PEO Intern Handbook

INTERN

INTERN

Professional Engineers Ontario: intern handbook 3

internGuides make a differenceGuides provide:• guidanceonthelicensingrequirements;• insightintoethicalpractices;• anunderstandingofanengineer’sresponsibilitytothepublic;

• integrationintotheengineeringcommunity;

• leadershipdevelopment.

Licensure Assistance–Our Vision:

LicensureAssistancecontributestodevelopingprofes-

sionalswhoadheretothehigheststandardsofengi-

neeringpractice,andarecapableofassumingleader-

shiproleswithintheircompaniesandcommunities.

MembersofthepublicrelyonProfessionalEngineers

Ontario(PEO),thelicensingandregulatingbodyfor

professionalengineeringinOntario,toensurethatpro-

fessionalengineersinOntariomeethighstandardsof

qualification,ethicalpracticeandprofessionalconduct.

PEOisdedicatedtoencour-

agingqualifiedindividuals

tobelicensedasprofession-

als.Formally,enablingan

engineering intern to re-

ceiveguidanceandsupport

fromanexperiencedprofessionalengineerhelpsmeet

thismandate.Licensureassistanceisameanstoperpetu-

atethehighstandardsoftheprofessionandraisethe

profileoftheassociation.

1. Welcome and introduction

Content and materials previously owned by Professional engineers on-tario (Peo), and or created specifically for Peo, remain ©2010, Professional 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 update and tailor the program materials for specific audiences from time to time.

intern

intern

4 intern handbook: Professional Engineers Ontario

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

Printed in Canada

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

this intern handbook contains materials created by: Sage Men-

tors inc. for the use of Professional engineers ontario.


Contents Welcome and Introduction .................................................................................................................. 3BeforeYouStart:HowtoUseThisHandbook................................................................................... 8StagesoftheLicensureAssistanceRelationshipandSupportingTools......................................... 10TheIntern’sandGuides’sCommitment............................................................................................ 11PEOandtheLicensureProcess.......................................................................................................... 12AboutPEO.......................................................................................................................................... 13WhyLicensureAssistanceisImportanttoPEO................................................................................. 14HowLicensureAssistanceSupportstheIntern................................................................................. 15TheImportanceofConfidentiality.................................................................................................... 16BeinganIntern–HowtoWorkWithYourGuide............................................................................. 16

Licensure Assitance Techniques ........................................................................................................ 17NotesforInternsonThingstodotoBuildaLicensureAssistanceRelationship........................... 17Building Trust..................................................................................................................................... 18ManagingExpectations..................................................................................................................... 18DynamicListeningTechnique............................................................................................................ 19ThreeCommonConversationsTechnique........................................................................................ 20Feedback............................................................................................................................................ 21HowtoWorkThroughIssuesWithYourGuide............................................................................... 21ExampleofIssueExploration:Debrief.............................................................................................. 22IssueIdentificationWorksheet.......................................................................................................... 23WhattodoiftheRelationshipisnotWorking................................................................................ 24

Other Useful Tips ............................................................................................................................... 25TheWrittenWord:EmailEtiquette.................................................................................................. 25OnlineLicensureAssistanceRelationships........................................................................................ 26OnlineRelationshipGuide................................................................................................................. 27TelephoneandVoiceMailEtiquette................................................................................................. 29

Managing Diversity ........................................................................................................................... 30Cross-culturalAwarenessandHowtoManageDifferences............................................................ 30LicensureAssistanceasaMatureEngineer...................................................................................... 31LicensureAssistancewithBoomers................................................................................................... 32


internin

ternCareer Development Tools ................................................................................................................ 334. Self-ExplorationLifelineReviewandIdentifyingmyCoreStrengths...................................... 345. ValuesExploration....................................................................................................................... 376. InternSelf-Assessment:PreparednessForLicensure................................................................. 387. InternLicensureProcessSkillsScan............................................................................................ 398. InternLearningCompetencyScan.............................................................................................. 409. CreatingLearningGoalsUsingSMART...................................................................................... 4110. FinalizingaLearningPlan........................................................................................................... 4211. LearningPlan............................................................................................................................... 43

Licensure Assistance Meeting Planning & Journal .......................................................................... 4512.FirstMeetingAgenda............................................................................................................ 46-4713.SecondMeetingAgenda........................................................................................................ 48-4914.ThirdMeetingAgenda........................................................................................................... 50-5115.Journal..................................................................................................................................... 52-54

Licensure Assistance Orientation and Launch Worksheets ............................................................ 5516.Worksheet:GettingtoKnowEachOther.................................................................................. 5617.Risk&RiskMitigationStrategies................................................................................................ 5718.CodeofConductandProgramOperatingPrinciples................................................................ 5819. LicensureAssistanceAccord........................................................................................................ 5911. LearningPlan(duplicate)............................................................................................................ 60

AppendixSources&Resources........................................................................................................................... 61TheFiveElementsofEngineeringExperienceforLicensing........................................................... 61


before You Start–how to Use this handbook

Internsarenotexpectedtoreadthehandbookcover-to-cover(unlesstheyreallywantto!),butrathertousethetoolstheyneed,whentheyneedthem,toaddressthemattersathand.Thehandbookisnotatrainingmanualwhereyouareexpectedtofollowexercisesinsequence.

Thehandbooksareresourcestosupportyourrelation-ship,notdrivetherelationship.

Alicensureassistanceoverviewchart,calledStages of the Licensure Assistance Relationship and Supporting Tools (page10),isprovidedinthisWelcome and Introduction to Licensure Assistance section.Thislicensureassistance“at-a-glance”identifieswhattoexpectateachstageoftherelationshipwithyourguideandprovidesaselectionoftoolsyoucanusetohelpwithyourdevelopment.

Atthelaunchoftherelationship,youwillfinditusefultohavebackgroundinformationonPEOandhowlicen-sureassistancesupportsyourdevelopmenttowardyourlicence.YouwillfindthisinformationintheWelcome and Introduction to Licensure Assistancesection.TofindnecessarytoolsforthePEOexaminationprocess,youcancheckthelistprovidedintheAppendix(page61).

Allthetoolsinthisguideareidentifiedbynameandnumber.TheToolssection(page33)containscareerassessmenttoolsforyoutouseasapre-cursertoset-tingyourlearninggoalsfortheprogram.Thissectioncontainssuchtoolsas#4 Self-Exploration Lifeline Re-view, #5 Values Exploration, #9 Creating Learning Goals Using SMART, #2 Guide Licensure Process Skills Scan,and #19 Licensure Assistance Accord,tonameseveral.Alltoolsareavailableforindividualuse,asdownloadsfromthePEOwebsite.

Thesecareerassessmentandgoal-settingtoolsarereplicatedintheGuide Handbook.Theyaredesignedinseveraldifferentformats,sincelearningstylesvary.Selectthetoolyoufindthemostusefulforgeneratingtheinformationneededforeffectiveplanning.

Thishandbookisa“workingnote-book”.Ithasbeendesignedasaresource,toolkitandmeetingnote-book,allinone.Itcontainsinforma-tion,modelsandtechniquestohelpyoumaximizethelearningrelation-shipwithyourguide.

