Professional Documents
Culture Documents
ENTERPRISE MENTORING:
In this pocketbook
Volunteer mentoring ....................................iii
How to use this pocketbook ...........................v
About SFEDI Group ......................................vi
SECTION 1
Enterprise mentoring
SECTION 2
Meeting with your mentee
Your first meeting with your mentee................14
Key principles in building trust.......................17
Things to think about when
communicating with your mentee...................19
Confidentiality...........................................28
Volunteer mentoring
Endorsed by the
Institute of Enterprise
and Entrepreneurs
ENDORSED
iii
GET MENTORING
PARTNER QUOTES
iv
vi
Enterprise
mentoring
1
Xxxx is mentoring?
What
In this context, the term mentoring
describes a relationship in which a
person is supported through a learning or
developmental journey. Its about reflecting,
encouraging and supporting the new or
existing business owner to make the
most of themselves and their business.
Mentoring is about mutual trust and respect.
Its a two-way relationship in which both of
you get the chance to learn new things and
further your personal development.
You probably have many life experiences
from which your mentee can learn. Mentoring
is also a great way for your mentee to
Xxxx
Mentoring
Advice and
guidance
Coaching
BUSINESS
OWNER
Consulting
Training
Facilitating
1
What is enterprise mentoring?
A one-to-one relationship, usually over
a set period of time, in which an
established business person (mentor)
provides consistent support, guidance
and practical help for a less experienced
person (mentee).
A voluntary relationship, which the
mentee or the mentor can end at any time.
A two-way process in which the mentor
shares their personal skills, knowledge
and experience with the mentee to enable
1
What should a mentor do?
An enterprise mentor is normally someone
who has a great deal of entrepreneurial
business experience and who acts as a
trusted confidante over a flexible period
of time. It can be a close and meaningful
relationship, in which the mentor shares
their personal knowledge and experiences,
and promotes a self-discovery approach.
A mentor should:
provide an outside perspective on the
business owner and his or her business
What is a mentor
not expected to do?
take responsibility for making their mentees business a success or make decisions
for the mentee; the ultimate responsibility for making the business successful is
down to the business owner themselves.
1
What are the different types
of mentoring relationship?
Face-to-face, one-to-one mentoring is the most common sort of mentoring.
Face-to-face group mentoring (or peer mentoring) is where a small group
of business owners come together to discuss their opportunities.
PULL
Listening to understand
Asking questions
Paraphrasing and summarising
Suggesting options
Giving feedback
Offering guidance
Giving advice
Instructing
Telling
PUSH
8
1
The key skills of a mentor
1
2
3
4
Establishing a successful
relationship with your mentee
Being prepared to act on what has been agreed with their mentee
10
11
Meeting with
your mentee
12
2
Your first meeting
with your mentee
The relationship that evolves between you
and your mentee over a period of time is
crucial to the success of the mentoring
journey. As mentor, you are the guardian
of the relationship because of your
experience and knowledge.
Your first meeting is vital because it will
set the tone of the relationship. Ideally,
this will get off to a swift and productive
start.
14
15
2
Key principles in building trust
2 Do what you say youre going to do. Agree what you are
aiming to achieve through your mentoring sessions. Be
reliable and always do what you say you are going to do.
Trust is the
highest form
of human
motivation.
It brings out
the very best
in people.
Stephen Covey,
management development
consultant
17
2
Things to think about when
communicating with your mentee
18
2
20 killer questions
Here are 20 killer
What will give you the most value from todays session?
be useful to ask in
your meetings with
your mentee.
20
13
14
15
10
16
11
17
18
19
20
12
21
2
Hes not very good at
accepting criticism!
22
WHY ME?
WHY ME? PRICK ME,
DO I NOT BLEED?
23
2
The 12 habits of a toxic mentor
Heres David
Clutterbucks
lighthearted
take on what
he calls toxic
mentoring
how not
to do it!
24
Be determined to share
your wisdom with the
mentee whether they want
it or not; remind them
frequently how much they
still have to learn.
11
25
2
Barriers to an effective
mentor/mentee relationship
personality issues
accessing finance
managing money
taking on staff and developing people
developing new products and service ideas
taking new products and services to the market
26
27
2
Confidentiality
Its really important that you respect each
others confidentiality. Remember that
anything you talk about when you meet up
is between the two of you so you shouldnt
talk about it to someone else. But, legally,
you should report any criminal conduct or
possible harassment or bullying. Speak to
your mentoring organisation if youre
worried about anything like this.
28
Specific
29
2
SWOT Analysis
This is a useful
technique for
understanding
strengths and
weaknesses, and
identifying opportunities
and threats. It is
a framework that your
mentee can use to
analyse both themselves
and their competitors,
and can help them to
craft a strategy that
distinguishes them
from their competitors.
30
Strengths
Weaknesses
Opportunities
Threats
Strengths
What advantages does your business have over competitors?
What do you do better than anyone else?
What unique or lowest-cost resources can you draw upon
that others cant?
What do people in your market see as your strengths?
What factors mean that you get the sale?
Weaknesses
Threats
Opportunities
31
2
G-STAR model
32
33
2
Road maps
The Road Map model can help your mentee to see how some of
their goals link into the overall vision of their business.
In this model, the mentee thinks about the different areas of their
business as shown on the Road Map opposite and lists three
or four short-term goals under each area.
The next stage is to break these goals down further under the
heading Short-Term Goal, using one sheet for each goal (see page 36).
This will help your mentee to focus on some of the core areas of their
business. The Road Map can then be reviewed with the mentee in
subsequent mentoring sessions.
34
35
2
Ending the mentoring relationship
There will come a time when
the mentoring relationship
will begin to draw to an end.
At this point you must both
let go so that your mentee
can maintain their
independence. It will then
become their responsibility to
put what they have learned
into practice. Although the
two of you will probably
continue to have some form
of interaction, it should be on
a more casual basis, where
you consider each other as
equals.
36
Useful websites
British Association for
Counselling & Psychotherapy
(BACP) www.bacp.co.uk
For mentees who identify
a need for counselling.
Business Link
www.businesslink.gov.uk
Governments online resource for
businesses, offering information,
support and services.
Equality and Human Rights
Commission (EHRC)
www.equalityhumanrights.com
EHRC has a statutory remit to
promote and monitor human
rights, and to protect, enforce
and promote equality.
38
SFEDI Group
T 0845 467 3218
E info@sfedi.co.uk
W www.sfedi.co.uk
Ron Crosling
Email: improve@sandhurst.net.au
Mobile: 0418 367 780
Contents
Synopsis ..... 2
Human Relationships ... 3
Trust in Relationships....... 6
Trust and Performance .. 10
Elements of Trust .... 13
Trustworthiness ....... 16
Self-Awareness..... 17
Integrity..... 21
Motivation .... 24
Leadership ..... 26
Change ...... 27
Building Trust ... 28
Attributes of Trustworthiness ... 28
References ... 29
Trustworthiness Profile
Attachment
Ron Crosling
Copyright 2008
Ron Crosling
Copyright 2008
Ron Crosling
Copyright 2008
Independence:
In an independent relationship, each of the parties involved has developed
a clear sense of their own needs as well as beliefs about how they will achieve them.
While each individual realises that others in the relationship have a role to play to
achieve overall success, they each tend to focus their efforts on fulfilling their own
personal needs and their own agenda. An environment of competition and rivalry often
develops between the parties, which causes them to seek to maximise their own personal
position at the expense of others. If one party gets a laugh, it is often at the expense
of another party and vice versa.
The interactions between the parties are usually characterised by expressions of
personal enthusiasm and passion for their own aspirations and preferred approaches.
This environment tends to generate high levels of energy and creativity in individuals,
which results in - at best - innovative approaches to meet emerging challenges, and - at
worst - destructive conflict, disharmony and instability.
Examples where independent relationships could exist are: parent and adolescent child;
rivalling teenage siblings; divorcing spouses; supporters of opposing sporting teams;
enterprises lacking in organisational purpose and direction; combatants in a commercial
dispute; the government and opposition in a parliamentary system.
