstacletospendingtimeface-to-face.Tobuildatrustingrelationship,therearepracticalconcernstobemanaged.

Themostsignificantare:• Confidentiality:EmailisNOTconfidential;someorganizationsdonotsupportpersonaluseofemail;itisveryeasyforordinarycomputeruserstoinnocentlypick-upprivatemessagesthroughwirelesstransmissions.Aknowledgeablehackercanmonitorandpublishasensitiveemailfroma“secure”line.

• Writing styles:Howapersoncommunicatesdependsontheirabilitytoconveytheirthoughtsandfeelingsinwrit-tenformat.Thoughtfulwritingwillmissspontaneityandpoorwritingcanresultinmisunderstandingsandconflict.Therewillbetimeswhenprovidingadefinitionofwordsandtermswillbeimportanttohowyouconveyyourmessage.

• Responsiveness:Howlongonetakestorespondandhowtimingisperceivedhaveanimpactonrelationshipdevelopment.

• Trust:Itcanbeachallengetodeveloptrusttotheneededlevelforalearningrelation-shiptotakehold.Somefindanon-lineenvi-ronmenteasier;othersfinditmoredifficult.

• Text vs. face-to-face cues:Itisachallengetocapturethenuancesandfineemotioncommunicatedinfractionsofasecondbythemovementofthebody–bodylanguageprovidesmeaning.Thetextmessagereceiverwilloftentransfertheirownemotionstocreatethemissingmeaninginthewordstheyreceive.Forexample:ifthereceiverishavingadifficultday,themessagemaybeinterpretedasinfusedwithnegativemeaning.

• Issues and problem exploration:Issuesthatcanbewelldefined,singular-lyfocusedandhavetimingleewayforthoughtandreflectionaresuitedtoemail.Complex,multidimensional,relationalissuesarebestsuitedtoface-to-faceortelephonediscussionandexploration.

• Learning reinforcement:Follow-uptoaprogram,courseordiscussionthatbeganinaface-to-faceexplorationisaneffectivemeansofusingelectronicmeanstosupportyourrelationship.


online Relationship Guide• Gettoknoweachother:o Shareinformationaboutyourselfasafirststep.ExchangeyourGet-

ting to Know Each Other worksheet.Gettingtoknoweachotherona personal level will go a long way to building rapport and trust for yourrelationship.

• Havealearningplan:o Writeaboutyourcareerhistory.o IdentifywhyyouenteredtheLicensureAssistanceprogram.o Considerthateachofyouisalearner.Clearlyoutlinethegoalsyouhaveforthelicensureassistancerelationship–whatyouhopetogainandtooffer.SharetheSMART Goalsworksheet,orLearning Plan and Licensure Assistance Accord.

• Establishclearguidelines:o Howoftenwillyoucommunicate?Somepeoplearehighlyproficientwithtechnologyanduseemailasasignificantmodeofkeepingintouch;othersareoccasionalusersandmaynotbeasfamiliarwithcur-rentcommunicationprotocols.

o Identifytheacceptabletimeforresponses.Somepeopleexpectfre-quentmessages;otherslikeafewdaystoreflectbeforeresponding.• Allow24to48hourstorespond.• Agreethatifonehasnotrespondedbyanagreedtime,itwillbeas-sumedthattheotherdidnotgetthemessageanditwillbere-sent.

• Giveeachotherthebenefitofthedoubt;theotherpartymayhaveasystemfailure,spammed-out,addresschange,orchangeinlifecircumstances.

• Don’ttakealackofresponsepersonally;itfrequentlyisn’tpersonalatall.

o Usetoolstoidentifyissues.UsetoolssuchastheIssues Identification worksheetandMeeting Agenda.

o Identifywhatwillbediscussedbytelephoneandwhatwillbeex-ploredviaemail.Earlyrelationshipdevelopmentmeritsasmuchper-sonalcontactaspossible–ideallyface-to-face.Youmayplantomeetataconferenceoranassociationevent.Wheredistanceandtimedon’tsupportface-to-face,takethetimetoconnectoverthephoneearlyintherelationshiptoacceleratethebuildingoftrust.

o EstablishConfidentialityandtheLicensureAssistanceAccord• UsetheLicensure Assistance Accordasthefocusforthecontentofrelationships.

• Keeptooneissueatatimeinmessages.• UsetheIssues Identification worksheetandMeeting Agendamod-elstoprovideastructuretomessages.

• Keepmessagesbriefforeaseofreading.


o Establishhowyouwillhandlesensitiveissues.• Youmaydeterminesensitiveissuesarenotap-propriateforemail-basedrelationshipsandsetatimetomeetoverthetelephoneorinperson.

o Establishhowyouwilladdressethicaldilemmas.• FollowPEO’sguidelinesforethicalissues.• Spendsometimeidentifyingotherrisksthatmayariseandhowyoumightaddressthem.

o Discusswritingstyles.• Thequalityofarelationshipmaydependonthequalityofthewriting.Thebettersomeoneisabletoexpressthemselvesinwords,themoretherelationshipwilldeepen.Somepeopleareeloquentandtakegreatprideandjoyinusingwordstoexpresstheirthoughts,feelingsandideas.Somewillsaytheypreferandfindanonlinerelationshipmorerewardingthanface-to-face.Otherpeoplehavedifficultyexpressingthemselvesintextandmaybemisunderstood.

• Stylealsohasanimpactontherelationshipdevelopment.Concrete,abstractoremotionalexpression,complexityofvocabularyandsentencestructure,howthoughtsareorganizedandflow,theseallreflectyourpersonalitystyleandinfluencehowothersreacttoyou.

• Takethetimetoconsiderhowtocommunicatethefinernuancesofyourexperience.

• Whereemotionischarged,taketimetoreflectandlettimebealev-elinginfluence.Don’trespondemotionallytoanemotionalsituation.

• Themismatch:o Itispossibleyoudeterminethereisamismatchandarenotinaposi-tiontoassistthelearningoftheother.Inthisevent,agreeona“no-fault”retiringoftherelationship.• Reflectonwhatyoulearnedaboutyourselfintherelationship;• Determinewhatguide/internselectioncriterionneedstochangetocreateamoreeffectivematch;

• Thanktheotherfortheirtimeinvestment.

• Establishfrequencyofcontact:o Successfulrelationshipsneedfrequentcontactandcommitmenttobuildtrust.Whentrustisestablished,reallearningandimportantis-suesarebroughtforwardforexplorationandfeedback.

o Setaguidelineforcontactofonceaweek.


Telephone and Voice Mail etiquetteUsingthetelephoneisoneofthemostimportantaspectsofhowapositive(ornegative)impressionismadeinestablishingarelationship,orbuildingarelationshipgenerallyintheworkplace.

Six tips1.Stateyournameslowlyandclearly.Voicemailandansweringmachinesdistortsound.

2.Spellyourname.Ifyouhaveacomplicatedname,oronethatcanbespelledmanydifferentways,takethetimetospellitfortheotherparty.

3.AnswerthephonewithaclearHELLO.

4.Inabusinesssetting,itisappropriatetoanswerthephone:o Hello,youhavereachedCatherine,howmayIhelpyou?o Hello,youhavereachedAbdulinEngineering,howmayIhelpyou?

5.Leavingavoicemailmessage,speakslowlyandclearly:o Hello,John,thisisAbdul,fromEngineering,myphonenumberis: 416-111-2222.

o IwouldliketospeakwithyouaboutthemeetingagendaforFriday.o PleasecallmebackonWednesday.o Again,mynameisABDULandmynumberis416-111-2222.o Thankyou.

6.Yourpersonalvoicemailmessageneedstobeclear.Speakslowly:o Hello,youhavereachedGretchenat416-222-1111.o Iamnotavailabletoansweryourcallrightnow.o PleaseleaveamessageandIwillreturnyourcallwithinonebusinessday.o Thankyou.


Thissectionprovidesseveraltipsonsupportingdiverseindividualsinarelationship.Beingopentoexploringandlearningabouttheuniqueneedsofeachpersonaddsrichnesstotherelationship.

4. Managing diversity“Throughout the centu-ries there were men who took first steps, down new roads, armed with nothing but their own vision.”AynRand

Internsandguidesareaskedtobuildare-lationshipthatfocusesontheintern’struedevelopmentalneeds.Partofthoseneedswillbeadiscussionofvalues,beliefsandpersonalstyles.When a guide and intern have differ-ent values, beliefs and personal styles, these differences can be a valuable source of learn-ing or roadblocks to forming an effective relationship.

Therearetimeswhenitishighlydesirabletoseekoutorbematchedwithaninternwhoisconsiderablydifferentfromyou.Differenceswillcauseyoutotakeastepbackandreflectonyourownvalues,beliefsandstyle.Thisre-flectiveprocesswilldeepenandbroadenyourperspective.Todealwithdifferencesthatformroadblockstoarelationship,amodelforbuildingcommunicationandunderstandinginvolves awareness, knowledge and skills to adjust.Forexample:

Awareness–Whensomeoneisspeakingorbe-havingcontrarytoyourexpectations,itmaysimplybeduetotheirownculturalnormsofbehaviourandlanguageinterpretation.Itisimportanttoaskquestionstoclarifywhatthebehaviourandlanguagemean.

Knowledge–Thiscomesintoplaywhenyouapplysomeofyourownunderstandingofculturalandinterpretivedifferences.Youcan

describeandcomparehowthingsworkedintheothercultureyoulivedandworkedin.

