PEO Guide Handbook
Transcript of 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
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Guide
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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).
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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
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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
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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.
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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.
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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
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The Guide’s CommitmentWithanoverallfocusonsupportingthemajorfactorsthatleadtolicensure:• Meetmonthlyfortwohoursoversixmonths• Meetinpersonorusetechnology• Beavailabletodiscussissueswiththeinternbytelephoneoremailasandwhenneeded
• Practiseandlearntogether• Reviewhistoryandexperiencestolearnfromsuccessesandset-backs
• Maintainconfidentiality• Providethecontextforunderstandingex-periencesandissuestoimprovetheoverallcalibreofdecisionmaking
• ProvideregularfeedbacktoPEOontheoverallprogressoftheprogram
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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
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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.
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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
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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.
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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.
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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
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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.
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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
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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?
Professional Engineers Ontario: Guide handbook 21
22 Guide handbook: Professional Engineers Ontario
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
Professional Engineers Ontario: Guide handbook 23
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.
24 Guide handbook: Professional Engineers Ontario
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
Professional Engineers Ontario: Guide handbook 25
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.
26 Guide handbook: Professional Engineers Ontario
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
Professional Engineers Ontario: Guide handbook 27
example #1 of issue exploration: debriefThefollowingchartisanexampleofaproblemdebriefingprocess.Thiswillhelpbuildunderstandingofthehiddenbehaviouraspectsthatmightbeinfluencinganintern’ssuccess.Theoutcomeisthedevelopmentofgreaterinsightintohowto“read”asituationtoimproveperformance.
Presenting issue/description of the event:
The intern:
• Iattendedameetingwithmymanagerandoffered a new idea to solve a problem that I thought was a better idea than his.
• Mymanagercutmeoffinthemeetingandwasvisibly angry.
Identify (with the guide) key points of context, such as: What is going on in the environment that makes this issue important?
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?
Associated behaviours experienced with self and others:
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?
Key questions to explore with my guide:
The intern asks:
• HowcanIpositionasolutiontoaproblem?
• HowcanIimprovetherelationshipwithmymanager?
• HowcanIgetusefulfeedbackfrommymanageron how I am doing?
28 Guide handbook: Professional Engineers Ontario
example #2 of issue exploration: debriefThefollowingchartisanexampleofaproblemdebriefingprocesswithanissuethatmaybefamiliartointernationallyeducatedprofessionalsunfamil-iarwithCanadianworkplaceculture.Thiswillhelpbuildunderstandingofthehiddenbehaviouraspectsthatmightinfluenceyourintern’ssuccess.Theoutcomeisdevelopmentofgreaterinsightintohowto“read”asituationtoimproveperformance.
Presenting issue/description of the event:
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….
Identify (with the guide) key points of context, such as: What is going on in the environment that makes this issue important?
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?
Associated behaviours experienced with self and others:
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.
Key questions to explore with my guide:
The intern asks:
• HowcanIpositionasolutiontoaproblem?
• HowcanIimprovetherelationshipwithmymanager and my customer from here?
• HowcanIgetusefulfeedbackfrommymanageron how I am doing?
Professional Engineers Ontario: Guide handbook 29
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:
30 Guide handbook: Professional Engineers Ontario
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.
Professional Engineers Ontario: Guide handbook 31
32 Guide handbook: Professional Engineers Ontario
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?”
Intern may respond as follows:
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?”
Intern may respond as follows:
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?”
Professional Engineers Ontario: Guide handbook 33
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.
34 Guide handbook: Professional Engineers Ontario
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
DearMs.Mark:
IaminneedofinformationonaQual-
ityControlprocessforabio-engineering
productIamworkingon.
JoeSmithatABCsuggestedyoumaybe
abletoprovidemewithinformationon…
ThankyouforyourtimeandIlookfor-
wardtohearingfromyou.
Yourstruly,
JaneGrant
(416) 999-2222
Professional Engineers Ontario: Guide handbook 35
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.