The diagram below provides a visual representation of an independent relationship.
Here, there is no dominant leader and each party sees themselves as competing against
the others to achieve what they each believe is best for the relationship (or
organisation). The purpose and direction of the relationship tends to wander according
to the ebb and flow of the influence of the individual parties at different times in
changing situations. This could be likened to a five-man tug-o-war, in which the knot at
the centre wanders according to the tugging power of each of the combatants at
different times.
Ron Crosling
Copyright 2008
Inter-dependence:
In an inter-dependent relationship, the parties have come to
understand that achievement of their personal needs can only be sustained by serving a
common purpose, which delivers benefits to themselves and many others. Here, each of
the parties respect and value the uniqueness of the other, as well as appreciating how
their individual skills, talents and resources can combine to achieve an overall result that
is better than they could achieve by themselves as independent individuals. High levels
of trust develop between the parties and outstanding results are achievable.
When inter-dependence exists, the parties are able to harmonise their efforts so as to
achieve synergies (creative cooperation) of the highest order. The results are enriching
to each of the parties and the relationship sustains itself into the future through
positive reinforcing cycles.
Examples where inter-dependent relationships could exist are: responsive parent and
adolescent child; happily married couple; enduring friendships; special interest clubs and
associations; high performing sporting teams; enterprises with strong organisational
alignment; commercial alliances and partnerships; a government and opposition of a
nation under the threat of war from an external enemy.
The diagram below provides a visual representation of an inter-dependent relationship.
Here, the individual parties have aligned their efforts to support and achieve the shared
purpose of the relationship (or organisation). It is important to note that each party
still retains their individual identity, however, they have also identified what they share
in the relationship and have combined their talents and resources to achieve their
central common goals. In so doing, they also fulfil their individual needs and aspirations.
Ron Crosling
Copyright 2008
2. Trust in Relationships
In its very simplest form, trust can be defined as having a feeling of confident expectation.
We are constantly making decisions based on trust in everything we do in life. We pour water
into a glass with a high level of trust in the law of gravity (at least here on the surface of the
earth) and when we drink that water we trust in its purity. We frequently put our lives at risk
by travelling in aeroplanes, trusting not only in the laws of physics, but also trusting in the
motivation and competence of those who maintain them, fly them and control the airspace
system. We allow banks to look after our money, trusting in their processes and the staff
who operate them. Trust plays a part when we eat at a restaurant, act on medical advice,
attend the dentist, leave our children in childcare, buy a car, build a new house, disclose a
heart-felt concern to friend, etc, etc, - all done with a feeling of confident expectation.
All of these transactions require us to be involved with other people, one way or another. So
trust involves more than simply developing a feeling of positive expectation it also involves
the development of relationships with the people with whom we share our lives. With this in
mind, we can expand our definition of trust to having a feeling of confident expectation in our
The actual importance of trust in a relationship depends on the circumstances that surround
that relationship and in this sense four types of trust have been identified [3].:
1.
2.
3.
4.
Spontaneous trust
Contractual trust
Values-based trust
Safety trust
Spontaneous Trust: This is the first and most basic level of trust that develops when we
first meet someone. Spontaneous trust occurs when the people involved choose to
further a relationship with each other based on their own intentions, as well as their
initial perceptions of the other persons motivations, capabilities and character.
As an example, if you are travelling on public transport minding your own business - and
the person sitting next to you begins a conversation, your mind will race through a series
of considerations such as why the person is wishing to engage with you, what does their
appearance and mannerisms tell you about them and what risks are involved in
responding to their initiative. As a result of these instantaneous considerations, you
respond in some way positively, neutrally or negatively - which is an indication of your
level of spontaneous trust of that person.
On the other hand, every successful salesperson knows that what they say and how they
behave in the opening moments of their engagement with a new client, determines if the
relationship will begin with positive spontaneous trust and move on to one where
successful transactions can be negotiated and fulfilled.
In some relationships, even though the people may meet each other many times, positive
levels of spontaneous trust do not occur they just dont seem to hit it off! This can be
extremely inhibiting when the people concerned are expected to work with each other.
Under these circumstances, trust can be built and a productive relationship can occur as
a result of a more managed trust-building process - as follows.
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Ron Crosling
Copyright 2008
Contractual trust is usually the vehicle that enables dependent or independent parties
to first move to an inter-dependent relationship. An example of this is the process
parents go through when they first start placing trust in their children. They set very
clear boundaries for the child to operate within and they get specific agreements about
certain actions and behaviour Do you agree to be home by 11.00 pm. An example in
an organisational setting is the minute-keeping practices of a committee these are
designed to record the agreements made between the parties and they define who will
do what and by when. This helps to build confidence in each other. As a further
example, we usually make important purchases or enter into commercial transactions
with a formal contract to set out the specific rights and obligations of the parties
involved.
Problems usually arise with contractual trust when issues or dilemmas arise that are not
covered by the pre-agreements between parties or the minutes of the meeting. For
example, agreements are not well operationally defined so that there are different
interpretations of what was intended to happen. At these times the relationship can
quickly drop back to independence or even dependence.
Value-based Trust: A third and more complex type of trust can be described as valuesbased trust (or self-disclosure trust). Here the parties make commitments to each
other based on their knowledge of each others personal motivations, values and
capabilities to fulfil expectations. There is less emphasis on verbal or written
agreements and more reliance on reading each other as people and having a confident
expectation of their future behaviour and actions under a variety of known
circumstances, as well as some circumstances yet to be encountered.
Safety Trust: As values-based trust in a relationship matures, a fourth type of trust
develops safety trust. Here, time has allowed the parties to have their confident
expectations confirmed by the actual behaviour and actions of their colleagues in a
variety of testing circumstances. Each party now has a strong belief that their
colleagues will do everything possible to avoid harming the other physically or
emotionally intentionally or accidentally. When this occurs, their confidence in each
other enables synergies of the highest order, their freedom to explore and create
together is expanded, and their ability to achieve results soars.
Loyalty between parties in a relationship is the product of safety trust. Loyalty can be
likened to a bank account between the parties as their confidence in each other grows,
so too does the depth of their trust. If the relationship is challenged in some way, the
parties can draw on the depth of their trust in each other, just like we can make
withdrawals from a bank account at least while it remains in credit.
Building Highly Effective Relationships
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Ron Crosling
Copyright 2008
With these four types of trust in mind and using the descriptions provided in the
continuum of human relationships (in the previous section), let us now examine the
varying levels of trust that exists in each type of relationship.
Dependence:
While the followers in a dependent relationship may develop trust in their
leader, the leaders orientation is usually towards control over the followers. A level of
loyalty may develop in the relationship as long as the leaders influence remains
benevolent. However, when the leaders control emerges as dominance over the followers,
their trust will be replaced with detached compliance and eventually reluctance. Under
these circumstances, sustainability in the relationship is based simply on the fact that
each party needs the other to survive. Low levels of contractual trust may develop in the
relationship, often at a simple verbal level, which usually suits the dominant leader.
If the motivation of the followers is driven by fear of the leader, the relationship is
likely to become adversarial and ultimately dysfunctional. Despite this negativity, the
parties often see no alternative but to continue the relationship in its dependent style
and so it becomes a way of life for them people feel trapped with no where to go.
Independence:
Trust plays little or no role in an independent relationship. Here the
parties are intent on doing their own thing. The main reason for listening to the others
viewpoint is to develop an effective counter-strategy. Feigning trust is common in these
relationships and people come to know that the expression Trust me as really meaning
Give me control and Ill do what I want. Because of this, many people have a fear of
putting their trust in others and so their relationships remain stuck at the independence
level.
At best, a level of contractual trust merges in which highly detailed written agreements
are developed to cover the actions of the parties under every imaginable circumstance,
including the penalties to be invoked if the relationship breaks down. Great emphasis is
placed on minutes of meetings and written communiqus as evidence of commitments
made and what was said by whom.