Thishandbookandthecorrespond-ing Guide Handbookhavebeenwrittenwithinterns’needsinmind.Thetools,tips,andtechniquesarehighlypractical,easytoreferenceanduse,andonepageinlength.Brieftheoreticalframeworksandmodelsareprovidedforcontextand,again,arewrittentobeacces-sibleandonepagelong.


ThesectiononTechniques(page17)providesaselectionofcoachingprocessesthatwillbehelpfulforthemanydifferentconversationsyouwillhave.Theseprocessesincludehowtoworkwithaguide,typesofconversa-tions,listeningskillsandhowtobringissuesforwardforexploration.Taketimetoreviewthesetechniquessothatwhenyouhaveaneedforatechniqueorprocess,youknowitisatyourfingertips.

TheTechniquessectionalsoprovidesOther Useful Tips (page25)forthosewhowillusetechnologytosupporttheirrelationship.Tipsonhowtouseemailandthetelephoneareprovided.ThesetipsarealsointheGuide Handbook.

IfyouareaninternationalengineeringgraduatenewtoCanada,orareanewgraduate,youhaveparticularneedsandpressures.ThesectiononManaging Diversity (page30)providesinsightsandtipsonhowtoworkef-fectivelywithyourguide.

TheLicensure Assistance Meeting Planning and Journal (page45)providesagendasformeetings,andideasofwhattodoinyourrelationshipandjournalpagestocapturelearning,ideasandnotestobringforwardatsubsequentmeetings.Thesearetohelpyoumanageyourrelationshipandprovidestructure.Manypairsfindhavingastructureusefulforkeepingtrackofprogress.Usewhatyouneed,orcreateyourownmethodofman-aginganagendaandlearningjournal.

TheLicensure Assistance Orientation Worksheets (page 55)sectioncontainsseveralexercisesguidesandinternswillworkthroughattheorientationsession.Thissectionincludestwoofthemostimportantdocumentsyouwillneedthroughoutyourrelationship,the#19 Licensure Assistance Accord(page59)andthe#11 Learning Plan (page60isaduplicate).Ifyouoryourguidemissedthe

orientationsession,pleasetakethetimetocompleteyourLicensure As-sistance Accord and Learning Plan at theonsetofyourrelationship.

TheStages of the Licensure Assis-tance Relationship and Supporting Tools chartonpage10capturesthemajorphasesoftherelationshipandidentifiesseveraltoolsthatmayhelpateachstage.Usewhatyouneed,whenyouneedit,forthematterathand.


Stages of the Licensure assistance relationship and Supporting tools Stage 1: Feasibility

Stage 2: Blueprint

Stage 3: Build

Stage 4: Operations

Stage 5: the Close

Assessing your readiness–is this program for me?

Preparing to start initiating the relationship

Making it work Closing or redefining the relationship

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

Guide/intern registers in Licensure Assistance Program

Once matched–interns and guides participate in the orientation sessions

Guide/intern uses Career Development tools in the tools section as a means of getting to know each other and foundation for goal setting

Guide/intern sets goals and Licensure Assistance Accord for the relation-ship

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: re-view 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 in licensure assistance

Interns become increas-ingly self-reliant and take more lead in the relationship by setting the agenda and bringing ex-periences to the guide 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 as-sistance 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

Bring forward issues to explore and apply the prin-ciples and ethics of PEO

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

Thischartillustratesthetypicalstagesandflowofthelicen-sureassistancecomponentofthelearningprocess,someofthethingsthatcanbeexpect-edateachstageandseveralactivitiesthatmaybeengagedwithinthestage.

the intern’s and Guide’s Commitment


the intern’s CommitmentWithanoverallfocusonmanaging,drivinganddirectingthelearning relationship:• Meetmonthlyfortwohoursover sixmonths

• Meetinpersonorusetechnology• Bringissues,experiencesandques-tionstotheguidefordiscussionandexploration

• Practiseandlearntogether• Reviewhistoryandexperiencestolearnfromsuccessesandset-backs

• Maintainconfidentiality• ProvideregularfeedbacktoPEOontheoverallprogressoftheprogram

the Guide’s CommitmentWithanoverallfocusonsupportingthema-jorfactorsthatleadtolicensure:• Meetmonthlyfortwohoursoversixmonths• Meetinpersonorusetechnology• Beavailabletodiscussissueswiththeinternbytelephoneoremailasandwhenneeded

• Practiseandlearntogether• Reviewhistoryandexperiencestolearnfromsuccessesandset-backs

• Maintainconfidentiality• Providethecontextforunderstandingex-periencesandissuestoimprovetheoverallcalibreofdecisionmaking

• ProvideregularfeedbacktoPEOontheoverallprogressoftheprogram


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

Thisdiagramillustrateshowthelicensureassistancerelationshipevolvesandsupportstheprocessofbecominglicensedasaprofessionalengineer.Overtime,thefocusoftherelationshipwillchange;theissuesaddressedandcontentoftheconversationswillbecomemorecomplexandricherforlearning.Ultimately,whenyouarewellsupportedinyourlearning,youhavethepotentialtodevelopahigherlevelofcapabilityandmightbecomeaguidetothenextgenerationswhofollow.

Candidate Engineering Intern Professional Engineer

Engineering Experience

Intern Volunteer as Guide

Practise as a professional engineer

Experience requirements fulfilled

Academic requirement fulfilled (and other requirements)

Professional Practice Examination completed

Experience requirements fulfilled

Professional Practice Examination completedAcademic requirement fulfilled

IEG*

CEABGrad*

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

Licensure Process


about PeoProfessionalEngineersOntario(PEO)isthebodythatlicenses,regulatesandsetsstandardsforprofessionalengineeringinOntariotoserveandprotectthepublic.Itisresponsibleforlicensingprofessionalengineers,grantingtemporary,provisionalandlimitedlicencestopractiseprofessionalengi-neering,authorizingcompaniestoprovideengineeringservices,andinvesti-gatescomplaintsagainstlicensedpractitionersandcompaniesanddisciplin-ingthemiffoundguiltyofincompetenceorprofessionalmisconduct.

Theassociationalsoenforcesthelicensureandtitleprovisionsoftheactagainstindividualswhopractiseprofessionalengineeringwithoutalicenceormisrepresentthemselvesasprofessionalengineers.

TheresponsibilitiesoftheassociationaredescribedintheProfessional Engi-neers ActandRegulations,whichhavebeenestablishedbytheOntariogovernment.

PEO’sofficeislocatedinToronto,Ontario.

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

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

3.Establish,maintainanddevelopstandardsofprofessionalethics;and4.PromotepublicawarenessoftheroleofPEO.

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

PEOisgovernedbyaCouncil,thecompositionandoperationofwhicharedictatedbytheactandregulations.MostcouncillorsareelectedbyPEO’smembers.SomecouncillorsareappointedbytheLieutenantGovernor-in-CounciloftheProvinceofOntario.Theseappointedcouncillorsmayormaynotbeprofessionalengineers.ThePEORegistrarisresponsibleforstaffimplemen-tationofPEOCouncil’sdecisionsandpolicies.


Why Licensure assitance is important to PeoThisprogramprovidesyoutheopportunitytointeractone-on-onewithaprofessionalengineerandacquireinsightintoprofessionalpracticesandethicaldecisionmaking.Youhavetheopportunitytogainperspectiveonthereasonsengineeringisalicensedprofessionanditsroleinsociety.You

furtherbenefitbyhavingaccesstoawealthofknowledgeandprovenacu-meninidentifyingandmakingwiseprofessionalcareerchoices.Theinspira-tionandmotivationthataguidecanprovideisinvaluabletoanyoneatthebeginningofacareerorstartinganewinCanada.