36 Guide handbook: Professional Engineers Ontario
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.
Professional Engineers Ontario: Guide handbook 37
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.
38 Guide handbook: Professional Engineers Ontario
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.
Professional Engineers Ontario: Guide handbook 39
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
40 Guide handbook: Professional Engineers Ontario
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)
Professional Engineers Ontario: Guide handbook 41
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.
42 Guide handbook: Professional Engineers Ontario
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.
Professional Engineers Ontario: Guide handbook 43
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.
44 Guide handbook: Professional Engineers Ontario
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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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
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
46 Guide handbook: Professional Engineers Ontario
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?
Professional Engineers Ontario: Guide handbook 47
Drawyourlifelinehere
48 Guide handbook: Professional Engineers Ontario
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?
Professional Engineers Ontario: Guide handbook 49
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.
50 Guide handbook: Professional Engineers Ontario
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:_____________________________________________________
Professional Engineers Ontario: Guide handbook 51
7. Intern Licensure Process Skills ScanInstructions:Thefollowinglistofskillareasarethosetobeassessedinthelicensureprocess.Rankyourlearningneedsusingthescalewhere1=lowestareaofneedtodevelop,to5=highestareaoflearningneed(Iwanttodevelopthisthemost).UsethistoolaspartofyourprocesstocreatetheLicensureAssistanceAccordandLearningPlan.
Internsareresponsibleforsecuringtheresourcestheyneedtoprepareforthelicensingprocess.
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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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.
Professional Engineers Ontario: Guide handbook 53
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
54 Guide handbook: Professional Engineers Ontario
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.
Professional Engineers Ontario: Guide handbook 55
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
Relevance to PeO licensureevidence
1.
2.
3.
4.
5.
To achieve my long range plan i must do the following:
Actions taken toward achieving goal
Relevance to PeO licensureevidence
1.
2.
3.
4.
5.
56 Guide handbook: Professional Engineers Ontario
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
Professional Engineers Ontario: Guide handbook 57
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.
58 Guide handbook: Professional Engineers Ontario
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:
Professional Engineers Ontario: Guide handbook 59
Second Meeting: exploring each other’s historyRecommendedtime:30-60minutes.
Forthesecondmeeting:
• confirmagenda/objectivesformeeting;• providetheguide/internwithbackgroundinforma-tion,suchasarésuméorprofile;
• finalizetheLicensureAssistanceAccord;• explorehowbackgroundexperiencessupportorwillsupportlearninggoals;
• beginaddressingissues;• discussandfine-tunehowyouwouldliketoworktogether;
• setnextmeetingAgenda.
2.
60 Guide handbook: Professional Engineers Ontario
13. Meeting #2 Agendause this agenda to keep track of your notes and the intern’s topics of interest
Date/time: Location:
Agenda items:
Key topics discussed:
Issues addressed:
Notes to follow up before the next meeting:
Next meeting:
Professional Engineers Ontario: Guide handbook 61
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.
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14. Meeting #3 Agendause this agenda to keep track of your notes and the intern’s topics of interest
Date/time: Location:
Agenda items:
Key topics:
Issues addressed:
Notes to follow up before the next meeting:
Next meeting:
Professional Engineers Ontario: Guide handbook 63
15. Journal
Thoughts
Ideas
Assignments
Insights
64 Guide handbook: Professional Engineers Ontario
15. Journal
Thoughts
Ideas
Assignments
Insights
Professional Engineers Ontario: Guide handbook 65
Thoughts
Ideas
Assignments
Insights
15. Journal
Thissectioncontainsmaterialandwork-sheetsthatsupportthelaunchofthelicen-sureassistancerelationships.Criticaldocu-mentsfordiscussionandsignature,suchasthecombinedLicensureAssistanceAccordandConfidentialityAgreementarehere.