Sometimes, the self-centredness of people in independent relationships breeds high
levels of distrust, leading to tensions that cause an explosion of passions and a complete
break-down in the relationship, with people choosing to opt out and go their separate
ways.
Inter-dependence:
In contrast, the defining feature of an inter-dependent
relationship is the presence of strong mutual trust between the parties. The
characteristics that sustain this relationship can be summarised under the headings of:
Shared purpose the alignment of individual and shared intentions and aspirations
Open and honest communication the use of conversation and dialogue to achieve
inter-dependent relationships with others
While one or even two of these elements may exist in dependent or independent
relationships, it is the presence of all four in combination with each other that allows
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Ron Crosling
Copyright 2008
the skills, talents and resources of each individual to be revealed and combined to
release the untold potential of human endeavour that is possible through highly
effective relationships.
The nature of an inter-dependent relationship leads the parties from contractual trust,
through values-based trust and into safety trust. The four elements of trust enable
the people involved to read each other beyond spoken words and written agreements
and into the character and integrity of the other person. That is, each party comes to
appreciate the others personal motivations, their values, their knowledge and their
capabilities. Each person also forms an opinion as to how the other(s) will react in a
variety of situations.
Disagreements and conflict are inevitable in any relationship, and it is at these times
that the character and integrity of people in an inter-dependent relationship are on
trial. It is then that their commitment to a shared purpose is fully revealed, peoples
true values are exposed and their abilities to work through difficult issues are fully
tested. Paradoxically, it is often through resolved conflict that trust grows.
On the other hand, it follows that if the parties do not form this appreciation of each
others character or their ability to resolve conflict, then value-based trust and safety
trust will not flourish and the fruits of inter-dependence will not be fully achieved.
Words and acts of encouragement between parties play an important role in maintaining
the bonds in a relationship at all times in both the dark valleys of despair as well as at
the sunny peaks of their achievement together. The members of an inter-dependent
group are more likely to share a laugh together or genuinely console and encourage each
other in times of conflict and trouble. Most people would have enjoyed these
characteristics at some stage in their life as a member of a truly effective team.
In contrast, encouragement is lowly valued in dependent and independent cultures,
meaning that negative sentiments are often allowed to grow and fester, resulting in
negative reinforcing cycles and damaging conflict, which ultimately undermine
performance.
Ron Crosling
Copyright 2008
Ron Crosling
10
Copyright 2008
Distrust
Smart Trust
Blind Trust
Suspicion
Good Judgement
Gullibility
- low inter-dependence
- high analysis
- high inter-dependence
- high analysis
- high inter-dependence
- low analysis
A person who uses Smart Trust to evaluate the viability of a relationship is able to:
(a) identify the potential benefits of an inter-dependent relationship, and
(b) accurately analyse the inherent risks and their likely consequences.
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Ron Crosling
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When combined, these two factors provide a clear assessment of when trust in a relationship
is sustainable, or conversely, when it is best to avoid the commitment to inter-dependency and
remain independent or even not to engage at all in the relationship.
In contrast, people who work in the Blind Trust mode tend to readily see the benefits of
inter-dependence, but fail to recognise the risks and pitfalls associated with a prospective
relationship. On the other hand, people who work in the Distrust mode, tend to readily
analyse the risks and pitfalls, but fail to recognise the benefits of inter-dependence that are
available from a prospective relationship. Either way, trustful relationships are not developed
and problems are created or opportunities are lost.
The issues raised here explore the very essence of trust in relationships. They engage
concepts such as trustworthiness, integrity and motivation each of which will be explored in
the following sections.
Ron Crosling
12
Copyright 2008
Respect for others sets the environment that allows the parties to inter-act with each
other in a dignified way. Even if the individual people do not have personal friendships
with each other, a respect for each others values and beliefs enables conversations to
lead to sharing of views and the discovery of opportunities. The toxins that prevent
respect for others include: male/female prejudice and intolerance (both ways); status
and hierarchal separation in organisations (snobbery and rivalry); racial, ethnic and
religious prejudice and intolerance.
Shared purpose becomes the will of the relationship - it is their reason for being. The
shared purpose may be a simple as the desire for companionship between lonely people
or as complex as a commercial venture between business people. Regardless, their
shared purpose emerges as the individual motivations of people meld into a central
energising force for the relationship. Just as important, whenever a relationship is
confronted by obstacles, diversions or conflict that discourage or distract people, a refocussing on their original purpose for being together can re-energise the relationship
to move forward together again. If the shared purpose is strong enough, the
relationship will respond appropriately, survive and prosper. If the shared purpose is
weak, the relationship will probably flounder and fail.
Confidence in each other provides the way that enables the relationship to achieve its
shared purpose. Confidence in the relationship grows out of the knowledge that each
Ron Crosling
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person knows their role and what is expected of them, each understands what it takes
to achieve the desired result and each accepts personal responsibility for their own
actions and behaviour. It is the magic that happens when people combine their individual
gifts, talents, knowledge and skills into a seamless whole that fulfils their purpose. It is
not simply the sum of the parts that each individual contributes, but it is more about
the huge multiplying effect that is available when people support, encourage and
synergise with each other to produce truly incredible results.
Open and honest communication becomes the glue that holds the relationship together.
Communication enables people to develop mutual respect, shared purpose and confidence
in each other with passion and enthusiasm. Without open and honest communication,
the individual elements can become dreary, misaligned or fragmented. For example, the
real purpose of the relationship can be forgotten or well-intended actions can be
misinterpreted or honest mistakes can undermine confidence. An inter-dependent
relationship will always be under pressure from challenges that could cause it to revert
to independence. Open and honest communication can act to avoid this or, if necessary,
can draw its members together if fragmentation starts to occur.
The following diagram shows a schematic view of the four elements of trust previously
described. The three outer components of: respect for others, shared purpose and
confidence in each others abilities define the imperatives or principles that are foundational
to trust in a relationship. Trust cannot be built and sustained unless all three of these
elements are present in the values and attitudes (belief systems) of the parties involved.
The fourth element - open and honest communication - is shown at the centre of the diagram,
acting as the lubricant that keeps the other elements working together, thus reinforcing the
assertion that communication is central to the growth and maintenance of trust in
relationships.
Shared Purpose
Confidence
In Each Others Abilities
Ron Crosling
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Communication plays a role in each type of relationship - dependence, independence and interdependence, however, the style of communications will differ dramatically between each. The
term open and honest communication is used to define a style of communication that uniquely
supports inter-dependent relationships. It is the process through with understanding and
meaning are exchanged between people. It allows knowledge and learning to be shared. It
enables debilitating feelings to be surfaced and concerns to be expressed. It enables
assumptions to be explored, opinions tested and the truth to be revealed. It encourages ideas
to be shared, creativity to flow and fun to be enjoyed. Without open and honest
communication, trust cannot survive.
Often, when people in an organisation complain about a lack of communication, it is really a
symptom of a lack of trust in their relationships with others. This usually means that their
current communication processes are not addressing one or more of the other three elements
of trust. In the absence of this understanding, some managers try to solve the lack of
communication problem by increasing the volume of communication (e.g. more newsletters,
more meetings, greater access to emails, etc). In doing so, they fail to recognise that the real
problem is one of quality (or content) of communication, not volume of communication.
In summary, trust is a powerful human motivator and most of humankinds greatest heights
have been achieved through relationships built on trust. When we are able to share,
appreciate and combine our aspirations and resources with others, our energy and creativity
are at their greatest. Outstanding teams, in all walks of life, always acknowledge the high
levels of trust they have achieved in their relationship. Individual heroes often give
testimony to their personal achievements by acknowledging the unselfish support and the vital
resources that they received from their trusted colleagues.
Life is meant to be shared
[5].