Skills to adjust–Thesearebasedonyourawarenessthatculturaldifferencesexistandyourknowledgethateachofyoumaybeactinginaculturallyspecificway.Youwillneedtodetermineifthiswayiscreatingaroadblocktosuccessandcreateapathtoovercomethisroadblock.Applyopencom-municationandcreatepositiveregardandnon-judgmentallisteningtoworkthroughtheissues.

Areas to explore• themeaningoftimeandhowtimeismanaged;

• whatisconsideredconflictandhowthisneedstobeaddressed;

• theroleofhierarchyandwhatthatmeansintheCanadiancontext;

• howdecisionsaremade;• whoisaccountableforwhatandwhen;• howproblemsareidentifiedandhowtheyaresolved;

• howpeopleareapproachedwhenaprob-lemorissuearisesthathaspotentialtobecontentiousorleadtoconflict;and

• howpraiseisofferedandwhatitmeans.

Cross Cultural awareness and how to Manage differences


Licensure assistance and the Mature engineerEngineersarrivinginOntariofromothercountriesandprovincesbringauniquesetofneedstotherelationship.Manybringunique

experiencesandawealthofunderstandingofhowthingsworkandprin-ciplesofoperationsfromotherjurisdictions.

To build understanding:• exploredifferencesindepthtounderstandtheunderlyingreasonsbe-hindwhat,how,andwhythingsaredone;

• explorethedifferencesinhowtimeismanagedandtheimplicationsforeffectivedecisionmaking;

• explorethedifferencesinapproachestoethics;• explorehowrelationshipsaremanaged;• explorelifeandthecareerimpactofbecomingaprofessionalengineerinOntario;

• learnaboutdifferentwaysofthinking,processesandinnovationsfromotherpartsoftheworld;

• learnaboutthevaluesthatsetthefoundationforthelifedecisionsthatbroughttheinterntoseekingtobecomeaprofessionalengineer;

• engageindiscussionsonhowtomanageconflictanddifferencesofopin-ionintheworkplace–whentoaddressissuesinmeetingsandinprivate;

• exploreworkplaceintegrationissuestosupporttheinterninbecominganeffectivememberoftheintern’steam/workplace;and

• provideguidanceinhowtobuildstrongrelationshipswithcustomers,colleaguesandsuperiorsintheworkplace.

“Peo became an institu-tion that is aware about the difficulties professional immigrants are facing when coming to Canada and that has taken a step to help them realize their dreams and integrate them into the society”ChristianChivoiu

(Intern)


Licensure assistance with Youth: the nexus Generation and MillennialsThisgenerationhasgrownupwithinformationtech-nologyattheirfingertips.Theyaremoreindividualisticthanearliergenerationsinthattheyhaveaneedtobeheard,havetheiropinions,thoughtsandcontribu-tionsappreciatedinmeetings,anddointerestingandmeaningfulwork.Thisgrouptendstohaveconsider-ableexperiencewithworkinginsharedlearningteamsorworkinginteamenvironments.Theyplaceahighvalueonaconstantstreamoffeedbackandwanttoseeresultsoftheirworkquiterapidly.Thisgenerationtakessocialresponsibilityseriously.Theyvaluemakingnewfriends,learningnewskills,anddoingworkandvolun-teeringthatisconnectedtoalargerpurpose.

Somewillhavehadguideswhileinuniversityandothersnoneatall.Regardlessoftheirexperiencewithguides,mostwillaskforandneedconsiderablymorestructurethanothergenerations.

Guidesmayfindtheywillneedtotakeamoreactiveleadroleintheearlystages,throughsettingschedules,providingstructureandregularfollow-up.Onceinternshavebecomemorecomfortablewiththelicensureassis-tanceprocess,theywilltakeonmoreoftheresponsibil-ityforbringingtheirissuesandexperiencesforwardfordiscussionandexploration.

Taketimeto:• explainhowandwhythingsaredoneinorganiza-tionstohelpyourinternunderstandthecontextofwhattheinternisdoing;

• buildunderstandingofrelationshipdynamicsandpowerstructuresinorganizations;

• focusonbuildingcommunicationskills.Thisgenera-tionhasgrownupwithtechnologyattheirfinger-tips.Thechallengeforthemisunderstandingthat90percentofcommunicationmessagesarethroughbodylanguage,toneofvoice,andthesubtlenu-ancesofemotionthataredeliveredthrougheyecontactandbodyexpression,whichgivemeaningandemotionalcontexttothewords.Thegiftoftextmessaginghasprovidedameansofkeepingintouchsuperficiallythroughtheuseofwords.Thediversityexistingintheworkplacetodayplacesadditional

necessityonlearningtocommu-nicatefullyandtounderstandingthemeaningbehindthemes-sage.Timespentlearninghoweye-contact,gesturesandexpres-sionsconveytheneedsofotherswillhaveanimpactonsuccess;

• supportanddevelopprofessionalbehaviours–howtoprepareforandbehaveinmeetingsandbuildalliancesacrossprojects;

• getinternsbeyondFacebook™andothersocialnetworkingsitestocultivaterelationshipsanddemonstratetheirimportanceoverthelongtermofacareer;

• helpthemunderstandthatitis“allaboutthecustomer”.Learn-ingearlyinone’scareertheimportanceofunderstandingcustomerneedssetsastageforlong-termcareersuccess.


5. Career development Tools for Guides and interns

Thissectionprovidescareerassessmentandlearningplanningtools.Guideshavetheopportu-nitytolearnandpractiseleadershipskillsthroughouttheprogram.Asaguide,youmaywishtouseseveralorallofthetoolstosupportformulatingyourownlearninggoals.Usewhatyouneed,whenyouneedit,toaddressthematterathand.

note on using the toolsForguides,havinganappreciationforwhoyouareisessentialforbuildingtrust,engaginginexplora-tion,problemsolving,andgivingandreceivingfeedback.

Thetoolsaredesignedtomeettheneeds of different learning prefer-encesandmaysupplementothercareerassessmentandperformancedevelopmenttoolsyoumightbeusinginyourworkplace.Guidesandinternsmaychoosetouseanytooltoassistthemwithsettingandachievingtheirlicensureassistancelearninggoals.

Toolshavebeenseparatedintotools for guides and tools for in-terns.AlltoolsintheIntern Hand-book areprovidedhere.

Alltoolsarenumberedandmaybedownloadedfromthewebsite.


Tools for Guides1. Assessing Your Qualities as a GuideBeingaguideisoneofthemostimportantrolesyouwillengageinduringyourcareer.Itisalsooneofthemostpersonallyandprofessionallyrewardingexperiencesyoucanhave.Itisyouropportunitytoinfluenceandguidethedevelopmentofanotherperson.Yourpersonalef-fortswillhavelife-longimpact.

Beforeyoubegin,werecom-mendyoutakeabitoftimetoassessyourcapabilitiesandreadiness.Bydoingso,youwillbeabletomanagetherisksandexpectationsofalicensureas-sistancerelationship.

Considerthefollowingcoreat-tributesofagoodguidewhenassessingyourqualities.Guidesare: • peopleoriented;• goodlisteners;• recognizewhenothersneedsupport;

• abletooffersupportwithouttakingcharge;

• patientandtolerant;• abletoofferassistance;and• abletoexplainthingsatvari-ouslevelsofcomplexity.


2. Guide Licensure Process Skills ScanInstructions:Thefollowinglistofskillareasarethosetobeassessedinthelicensureprocess.Ranktheskillsyouoffer,usingthescalewhere1=lowestareaofoffering,to5=highestareaofoffering(thisisanareaofrealstrengthasin:“Iammostcomfortableinhelpingdevelopothersinthisarea”).UsethistoolaspartofyourprocesstocreateyourLicensureAssistanceAccord.

Guidesarenotexpectedtoknowthefinedetailofthelicensingprocess;itistheresponsibilityofyourinternstoaccesstheresourcestheyneed.

NeedS/SkillS POOR GOOD

knowledge of PeO’s requirements for licensure 1 2 3 4 5

i) Writing PPE - Aware of time to write exam- Aware of available study materials and how to obtain

ii) Annual EIT Experience Review-Howtopreparesummary(acceptableformat)- When and how to submit summary-HowtoprocessandrespondtofeedbackfromPEO

iii) Understanding ERC Process (Applicants in ERC Process)- Confirmatory exams- ERC Review

iv) Preparing Experience Record

v) Understanding Referee Process

A. Application of Theory• Analysis• Design and synthesis• Testing methods/implementation methods

B. Practical experience•Understanding of Codes/Standards•Understanding the limitations of practical engineering•Experience in the significance of time in the engineering process

C. Management of engineering•Planning/scheduling/budgeting•Team building/ability to motivate•Handlingconflict/changes•Project control/risk management•Dealing with clients/customers

d. Communication Skills•Preparing written work•Presentations of oral reports

e. understand the Social implications of engineering

leadership qualitiesi) Understands and promotes the value of professional licensureii) Institutes change/motivates othersiii) Demonstrates self-confidence/initiativeiv) Able to lead/direct others

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3. Guide Competency ScanListens actively:Activelisteningisintegraltogoodcommunicationskills.Whenyouactivelylisten,theotherpartyfeelslistenedtoandrespected.Re-spectengenderstrust,whichisthecornerstoneinanyrelationship.

Displays openness and sincerity:Opennessandsinceritypromotetrustandhelptobuildrapportwithyourinterns.

Displays a willingness to help:Ahalf-heartedeffortcoulddemoralizeaninternanddampentheinterns’senthusiasm.Yourdemonstrationofenthu-siasmwillinspireyourintern.