Guidancefromanexperienced,licensedindividualinriskmanagementcanputyouyearsaheadofacounterpartwhodoesnothavethesameaccesstothisknowledgeandexpertise.Thishelpsprepareyouonhowtopreventorsuc-cessfullynavigatepotentiallydamagingsituations.

Yourguidelearnsaswell.Guidesgainanawarenessofthechallengesnewgraduatesfaceandthedifficultiesinternationallytrainedgraduatesmustovercomeontheirwaytolicensure.Guidesfinditisanopportunitytoac-quireknowledgeofnewtechnologiesandterminologyandareenergizedtosetandachievetheirownprofessionalcareergoals.

Asenseofsatisfactioniswaiting!

Participationinlicensureassistancedis-playsacommitmenttomaintainingandpromotingthehigheststandardsoftheprofession.

PEOexpectspeopleareparticipatingoftheirownfreewillandwillactingoodfaith.PEOdoesnotmonitortheindividualrelationships.

attributes of an effective Guide• Adesiretohelpanotherindividualsucceed intheprofession

• Abilitytolistenactively• Goodrapportbuildingskills–abilityto empathizewithanother

• Abilitytoinspireandencourage• Commitmenttomeetingwithaninternon

a regular basis• Abilitytosetandmeetmeasurablegoals• Abilitytoprovidecorrectivefeedbackwith-outdiscouragingtheintern'senthusiasm

• Adesiretopromotetheprofession

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

• Adesiretolearnfromexperiences


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

• provideanunderstandingofthecontextofan experience;

• provideacontextforhowdecisionsaremade;• focusonthedevelopmentofyouasawholeperson;• provideguidanceinriskmanagement;• provideinsightintoyourcorestrengths,valuesandoverallpotential;

• provideasoundingboardforunderstandinginter-personalrelationships,improvingyourabilitytoproblem-solvepotentialconflictsituations;and

• exploreethicsissues,risksandmitigationprocesses,enhancingyourabilitytomakeeffectivedecisions;

TheLicensureAssistanceProgramisnotintendedto:• helpyougetajob;• promoteyouforjobs/assignments;• superviseyourworkassignments;• findaP.Eng.refereeforyou.

Summary of the PEO Guide Role Requirements Theprogram’sobjectivesaretolinkengineeringinterns(interns)withprofessional engineers (guides) to enable interns to:• receiveguidanceonmeetingtheassociation’slicensingre-quirements;

• gaingeneralinsightintoethicalpracticeanddecisionmaking;

• developasoundunderstandingoftheirresponsibilitytothepub-licaswellastotheengineeringprofession;and

• receiveguidanceonassimilatingintotheengineeringcommu-nityandbusinessclimatewithinOntario.

Internswillhavetheopportunitytoplananddevelopcareerstrategiesandreceiveassistanceonhowtoachievelife-skillsbalance.However,thelicensureassistanceprogramisnotajobfindingvehicle,andguidesarenottobeapproachedaboutfindingworkoractingasexperiencereferences.


the importance of ConfidentialityInkeepingwiththePEOcodeofethics,managingconfi-dentialitybuildstrust.Tothatend,participantsmaynotsharesensitiveorproprietaryinformationregardingtheirworkand/orcompany,withoutwrittenpermissionfromtheirsupervisorandseniorcompanyofficial.

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

Guides are not to provide technicalguidanceonwork-relatedactivitiestotheirinterns.Ininstanceswhereaguideisaskedtomonitoranintern’sworkwiththeintentofbeingareferee,agreementsmustbemadewiththeintern’semployer.Guideswill-ingtoactasanintern'smonitormustmeetalltherequirementsasoutlinedinPEO'sGuide to the Required Experience for Licensing.

being an intern–how to Work With Your GuideItisimportanttobuildasolidrelationshipwithyourguide.Yourguidehasmanyideas,insights,andinformationthatcanbesharedwithyou.

Thekeytomakingthemostofyourrelationshipistobringexperiencestoexploreandquestionstoask.Anexperienceandaquestionmightbeanythingthatraisesa“Iwonder….why,how,where,when,what…?”

Thefollowingtipswillhelpyoubuildasolidlearningrela-tionship:• Gettoknowyourguide.Findoutabouttheguide’sback-ground,howtheguidechoseengineeringasaprofes-sion,whattheguidelikesaboutwhattheguidedoes,whatsomeoftheirchallengeshavebeenandhowtheyovercamethosechallenges.

• Askyourguidehowtheybuilttheirnetworksovertheircareer.Whatdidtheybecomeinvolvedwiththathelpedthemthemost?

• Shareyourexperiencesfromotheremployers,summerjobs,work-terms,andexperiencesinothercountriesasameansofexploringforyourownlearning.Bysharing,yourguidewilllearnfromyou.

• Askquestionsthatwillshowhowwork-lifebalanceissupportedindifferentorganizations.

• Buildunderstandingandawarenessofwhatisimportanttobesuccessfulintheworkplace,aswellastoprepareforthelicensingprocess.

• Beforthright!Yourguideistheretohelpyoulearn–takefulladvantageoftheopportunity.

• Enjoyyourrelationship!


2. techniques

notes for interns on things to do to build an effective relationship Gettingtherelationshipofftoagoodstartinthefirsttwotothreemeetingsiscriticalforsuccess.Thefollow-ingareideasforexploration:• Practiseandgetfeedbackonapresentation.• Getfeedbackonmanagingrelationships.• Getfeedbackonplans,strategies,proposals.• Getfeedbackonpersonalleadershipstyle.• Co-chairameeting.• Attendameetingtoseehowtheguidehandlessitu-ations,relationships,issues;haveadiscussionaboutobservations.

• Attendaluncheonorconferencetogether,discussideasanddeterminetheirapplicabilitytoanissueorprojectyouareworkingon.

• Doacasestudytogethertobuildanalyticalandcriti-calthinkingskills.

• Buildandcultivatenewalliancesandnewnetworks.• Workthrougharealproblemorissuefacedintheworkplace.

• Learnhowtogainsupportforanewinitiative.• Learnandpractisethedynamicsofinterpersonalrelationships.

• Practiseyourpresentationskills.• Practiseforaninterview.• Workoncareerandlifegoalstogether.


building trustEffectiverelationshipsarebuiltonafoundationoftrust.Establish-ingandmaintainingthistrustisasignificantfactorintheeffective-ness,satisfactionandsuccessoftherelationship.

Trustisbuiltonanongoingdemon-strationofintegrity,competence,consistency,loyaltyandopenness.Youneedtobelievethatyourguide’sinputandinsightiswellconsidered,basedonexperienceandprovidedinanefforttohelpyousucceed.

The responsibility for building trust is shared • Youmustopenlysharetheissuesthatconcernyouandbeawareofyourownvulnerability.

• Guidesmustopenlysharethelearninglessonsfromtheirownhistory–includingtheirownstrug-gles,failuresandvulnerability.

• Together,youmustworktosup-portyourcommitmenttorespecteachother.