Ron Crosling
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Copyright 2008
5. Trustworthiness
With trust comes risk they are two sides of the same coin. Nothing really happens in a
relationship unless someone is willing to take a risk to initiate a new idea or an action - and
just as importantly - another person takes a risk by responding accordingly. The risks in a
relationship may threaten our physical and/or emotional well-being and they may be real or
imaginary. When the risks in a relationship are low, trust may exist but it sits well in the
back-ground. Conversely, when the risks are high, trust becomes crucial to the success of the
relationship. Think of the differences in trust between a group of people going on a guided
bus tour to the Barossa Valley in contrast to a group of people climbing Mount Everest.
Clearly, there are differences in the level of risk associated with the physical and emotional
environment they will encounter, as well as the level of inter-dependency needed in the
relationship between the various people involved.
The level of trust that develops in a relationship is an aggregation of the personal
trustworthiness that is shared between each of the people involved. This means that the
process of building trust in a relationship begins with each individual first becoming
trustworthy - that is, being seen by others as worthy of their trust.
Now here is the difficult part. A person cannot demand trust from another trust must be
earned. This occurs in a relationship as each of the elements of trust emerge through the
spoken word, the body language, the actions and the behaviours displayed, and the outcome of
their inter-actions with each other up close and/or from a distance.
Establishing personal trustworthiness is particularly challenging in larger organisations where
one-on-one relationships between people in different departments or at different levels are
often limited. Nevertheless, each person will form a perception of another persons
trustworthiness based on their experiences and observations even from afar. This point has
great significance for CEOs (and other leaders) whose trustworthiness is constantly under
the scrutiny of the organisations members at all levels. Subtly, good leaders are able to earn
the trust of others, even when their interactions are minimal and remote. What they say,
how they say it and how they follow-through on the commitments they make, are the small but
vital indicators that people accumulate as they form their perceptions of others. This is also
true for all family relationships - between spouses, between parents and their children and
between siblings.
Leading emotional intelligence author Daniel Goleman [6] identifies trustworthiness as one of
the key competencies that invariably exists in highly effective people. However, the feeling
of trust that exists between people is not simply an emotional response over which we have
little or no control. The process of building trust with others by becoming trustworthy can be
learned and developed in each person if so desired. This can be done by adopting the belief
systems, mental models, attitudes and skills that are necessary to build inter-dependence into
relationships and applying the elements of trust in ones personal behaviour and actions. That
is: respect for others; shared purpose; confidence in each other and open and honest
communication.
These elements and their relationship to the attributes of trustworthiness will be further
explored at the conclusion of this paper.
Building Highly Effective Relationships
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Ron Crosling
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Copyright 2008
6. Self-Awareness
Before embarking on a further exploration of the attributes of trustworthiness, it may be of
value think to about the context in which you will process this information.
For each of us, our current state of being is the product of what has happened in our life to
date, as well as what we desire to happen in the future our past-present-future continuum.
Issues and events that have occurred in the past are deeply imbedded in our brains, often as
muted memories that emerge as feelings and emotional responses positive or negative - as
we encounter new situations. Similarly, we often respond to new situations with a compelling
desire for change or to fulfil some heartfelt aspiration. Ultimately, we make decisions by
blending these emotional responses with our more conscious logical thought processes.
The make-up of some people means that they rely heavily on their emotional responses to
control their life, while others subvert their feelings to allow logical thought to dominate.
People operating at either extremity of this spectrum usually encounter difficulties at some
stage in their relationships with others. Often people who suffer these difficulties are
unaware of the cause, which adds further to their frustration as relationships continue to
deteriorate.
As you read the words in the following pages, you will digest them with your own blend of
emotional and logical responses. Your ability to accept and use the information in the most
constructive manner will depend on your personal self-awareness as to why and how you
respond to each point raised.
Self-awareness:
Self-awareness is your conscious understanding and appreciation of the
influences in your life (past, present and future) that determine your responses to
situations and events that you encounter. Your level of self-awareness includes your
feelings of:
self-respect (or self-esteem)
self-confidence
self-belief.
Self-talk is the internal process we can use to use to consciously connect these
factors to make sense of our own personal past-present-future continuum.
The relationships of these factors can be represented as follows:
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Self-Awareness
Past
Self-Respect
Self-Confidence
Future
Present
Your self-respect stems from your ability to value your lifes journey by
appreciating the nature and nurture influences in your make-up. Nature refers to the
natural characteristics and preferences you were born with that shape your personality,
while nurture refers to the environments, the events and the role-models you have
encountered that have influenced your life-long learning.
Self-Respect:
Appreciation is more than understanding. Appreciation occurs when you are able to
reflect on any of these factors and extract positive learnings regardless of whether
you enjoyed the experience at the time or not. Trials and adversity in a person life can
often give birth to great personal qualities and characteristics. Think of Helen Keller or
Nelson Mandela, to name just two. Your ability to learn and appreciate your own lifes
journey is the key to positive feelings of self-respect.
The basic knowledge that enables you to understand and appreciate why you are, what
you are can provide an important step towards building your self-respect, e.g.
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How have these characteristics affected the way you relate to others - with
either the same or different personality styles to yours?
Many people have accessed popular diagnostic models (such as Myers Briggs, DiSC,
Personality Plus, etc) to raise their knowledge of personalty styles and an awareness of
their own preferences in this regard. If you havent yet encountered a model of this
type, there may be value in exploring this body of knowledge with a view to developing
personal insights into why you think and act the way you do.
Additionally and vital for building your trustworthiness - by learning about different
personality styles, you are more able to expand your perspectives on the opportunities
and challenges you meet by being able to view the world as others do.
Self-Confidence: Your self-confidence develops when you are able to accurately identify
and appreciate your current values, your capabilities, your unique talents and the array
of resources available to you from the networks that surround you. With this
awareness, you are able to approach new situations those that excite you, those that
daunt you and those that challenge you with more confidence in yourself to deal with
the issues you may encounter known and unknown.
As your self-respect improves, the knowledge you accumulate becomes a vital
contributor to your growing self-confidence. Simple self-assessment techniques are
often useful to enable you to build an accurate appreciation of your personal strengths,
limitations and opportunities for improvement in this area.
Self-Belief:
As your self-respect and self-confidence grow, you are able to develop
your self-belief. Your self-belief strengthens when you have clarity about where you
going in your life and why this is important to you. You have thought through your
priorities and what is most important to you in life now and into the future. Your focus
may be on things you want to do for yourself, with your family, with friends and
workmates, for your organisation and the broader community. It may also include the
way you want to develop as a person and the legacy you would like to leave. Self-belief is
further reinforced as you develop a clear understanding of how you will achieve these
things. For some people, the simple act of writing down their personal aspirations, goals
and plans often helps to lift them from the sub-conscious world to a higher level of
understanding that reinforces their level of self-belief.
As you build your self-awareness through these approaches, be prepared to delve into your
memory to identify your life stories that capture the events and emotions that have shaped
your views on life and the profound learnings you have experienced. Allow a sense of
aspiration to set your personal goals. Recognise your self-imposed boundaries and give
yourself permission to dream beyond them.
Take time to understand if and how your personal values and attitudes are aligned with the
tried and true approaches of the role-models you admire. Come to appreciate the principles
that they live by and identify the habits of their success. Make a conscious choice of the
principles, values and attitudes you will allow to influence your thinking, the way you
communicate, the relationships you desire to build with others, the behaviour you will display
and the actions you will take.
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7. Integrity
Personal Integrity: Your personal trustworthiness, as seen by others, is a product of your
personal integrity. When you have developed integrity as a person it means that your
personal values are totally aligned with sound principles and it is these principles that
generate your values, attitude, thoughts, words, behaviour and actions in every part of your
life. Put simply:
- you understand and accept the principles that govern sustainability of the systems
in which you live and work
- you have aligned your personal aspirations and values to these principles
- you are able to choose the correct attitude to respond to situations and dilemmas
that arise
- what you say is a true reflection of your values
- what you do is consistent with what you say which is congruent with the guiding
principles
This flow from thinking to actions is represented by the following diagram.