Displays integrity:Thistraitiscrucialinthedevelopmentofanengineeringintern.Overthecourseofaprofessionalcareer,aninternwillbeconfront-edwithmakingchoicesrelatingtoethics.Havingthebenefitoflearning,one-on-one,fromanexperiencedlicensedprofessionalwillstandaninterningoodsteadwhentheinternhastoaddresstheseissues.

Is patient:Agoodguideissensitivetoandallowsfordifferences(cultural,learningstyles,gender,etc.).Alackofpatienceleadstofrustration.

Sets and meets measurable goals:Thisisavaluableskilltodemonstratetoanengineeringintern.Theengineeringprofessionbeingwhatitis–projectsandtimeline-driven–internswillfindgoal-settingskillsanasset.

Fulfills commitment:Fulfillingacommitmentisanopportunitytoteachtheinterntheimportanceofbeingreliable.

Stays current technologically:Beingtechnologicallycurrentenablesyoutoeffectivelyassesstherelevanceandappropriatenessoftheengineeringexperienceaninternisachieving.

Takeamomenttoassessyourlevelofcompetenceineacharea.Worktodevelopthoseareasyouidentifyatthelowerendofthescales.

levelListens actively 1 2 3 4 5

Openness and sincerity 1 2 3 4 5

Willingness to help 1 2 3 4 5

Integrity 1 2 3 4 5

Patience 1 2 3 4 5

Sets and meets measurable goals 1 2 3 4 5

Fulfills commitment 1 2 3 4 5

Invests in staying current 1 2 3 4 5


Tools for Guides and interns4. Self Exploration–Lifeline Review and Identifying my Core StrengthsTakingthetimetothinkthroughyourhistory,knowingyourneedsandcreatinggoalsareim-portantforyoursuccess.

Becomingclearonyourneedsmayinvolveseveralsteps:

• Self-exploration:lifelinereview;• Identifyingcorestrengths;• Clarifyingwhatyouwouldliketodevelop;• Valuesexploration;• Internself-assessment:preparednessforlicensure;• Internlicensureprocessskillsscan;• CreatinglearninggoalsusingSMARTorlearningplan.

Step 1: Lifeline reviewDrawalineacrossthepageasarepresentationofyourlifefromyourearliestmemoryasachilduntiltodayandprojectintothefuture.

Ononesideoftheline,markthesignificantpointsofyourlifealongtheline.Thesepointsneedtobemeaningfultoyouandsignifysuchthingsasaccomplishments(suchasgettingperfectinyourfirstspellingtest,beingselectedforthesoccerteam,purchasingyourfirsthome,sav-ingthecompanymoney,contributingtoapatent,etc.);disappointments(havingtomoveandleavingyourbestfriend,lossofabigcontract);significant eventsthathavehadanimpactonorshapedwhoyouaretoday(marriage,divorce,gettingajobinanothercityandhavingtomove,movingtoCanada);important relationships(thebirthofachild,lossofagrandparent).

Ontheoppositesideoftheline,marktheskillsandabilitiesthathelpedyouaccomplishwhatyouaccomplished,orhelpedyoumanagethedifficultiesalongtheway.

Identifythepeoplewhohelpedyouinyourlifejourney.Thesepeopleareofteninformalguides.

Whathaveyoulearnedaboutyourself?

Continuethetrajectory(lineofyourlife)andforecastintothefuture.Wheredoyouseeyour-self?


Drawyourlifelinehere


Step2:IdentifyingCoreStrengthsReviewyourlifelinefromStep1;identifythestrengthsyouhavedevelopedoveryourlife.

Reviewyourwork/volunteer/career history;identifythestrengthsyouhavedevelopedandwriteastatementthatdemonstrateshowyouhaveappliedthisstrengthinyourwork.

Reviewyoureducation and professional development;identifyadditionalstrengthsyouhavedevelopedandwriteastatementthatdemonstrateshowyouhaveappliedthesestrengthsinyourwork/career.

Step3:ClarifyingWhatIWouldLiketoDevelopReviewyourlifelineagain,andreflectonthoseareasyouwouldliketodevelop.

ContinueinthenextsectiononValuesExploration,priortoestablishingyourgoals.

life Strengths Summary of Core StrengthsWork/Volunteer/Career

Strengths

education & Professionaldevelopment Strengths

To develop How Can Being a GuideHelp Me develop?


Value definition describe How i live That demonstrates This Value (or would like to but aren’t at present)

Considerate Sensitive to the needs of others

Identity Sense of belonging to a group, service, community

Tolerance Accepting others as they are

Academic Standing Highregardforscholasticandprofessional designations

Integrity Honestyandstandingupforone’sownbelief

Financial Independence

Being informed about business conditions; being free to choose in financial/lifestyle

Risk Being able to take risks

Routine Havingaclearideaofwhatisrequiredeveryday

Variety Havingsomethingdifferenttodoeveryday

Power Havinginfluenceoverone’sownfuture

Logic Rational, orderly, objective

Sociability Social interaction, companionship

Self-respect Liking who you are

Health Being healthy and leading a healthful lifestyle

Lifestyle Making choices that are meaningful to you; balance

Recognition Being recognized for accomplishments

Competition Havingtheopportunitytocompete

Achievement Setting and achieving goals

Adventure Trying and doing things differently

Personal Development

Being the best you can be

Creativity Thinking and acting creatively; trying new ideas

Independence Freedom to make decisions

Trust Believing in and supporting a relationship

Accountability Being responsible for one's own behaviour

Others:

5. Values explorationChoosethetopsixtoeightvaluesthatareimportanttoyouandinfluenceyourdecisions.


Tools for interns6. Intern self-assessment–preparedness for licensureNoteforinterns:theintentofthisactivityistogiveyouanideaofyourstrengthsandneeds. Ithelpsyoutoprepareaquicksummaryofyourselftodiscusswithyourguide.

IseethevalueoftheP.Eng.licenceasencompassingthefollowing:

IhaveaclearunderstandingofPEO’s requirementsforlicensureprocess. Yes No Not Sure

IknowwhereIstandintheprocess. Yes No Not Sure

Irequireassistanceinpreparingforthe nextstepinthelicensingprocess. Yes No Not Sure

Indicatetheassistanceyourequireandyourplantogetit:___________________________________

Iwouldlikeassistanceinpreparingtowritethe ProfessionalPracticeExamination(PPE). Yes No

IanticipatedifficultyinwritingandpassingthePPE. Yes No

Iknowwhatmaterials/textbookstoacquireforstudy. Yes No

Iknowwheretoobtainthisstudymaterial. Yes No

Iamsatisfiedwiththelevelofengineering experienceIamacquiring. Yes No

Ifno,pleaseelaborate: ___________________________________________________________________

Iwouldbenefitfromguidanceonhowtogoaboutgaining moreresponsibilityintheworkplacetoenablemetoobtain thenecessaryacceptableengineeringexperienceforlicensure. Yes No

Theguidanceshouldencompassthefollowing:_____________________________________________

Mylong-termcareergoalincludes:_________________________________________________________

Skillsnecessarytoachievemygoalare:_____________________________________________________


7. Intern Licensure Process Skills ScanInstructions:Thefollowinglistofskillareasarethosetobeassessedinthelicensureprocess.Rankyourlearningneedsusingthescalewhere1=lowestareaofneedtodevelop,to5=highestareaoflearningneed(Iwanttodevelopthisthemost).UsethistoolaspartofyourprocesstocreatetheLicensureAssistanceAccordandLearningPlan.

Internsareresponsibleforsecuringtheresourcestheyneedtoprepareforthelicensingprocess.














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Could improve Good excellentListens actively 0 1 2 3 4 5

Takes initiative 0 1 2 3 4 5

Follows through 0 1 2 3 4 5

Learns quickly 0 1 2 3 4 5

Accepts corrective feed-back in a positive manner

0 1 2 3 4 5

8. Intern Learning Competency ScanThislisthasbeenprovidedherefortheconvenienceofguides;itisintheIntern Handbook.

• Listens actively:Youdemonstrateactivelisteningbyaskingrelevantquestionsattheappropriatetime.Activelylisteningconveysamessageofrespectforthecommunicatorandwhatisbeingcommunicated.Takingactionandfollowingthroughonadviceorcorrectivefeedbackdemonstratesthisquality.

• Takes initiative:Yourguidewillbemoredisposedtohelpingyouandgoingtheextramileiftheguideseesyouinitiateactivitiesandideasforassignments.

• Follows through:Thisindicatesyouvalueyourguide’sadvice.

• Learns quickly:Displayingadesiretolearnasquicklyaspossibleconveysenthusiasmandwillundoubtedlymotivateyourguidetogobeyondwhatisexpected.

• Willingness and ability to accept corrective feedback: Givingandreceivingcorrectivefeedbackisessentialinaneffectiverelationship.Theencouragementyoureceivefromyourguidewillbemorevaluableifyourguidealsoprovidesfeedback.Encouragementwithoutfeedbackwillmakeforanunrewardingandineffectiverelationship.

Takeamomenttoassessyourlevelofcompetenceineacharea.Worktodevelopthoseareasyouidentifyatthelowerendofthescales.


9. Create Learning Goals Using SMARTAfterdeterminingyourreadinesstoengageinaLicensureAssistancerela-tionship,taketimetoassessyourstrengthsanddevelopmentalneeds.NowyouwillbereadytocreateyourlearninggoalsusingSMART.

S–Specific.Theclearerthegoalandmoreeasilyunderstooditisforyouandothers(suchasyourguide),themorelikelyitwillbeaccomplished.Complexgoalsneedtobebrokendownintostepsorsmallergoalstoensuresuccess.