Elements of trust• Trustisearnedovertime.• Trustgrowswithgenuineinterestintheotherperson.

• Trustinvolvestakingrisks–itbuildsbytakingonesmallriskatatime.

• Trusttakesalongtimetobuild,andcaneasilybedestroyed.

What can we do to build trust in our relationship?

Managing expectationsOftenyouandyourguideentertherelationshipwithexpectationsofeachotherthatneedclarificationanddiscussion.Clarifyingexpectationswillenhancethedevelopmentoftrustandreducetheriskoffrustrationanddisappointment.

• Therearemoregenerationsintheworkplacetodaythaneverbefore.Differentgenerationsapproachtheworldofworkwithdifferentexpectations,anddifferentpersonalandworkvalues.Takethetimetofindthesimilaritiesandthedifferencesinhowprob-lemsaresolvedanddecisionsmade.

• Spendingtimewithyourguideworkingonissues,problemsandprojects,orsittingoncommitteesto-getherhelpsbuildtrust.

• Youneedtobepreparedtoshareyourgoalsanddreams.Guideshavegoalsaswell.Learnaboutyourguide’sgoals.Youcansupporteachother’seffortstoachievegoals.

• Youownyourowndevelopment.Itisuptoyoutoidentifythegoalsofyourrelationshipandtorequesttheinformationandhelpyouneed.

• Youneedtobeopentothefeedbackthatyouhaverequested.Therewillbetimeswhenthefeedbackwillnotgointhedirectionyouwouldprefer,yetitmayhelpyouconsiderably.

• Nothingisautomatic.Theremustbetimeinvestedintherelationshipfortherelationshiptobefruitful.Setascheduletomeet,andkeeptoyourschedule.Dis-cussandplanforthescheduleyouneed.Therewillbetimesanagendaisusefulandothertimesamorerelaxedapproachworkswell.Takethetimetodiscussyourmutualneeds.

“no one who

achieves success does

so without the help of others. the

wise and confident

acknowledge this help

with gratitude.”AlfredNorth

Whitehead

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/interest-ing/boring,orformulatingmyresponsebeforetheyarefinished),andopenmymindtocontinu-allylistenandgathermoreinformation.

Step 4: asking questionsHereIwillpractiseusing“what,when,where,who,how”questionstofindoutmoreinforma-tion.Iwanttofindoutthehiddenissuesandwhatmightbegoingonbehindthebehaviour,attitudesandexperiencesthatoftenhidethemostimportantissues.

Step 5: reflecting for insightHereIwilltakethetimetoreflectonthecon-versation,theideasgenerated,andfeedbackreceived.WhatdidIlearnasaresultoftheexperience?



1 2 3How to do it• Askquestionstoidentifyandunderstandtheprocess.

• Gatherdetailedanddescriptiveinformationrelatedtotheissue.

• Getdescriptivefeedbackandknowledgetobuildskillsin“howto…”.

Level 3: strategic conversationThislevelischaracterizedbytheguidebringingabroaderperspec-tivetotheissueraised–forexam-ple,situatingyourjobwithinthecontextofbeinganinternationallyeducatedgraduatenewtoCana-dianworkplacecultureandhowtointegrateeffectively.

Toengageinthislevelofconversa-tion,youneedtofeeladeepleveloftrusttoshareyourgoals,dreams,andvulnerabilities.Thisrequiresself-knowledgetobeabletoexploreanddiscoverina“helpmeunder-standwhy…”wayoflearning.

Attimesthefeedbackwillbedif-ficulttoacceptasitmaychallengedeeplyheldpersonalvalues,prin-ciplesandassumptions.Thisconver-sationisonepeoplevaluethemostasitallowsfortheexplorationofnewapproachesthatmaynothavebeenconsideredinthepast,open-ingnewopportunities.

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

Level1:relationshipbuildingconversations Level2:technicalconversations Level3:strategicconversations

Thefollowingareexamplesandprocessestomovetheconversationfromfriendlyrelationshipbuildingtoastra-tegicconversation–wherereallearningcantakeplace.

Level 1: relationship building conversationThisleveliswherewebeginallnewrelationships.Itisimportanttotherelationshiptostartwiththistypeofsocialconversation–don’trushthisstageasitbuildstrustandcomfort,andsetsthefoundationforthedeepconversationsthatwillcomelater.

How to do it• Beinterestedintheotherperson–whotheyare,whatisimportanttothem,whattheyliketodo–atwork,inthecommunityandintheirleisuretime.

• Lookforthings/interests/areasyouhaveincommon.• Beopentosharingandtalkingaboutyourownback-ground.

• Beopenandnon-judgmentalabouttheirstrengthsandweaknesses.

• Bethoughtfulinhowfeedbackisprovidedsoasnottoharmtherelationship.

• Discusswhatyouarehopingtogainorlearnasaresultofbeinginthelicensureassistanceprogram.

Level 2: technical conversationsThislevelischaracterizedbyallthe“how-to”informa-tion:forexample,howtogetsomethingdone;howtoaccessresourcesyouneedforintegratingintotheCa-nadianworkplace;howtoexplorehowadesignchangecanbeimplementedinamanufacturingprocess;howtobecomeinvolvedinassociationsandasavolunteer;howtoconductyourselfinameeting.

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

three Common Conversations technique


Feedback Feedbackthatresultsinchangeisasignofaneffectivecoachingrela-tionship.Sometimes,feedbackwillbedifficulttohearandsometimesfeedbackwillbuildyourconfidenceandesteem.

Thekeyistokeepinmindthatfeedbackisgiventohelpyoubesuccessful.

Recognizethatfeedbackbelongstothebehaviour,nottowhoyouareasaperson.

“It is not about who you are; it is about the behaviour that needs to change.”

Whenlearningfromfeedback,consider:• WhatdoIneedtodomoreof?• WhatdoIneedtodolessof?• WhatdoIneedtokeep?• WhatdoIneedfromothersto knowthatthechangeIam makingisontherighttrack?

how to Work through issues with Your GuideTheguide’sroleistofacilitateaprocessofexploringtheconcernsandissuesyoubringtotherelationship.SeeIs-suesIdentificationWorksheet,page23.

Inthisprocess,youwillbringyourexperiencesforwardtoexplore.Yourguidewillprobeandaskquestionstohelpyouunderstandthebroadercontext(exploringthedifferentareasthatcouldbeinfluencingthedecisionthatwasmade)orforreasoningthroughaproblemthatneedstobesolved.Oneexamplefollowsonthenextpage.

Issues Identification Worksheet

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 the guide may 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 ques-tions to find out why (this is a back and forth process with step 3), or to identify what can be done as a next step in resolving the issue.


example of issue exploration: debriefThischartisanexampleofaproblemdebriefprocess.Thiswillhelpbuildunderstandingofthehiddenbehaviouraspectsofwhatmaybeinfluencinganintern’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;

• thedetailsofprocess:• Didtheinternpreparethemanagerforthe

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?


issues identification WorksheetStep 1:Describethefactsofwhatoccurred.

Step 2:Describethevariousemotionsexperiencedattheeventorasaresultoftheevent.Thismayincludeemotions,feelings,moods,attitudes,andbehavioursthattheotherpartymighthavedisplayedorexperienced.