My Values
Principles
My Attitude
What I Say
Your
Integrity
What I Do
Ultimately, family members, friends and work colleagues will form opinions about your
character based on their perceptions of your integrity - and the mainspring of your integrity
is your understanding and knowledge of sound principles. It is important to define some of
the terms used in this discussion.
Principles are foundational truths that underpin a body of knowledge about a sphere of
activity. Principles are accepted by a group of people as the wisdom distilled through
experience that acts to holistically guide their thinking and behaviour to ensure longterm sustainability in life.
Values are more personalised in that they express how each of us sees the way the world
works from the nature nurture factors that have influenced each of our lives.
Because of this, everyones values will be different - and they may or may not be aligned
to principles.
It is common to attempt to develop shared values in a relationship involving a number of
people. However, this will usually result in clear agreement on some issues, surrounded
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by compromise and even omissions on other important issues where the group has either
a blind spot or has failed to reach agreement. For this reason, shared values are often
just a rough approximation of principles.
Attitude is an opinion or way of thinking that a person adopts in response to any given
situation and/or environment that they find themselves in. Have you noticed how two
people in the same situation will respond quite differently because they adopt different
attitudes? More significantly, have noticed how your own attitude changes depending
on the situation/environment you are operating in. Are you the same person at home as
you are at work or at the sports club? If not, what is different? Have you changed
your values probably not? Or is it that you are prepared (or forced) to compromise
your values in one environment but not the other.
While principles are timeless and enduring, our values can gradually change over time and our
attitudes are situational (sometimes from moment to moment).
Different people will find sound principles for living an effective and fulfilling life from
various sources - through a multitude of leaders, teachers and gurus reinforced by their own
life-long learning. Suffice to say, as long as the principles you personally adhere to are based
on the concept of inter-dependence, then trust, trustworthiness and integrity will all play a
vital role in your relationships at home, at work, in recreation and in the community.
What is the level of your personal trustworthiness? This is a difficult question to answer
accurately unless you receive the direct input and feedback from your friends and colleagues,
which is never an easy thing to do just off the cuff. However, as a simple starting point, the
self-assessment instrument (Trustworthiness Profile A Personal View), which you will find
as an attachment to this paper, is designed to enable you to have a conversation with yourself
on the factors that determine your personal trustworthiness and integrity.
It may bring to mind issues about your relationships with others that you have long ignored or
never actually thought about. If you can identify these issues in yourself, then it is highly
likely that others will have observed them as well. Of course, there will be some issues to
which you are blind, but these will have to wait until the appropriate moment. Undoubtedly, if
you work on your own self-assessed opportunities for improvement, you will be more open and
receptive to receiving feedback from others when the opportunity arises.
Habits: It can be said that a persons character is the sum total of their personal habits. It
is almost certain that the issues you identify for improvement in your integrity will be locked
up in the day-to-day habits by which you live and relate to others.
A habit is an intuitive or learned response that a person makes unconsciously or is unable to
exercise a choice. While it is difficult to be precise, psychologist tell us that over 90% of
the actions we take in our daily routine come from our habits and this includes the way we
engage and relate to other people. Therefore, most personal improvement plans will involve
the breaking a bad habit and replacing it with a good habit.
If we use the concept of integrity, as described above, a bad habit is an automatic response
that violates a principle, whereas a good habit is an automatic response that is aligned with
principles. So the process of personal improvement must be capable of including principles
into our thinking process. The following STAR technique is designed to do this. It can be
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used at any time you have an important decision to make or action/behaviour to display
which is almost constant when it comes to our relationships with others.
STOP
THINK
ACT
REFLECT
- remind yourself of the principles that will guide you thinking toward
an effective & sustainable outcome - choose an appropriate attitude
- review and reflect on the outcome - take your learning from the
experience
The most important part of this technique is that split second decision to stop and choose an
attitude that is based on the principles by which you wish to live your life. It is the constant
use of this technique that will generate the new habits you need to improve you personal
trustworthiness and integrity. Needless to say, if you do not have strong principles to guide
your choices, then you will wander aimlessly through these critical moments most often with
disappointing results.
Remember, Stephen R. Coveys best-selling book is titled The Seven Habits of Highly
Effective People. He put the issue of good habits right up front as the dominant factor in
creating an effective and fulfilling life for each person.
people in the organisation understand and accept the principles that govern sustainability
of the system in which the organisation operates
they align their shared purpose and shared values to these principles
the organisations systems, structures and processes are designed to be congruent with
and supportive of the purpose and principles
their shared purpose and principles guide the thinking, planning and decision-making of all
people. Each person is enabled to choose the correct attitude for the situations and
dilemmas that arises
their communications accurately reflect their thinking, planning and decision-making
the actions and behaviour of people are consistent with their communications
the organisation does what is says it will which is congruent with the guiding principles
In simple terms, the organisations integrity, as seen by its many stakeholders, is the
aggregate of the personal integrity displayed by all its employees (staff, managers, directors,
etc) under a variety of circumstances, and particularly those of adversity and challenge.
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8. Motivation
The factors described above goes to the very essence of human motivation and it is
worthwhile to explore this in the context of trust.
In psychological terms, there are two types of human motivation extrinsic and intrinsic [7}.
Extrinsic Motivation:
Intrinsic Motivation:
This form of motivation focuses on enabling people to recognise
and value why something is important for both themselves and the broader system in
which they are operating. In this sense, the reasoning as to why something should be
done occurs at the values level of their thinking. As a consequence, when people are
intrinsically motivated they do things with purpose, passion and enthusiasm to achieve
benefits for themselves and others. Intrinsic motivation is a powerful mainspring for
the creativity that resides in all people.
There are numerous examples of intrinsically motivated people in the ranks of the
volunteers that support community service organisations. Their payment is never
measured in monetary terms, but in the self-satisfaction they receive from seeing
benefits flow to people in need and the positive effects that this has on the
community in general.
When driven by intrinsic motivation, people are more likely to ensure that their
personal values are observed and preserved in the conduct of their work. As a
consequence, the results of their efforts sometimes appear more gradually, however,
these results are more likely to be more robust and continue to improve to outstanding
levels over time - to the benefit of all concerned.
It should be noted that if a person is extremely individualistic in their outlook on life
(i.e. non inter-dependent), their values could be so self-centred that their concern for
others is negligible. Under these circumstances, their intrinsic motivation will cause
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them to act in selfish and uncaring ways to achieve their personal desires regardless
of the cost to others. When a person with this intrinsic motivation is further
stimulated by a strong extrinsic motivation that rewards this behaviour, the results
are usually disastrous. There have been a number of high-profile corporate collapses
that provide examples of this combination.
All human endeavour is influenced by a combination of extrinsic and intrinsic motivation, to
varying degrees. Many of the passions we pursue in our own time (such as sports, hobbies and
recreations) are driven by a desire to satisfy our intrinsic motivations. On the other hand,
most of our work is subject to an extrinsically motivating reward structure that is imposed on
us by others. We all know that our work is most sustainable when it is both personally
satisfying and financially rewarding, that is, there is a harmony between our own intrinsic
motivation for the work itself and the extrinsic motivations that are placed on it by others.
Often, extrinsic motivation is attached to performance indicators that narrowly define the
outcomes of a particular activity. For example, it is a common practice in call centres to
provide incentives (and penalties) for Customer Service Operators to achieve a nominated
volume of calls over a day. While this might have the aim of improving the efficiency of the
service provided, it often causes operators to act in ways that lower the effectiveness of the
service provided in the eyes of the customers. As a consequence, the efficiency targets are
met but the organisation fails in its purpose to meet customer needs.