M–Measurable.Goalsneedtobemeasurablesoyouknowyouaremak-ingprogressandhaveachievedthem.Bybeingmeasurable,theprocessfordevelopingtheskillorcapabilitywillbeeasiertodefine.

A–Attainable.Toensuresuccess,goalsneedtoberealisticallyattainable.Keepinmindyouarecontinuingyourworkandotheractivitiesinyourlife.Loftygoalsthatcannotbeachievedwithinthreetosixmonthswilloftennotbeachieved.Breakthegoalsdownintostepsorsmallergoalsthatwillgenerateresultsinshorttimeframes.Thiswillhelpkeepmomentumgoingtowardachievinglargergoals.Inthissection,identifythemethodthatyouwillusetomeetthelearninggoal.

R–Results.Statethegoalintermsoftheexpectedoutcome.Outcomescanincludebothmeasurableandintrinsicoutcomes.

T–Time-bound.Settingashorttimelineformakingprogressagainstagoalwillsignificantlyincreasethelikelihoodofachievingthegoal.Atimelimitprovidesafocusforactivity.

Specific

Measurable

Attainable

Results

Time-bound


10. Finalizing a Learning PlanInyourfirstmeeting,youwillestablishtheLicensure Assistance Accord (Tool19).Thissetstheparametersfortherelationshipandtheworkyouwillbedoingtogether.WhatyouwillworkontogetherformstheLearning Plan(Tool11).

TheLicensureAssistanceAccordandLearningPlanarethefoundationdocu-mentsforaneffectiverelationship.

Someinternsmayspendconsiderabletimeandeffortreviewingtheirbackground,competen-cies,capabilitiesandgoingthroughself-assessmentprocessestopreparetheirlearningplan.Equally,theymayhaveafullyprepareddraftoftheirpersonallearning plan for review andfinalizationwiththeirguideattheirfirstmeeting.

Otherinternsmayneedtoenteralicensureas-

sistancerelationshipspecificallytogainclarityandestablishmeasurablegoals.The Creating Learning Goals Using SMART(Tool9)providesaframeworkforcreatingclear,measurablegoals.

Thefirsttwomeetingsarecriticalindefininganintern’sgoalsandfinaliz-ingtheLearning Plan(Tool11).YouandyourinterndevelopthegoalsandLearningPlantogether.

Immediate goal: Providesasnapshotofthelearninggoalthatcanbeeasilyunderstoodbyothers.

Interim objective and long range goal:Providesbothabroadercontextanddetailthatcanbemeasuredandunderstoodbyothers.

To achieve my goal I must do the following:Themeansbywhichthelearn-ingistotakeplace.Toachievemygoal,Imustdothefollowing.

Actions taken:Providesameansoftrackingprogressandachievement.

Relevance to PEO licensure and evidence: Providesadirectconnectiontothelicensureprocess.


11. Learning PlanName:________________________________________________________Date:______________________

ImmediateGoal:__________________________________________________________________________

InterimObjective:_________________________________________________________________________

LongRangePlan:_________________________________________________________________________

To achieve my immediate goal i must do the following:

Actions taken toward achieving goal

Relevance to PeO licensureevidence

1.

2.

3.

4.

5.

To achieve my interim objective i must do the following:

Actions taken toward achieving objective


1.

2.

3.

4.

5.

To achieve my long range plan i must do the following:



1.

2.

3.

4.

5.


Thissectioncontainsworkingdocumentstosupporttheongoinglicensureassistancerelationship.Anagendatoplanformeetingswillhelpmaintainmomentum.Journalstocaptureassignments,learning,insights,ideas,andthelikeareusefulforkeepingtrackofyourprogress.

notes for interns on the ongoing setting of the agenda Settingtheagendaisthedirectresponsibilityoftheintern.Forthebestuseofprecioustime,itisrecommendedanagendabepreparedinadvance.Theinterntakesresponsibilityforsendingyouacompletedagendaforanymeetings.

Asaguide,youareavaluedresource.Coachyourinterninmeetingman-agementandthevalueofprovidingtheagendaasameansofgivingyouthetimeforpreparation.

Thisdoesnotmeanthereisnoroomforspontaneousex-plorationofhotissues!Theagendaistoprovidefocusandmaximizethecontribu-tionyoucanmake.Yourviews,questionsandfeed-backarevitaltotheprocess.

It is important to have a comprehensive Learning Plan and Partnering Agree-ment that you review with your intern at regular in-tervals (three months and five months).Makeadjust-mentstothelearninggoalsandplansasyoumakeprogress.

6. licensure Assistance Meeting Planning & Journals


First Meeting: how to Get Started? discussing Learning Goals and the Licensure assistance accordEstablishingaLicensure Assistance Accordinyourfirstmeetingisthepriority.Thisaccordprovidesfocus,and

establishesasetofparametersofhowyoubothwouldliketherelationshiptodevelop.Insomeinstances,theLearningPlanandLicensureAssistanceAccordwillbeintroducedatthefirstmeetingandfinalizedinthesecondorthirdmeeting.

Howquicklytheseaccordsarefinalizedwilldependonavarietyoffactors,suchas:theextenttowhichtheinternhasundergoneaself-assessment,howfamiliarandfaralongtheinterniswiththeintern’sprogressonPEOlicen-sure,andhowclearlythedevelopmentalgoalshavebeenarticulated.

Recommendedtime:60minutes.

Forthefirstmeeting:• confirmagenda/objectivesformeeting;• providetheguideandinternbackgroundinformation, suchasarésuméorprofile;

• preparelearninggoals/SMARTgoals;• discusshowyouwouldliketoworktogether;• establishtheLicensureAssistanceAccord;• discusswhatisnotdiscussable;• settimescheduleformeetings (email,telephone,face-to-face);

• setnextmeeting;• setthenextAgenda.

1.


12. Meeting #1 Agendause this agenda to keep track of your notes and the intern’s topics of interest

Date/time: Location:

Agenda items:• Check-in• Getting to know each other• Review each other’s backgrounds• Establish the Learning Plan• Create Licensure Assistance Accord• Check-out

Key topics:

Issues addressed:

Notes to follow up before the next meeting:

Next meeting:


Second Meeting: exploring each other’s historyRecommendedtime:30-60minutes.

Forthesecondmeeting:

• confirmagenda/objectivesformeeting;• providetheguide/internwithbackgroundinforma-tion,suchasarésuméorprofile;

• finalizetheLicensureAssistanceAccord;• explorehowbackgroundexperiencessupportorwillsupportlearninggoals;

• beginaddressingissues;• discussandfine-tunehowyouwouldliketoworktogether;

• setnextmeetingAgenda.

2.




Agenda items:

Key topics discussed:

Issues addressed:


Next meeting:


Third Meeting: Finalizing the Learning Plan and Licensure assistance accordRecommendedtime:60min.

Forthethirdmeeting:

• confirmagenda/objectivesformeeting;• bringforwardissueforexploration;• finalizetheLearningPlan;• finalizeLicensureAssistanceAccord;• assigninter-session“homework”orassignments andfollow-upprocessinaLearningJournal;

• confirmnextmeeting;• setAgendafornextmeeting.

3.




Agenda items:

Key topics:

Issues addressed:


Next meeting:


15. Journal

Thoughts

Ideas

Assignments

Insights


15. Journal

Thoughts

Ideas

Assignments

Insights


Thoughts

Ideas

Assignments

Insights

15. Journal

Thissectioncontainsmaterialandwork-sheetsthatsupportthelaunchofthelicen-sureassistancerelationships.Criticaldocu-mentsfordiscussionandsignature,suchasthecombinedLicensureAssistanceAccordandConfidentialityAgreementarehere.

7. licensure Assistance Orientation & launch Worksheets



16. Worksheet: Getting to Know Each OtherWhenguidessharetheirbackgroundwiththeirintern,theybuildtheneededtrusttolearnfromeachother.Thefollowingexerciseisprovidedtoassistyoutobeginestablishingarelationshipwitheachother.

Shareanddiscuss:Whataresomeofthehighlightsofmypersonallifethatwouldbeusefultoshare,asitispartofwhoIam?

Whataresomeofthehighlightsfrommyworkandeducationhistorythatwouldbeusefultoshare,asthesesetthefoundationfortheworkIdo?

WhataresomeofthehighlightsofmyexperiencesintheCanadianworkenvironmentthatwouldbeusefultoexploreinpreparationforguidinginternationallyeducatedprofessionals(forexample:understandingthenu-ancesofthehiringprocess;howtobeaneffectivememberofateam)?

Howhaveguidesorrolemodelsmadeadifferencetomeinmycareerinthepast?

WhataresomeofthehopesIhaveforthislicensureassistanceprogram?


17. Risk and Risk Mitigation Strategies

Risk Risk Mitigation Strategies


18. Code of Conduct and Program Operating PrinciplesProgramDesignPrinciples• Meettheneedsofadiverseandgeographicallydispersedmembership.• Guidesandinternsarevolunteers.• LicensureAssistancerelationshipsarebuiltoutsidetheworkplace.• LicensureAssistancerelationshipinteractionscanbebyemail,phone,orface-to-face.

• PEOchaptersplayanimportantroleinpromotinglicensureassistance,matchingandpreparingguidesandinternsfortheirrelationship.

RelationshipPrinciples• GuidesandinternscreateaLicensureAssistanceAccordfortheirrelationship–length,time,frequency,intensity,mode,etc.

• Bothpartieshavetherighttoendtheirlicensureassistancerelationshipatanytime.

• Itisaprofessionalrelationshipbasedontrustandconfidence;alldiscussionsareconfidential.Informationsharedistobede-terminedbybothparties.