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:


What to do if the relationship is not WorkingNotallrelationshipswillbeperfect,allthetime.Thisistobeexpected.Inanynewrelationship,thereisaninitialperiodofdiscoverythatmaybeawkward.Itisimportanttoworktogethertofindwhatiscausingthediscomfort.Tobuildorrepairarelationship,followthesesteps:1.Reviewyourrelationshipexpectations.2.Reviewyourvaluesandthevaluesofyourguide.Istheissuerelatedtoafundamentaldifferenceinyourvaluessystemsthatcannotbebridged?

3.Reviewthelogisticsandcommitment.Isitatiming/availability/locationissuethatcanbeworkedout?

4.ReviewtheLearningGoalsandLicensureAssistanceAccord.Havethelearninggoalsorotherelementsoftherelationshipchangedinsuchawaysoastoimpacttherelationship?

Dissolving the relationshipShouldyoubothdecidetobringtherelationshiptoaclose,makecontactwiththelicensureassistancepro-gramcoordinatorandoutlineatransitionplan.

What to do next• Contactyourlicensureasssistancecoordinatortoestablishatransitionplanandrequestanewmatch.

• Takethetimetothankyourguidefortheguide’sef-forts.

• Beclearaboutyourneeds,toassistthelicensureassis-tancecoordinatorwithfindinganewmatchforyou.

• Beginthenewrelationshipasafreshstartandenjoylearning.


Thissectionprovidespracticaltipsonbuildingandmanagingrelationshipswiththesupportoftechnology–online,emailandtelephone.

the Written Word: email etiquetteEmail,telephoneand“chat”areallusedinrelationshipswheredistanceandcon-veniencepresentanobstacletospend-ingtimeinperson.Thereareseveralconcernstobemanaged:• Confidentiality:EmailisNOTcon-fidential.Beawarethatwhatyousendinanemailcanbeforwardedtoothers;companyemailsystemstrackallincomingandoutgoingemail;wirelessuserscanandwillpickupunsecuredemail.Bethoughtfulaboutwhatyouwriteinyouremail.

• Writing style:Takethetimetocon-veyyourthoughtsclearly.Treatemailasabusinessletter.Useproperwords(not“u”foryou)andspellcheckyourdocument.Usegrammarcorrectly.

• Use the “subject” linetoidentifythekeypointorrequest(seesampleprovided).

• Requests for information:Keeptherequestsimpleandfocusedononeareaatatime.

• Place your request in your opening line followed by abackgroundparagraph.

• Allow 24 to 48 hours to respondorforaresponse.• Provide your contact information in your “signa-

ture”,phonenumberandemailaddress.• Use the telephone when information is sensitive. Anymessagethatisanexpressionoffeelingsandemotionsisbestpresentedinpersonoroverthetelephone.

3. Other Useful tips

From: [email protected]

Subject: Introduction and request for

information Bio-Engineering

in Mississauga

Date: March10,2010

To: [email protected]

DearMs.Mark:

IaminneedofinformationonaQual-

ityControlprocessforabio-engineering

productIamworkingon.

JoeSmithatABCsuggestedyoumaybe

abletoprovidemewithinformationon…

ThankyouforyourtimeandIlookfor-

wardtohearingfromyou.

Yourstruly,

JaneGrant

(416) 999-2222

[email protected]


online Licensure assistance relationshipsEmail,telephone“chat”areallmodesofestablishingarelationshipwheredistanceandconveniencepresentanobstacletospendingtimeface-to-face.Tobuildatrustingrelationship,therearepracticalconcernstobemanaged.

Themostsignificantare:• Confidentiality:EmailisNOTconfidential;someorganizationsdonotsupportpersonaluseofemail;itisveryeasyforordinarycomputeruserstoinnocentlypickupprivatemessagesthroughwirelesstransmissions.Aknowledgeablehackercanmonitorandpublishasensitiveemailfroma“secure”line.

• Writing styles:Howapersoncommunicatesdependsontheperson’sabil-itytoconveythoughtsandfeelingsinwrittenformat.Thoughtfulwritingwillmissspontaneityandpoorwritingcanresultinmisunderstandingsandconflict.Therewillbetimeswhenprovidingadefinitionofwordsandtermswillbeimportanttohowyouconveyyourmessage.

• Responsiveness:Howlongonetakestorespondandhowtimingisperceivedimpactrelationshipdevelopment.

• Trust:It canbeachallengetodeveloptrusttothere-quiredlevelforalearningrelationshiptotakehold.Somefindanonlineenvironmenteasier;othersfinditmoredifficult.

• Textvs.face-to-facecues:Itisachallengetocapturethenuancesandfineemotioncommunicatedinfractionsofasecondbyamovementofthebody.Atextmessagereceiverwilloftentransfertheirownemotionstocreatethemissingmeaninginthewordstheyreceive–forexample,ifthereceiverishavingadifficultday,themessagemaybeinterpretedasinfusedwithnegativemeaning.

• Issuesandproblemexploration:Welldefined,focusedissuesthathavetimingleewayforexplora-tion,thoughtandreflectionaresuitedtoemail.Complex,multi-dimensional,andrelationalissuesarebestsuitedtoface-to-faceortelephonediscus-sionandexploration.

• Learningreinforcement:Follow-uptoaprogramorcoursediscussionthatbeganinaface-to-faceexplorationisaneffectivemeansofusingelec-tronicmeanstosupportyourrelationship.


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.Clearlyoutlinethegoalsyouhavefortherelationship,whatyouhopetogainandtooffer.SharetheSMART Goalsworksheet,orLearning Plan and Licensure Assistance Accord.

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

o Identifytheacceptabletimeforresponses;somepeopleexpectfre-quentmessages,otherslikeafewdaystoreflectbeforeresponding.• Allow24to48hourstorespond.• Agreethatifonehasnotrespondedbyanagreedtime,themes-sagewillbere-sentsincetheotherisassumednottohavereceivedthemessage.

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

• Don’ttakealackofresponsepersonally;itfrequentlyisn’tpersonalatall.

o Usetoolstoidentifyissues.UsetoolssuchastheIssues Identification worksheetandMeeting Agenda.

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

o EstablishConfidentialityandtheLicensureAssistanceAccord• UsetheLicensure Assistance Accordasthefocusforthecontentofrelationships.

• Keeptooneissueatatimeinmessages.• UsetheIssues Identification worksheetandMeeting Agendamod-elstoprovideastructuretomessages.

• Keepmessagesbriefforeaseofreading.


o Establishhowyouwillhandlesensitiveissues.• Youmaydeterminesensitiveissuesarenotappropriateforemail-basedrelationshipsandsetatimetomeetoverthetelephoneorinperson.

o Establishhowyouwilladdressethicaldilemmas.• FollowPEO’sguidelinesforethicalissues.• Spendsometimeidentifyingotherrisksthatmayariseandhowyoumightaddressthem.

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

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

• Takethetimetoconsiderhowtocommunicatethefinernuancesofyourexperience.

• Whereemotionischarged,taketimetoreflectandlettimebealev-elinginfluence.Don’trespondemotionallytoanemotionalsituation.

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

• Thanktheotherfortheirtimeinvestment.

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

o Setaguidelineforcontactofonceaweek.


telephone and Voice Mail etiquetteUsingthetelephoneisoneofthemostimportantaspectsofhowapositive(ornegative)impressionismadeinbuildingrelationships–forestablishingarelationship,orgenerallyintheworkplace.