However, there is another important consequence to this outcome that has even deeper
influences on organisational performance. The Customer Service Operators are fully aware
that their actions result in poor service to customers, which is contrary to the intrinsic values
they hold for the work that they do. Yet the importance of this aspect of their work is
denied, at least in the performance criteria imposed on them by well-meaning managers. The
result is that the Customer Service Operators loose enthusiasm for their work, their innate
passion for doing the job well is stifled and their creativity remains dormant. And so, overall
performance deteriorates. The usual response to this by the manager is misplaced
condemnation of the abilities of some staff and an increased focus on penalties. The most
serious casualty in this cycle of events is the trustworthiness of the manager in the eyes of
the staff. The resultant lack of trust that infects their relationship will spread to all
transactions in their work, including morale and staff turn-over.
In summary, an appreciation of the power of intrinsic motivation is essential for anyone
wishing to improve their trustworthiness as a basis for building trust in their relationship
with others.
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9.
Leadership
Obviously, trust plays an important role in the way each leader chooses to relate to the people
in his/her team. As we saw earlier, leader/follower relationships can be described as:
Dependent
Independent
Inter-dependent
Each of these relationships sets up an initiation-response cycle between the leader and the
team members, which determines the nature of their interactions as they undertake their
work together. The following four Leadership Styles (attributed to Myron Tribus) summarise
the typical initiation-response cycles that are easily recognised in organisations.
Commander
Do To
L
E
A
D
E
R
T
E
A
M
M
E
M
B
E
R
S
Hero
Coach
Enabler
Do For
Do With
Do Through
I have my needs
I have my needs
Just do as I say
I do it best
Low Trust
High Trust
I am trusted
I can accept
responsibility &
accountability
How can we do it
better?
The Hero style is a very commonly occurring syndrome in organisations. It often occurs when
a person performs well in a technical role and is then promoted to lead the team.
Unfortunately, in their desire to perform well in their new role, the new leader tries to makes
an even greater contribution to the technical effort, which creates a relationship of
dependence with the other team members. In so doing, the new leader fails to make the vital
shift from an effective team member to an effective team leader.
Consequently, the new leader tends to micro-manage every situation, mutual trust in
relationships is stifled and there is little growth in the capabilities of the team members. A
vicious cycle often develops where time pressures, re-work, blame and high workload lead to
personal stress and burn-out of Hero style leaders.
It is virtually impossible to break this vicious cycle without addressing trust. It is through
the growth of trust that the leader can move to the Coach style, which begins to build a
relationship of inter-dependence, in which the team maximises its effectiveness - as
individuals and collectively. The ultimate step in this continuum is the Enabler style, in which
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mutual trust and support for each other become central drivers in relationships to enable
continuous improvement and personal growth, which leads to excellence in performance.
Clearly, the relationship described at the Enabler style is a pre-requisite to Level 5
Leadership as described by Jim Collins, author of Good to Great [8] and Servant Leadership
as described by Ken Blanchard, author of the One Minute Manager series of books. These
authors describe an environment where people are inspired and enabled to achieve as a result
of the leaders humility, integrity, servant-hood and vision for the common good of many.
It is true that there will be some organisational situations where, for pragmatic short-term
reasons, the Commander/Hero style is needed to survive, for example, an emergency or crisis
situation where expertise is scarce and there is no time for extensive consultation. However,
if these styles are adopted as the long-term approach to leadership, the development of trust
in relationships will be denied, personal growth cannot occur and the teams performance will
inevitably suffer.
10. Change
The concept of trust in teams has broad and deep implications for the new world we are
entering. With the accelerating avalanche of new technologies and new markets, there is now
rapid turnover of products, services and programs, as well as enterprises, organisations and
people once bright stars are soon replaced by totally new galaxies. Behind each new product,
program or enterprise there are complex sets of human relationships, through which the
personal aspirations, needs and concerns of people are brought to life. The strength of these
relationships is a major factor in the viability and success of each new activity.
However, the highly transient nature of each new innovation means that there is often
precious little time to enable inter-dependent relationships to develop. Groups form, disband
and reform at a rapid rate. Inter-dependence and trust have little chance of developing
unless these are characteristics that are valued and consciously pursued by the individuals
involved. Under these circumstances, the ability to develop trust in relationships becomes a
critical competency for all people, particularly leaders. Put simply, without trust a group
remains at the dependent or independent level, whereas with trust they can achieve interdependence in their relationship, with the potential to become a fully functioning and highly
effective team.
The building blocks of trust in a relationship lie in the perceived trustworthiness of each
person involved.
It is therefore trustworthiness that ultimately determines the
effectiveness of each individual, each team and each organisation.
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A series of statements are presented to expand on each of these headings. Each of these
statements commences with the word I to reinforce that your trustworthiness grows from
the personal values, thoughts, behaviour and actions that you display to others.
These statements have been presented in a simple self-assessment format to enable you to
form a self-perception of your current level of trustworthiness. Use it to reveal your strengths
and identify opportunities for improvement. Make some commitments to yourself to improve in
important areas. Share your findings, thoughts and plans with a friend or colleague, if you feel a
level of trust pre-exists that will enable value to be added to this process.
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References:
[1]
[2]
[3]
[4]
[5]
[6]
[7]
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Develop a personal view of your relationships with others by self-assessing your perceptions of your
trustworthiness using the following scale: K = I know how to do this.
S = I sometimes do this with other people.
O = I often do this with other people.
Wol = This is a way of life for me.
30
K S O WoL
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Personal Reflections
The following elements of trustworthiness are significant strengths for me in
my relationships with others.
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The focus of what the authors call authentic trust is not merely reliability, predictability, or what is sometimes
understood as trustworthiness. It is always the relationship within which trust is based and which trust itself helps
create. Authentic trust embraces the possibilities of distrust and betrayal as an essential part of trust. Building trust
means coming to terms with the possibility of breach and betrayal.
Trust, similar to love, is an emotional skill. It requires judgment, vigilant attention, conscientious action and all of
the intricate reciprocities of a human relationship. We make decisions to trust. We make promises and tacit
commitments. We see them through. We come to have expectations of others, and we respond to the fulfillment or
frustration of those expectations. Trust isnt something we have, or a medium or an atmosphere within which we
operate. Trust is something we do, something we make. The problem of trust is not the loss of confidence but the
failure to cultivate commitment making.
Trust is a matter of mood and emotional skills, a function of the imagination as well as the product of negotiation
and understanding. Our moods and emotions are engagements in the world. They are skillful practices, not mere
feelings. They do not just happen to us. Our moods and emotions change with our practices. These practices can
be changed and cultivated we can and must learn to trust.
Trust may also be compared to freedom. The freedom provided by trust is the freedom to engage in projects that
one could not or would not undertake on ones own. The freedom provided by trust is the freedom to approach and
engage with strangers whom one may in fact never meet, as in the e-commerce economy. The freedom provided
by trust is the freedom to think and speak for oneself. Companies dominated by office politics, in the absence of a
culture of trust, are companies with a lot of losers.
Trust forms the foundation or the dynamic precondition for any free enterprise system. The individual entrepreneur,
like the giant corporation, depends on trust, including self-trust, to function in the business world. High trust
societies, according to Francis Fukuyama, are outstanding in their potential for forming wide-reaching and
successful cooperative partnerships. Low trust societies, by contrast, often tend to be economic disaster areas and
can certainly be terrible places to live.
Thinking and talking about trust will not only influence our beliefs but also change our behavior in the world and
with one another.
Trust is transformative. It is not a matter of trusting or being trusted so much as a matter of changing each other
and the relationship through trust.
Chapter 1: Trusting Trust
One might make the observation that the nature of trust has been called into question in part because of an
epidemic of distrust. The other side of this observation is that trust has never been more relevant or important: it
has come into question precisely because, in a free society and a growing free-market economy, it is trust and not
power or fear that is essential to our well-being and the possibility of a new world order. That new world order
will be defined by the trust it builds among nations, among consumers, and the companies that serve them, and
among increasingly powerful corporations and the citizens of the world. In the fast changing world of the twentyfirst century, trust must be reconceived in terms of rapid change, converging societies in a global market, and a
world that is self-consciously making its own history.