• Internstaketheleadinschedulingandplanningformeetingsinadvance.

• Internsbringtopicsandissuesforwardfordiscussion.• Bothpartiesarelearnersandcontributors.

AdultLearningPrinciples• Adultsneedtobeinvolvedinplanningandevaluatingtheirprofessionaldevelopment.

• Experience,includingmistakes,providesthebasisforlearningactivities.• Adultsaremostinterestedinlearningaboutsubjectsthathaveimmediaterelevancetotheirjobsorpersonallives.

• Adultlearningisproblem-centredratherthancontent-oriented.• Internsandguidesfindmaintainingalearningjournalisausefulmeansofachievinginsight.

Guide/InternRulesofEngagementandEthicalConduct• Guideandinternhavetherighttodeclinethematch.• Therelationshipisprofessional.• Confidentialityisparamountforbuildingtrust.• Internsareresponsiblefortimemanagement:planningmeetings,follow-up,beingprepared,andstartingandendingontime.


19. Licensure Assistance Accord

We,theundersigned,agreetoenterintoalicensureassistance/learningrelationship.Asalicen-sureassistancerelationship,theinternisresponsiblefortheintern’sownlearningasonecom-ponentoftheintern’sexperienceandeducationjourneytobecomingaprofessionalengineerwithalltherightsandresponsibilitiesassociatedwiththeprofessionaldesignation.Itisunder-stoodtheguideisalearningresourceforexploration,sharingofexperiencesandassistingtheinternwithachievinginsightandlearningfromexperiences.

Intern name: Date:

Guide name:

Intern general learning goals:

Specific soft skills to practise and develop:

Expertise (qualifications and credentials) to develop:

Intern needs and expectations:

Guide needs and expectations:

Howwillwedealwithconflictsastheyoccur?

Howwillwebringourrelationshiptoaclose?

Howwillwemeetandmanageourrelationship(onceamonthforsixmonths:inperson,email,phone…)?

Confidentiality: In signing below, we agree not to divulge any confidential information we may share with each other during the course of our licensure assistance relationship, or any other time thereafter. Release: We acknowledge that PEO’s role is simply to facilitate the forming of licensure assistance relationships and we release PEO from any liability that might be claimed from the use of these materials or from the licensure assistance relationship.

_______________________________________ _______________________________________Intern signature Guide signature


To achieve my immediate goal i must do the following:



1.

2.

3.

4.

5.

To achieve my interim objective i must do the following:

Actions taken toward achieving objective


1.

2.

3.

4.

5.

To achieve my long range plan i must do the following:



1.

2.

3.

4.

5.

11. Learning Plan (duplicate)Name:________________________________________________________Date:______________________

ImmediateGoal:__________________________________________________________________________

InterimObjective:_________________________________________________________________________

LongRangePlan:_________________________________________________________________________


appendix: Sources and ResourcesProfessional Engineers Ontario (PEO), http://www.peo.on.ca

The Ontario Society of Professional Engineers (OSPE):www.ospe.on.ca

EngineersCanada:www.engineerscanada.ca/e/

P.Eng. licence application form: www.peo.on.ca/sites/default/files/2019-07/LicensingGuide%26Application.pdf

OSPEonlineapplication:http://ospe.site-ym.com/general/register_ member_type.asp?

Clutterbuck,D.,andG.Lane.The Situational Mentor: An International Review of Competencies and Capabilities in Mentoring,GowerPublishing:2004,ISBN0-566-08543-7.

Megginson,D.,andD.Clutterbuck,B.Garvey,P.Stokes,R.Garrett-Harris.Mentoring In Action,KoganPage:2006,ISBN0-7494-4496-7.

Mossop,C.Cascade to Wisdom: A Field Guide for Mentors, SageMentorsInc.:2008,ISBN978-0-9680623-1-9.

Mossop,C.Cascade to Wisdom: A Field Guide for Protégés,SageMentorsInc.:2008,ISBN

978-0-9680623-1-9.

The Five elements of engineering experience for Licensing Thefiveelementsofsatisfactoryengineeringexperienceforlicensingpurposesare:

• Application of theory:analysis,design,synthesis,testing,interpretationandimplementation.• Practical experience and the limitations of real systems:visitstoengineeringworksorequip-ment,aspartofalargersystem.

• Management of engineering:planning,thesignificanceoftime,allocationofresources,iden-tificationoflabourmaterialsandoverhead,teambuilding,monitoringofexpendituresandschedules,andriskassessment.

• Communication skills:writtenwork,oralpresentations,andpresentationstothepublic.• Social implications of engineering:awarenessofpotentialconsequences,bothpositiveandnegative,ofaproject,recognitionofvaluetothepublic,safeguardstomitigateadverseimpacts,roleofregulatoryagencies,andresponsibilitytoguardagainstconditionsdangerousorthreateningtolife,limb,propertyortheenvironment.


Thoughts

Ideas

Assignments

Insights

Journal


Journal

Thoughts

Ideas

Assignments

Insights


ObjectivesProvideanoverviewofthetips/techniquesonhowtodeliveraneffectiveGROUPlicensureassistanceexperienceforengineeringinterns.

AssumptionsGuidesarecomfortablefacilitatingagrouplicensureassistancesessionandhavefacilitationskills.ThisgrouplicensureassistanceguideisasupplementtothePEOGuide Handbook.

Roles• Guideisagroupfacilitator;guidesbringtheirstoriesandinsightstoshare.• Internsareparticipatinginamixofin-personandvirtuallicensureassistancegroupsandarepreparedtocontributetothecollectivelearningwhilelearn-ingthemselvesinpreparingfortheengineeringlicensingprocess.

20. overview Licensure assistance for virtual groups (up to five interns in a group)Virtualgroupsneedmoretimeforparticipantstogettoknoweachother,becausetheydonothavethebenefitofvisualcuesinthecommunicationprocess.Spendtimeineachsessiononaget-to-know-youquestion,establishgroupnorms,andhavethestructureofanagendaasthesearekeystogroupsuccess.• Providestructure–keeptothetimeandtopicsallocated.• Circulatetheagendainadvanceandindicatethetimeallocatedtoeachtopic.• Takethetimeattheoutsetofeachmeetingforparticipantstocontinuetogettoknoweachother–doshortexercisesoffiveminutesateachmeeting.

• Shareresponsibilityforsuchgroupprocessesas:o gatheringtopicstodiscuss;o settingtheagenda;o circulatinginformation;o providingfollow-up;ando organizinglogistics.

Licensure assistance in-person groups (ideally six to eight interns in a group)Thesegroupshavetheadvantageofrelationshipbuildingandnetworkingbeforeandaftermeetings.• Providestructurebycirculatingtheagendainadvance.• Allowfornetworkingtimeatthebeginningofeachsessionorfacilitateget-to-know-youexercises.

• Shareresponsibilityforgroupprocesses,including:o findingandsettingupthevenue;o circulatingtheagenda;ando providingfollow-up.

8. Group licensure Assistance Tools & Techniques

Meeting Called By: PEO

Date/Time:

Delivered By:

Attendees: PEOLicensureAssistanceGroup

Type of Meeting:

Agenda:

Time Keeper:

note Taker:


21. effective Strategies to deliver a Great First Session 1.Agenda

2.Check-Inprocess(Guide Handbook, page 18)

3.Establishthegroup

4.Establishgroupnorms

5.Setgoals:WhatdoIwanttogetoutofbeinginalicensureassistancegroup?(Guide Handbook, page 71,Intern Handbook, page 60)

6.Establish/finalizetheLicensureAssistanceAccord(Guide Handbook,page70,Intern Handbook, page 59)


Meeting #1 Agenda

Meeting Called By: Date/time:

Delivered By: Attendees: PEO Licensure Assistance Group

Type of Meeting: Agenda:

Time Keeper: Note Taker:

Objectives: Group Norms: (typically five norms)

Roles:

Clock Time: Activity:

Discussion:

Guide Discussion/Notes:

Action Items: Person Responsible: Other Notes:

Agenda


Agenda Sample

1st Licensure Assistance Group Meeting Agenda and Guide notesMeeting Called By: Date/time:

Delivered By: Attendees: PEO Licensure Assistance Group

Type of Meeting: Agenda:

Time Keeper: Note Taker:

Clock Time: 90 minute meeting

Topic for the Meeting Guide Notes/Facilitation Process Tips

Establish the group and first discussionFive minutes: welcome every oneCheck-in process to “get people focused”Review agenda

• use: check-in process. (page 79)

15 minutes: Introductions–ask participants to intro-duce themselves with the following as a guide:• Name,• Location,• Whatworktheydo,orspecialty,• Howtheywouldliketoberememberedinthegroup.

• use: Who is in my group? facilitation process and hand-out sheet. (pages 80 and 81)

• Makesureeachparticipanthasacopyofthehand-out sheet for their own use.

20 minutes: Establish group normsAsk participants: What makes a good group experience?What has made a terrible group experience for you?What group norms will we use to hold each other accountable and assure a good experience for everyone?

• use: Establish group norms facilitation process (page 82)

• Askforavolunteertomakenotesofthefinalselected norms and ask them to circulate to the group.

• Ifpeoplegetcaught-upindeliberating,use:engaging the group–select a voting process to move forward on a topic.

15 minutes: Set goals. Ask participants to answer: What do I want to get out of being in a licensure assistance group?

• use: Set goals–What do I want to get out of being in a licensure assistance group? (page 83)

20 minutes: Discussion topic: Preparing your experience summaries.Ask participants: What has been your experience in preparing your experience summaries?What worked for you/what has been a challenge for you?