7. licensure Assistance Orientation & launch Worksheets
66 Guide handbook: Professional Engineers Ontario
Professional Engineers Ontario: Guide handbook 67
16. Worksheet: Getting to Know Each OtherWhenguidessharetheirbackgroundwiththeirintern,theybuildtheneededtrusttolearnfromeachother.Thefollowingexerciseisprovidedtoassistyoutobeginestablishingarelationshipwitheachother.
Shareanddiscuss:Whataresomeofthehighlightsofmypersonallifethatwouldbeusefultoshare,asitispartofwhoIam?
Whataresomeofthehighlightsfrommyworkandeducationhistorythatwouldbeusefultoshare,asthesesetthefoundationfortheworkIdo?
WhataresomeofthehighlightsofmyexperiencesintheCanadianworkenvironmentthatwouldbeusefultoexploreinpreparationforguidinginternationallyeducatedprofessionals(forexample:understandingthenu-ancesofthehiringprocess;howtobeaneffectivememberofateam)?
Howhaveguidesorrolemodelsmadeadifferencetomeinmycareerinthepast?
WhataresomeofthehopesIhaveforthislicensureassistanceprogram?
68 Guide handbook: Professional Engineers Ontario
17. Risk and Risk Mitigation Strategies
Risk Risk Mitigation Strategies
Professional Engineers Ontario: Guide handbook 69
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.
70 Guide handbook: Professional Engineers Ontario
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
Professional Engineers Ontario: Guide handbook 71
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
Relevance to PeO licensureevidence
1.
2.
3.
4.
5.
To achieve my long range plan i must do the following:
Actions taken toward achieving goal
Relevance to PeO licensureevidence
1.
2.
3.
4.
5.
11. Learning Plan (duplicate)Name:________________________________________________________Date:______________________
ImmediateGoal:__________________________________________________________________________
InterimObjective:_________________________________________________________________________
LongRangePlan:_________________________________________________________________________
72 Guide handbook: Professional Engineers Ontario
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.
Professional Engineers Ontario: Guide handbook 73
Thoughts
Ideas
Assignments
Insights
Journal
74 Guide handbook: Professional Engineers Ontario
Journal
Thoughts
Ideas
Assignments
Insights
Professional Engineers Ontario: Guide handbook 75
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:
76 Guide handbook: Professional Engineers Ontario
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)
Professional Engineers Ontario: Guide handbook 77
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
78 Guide handbook: Professional Engineers Ontario
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:
Professional Engineers Ontario: Guide handbook 79
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.
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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:
Professional Engineers Ontario: Guide handbook 81
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
Background:Specialty:Location:Learning goal:Somethingmemorable
Background:
Specialty:
Location:
Learning goal:
Somethingmemorable
82 Guide handbook: Professional Engineers Ontario
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: _______________________________________________________________________
Professional Engineers Ontario: Guide handbook 83
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.
Clock time:10minutes
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.
Person responsible: _______________________________________________________________________
84 Guide handbook: Professional Engineers Ontario
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.
Clock time:20minutes
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: ____________________________________________________
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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: _________________________________________________________________
Person responsible: _______________________________________________________________________
86 Guide handbook: Professional Engineers Ontario
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: ________________________________________________________________
Person responsible: _______________________________________________________________________
Professional Engineers Ontario: Guide handbook 87
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?”
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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: _________________________________
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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: __________________________________________________________
Person responsible: ____________________________________________________
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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: ______________________________________________________________________________
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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).
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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.
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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: ______________________________________________
Person responsible: ____________________________________________________
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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: _________________________________
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23. Wrap-up1. Preparation for next session
2. Check-out process
1. Preparation for next sessionDiscussion: Makingsureeveryoneisreadytoparticipate
Qualityparticipationrequiresgoodquestionsandclearinstruc-tionsforeveryone,sothattheycanpreparetheirthoughtsinadvance.
Clock time:10minutes
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
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Tel: 416 224-1100 or 1-800-339-3716
Enforcement Hotline: 416 224-9528 Ext. 1444
Website: www.peo.on.ca