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Basic Trust
Basic trust is learned in infancy. As we grow up, our sense of basic trust is enhanced or undermined by our
experiences with other people. If expectations are frustrated, if needs are left unfulfilled, if security is threatened or
violated, a baby naturally becomes distrustful. That distrust becomes the generalized stance from which that child
enters, or refuses to enter, into new relationships and situations.
Basic trust provides the basis for ones entire personality and demeanor towards the world. The family is the basis
for not only simple trust, trust based on familiarity and taken for granted, but also authentic trust, trust that is focused
on relationships rather than single transactions and outcomes. The trust that originates in families may or may not
be coupled with a complementary tendency to distrust those who are not family.
Trusting Strangers; the global society
In the world today trust cannot be limited to those we know and are familiar with. People tend to distrust people who
are different from them, but civilization has always required the accommodation and acceptance of strangers. In our
day-to-day lives, we are surrounded by strangers whom we implicitly trust because we have to. We are people on
the move. We are citizens and consumers in a global society.
We trust in part because of protective devices (such as encryption codes in computer credit card transactions),
references, reputations, and brand names. But without trust, there would be no business, and without trust between
strangers there would be no global or even regional economy.
Business, personal relationships, and politics have always required trust. What makes our era different is that our
need to trust strangers is increasing exponentially. The cost of trust may on occasion be devastating, but the high
cost of distrust is virtually guaranteed.
Talking about Trust
The authors suggest that building trust begins with talk about trust. While trust might feel like a leap of faith, the leap
can be initiated by learning to talk about trust, put it into practice, and make it fully explicit. Even between conflicting
groups, talking about trust and believing that trust is possible even in the face of vehement distrust, is the first and
essential step. Talk may begin with venom and mutual accusations, but accusations that are well intentioned or well
mediated can lead to negotiations, and negotiations can lead to mutual commitments, small at first, which build trust.
Mutual commitments and their fulfillment may never put an end to distrust, but they do build trust, authentic trust,
trust with its eyes wide open.
Building Trust
Building trust requires talking and thinking about trust. It begins with an appreciation and understanding of trust, but it
also requires practice and practices. Trust in a society is not a given. It is the product of collective, self-conscious
action.
Building trust is no longer a matter of creating structures and practices within a single culture. From a global
perspective trust is built step-by-step and commitment-by-commitment on every level. Building trust means thinking
in a positive way and not only in terms of risks and vulnerabilities. We must force ourselves to think about
uncertainties as possibilities and opportunities, not as liabilities.
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Authentic trust differs from simple trust and blind trust in its willingness and in the necessity, to confront distrust.
What is necessary to move from simple trust to authentic trust is self-scrutiny, caring about the long term relationship
and not just the outcome, negotiation and mutual understanding, a willingness to make and stand by ones own
commitments, a keen awareness of the risks and liabilities, and the recognition that taking on these risks and
liabilities is above all ones own responsibility.
Trusting changes both the person trusted and the person who trusts. Trusting is a choice, a decision, and authentic
trusting takes into primary account the way the relationship will change as the result of that choice e.g. giving an
employee an assignment and trusting his competence.
Authentic trust is ultimately a skill and in particular, an emotional skill. The authors suggest that emotions in general
and authentic trust in particular are both chosen and a persons responsibility, or peoples collective responsibility.
Authentic trust is an emotional phenomenon because it is not merely a way of understanding and predicting the
world, but a way of investing in it, of looking forward to a future that the investment itself helps make possible.
Cultivating moods conducive to trust is an important part of any human relationship, from the intimacies of marriage
to the complexities of a giant corporation. Moods in companies are primary determinants of dedication, efficiency,
and success. They are not merely personal as they are often shared and social, closing off possibilities and
disrupting working with others. Corporate moods are often summarized as morale. Trusting moods allow
companies and the people who work for them to flourish. To trust is to be open and look to the future, even in the
face of the same challenges and catastrophes that in other contexts give rise to such bad moods as resignation,
despair, and confusion. Instead of resignation or despair there is engagement and commitment. In place of
confusion there is the clear conviction that those in charge know what is going on, that they can be engaged in
productive conversation, and that one can without hesitation admit that one needs advice or direction. Whereas
resentment sulks and stews and plots revenge, trust opens up, and maps out the future. Obstacles are viewed as
opportunities. In place of confusion there is a sense of resolution & in place of panic there is acceptance & serenity.
The key to cultivating moods is creating understanding through conversation. Conversation leads to mutual
understanding, and understanding should lead to resolutions and engagements, actions that will bring about new
situations and open up new possibilities.
Authentic trust remains in the background only until it is stirred into consciousness, typically by the need to make a
decision. Like many basic elements of human relationships, trust is recognized mainly in the breach. Trust is on the
one hand, one of the most natural things we do with people, but at the same time one of our most cautious,
deliberative and responsible concerns.
Trusting someone requires a certain self-confidence, as is often said, you cannot trust anyone if you cannot trust
yourself. Our self-confidence in terms of making a good judgment about whom to trust is of the utmost importance.
A great deal of trust has to do with making assessments. An assessment is a statement of opinion and in authentic
trust the awareness of the subjectivity of such assessments is critical. Authentic trust is created when you come to
be unafraid of the negative assessments of people you respect. The practice of making and receiving assessments
and learning how to negotiate them forms the core of the authors strategy in building trust in troubled marriages and
in organizations.
At the heart of both the practice and the strategy of building trust is first building self-confidence and self-trust: trust
in ones own abilities, skills, knowledge, preparation, and know-how as well as trust in ones own body and body
language, impulses, emotions, self-control, moods, thinking, intelligence, and sensitivity to others.
www.breakthroughconsulting.com
in ones own abilities, skills, knowledge, preparation, and know-how as well as trust in ones own body and body
language, impulses, emotions, self-control, moods, thinking, intelligence, and sensitivity to others.
In the background of every instance of trust is the specter of betrayal. Without betrayal there can be no trust, only
reliance and predictability. Trust involves risk, and authentic trust involves going knowingly into the unknown
together. The consequences of such risks are often disappointment and failure. That does not necessarily mean that
the trust has been betrayed, or that the trust has been destroyed.
The first category of disappointment is simply the category of things that didnt work out. The second category has
to do with mistakes. Focusing on the relationship rather than the outcome gives us the navigational tools to
overcome, if not overlook mere mistakes. Among the most important distinctions we can make are those between
mere disappointments and mistakes, and between mistakes for which someone is to blame and those for which no
one is. What this signifies is the need for negotiation and understanding, the need for further resolve and
commitment, in other words, the need for authentic trust.
There are also blameworthy acts that are breaches of trust. These include indifference, a lack of sufficient caring,
insincerity, lying and reneging on ones promise as well as breaches of contract.
In the restoration of trust, hope is the essential ingredient. Forgiveness as well plays a particularly dramatic role in
the restoration of trust. Whereas hope sets the mood, forgiveness is the instrument, the social practice that makes
renewal possible. Moving on through forgiveness does not imply a simple return to what was. In simple trust there
is no return to the state of innocence and trust will always be guarded by an appropriate amount of caution. In the
case of a betrayal of authentic trust, the betrayal is never entirely unexpected. The betrayal of authentic trust leads to
a profound alteration of the trusting relationship.
Chapter 4: Conclusion: Building Authentic Trust
Why talk about trust? Because talking about trust is essential to building trust. Even if talking about trust is
uncomfortable, it is only by talking about trust, and trusting, that trust can be created, maintained and restored. Trust
is a matter of conscious choice. What we are now capable of, and what has become necessary, is authentic trust,
sophisticated trust, responsible trust, trust with its eyes wide open. Believing in the viability of human commitments is
the necessary first step in making ourselves trustworthy, and it is the presupposition of trust as well. Thinking of trust
in the right way may make all the difference between our being willing and able to trust, on the one hand, and a bad
faith refusal to do so, on the other hand.
Recommendation: This book is written as a debate on the topic of trust. The distinctions made between the
different types of trust were worth reading. It was a bit of a slow read and somewhat repetitive. Since I am always
interested in the significance of conversations I particularly liked their thesis on authentic trust being dependant on
conversations.