• use: tools from engaging the group (page 86) and managing the group (page 87), if and when needed.

15 minutes: Finalize Licensure Assistance Accord Check-out processEstablish topics, agenda, logistics for next session

• use: Establish/finalize the Licensure Assistance Accord tools. (page 84)

• use: Check-out process. (page 95)

discussion: Guide discussion/Notes:

Action items: Person Responsible: Other Notes:


2. Check-in process (Guide Handbook, page 18)

Topic: Check-inattheoutsetofthemeeting.Check-outattheendofthemeeting.

Thepurposeofthecheck-inprocessistogaintheattentionandfocusoftheparticipants;itgetspeople“intheroom”.

Thecheck-outprocesstellsuswhathasbeenusefultotheparticipantsandidentifiesthenextstepsthatneedtobetaken.

Clock time:Check-in:3-5min.TOTALatthebeginning(15secondsperperson).

Check-in:Atthebeginningofthemeeting,goaroundtheroombyname,asking:Whatistopofmindforyoutoday?

Itisnotadiscussionatthisstageofthemeeting.Ifthereisatopofmindthatisrelatedtothediscussiontopic,itcanbeaddedtotheagendaifyouaskthegroup’spermission,andoncetheentiregrouphaschecked-in.

Guide discussion/notes: Notewhatwasdiscussed.

Question for next session:Createoridentifythediscussiontopicforthenextsessionandassignpreparationworktoparticipants.

Person responsible:Inviteamemberofthegrouptosendareminderemailwiththediscussionquestionforthenextsessiononeweekpriortothemeeting.

Other notes: Noteanythingelseofrelevance.


3. Establish the group Topic:Whoisinmygroup?

Thepurposeofthisexerciseistogettoknoweveryoneinthegroupandhelppeoplecreateaconnectionwitheachother.

Clock Time:10minutes

Activity: Introductions:Eachparticipantisgiven30secondstoanswerthefollowingintroductionquestion:a)Name,b)Location,c)WhatworkIdo,orspecialty,d)HowwouldIliketoberememberedinthegroup? Discussion/notes:Besuretoidentifysomethingmemorableaboutyou– example:Iridearoad-bikeanddidmyfirst100kmridefortheUnitedWayinmyfirstseason.

InvitegroupmemberstomakenoteofeveryoneinthegrouporusetheWhoisinmygroup?charttoolprovided.

Action items:Getpermissiontocirculateeveryone’semailandphonenumbers.

Person responsible:Assigntoamemberofthegroup.

Other notes:


Who is in my licensure assistance group:

Background:Specialty:Location:Learning goal:Somethingmemorable

Background:

Specialty:

Location:

Learn

ing goal:

Somethingmemorable



Background:

Specialty:

Location:

Learning goal:

Somethingmemorable


4. Establish group norms–component of the Licensure Assistance Accord (Guide Handbook, page 70) Topic: What norms shall we create and agree to that will help us have the best group licensure assistance experience (over the next six months)?

Thepurposeofthisexerciseistohelpestablishgrouptrust,whichisacorecomponentofexploringlicensureassistanceneedsandestablishingtheLicensureAssistanceAccord(Intern Handbook,page59,Guide Handbook,page70)

Clock time:10minutes

Activity:Askforavolunteertotakenotes.

Set-up:Askparticipantstothinkofwhatmakesagoodgroupexperienceandwhathasmadeaterriblegroupexperienceforthem.

Collect input1.Selecteachpersonbynametoanswer.2.Ask:“Whatmakesagoodgroupexperience?”3.Ask:“Whathasmadeaterriblegroupexperienceforyou?”Askparticipantsnottorepeatwhatapreviouspersonhassaid.

4.Makealistofthegoodandnegativeattributes.5.Repeatbacktothegroupthelistofgoodandnegativeattributes.Askthegrouptoconsiderhowimportanttheattributesareforthislicensureassistanceexperience.

6.SummarizeintheLicensureAssistanceAccordinthesectionsrelatedtounderstandinganintern’sneedsandexpectationsandaguide’sneedsandexpectations(LicensureAssistanceAccord,Guide Handbook,page70,Intern Handbook,page59).

Discussion/notes:Inconsideringthetopattributesofagoodexperience,invitethegrouptohaveanopendiscussiononwhateachcommentreallymeanstothem.

Prompts:Howdowemakesureourgroupstaystogetherandwedon’thavedrop-outs?Howdowemakesurewearegivingeveryoneachancetoparticipate?Howdowemakesurewehaveagoodlearningexperience?Howdowemakesurewearebeingrespectfulofeachother?Listeningtoeachother?Provid-ingthefeedbackthatisusefultoeachother?Howwillwedealwithconflictsastheyoccur?(LicensureAssistanceAccord,Guide Handbook,page70,Intern Handbook,page59)

Onceallthepointshavebeenclarified,captureinasfewwordsaspossiblethetop10normsidentifiedandhaveavote.

Vote system:Onascaleof1to5where1=notimportanttomeand5=veryimportanttome,conductavoteoneitematatime.Summarize.

Action items:Normswillbecapturedandidentifiedatthetopoftheagendaandwillremaintherefortheyear.

Postagreednormsontheagendathatiscirculatedforeverysession,asareminderforgroupmembers.

Person responsible: _______________________________________________________________________


5. Set goals: What do I want to get out of being in a licensure assistance group? (Guide Handbook, pages 50, 51, and 71, Intern Handbook, pages 38, 39 and 60)

Topic: Defininggroupgoals–considertherewillbetwotypesofgoals:1)Whatarethegroup’soverallgoalsoverthesixmonths/sessions?2)Whatarethegoalsforeachsessionormeeting?

InviteinternstocapturetheirpersonalgoalsintheirIntern Handbook,LearningPlanonpage60.

Thepurposeofthisexerciseistogainclarityonwhatthelearninggoalsarefortheparticipants,asameansofassuringgoalsareappropriatefortheLicensureAssistanceProgramandachievablewithinthelicensureassistancegroupprocess.

Establish: 1) Overall EIT licensure assistance goals.Inthefirstsession,engagetheparticipantsinidentifyingtheirlearninggoalsforlicensureassistance.UsetheEITcheck-listtools,Intern Handbook,pages38,39andGuide Handbook,pages50,51.

2) Session goals.Take10minutesinthesessiontoengagethegroupinidentifyinggoalsfortheNEXTdiscussiontopic.Makenoteofthesegoals.Addthemtotheagendatobesentouttothegrouppriortothenextsession.Usethegoalstoprepareyourselftofacilitatethediscussion.


Activity:Askbyname,toidentifygoalsandquestionsregardingthetopic.1)Atwhatstageofthelicensureprocessareyouatpresent(Intern Handbook,pages38,39and

Guide Handbook,pages50,51)?

Guide discussion/notes:Identifyingthelearninggoalsofallthemembersofthegroupandworkingtowardmeetingthosegoalsarethegluethatkeepsin-personandvirtuallearninggroupstogether.Discoveringeachother’sgoalsisafoundationforidentifyingquestionstoask,issuestoexplore,feedbacktobegained.

Formulate3-4questionstoexplore.

Action items:Capturethechosengoals.

Prioritizethetopicsforguidingsessions.

Inviteinternstocapturetheirindividuallearninggoals:Intern Handbook,page60;Guide Hand-book,page71.



6. Establish/finalize the Licensure Assistance Accord (Guide Handbook, page 70, Intern Handbook, page 59)

Topic: Establish the Licensure Assistance Accord Summarizethegroup’soverallgoalsoverthesixmonths/sessions.

ThepurposeofthisexerciseistogainclarityandfinalizetheLicensureAs-sistanceAccordforeachinterninthegroupandtocapturethecommonthemesfortheGroupLicensureAssistanceAccord.

Capture: 1)Internlearninggoals(Intern Handbook,pages38,39andGuide Hand-

book,pages50,51).2)Specificsoftskillstopractiseanddevelopinthegrouplicensureassistanceexperience.

3)SpecificEITlicensureprocessquestionstobeaddressed.


Activity:Askbynametoidentifylearninggoalsandanyspecificsoft-skillstopractiseanddevelopinthegroupexperience.

Guide discussion/notes:Identifyingthelearninggoalsofallthemembersofthegroupandworkingtowardmeetingthosegoalsarethegluethatkeepsin-personandvirtuallearninggroupstogether.Discoveringeachother’sgoalsisafoundationforidentifyingquestionstoask,issuestoexplore,feedbacktobegained.

Action items:Capturethechosengoals(Intern Handbook,pages38,39andGuide Handbook,pages50,51)

Prioritizethetopicsforlicensureassistancesessions.

InviteinternstocapturetheircontentintheLicensureAssistanceAccord,page 59 (Intern Handbook).

Person responsible: ____________________________________________________


22. Group Licensure assistance Techniques to deliver effective Sessions1.Supplementaryget-to-knowyouexercises

2.Engagingthegroup–fourvotingprocesses

3.Managingthegroup–handlingtheverballydominantone;drawingoutthe“shy”one

4.Stayingontopic

5.Threecommonconversationstechnique(Guide Handbook, pages 22-23)

6.Creatingandsharingstories

7.Issuesexploration(Guide Handbook, pages 25-29)

8.Providingfeedback(Guide Handbook, page 23)

1. Supplementary get-to-know-you exercisesGuide tool kit–getting-to-know-you exercises: Thepurposeoftheseexercisesisforinternstobuildrelationshipsandtrustwitheachother.Oneofthegreatestvaluesofgrouplicensureassistanceislearningfromthedifferentperspec-tivespeoplebringtothegroup.Beginningeachsessionwithavariationofaget-to-know-youquestionprovidesanopportunityforgroupmemberstogettoknoweachother.