Six tips1.Stateyournameslowlyandclearly.Voicemailandansweringmachinesdistortsound;pleasestateyournameslowly.

2.Spellyourname.Ifyouhaveacomplicatedname,oronethatcanbespelledmanydifferentways,takethetimetospellitfortheotherparty.

3.AnswerthephonewithaclearHELLO.

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

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

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

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


Thissectionprovidesseveraltipsonsupportingdiverseindividualsinarelationship.Beingopentoexploringandlearningabouttheotherperson’sneedsaddsrich-nesstotherelationship.

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-lationship–onethatfocusesontheintern’sdevelopmentalneeds.Partofthoseneedswillbeadiscussionofvalues,beliefsandpersonalstyles.Whenaguideandinternhaveanaturalalignment,itiseasiertobuildandmaintainarelationship.When a guide and intern have different values, beliefs and per-sonal styles, the differences can be a valuable source of learning or roadblocks to forming an effective relationship.

Therearetimeswhenitishighlydesirabletoseekoutorbematchedwithaguidewhoisconsiderablydifferentfromyou.Differenceswillcauseyoutotakeastepbackandreflectonyourownvalues,beliefsandstyle.Thisre-flectiveprocesswilldeepenandbroadenyourperspective.Todealwithdifferencesthatformroadblockstoarelationship,amodelforbuildingcommunicationandunderstandinginvolves awareness, knowledge,andskills to adjust.Forexample:

Awareness–Whensomeoneisspeakingorbe-havingcontrarytoyourexpectations,itmaysimplybeduetotheirownculturalnormsofbehaviourandlanguageinterpretation.Itisimportanttoaskquestionstoclarifywhatthebehaviourandlanguagemeans.

Knowledge–Whenyouapplysomeofyourownunderstandingofculturalandinterpretive

differences,knowledgecomesintoplay.Youcandescribeandcomparehowthingsworkedintheothercultureyoulivedandworkedin.

Skills to adjust–Yourawarenessthatculturaldifferencesexistandyourknowledgethatyoueachmaybeactinginaculturallyspecificwaygiveyoutheskillstoadjust.Youwillneedtodetermineifaculturallyspecificwayofactingiscreatingaroadblocktosuccessandcreateapathtoovercomethisroadblock.Applyskillsinopencommunicationandnon-judgmentallisteningtoworkthroughtheissues.

Areas to explore• Themeaningoftimeandhowtimeismanaged

• Whatisconsideredconflictandhowitneeds to be addressed

• TheroleofhierarchyandwhatthatmeansintheCanadiancontext

• Howdecisionsaremade• Whatisaccountability;whoisaccountableforwhat,andwhen?

• Howproblemsareidentifiedandhowtheyare solved

• Howpeopleareapproachedwhenaprob-lemorissuearisesthathaspotentialtobecontentiousorleadtoconflict

• Howpraiseisofferedandwhatitmeans

Cross-cultural awareness and how to Manage differences


Licensure assistance as a Mature engineerEngineersarrivinginOntariofromothercountriesandprov-incesbringadifferentsetofneedstoarelationship.Theymaybringparticularexperiencesandawealthofunder-standingofhowthingsworkedandtheprinciplesofopera-tionsfromotherplaces.Itisquitepossibleaninternationallyeducatedgraduatemaybematchedwithaguidewhoisyoungerthantheyareorfromadifferentculturalbackground.Youwillbelearningfromeachother.

ExploringyourdifferenceswillenhanceyourlearningandbevaluableasyouworktointegrateeffectivelyinCanada.

• Questionandexploredifferencesindepthtounderstandtheunderlyingreasonsthingsaredoneacertainway.

• Questionandexplorethedifferencesinhowtimeismanagedandtheimplicationsforeffectivedecisionmaking.

• Questionandexplorethedifferencesinapproachestoethics.• Questionandexplorehowrelationshipsaremanaged.• Questionandexplorethelifeandcareerimpactofbecomingaprofes-sionalengineerinOntario.

• Learnaboutdifferentprocesses,innovationsandwaysofthinkingfromotherpartsoftheworldandCanada.

• Engageindiscussionsabouthowtomanageconflictanddifferencesofopin-ionintheworkplaceandhowtoaddressissuesinmeetingsandinprivate.

• Exploreworkplaceintegrationissuessuchthatyoubecomeaneffectivememberofyourworkplaceteam.

• Askforguidanceinhowtobuildstrongrelationshipswithcustomers,colleaguesandsuperiorsintheworkplace;findoutwhatisimportanttobesuccessful.

“Peo became an in-stitution that is aware about the difficulties professional immigrants are facing when com-ing to Canada and that has taken a step to help them realize their dreams and integrate them into the society”ChristianChivoiu(Intern)


Licensure assistance with boomersThebaby-boomgeneration,nowaged48to67,rep-resentsthelargestpoolofpotentialguidesintheworkforce.Theygrewupwithastrongworkethicandhavebeendescribedasagroupwitha“doitfortheteam”attitudetobesuccessful.Successintheircareerswasimportantandtheyhavetherewardsandtoystodemonstrateit:houses,cottages,cars,ATVs,vacations,providingthebesteducationfortheirchildren(themil-lennials)andthelistgoeson.

Manydescribeboomersasthe“livetowork”genera-tion(wheremillennialshavebeendescribedasthe“worktolive”generation).Evenasboomersneartheirtraditionalretirementyears,theyhavenoplanstoslowdown–adventurevacations;activevolunteering;an-otherdegree;second,thirdandfourthcareersareallintheirplans.Anythingispossibleandtheyknowhowtoworktogetit.Theypavedthewayofsocialchange,economicchange,culturalawarenessandglobalization,andbuilttheplatformsofallthetechnologythenewergenerationsareembracingwithgusto.Theyhavetriedmanythings,hadmanyexperiences,andhavelearnedlessonsalongtheway.

Theyvaluenewfriends,learning,anddoingworkandvolunteeringconnectedtoalifepurpose.

Theyhavealottooffer,andtheywanttheirinternstotapintothewealthoftheirexperienceandtolearnfromthem.

Internsneedtotakeanactiverole,throughsettingschedules,bringingquestionstoexploreandregularfollow-up.Yourguidewantsyoutotaketheinitiative–call,ask,explore;itisallthereforyou.

Taketimeto:• explorehowyourguidehasexperiencedworkplacechangeovertheircareer;

• findoutaboutthehiddenrulesoftheworkplaceandhowtogetthingsdone;

• findouthowtobuildnetworksandrelationshipsthataremean-ingful and will serve you well throughtheentiretyofyourca-reer;getbeyondsocialnetwork-ingwebsites;

• findoutwhyorganizationsfunc-tionthewaytheydo;

• buildunderstandingofrelation-shipdynamicsandpowerstruc-turesinorganizations;

• focusonbuildingyourcommuni-cationskills.Developprofessionalbehaviour.Learnhowtoprepareforandbehaveinmeetingsandbuildalliancesacrossprojects;

• learnthatsuccessis“allaboutthecustomer”.Learningearlyinyourcareertheimportanceofunderstandingcustomerneedssetsastageforlong-termcareersuccess.