Clock time:2–5min.foreachexercise

Activity: Askparticipantstointroducethemselvesandanswerthefollowingquestion.Chooseonequestionforeachsessionorcreatenewquestionsasyouneed:• Whowasthepersonwhoinfluencedyouthemostinyourlifesofarandhowdidthathaveanimpactonyou?

• Whatisthe“oddest”engineering-relatedjobyouhaveeverdone?• Haveyoulivedinadifferentpartofthecountry/oradifferentcountry?Howhasthatinflu-encedyourchoiceofengineeringcareer?

• Whatprofessionalengineeringexperiencedoyouhave?• Describeanassignmentyoufoundtobepersonallyinterestingandrewarding?• Ifyoucouldhavewitnessedalifeeventinthepast,whatwoulditbeandwhy?• Whatchallengedidyouovercomethatyouthoughtwasimpossibleatthetimeandlaterreal-izedwasablessingindisguise?

Question for next session: _________________________________________________________________



1 2 3 42. Engaging the group–four voting processesGuide tool kit–four voting processes.Howdoyouknowatopicismeaningful,engagingfullparticipationandmeetingtheneedsoftheEITs?Usevotingtoolstodeterminewhatisimpor-tantandkeeptheflowofthediscussionsmeaningfulforparticipants.

Thepurposeisforguidestodevelopanunderstandingofwhatisworkingornotworkingforinterns.Changesormodificationsofthetopics,discussions,orgroupprocesscanbemadeoncefeedbackhasbeengained.

Peopleparticipatetodifferentlevelsandindifferentwaysandwewantthemtoengageasmuchasandasusefullyastheycan.Thefollowingfourprocessescanbeusedtohelpmovetheconversationsalongortogaugetheengagementofinternsonanygiventopicordecisionthatneedstobemade.1)Useaquickvoteprocess.Goaroundtheroomandaskparticipantstoindicateona1to5scalewhere:1=myinterestlevelislow;5=Iamcompletelyenthusiastic. Alternative statements are: 1=Idon’tlikethattopic;5=Ilikethattopic;or1=thisisnothelpful;5=thisisavaluableconversation.

2)Goaroundtheroombynameandaskforaone-wordadjectivethatdescribeshowapartici-pantisfeelingaboutthea)process,b)topic,c)idea,d)dialogue,ande)usefulnessorvalueofthemeeting.

3)Usethefive-fingers-handprocess:Askparticipantstoholduponehandanddisplaythenum-beroffingers(1to5)thatcorrespondstotheirlevelofagreement/commitment,where:5=youareintotalagreement;4=youare95percenton-side;3=youarewillingtomovefor-wardfornowbutclarificationmaybeneeded;2=youhavequestionsorconcernstoaddressbeforecommitting;and1=youdonotsupportthedecisionandurgentlyneedtotalk.

4)Listencarefullyforsilence,adropinenergy/enthusiasm,participation,half-heartedrespons-es.Statewhatyouarehearing/experiencingofthegroupandaskforfeedbackandinput.Usethevotesystemifneededtodetermineengagement.Ifthegrouphasdisengaged,askthegrouptogenerateideasonhowyoucanusethebalanceofthetimemoreproductively.

Clock time:2minutestocompleteavoteprocess

Activity:Optionaldiscussionactivity–Askparticipantstoidentifyspecificexperiencestheyhavehadthathavecreatedpositiveenergyinanytypeoflearninggroup(suchaswhentheywereinengineeringschool,orateamintheworkplace).Whathascauseddisengagement?

Question for next session: ________________________________________________________________



3. Managing the group–handing the verbally dominant one, drawing-out the “shy” one

Guide tool kit–staying on topic.Howtomanagesomeofthemorechal-lenginggroupdynamics

Thepurposeofthisfacilitationprocessistoprovideameansofrespectfullyre-directingapersonwhodominatesaconversationandengagingthosewhoaremoreshyinagroupsetting.

Guidesmaychoosetohaveadiscussionwiththegrouponhowtheywouldliketomanagepotentialgroupdynamicssuchas:engagingthosewhotendtobeshyinagroup,andsignalingtothemoredominantspeakertoallowotherstoparticipatemorefully.

Clock time: ____________________________________________________________

Resource people: ______________________________________________________

Activity:Discussiontopic–Whatareyourthoughtsonthechallengesofguidingagroupthatismadeupofdifferentengineerswithdifferentcom-municationstyles?

Howwillwegainparticipationofthosewhotendtobeshy?

Howcanwehelpthosewholiketotalkalot,toallowotherstocontribute?

Guide discussion/notes: Observeandnotewhohasapreferenceforspeak-ingforlengthyperiodsandwhotendstobequietinthegroup?Chooseanengagementprocessthatlimitsthespeakingtimeofthosewholiketotalkbyinvitingthemtospeaktowardtheend;askthemtospeakforalimitedtimeandholdthemtoit.Youmayindicatethatyouwillinterruptwhenthetimehascome.

Example:• WhenAAistalkative:“AA,youhavesharedvaluablethoughtsandinfor-mationwiththegroup,thankyou.NowwewouldliketohearfromBB.”

• WhenAAisalwaysthefirsttooffertheirthoughtsandyouwouldlikesomeoneelsetobeginthediscussion:“BB,Iwouldlikeyoutobeginthediscussionthistime.AA,wewillbesuretocheck-inwithyourviewsoncewehaveheardfromBB.”

• WhenAAwillnotmoveonfromthetopic:“IcanseethistopicisreallyimportanttoyouAA,soIwouldliketospeakwithyoumoreattheendofoursession,aswehaveothertopicswewouldliketodiscussonouragendatoday.Wouldthatbereasonableforyou?”


Askthequietindividualstocontributebygivingthemadvancedwarningtheywillbeselectednexttospeak.Forexamples:

• “IwouldliketotakeafewminutestogoaroundthegroupandfindoutyouruniqueperspectiveonthistopicXX;Iwouldlikeyoutoholdyourcommentsto30secondseach.IamgoingtobeginwithAA,andworkourwayaroundtoendwithGG.”

• “TheseareinterestingcommentsfromXX.YY,wehaven’theardfromyouasyet.AfterBBhassharedtheirthoughts,YYwewouldliketohearyourper-spective.”

Seenotesandprocessesformanagingstickyandawkwardsituations in your Guide Handbook,pages30,31,32.

Action items: _______________________________________

Person responsible: _________________________________


4. Staying on topicGuide tool kit–Staying on topic.Howtostayontopicorgooff-topicifneeded.

Thepurposeofthisfacilitationprocessistoprovideameanstomoveagroupthathasgoneoff-topicbacktothetopic,ortogainpermissionfromthegrouptostayoff-topicandre-scheduletheoriginaltopic.

Guidesmaychoosetohaveadiscussionwiththegrouponhowtohandlegoingoff-topicaspartoftheprocessofestablishinggroupnorms,orusethesetechniquestoallowthedigressionormovethegroupbackontopic.Usingavoteprocesscanbeeffectivehere.

Clock time: ____________________________________________________________

Resource people: ______________________________________________________

Activity: Discussiontopic–Whatareyourthoughtsonthechallengesofguidingagroupthatismadeupofdifferentengineerswithdifferentlearn-inggoals?Howwillwehandlestayingontopicwithourdiscussions?Howcanweaddressthechallengesastheyarise?Wewanttofindwaysofad-dressingdistractionsanddigressionsinourgroup.

Guidesmayallowatangenttooccurforafewmoments.

Addressthedigression.Validatewiththegroupthatthediscussionisoff-topicandsuggesthowitmightbebesthandled.

The group decides:Istheissuesufficientlyofvaluetodiscussthattheorigi-nalagendacanbesuspended?

Isita“parking”itemthatcanbemovedtoanothertopicoragendaitemforanothermeeting?Orisittobetakenoff-linecompletely?

Ifthegroupchoosestocontinuethe“new”topic,establishthetimeandindicatethattimehasbeengiven-upbyanothertopicthatwasonthepres-entagendaandaskwhetherthegrouphasgivenpermissiontodoso.

Useavoteprocesstoquicklyarriveatanagreementonhowtoproceedsoasnottousevaluabletimeindiscussionabouthowtohandlethedigression.

Guide discussion/notes: SeenotesandprocessesformanagingstickyandawkwardsituationsinyourGuide Handbook,pages30,31,32

Action items: __________________________________________________________



5. Three common conversations technique (Guide Handbook, pages 22, 23)Guide tool kit–Three Common Conversations Technique: Level 1: Relationship-building Level 2: Technical Level 3: Strategic

Thepurposeofthistechniqueistoassurethetopicanddiscussionisvaluableandaddressingtheneedsofthegroup.

Therearethreetypesofconversationsandeachhasitsownpurpose.Determiningwhattypeofconversationwillbeofvaluetothegroupandatwhatstagethesecon-

versationshappenhelpsguidesfacilitateaprocessinwhichthehighestvaluelearningisderivedfromthegroupexperience.

Type 1:Relationship-buildingconversations.Thesearestartedonthefirstmeetingwiththemosttimeallocatedtothem,thencontinuethrough-outsubsequentmeetingswithshortertimeallocated.

Type 2:Technical(how-to)conversations.ThesearepredominantfortheEITLicensureAssistanceprogram,e.g.howtopreparecasesumma-ries;howtointerview;howtomanagemeetings;howtobuildeffec-tiverelationshipswithcolleagues/clients,etc.

Type 3:Strategicconversations.Theserequireconsiderabletrustinthegroupastheseconversationsofteninvolvesuchtopicsasblendingcareerwithlifedecisions(e.g.IfyoutooktheengineeringjobinKenora,how

wouldthatimpactyourfamily?).

Activity:Licensureassistancetopicdiscussion

Select a topic:forexample,networking.

Determinewiththegroup:Doyouwishtohavea“how-to”conversationORdoyouwishtohavea“strategic”conversation?

How-toconversationsarefocusedonstepsandprocesses,inthiscase“HowdoIgoaboutdevel-opinganetworkandkeepingitactive?”

Strategicconversationsarefocusedonthestrategicimportanceoftheissueathand,inthisinstance,identifyinghowanetworkhasproveditsvalueinsignificantbusinessdecisionsanditsimportanceforleadershipeffectivenesswithinone’scareer.

Oncethedirectionisset,theguideisreadytofacilitatethediscussion.

Wheregroupsrequestablendedapproach,considerusingaratingscaletodeterminetheap-propriatebalanceoftimeon“how-to”aspectsand“strategic”aspects.

Clock time: ______________________________________________________________________________


Question for next session: Createthediscussionquestionforthenextses-sionandassignpreparationworktoparticipants.

Person responsible: Inviteamemberofthegrouptosendareminderemailwiththediscussionquestionforthenextsessiononeweekpriortothemeeting.

6. Creating and sharing storiesTopic: Sharingstoriesistheheartoftherelationship

Thepurposeofthisfacilitationprocessistoprovideaneffectivemodelorprocessforpeopletocomfortablysharetheirexperiences.

Wemakesenseoftheworldthroughstory-telling.Agoodstoryorganizesfacts,ideasandexperiencesinacoherent,emotionallyengagingwaythatallowsustolearnandchange.Agoodstoryisalwaysaboutchange.

Guidessharetheirstoriesandencourageinternstosharetheirs;guidesdrawthelessonsfromthestory.

Inviteonetothreeparticipantstovolunteertellingastoryrelatedtoatopicatthecurrentandsubsequentsessions.

Guidesthinkoftheirownstoryrelatedtoeachofthetopics.

Encourageotherstosharetheirstories.Askforvolunteerstosharetheirsto-riesandprovidethemwiththenarrativestoryformasatooltoassistthemwithshapingtheirstory.

Clock time: 5-10minutes

Activity: Licensureassistancetopicdiscussion:i.e.networking

Story topic–Acceptableengineeringworkexperience

Main character: Engineering student

Setting:Pregraduationengineeringco-oppositionatanengineeringcon-sultingfirm

Problem of the story (complication): Theexperiencegainedafter50percentofmyengineeringdegreehasbeencompletedcouldbecountedtowardthe12monthsofpregraduationexperiencebyPEO,provideditisacceptable/verifiableengineeringexperienceandinthesamediscipline/re-latedtotheareaofmyprogramofstudy.

An event (the point of crisis):TheworkIwasdoingatthejobwasnotacceptable/verifiableengineeringexperienceandwasnotrelatedtomyareaofstudy(i.e.inthesamedisciplineastheengineeringundergraduateprogramIwastaking).


How the problem was resolved:IapproachedaprofessionalengineeratthecompanytoseeifIcouldworkonsomeoftheengineer’sprojectsandalsosharedmyconcernaboutgainingac-ceptableengineeringexperience.Throughthiscommunication,Iwasabletoworkonprojectsthatwouldcounttowardthe12monthsofpregraduationexperience.

Ending/lesson: HadInotactedontheproblem,Iwouldhavebeenworkingonaninternshipwiththegoalofgainingvalidexperiencewithoutdoingso.Byapproachingaprofessionalengineerinthecompany,IwasnotonlyabletohavetheearofsomeonewhohasgonethroughPEO’slicen-sureprocess,butalsoabletoexpandmypersonalnetwork.

Guide discussion/notes: Inviteparticipantstoshareanexamplefromtheirownexperiencerelat-edtothetopic.Usethenarrativestoryformasatooltobuildtheirstories.

Guidesengagediscussionanddrawotherlessonsandexperiencesfromthegroup.Concludewithwhatyouhave/wouldchange.

Other topics:• Internationalengineeringexperience• PreparingfortheProfessionalPracticeExam/TechnicalExam/ExperienceRequirementsCom-mitteeinterviews

• Networkingintheengineeringcommunity• Resolvingconflictswhenworkinginengineeringprojectteams

narrative story form: • Startingpoint/maincharacter• Setting• Problemofthestory• Anevent/thepointofcrisis• Howtheproblemwassolved• Endingandlessons

Question for next session: Createthediscussionquestionforthenextsessionandassignprepa-rationworktoparticipants.

Person responsible: Inviteamemberofthegrouptosendareminderemailwiththediscus-sionquestionforthenextsessiononeweekpriortothemeeting.


7. Issues exploration (Guide Handbook, pages 25-29)Topic:IssuesexplorationThe purpose:Theintern’sroleistobringissues,experiencesandquestionstoexplorewithinthelicensureassistancegroup.Theguideandinternsaretofacilitateaprocessofexploringtheseconcernsandissuesinanefforttoachieveunderstandingorimproveadecision-makingprocess.

Clock time:Allocateatimeforexploringtheissueorquestion.Tenminutesisusuallysufficient.

Activity:Internbringsforwardanissueorquestion.

UsetheIssuesIdentificationWorksheetasprovidedintheIntern Handbook,page21,Guide Handbook,pages25-29

Step 1:Describethefactsofwhatoccurred.

Step 2:Describethevariousemotionsexperiencedattheeventorasaresultoftheevent.Thismayincludeemotions,attitudes,moodsandbe-havioursthattheotherpartymayhavedisplayedorexperienced.

Step 3:Identifytheareaswheretheguideandinternsinthegroupmayaddthemostvalueinquestioningandexplainingthecontextofwhatwasexperienced.

Step 4:Formulateseveralquestionstofindoutwhy(thisisabackandforthprocesswithstep3)ORidentifywhatcanbedonetoresolvetheissue.

Guide discussion/notes: Guardcarefullytoavoidtakingresponsibilityforprovidingananswerorresolution;theinternistheonewhomustresolvetheproblem.

Question for next session: ______________________________________________



8. Providing feedback (Intern Handbook, page 21, Guide Handbook, page 23)

Topic:ProvidingandlearningfromfeedbackThe purpose:Learningfromfeedbackisanimportantelementofthedevelopmentprocess.Feedbackthatresultsinchangeisasignofeffectiveguidance.Feed-backbelongstobehaviourandisdeliveredtohelpapersonbesuccessful.

Clock time:_________________________________________

Activity:Askparticipantswhatfeedbacktheywouldliketohavefromothersinthegroup(besuretosticktowhatispossiblewithinthegroupsetting).Ideasinclude:Practisinganintervieworapresentation–HowamIpresentingmyself?HowamIparticipatinginthediscussions?AmIconveyingconfidenceoramIcomingacrossasnon-confidentoraggressive?

Guide discussion/notes:Usediscretionwisely.Somefeedbackneedstobedeliveredprivatelyandsomefeedbackcanbegeneralizedforallinthegrouptolearnfromtheexperience.

Question for next session: _______________________________________________________________________________

Person responsible: _________________________________


23. Wrap-up1. Preparation for next session

2. Check-out process

1. Preparation for next sessionDiscussion: Makingsureeveryoneisreadytoparticipate

Qualityparticipationrequiresgoodquestionsandclearinstruc-tionsforeveryone,sothattheycanpreparetheirthoughtsinadvance.


Activity:Choosealicensureassistancetopicdiscussionthatisontheagendaforthenextsession:forexample,tipstoprepareprojectsummariesorhowtobeeffectiveintheinterview.

Howdoyouknowifyouareprovidingclearinstructionsand/orhavecommitmentforadvancedpreparation? Askforfeedback. Takeaquickvoteonthevalueofthetopic. Askifanyonehasaquick,shortarticleaboutthetopictoshare. Askforoneortwoparticipantsinthegrouptoshareareal-lifeexperience (seesectiononCreatingandSharingStoriesforastorydevelopment formatpage91andpage92).

Question for next session: Createthediscussionquestionforthenextsessionandassignprepa-rationworktoparticipants.

Person responsible: Inviteamemberofthegrouptosendareminderemailwiththediscus-sionquestionforthenextsessiononeweekpriortothemeeting.

2. Check-out processTopic:Check-outattheendofthemeeting

The purpose:Check-outprocesstellsuswhathasbeenusefultotheparticipantsandestablishesthenextstepstobetaken.

Clock time:5-10minutesattheend(20secondsperperson)

Activity: Ask:“Whatareyoutakingawayfromthesessiontoday?”Or,“Whatwasthemostvaluablelessonyouaretakingawaytoday?”Or,iftimeistight,“Whatistheoneword/adjec-tivethatwouldtellusthevalueyoufoundintoday’ssession?”Question for next session:Createthediscussiontopicforthenextsessionandassignprepara-tionworktoparticipants.

Person responsible:Inviteamemberofthegrouptosendareminderemailwiththediscussionques-tionforthenextsessiononeweekpriortothemeeting.


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Professional EngineersOntario

40 Sheppard Avenue WestSuite 101Toronto, OntarioM2N 6K9

Tel: 416 224-1100 or 1-800-339-3716

Enforcement Hotline: 416 224-9528 Ext. 1444

Website: www.peo.on.ca

Documents

PEO Guide Handbook