5. Career Development tools for Guides and interns

Thissectionprovidescareerassessmentandlearningplanningtools.Youmaywishtouseseveralorallthetoolstosupportformulatingyourlearninggoals.Usewhatyouneed,whenyouneedit,toaddressthematterathand.Theguide’stoolsarenotprovidedintheIntern Handbook,sothenumber-ingoftoolsbeginswith#4.

Note on using the tools.Havinganappreciationforwhoyouareisessentialforbuildingtrust,exploring,problemsolving,givingandreceivingfeedback,andprepar-ingtheLearning Plan and Licensure Assistance Accord(page59).

Thetoolsaredesignedtomeettheneedsofdifferentlearningpreferencesandmaysupplementothercareerassessmentandper-formancedevelopmenttoolsyoumightbeusinginyourworkplace.Youandyourguidemaychoosetouseanytooltoassistyouwithset-tingandachievingyourlicensureassistancelearninggoals.

ToolsareidentifiedasToolsforGuidesandInterns,andToolsforInterns.

Alltoolsarenumberedandmaybedownloadedfromthewebsite.


tools for Guides and interns4. Self-Exploration Lifeline Review and Identifying My Core

StrengthsTakingthetimetothinkthroughyourhistory,knowingyourneedsandcreatinggoalsareimportantforyoursuccess.

Becomingclearonyourneedsmayinvolveseveralsteps:

1.GuideCompetencyScan2.Self-ExplorationLifelineReview3.IdentifyingCoreStrengthsandClarifyingWhatIWouldLiketoDevelop4.ValuesExploration5.CreatingLearningGoalsUsingSMARTorLearningPlan

Step1:LifelineReviewDrawalineacrossthepageasarepresentationofyourlifefromyourearli-estmemoryasachilduntiltodayandprojectintothefuture.

Ononesideoftheline,markthesignificantpointsofyourlifealongtheline–thesepointsneedtobemeaningfultoyouandsignifysuchthingsasaccomplishments(suchasgettingperfectinyourfirstspellingtest,beingselectedforthesoccerteam,purchasingyourfirsthome,savingthecompa-nymoney,contributingtoapatent,etc.);disappointments(havingtomoveandleavingyourbestfriend,lossofabigcontract);significant eventsthathadanimpactonorshapedwhoyouaretoday(marriage,divorce,gettingajobinanothercityandhavingtomove,movingtoCanada);important relationships(thebirthofachild,lossofagrandparent).

Ontheoppositesideoftheline,marktheskillsandabilitiesyouusedthathelpedyouaccomplishwhatyouaccomplished,orhelpedyoumanagethedifficultiesalongtheway.

Identifythepeoplewhohelpedyouinyourlifejourney–thesepeopleareofteninformalguides.

Whathaveyoulearnedaboutyourself?

Continuethetrajectory(lineofyourlife)andforecastintothefuture–wheredoyouseeyourselfheadedandidentifyyourgoals.


Drawyourlifelinehere


Step2:IdentifyingCoreStrengthsReviewyourlifelinefromStep1;identifythestrengthsyouhavedevelopedoveryourlife.

Reviewyourwork/volunteer/career history;identifythestrengthsyouhavedevelopedandwriteastatementthatdemonstrateshowyouhaveappliedthisstrengthinyourwork.

Reviewyoureducation and professional development;identifyadditionalstrengthsyouhavedevelopedandwriteastatementthatdemonstrateshowyouhaveappliedthesestrengthsinyourwork/career.

Step3:ClarifyingWhatIWouldLiketoDevelopReviewyourlifelineagain,andreflectonthoseareasyouwouldliketodevelop.

ContinueinthenextsectiononValuesExploration,priortoestablishingyourgoals.

Life Strengths Summary of Core StrengthsWork/Volunteer/Career

Strengths

education & ProfessionalDevelopment Strengths

to Develop How Can Being an internHelp Me Develop?


5. Values ExplorationChoosethetopsixtoeightvaluesthatareimportanttoyouandinfluenceyourdecisions.

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:


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: ___________________________________________________________________

Iwouldbenefitfromguidanceonhowtogoaboutgainingmore responsibilityintheworkplacetoenablemetoobtainthenecessary acceptableengineeringexperienceforlicensure. Yes No

Theguidanceshouldencompassthefollowing:_____________________________________________

Mylong-termcareergoalincludes:_________________________________________________________

Skillsnecessarytoachievemygoalare:_____________________________________________________

Ilack:____________________________________________________________________________________

HowIseelicensureassistancehelpingmeachievemygoals:_________________________________


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

Youareresponsibleforsecuringtheresourcesyouneedtoprepareforyourlicensingprocess.

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

Sect

ion

1Li

cens

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ion

2ex

peri

ence

rel

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Sect

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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 Scan• Listens actively:Youdemonstrateactivelisteningbyaskingrelevantquestionsattheappropriatetime.Activelylisteningconveysamessageofrespectforthecommunicatorandwhatisbeingcommunicated.Takingactionandfollowingthroughonadviceorcorrectivefeedbackdemonstratesthisquality.

• Takes initiative:Yourguidewillbemoredisposedtohelpingyouandgoingtheextramileiftheguideseesyouinitiateactivitiesandideasforassignments.

• Follows through:Thisindicatesyouvalueyourguide’sadvice.

• Learns quickly:Displayingadesiretolearnasquicklyaspossibleconveysenthusiasmandwillundoubtedlymotivateyourguidetogobeyondwhatisexpected.

• Willingness and ability to accept corrective feed-back:Givingandreceivingfeedbackisessentialinaneffectiverelationship.Theencouragementyoureceivefromyourguidewillbemorevaluableifyourguidealsoprovidesfeedback.Encouragementwithoutfeedbackwillmakeforanunrewardingandineffectiverelationship.

Takeamomenttoassessyourlevelofcompetenceineacharea.Worktodevelopthoseareasyouidentifyatthelowerendofthescales.


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

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

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

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

R–Results.Statethegoalintermsoftheexpectedoutcome.Outcomescanincludebothmeasurableandintrinsicoutcomes.

T–Time-bound.Settingashorttimelineformakingprogressagainstagoalwillsignificantlyincreasethelikelihoodofachievingthegoal.Atimelimitprovidesafocusforactivity.

Specific

Measurable

Attainable

results

time-bound


10. Finalizing a Learning PlanInyourfirstmeeting,youwillestablishtheLicensure Assistance Accord (Tool 19).Thissetstheparametersfortherelationshipandtheworkyouwillbedoingtogether.WhatyouwillworkontogetherformstheLearning Plan (Tool11).

TheLicensureAssistanceAccordandLearningPlanarethefoundationdocu-mentsforaneffectivelicensureassistancerelationship.

Someinternsmayspendconsiderabletimeandeffortreviewingtheirback-ground,competencies,capabilitiesandgoingthroughself-assessmentprocesses.Equally,theymayhaveafullyprepareddraftoftheirpersonallearningplanforreviewandfinalizationwiththeirguideattheirfirstmeeting.

Otherinternsmayneedtoenteralicen-sureassistancerelationshipspecificallytogainclarityandestablishmeasurablegoals.The Creating Learning Goals Using SMART(Tool9)providesaframeworkforcreatingclear,measurablegoals.

ThefirsttwomeetingsarecriticalindefiningyourgoalsandfinalizingtheLearning Plan(Tool11).YouandyourguidedevelopthegoalsandLearningPlantogether.

Immediate goal: Providesasnapshotofthelearninggoalthatcanbeeasilyunderstoodbyothers.

Interim objective and long range goal:Providesabroadercontextandde-tailthatcanbemeasuredandunderstoodbyothers.

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

Actions taken:Providesameansoftrackingprogressandachievement.

Relevance to PEO licensure and evidence: Providesadirectconnectiontothelicensureprocess.


11. Learning PlanName:________________________________________________________Date:______________________

ImmediateGoal:__________________________________________________________________________

InterimObjective:_________________________________________________________________________

LongRangePlan:_________________________________________________________________________

to achieve my immediate goal i must do the following:

Actions taken towards achieving goal

relevance to PeO licensureevidence

1.

2.

3.

4.

5.

to achieve my interim goal i must do the following:

Actions taken towards achieving objective


1.

2.

3.

4.

5.

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



1.

2.

3.

4.

5.


notes


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

Notes for interns on the ongoing setting of the agenda Settingtheagendaisyourresponsibility.Forthebestuseofprecioustime,itisrecommendedanagendabepreparedinadvance.Takeresponsibilityforsendingyourguideacompletedagendaforyourmeetings.

Thisdoesnotmeanthereisnoroomforspontaneouslyexploringhotissues!Theagendaistoprovidefocusandmaximizethecontri-butionfromyourguide.Gainingyourguide’sviews,askingquestions,andget-tingfeedbackarevitaltotheprocess.

It is important to have a comprehensive Learning Plan and Licensure As-sistance Accord that you review with your guide at regular intervals (three months and five months). Makeadjustmentstothelearning goals and plans as youmakeprogress.

6. Licensure Assistance Meeting Planning & Journal


First Meeting: how to Get Started? discussing Learning Goals and the Licensure assistance accordEstablishingtheLicensure Assistance Accord in your firstmeetingisthepriority.Anaccordprovidesfocus,andestablishesasetofparametersofhowyoubothwouldliketherelationshiptodevelop.Insomeinstances,

theLearningPlanandLicensureAssistanceAccordwillbeintroducedatthefirstmeetingandfinalizedinthesecondorthirdmeeting.

Howquicklytheseaccordsarefinalizedwilldependonsuchfactorsastheextenttowhichyouhaveundergoneaself-assessment,howfamiliarandfaralongyouarewithyourprogressonPEOlicensure,andhowclearlydevel-opmentalgoalshavebeenarticulated.

Recommendedtime:60minutes.

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

• preparelearninggoals/SMARTgoals;• discusshowyouwouldliketoworktogether;

• discusswhatisnotdiscussable;• settimescheduleformeetings (email,telephone,face-to-face);

• setnextmeeting;• setthenextAgenda.

1.


12. Meeting #1 AgendaUse this agenda to keep track of your notes

Date/time: Location:

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

Key topics:

Issues addressed:

Notes to follow up before the next meeting:

Next meeting:


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

Forthesecondmeeting:

• confirmagenda/objectivesformeeting;• provideyourguidewithbackgroundinforma-tion,suchasarésuméorprofile;

• finalizetheLicensureAssistanceAccord;• explorehowbackgroundexperiencessupportorwillsupportlearninggoals;

• beginaddressingissues;• discussandfine-tunehowyouwouldliketoworktogether;

• setnextmeetingAgenda.

2.




Agenda items:

Key topics:

Issues addressed:


Next meeting:


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

Forthethirdmeeting:

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

• confirmnextmeeting;• setAgendafornextmeeting.

3.




Agenda items:

Key topics:

Issues addressed:


Next meeting:


15. Journal

Thoughts

Ideas

Assignments

Insights


Thoughts

Ideas

Assignments

Insights

15. Journal

Thissectioncontainsmaterialandwork-sheetsthatsupportthelaunchofthelicen-sureassistancerelationship.Criticaldocu-mentsfordiscussionandsignature,suchastheLicensureAssistanceAccordandConfi-dentialityAgreement(partoftheLicensureAssistanceAccord)andaduplicateoftheLearningPlan,arehere.


7. Licensure Assistance Orientation & Launch Worksheets


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

Shareanddiscuss:Whataresomeofthehighlightsofmypersonallifethatwouldbeusefultoshare,asitispartofwhoIam?

Whataresomeofthehighlightsfrommyworkandeducationhistorythatwouldbeusefultoshare,asthesesetthefoundationfortheworkIdo?

WhataresomeofthehighlightsofmyexperiencesintheCanadianworkenvironmentthatwouldbeusefultoexploreinpreparationforguidinginternationallyeducatedprofessionals(forexample:understandingthenu-ancesofthehiringprocess;howtobeaneffectivememberofateam)?

Howhaveguidesorrolemodelsmadeadifferencetomeinmycareerinthepast?

WhataresomeofthehopesIhaveforthisprogram?


17. Risk and Risk Mitigation Strategies

Risk Risk Mitigation Strategies


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

• PEOchaptersplayanimportantroleinpromotinglicensureassistance,matchingandpreparingguidesandinternsfortheirrelationship.

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

• Bothpartieshavetherighttoendtheirlicensureassistancerelationshipatanytime.

• Itisaprofessionalrelationshipbasedontrustandconfidence,alldiscussionsareconfidential–informationsharedistobedeterminedbybothparties.

• Internstaketheleadinschedulingandplanningformeetingsinadvance.• Internsbringtopicsandissuesforwardfordiscussion.• Bothpartiesarelearnersandcontributors.

AdultLearningPrinciples• Adultsneedtobeinvolvedinplanningandevaluatingtheirprofessionaldevelopment.

• Experience,includingmistakes,providesthebasisforlearningactivities.• Adultsaremostinterestedinlearningaboutsubjectsthathaveimmedi-aterelevancetotheirjobsorpersonallives.

• Adultlearningisproblem-centredratherthancontent-oriented.• Internsandguidesfindmaintainingalearningjournalisausefulmeansofachievinginsight.

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


19. Licensure Assistance Accord

We,theundersigned,agreetoenterintoalicensureassistance/learningrelationship.Asalicen-sureassistancerelationship,theinternisresponsiblefortheintern’sownlearningasonecompo-nentoftheintern’sexperienceandeducationjourneytobecomingaprofessionalengineerwithalltherightsandresponsibilitiesassociatedwiththeprofessionaldesignation.Itisunderstoodtheguideisalearningresourceforexploration,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


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

ImmediateGoal:__________________________________________________________________________

InterimObjective:_________________________________________________________________________

LongRangePlan:_________________________________________________________________________

to achieve my immediate goal i must do the following:



1.

2.

3.

4.

5.

to achieve my interim goal i must do the following:

Actions taken towards achieving objective


1.

2.

3.

4.

5.

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



1.

2.

3.

4.

5.


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.licenceapplicationform: www.peo.on.ca/sites/default/files/2019-07/LicensingGuide%26Application.pdf

OSPE onlineapplication: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,Kogan Page: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 The five elements of satisfactory engineering experience for licensing purposes are:

• 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.


notes

Professional EngineersOntario

40 Sheppard Avenue WestSuite 101Toronto, OntarioM2N 6K9

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

Enforcement Hotline: 416 224-9528 Ext. 1444

Website: www.peo.on.ca

PEO Intern Handbook

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