About the Reviewer: Frumi Rachel Barr, MBA, Ph.D. - Executive Coach, Break Through Consulting
www.breakthroughconsulting.com/executive_coaches.html
Frumi Rachel Barr MBA, Ph.D. is an Executive Coach at Break Through Consulting. Frumi has had a distinguished
twenty-eight year career history as an entrepreneur and financial executive. Her experience and expertise as both a
CEO and a CFO provides responsive and collaborative support to executives in a wide array of companies and
industries. It is this unique blend of practical, theoretical, strategic and communications skills that makes the work
Frumi does unique among business advisors and coaches.
www.breakthroughconsulting.com
BUILDING RELATIONSHIPS:
PARALLELS BETWEEN INFANT-TODDLER DEVELOPMENT
AND THE PUBLIC POLICY PROCESS
Introduction
Human relationships, and the effects of relationships on relationships, are the building blocks
of healthy development. 1
Working with infants, toddlers and their families is all about relationships. We know from
scientific research that every domain of development is impacted by nurturing, caring
relationships in early childhood. 2 Babies are born with a drive to relate to and connect with
others, and they continue to develop the social skills necessary to form strong, healthy
relationships throughout their lives. 3
These findings teach us not only about babies, but about the ways in which people of all ages
relate to others. Our understanding of relationships and early childhood development can help
guide us in various aspects of our lives. Relationship-building is at the core of our work with
young children, and it truly lies at the heart of effective policy, advocacy and systems work.
That makes those of us in the early childhood community perfectly suited for policy work.
This article for The Baby Monitor explores relationship-building in early childhood and in the
world of policy and advocacy. With a deeper understanding of relationships and how to build
them, we can be stronger advocates for babies, toddlers and their families.
the human community in ways that help define who they are, what they can become, and how
and why they are important to other people. 7
Relationships among young children are also significant. Through their relationships with one
another, young children learn how to share, to engage in reciprocal interactions (e.g., taking
turns, giving and receiving), [and] to take the needs and desires of others into account. 8 The
groundwork formed by all of these relationships serves us into adulthood, both personally and
professionally. This is true in many respects, but particularly true of the policy and advocacy
arena.
State
State legislators and their staff (Note: Not all
state legislators have staff.)
ZERO TO THREE 2000 M Street NW, Suite 200, Washington, DC 20036 PHONE 202.638.1144 FAX 202.638.0851
www.zerotothree.org/policy
One successful example of relationships in state-level system building comes from Illinois. The
Birth to Five Project in Illinois develops an annual work plan with responsibilities assigned to
respective agencies and organizations. One of the most active committees is the Government
Interagency Team, which is composed of early childhood program leaders from key city, state
and federal agencies which fund and administer programs for young children. Relationships are
developed among team members over time as they meet together to develop strategies and
solutions to address systems gaps and barriers to providing collaborative, coordinated services.
These partnerships and relationships among colleagues across government agencies are what
make it a success. Projects often begin within the Birth to Five Project and then become
embedded within state government. It serves as a catalyst to leverage change and to
comprehensively organize around early childhood issues in Illinois. As a result of this
collaboration, the state has done some impressive work around early childhood mental health
consultation to early childhood programs, developmental screenings, and created the All Our
Kids: Early Childhood Networks.
Set up an in-person meeting, both at the State House, Capitol Hill or when
policymakers are in their home district;
Invite policymakers to visit your program;
Phone, email and write letters;
Add policymakers to your organizations mailing list for newsletters, annual reports,
etc.;
Send reports, research or other briefing materials you think would be useful as they
determine policies for infants, toddlers and families; and,
Send copies of newspaper articles, letters to the editor and/or opinion editorials which
focus on infant-toddler issues in their district and were published in their local
newspapers.
As you develop your skills as an advocate, think about these important elements of relationshipbuilding with policymakers: 10 11
Relationships are built over time. You should expect to work hard developing and
cultivating relationships over the long haul. When you have created a solid
foundation of a relationship, it can lead to the policymaker or their staff asking for
your input on infant-toddler issues.
Be proactive. Think ahead about the kinds of information that will be useful to your
policymakers and reach out before the time-crunch of a vote.
ZERO TO THREE 2000 M Street NW, Suite 200, Washington, DC 20036 PHONE 202.638.1144 FAX 202.638.0851
www.zerotothree.org/policy
Other professionals working with infants, toddlers and families Think about the
many disciplines that touch the lives of babies and toddlers and reach out to
professionals with whom you may have a common interest;
Physicians, nurses, dentists and other medical professionals serving families with
young children;
Business people, the local or state chamber of commerce and the local United Way;
Religious leaders;
2000 M Street NW, Suite 200, Washington, DC 20036 PHONE 202.638.1144 FAX 202.638.0851 www.zerotothree.org/policy
people are interested in the connections between their discipline and early childhood
development;
Teachers and other education leaders;
Child advocacy organizations; and,
Parents and grandparents.
Be creative in thinking about who might have an interest in working with you to support infants,
toddlers and their families.
Conclusion
Our examination of relationships and relationship-building teaches us that we can be effective
advocates by drawing on the same skills and resources we use in our work with infants, toddlers
and their families. We encourage you to use this article as a guide as you reach out to form
relationships that will improve public policies for infants, toddlers and their families.
Author:
Debbie M. Rappaport, Project Director, ZERO TO THREE Policy Network, with contributions
from Karen Yarbrough, Ounce of Prevention Fund.
May 29, 2007
Shonkoff, J. and D. Phillips. (Eds.) (2000). National Research Council and Institute of Medicine. From Neurons to
Neighborhoods: The Science of Early Childhood Development. Washington, DC: National Academy Press.
2
Ibid.
3
ZERO TO THREE. Supporting Your Childs Relationship-Building Skills. Retrieved on May 3, 2007 from
http://www.zerotothree.org/site/PageServer?pagename=ter_key_social_relationships&AddInterest=1157.
4
Shonkoff and Phillips.
5
National Scientific Council on the Developing Child. (Summer 2004). Working Paper #1: Young Children
Develop in an Environment of Relationships. Harvard University: The Center on the Developing Child.
6
Ibid.
7
National Scientific Council on the Developing Child.
8
Ibid.
9
Yarbrough, K. (2006) Selections from Be a Voice for Babies: Advocating for Infants and Toddlers at the Federal
and State Levels. Power Point presentation jointly produced for the 2006 ZERO TO THREE National Training
Institute by K. Yarbrough of the Ounce of Prevention Fund and D. Rappaport of ZERO TO THREE.
10
Rappaport, D. and Yarbrough K. (July 2006). Ensuring a Bright Future for Babies: How to Advocate Effectively
for Infants and Toddlers. ZERO TO THREE Journal, Vol. 26, No. 6. Washington, DC: ZERO TO THREE:
National Center for Infants, Toddlers and Families.
11
Yarbrough, K. (2006).
2000 M Street NW, Suite 200, Washington, DC 20036 PHONE 202.638.1144 FAX 202.638.0851 www.zerotothree.org/policy
1
Prepared by Alexa Michael and Technical Information Service
August 2008
Context
Students are unlikely to study or be examined on mentoring and coaching.
However, they may become mentors and coaches (or be mentored or coached)
at any stage of their career. Mentoring and coaching, whether formal or
informal, are excellent ways for CIMA students and members to achieve CPD.
Objectives
It is important to understand that individuals are unique and organisations differ.
Therefore both individual and organisational goals vary widely. Common
objectives are required in order to:
plan for the future and take advantage of potential new opportunities.
3
Overview
Differences between mentoring and coaching
Mentoring - Mentoring is an indefinite, relationship based activity with several
specific but wide ranging goals. It does not have to be a formal process. The
mentor is a facilitator who works with either an individual or a group of people
over an extended time period. The agenda is open and continues to evolve over
the longer term. Mentoring seeks to build wisdom the ability to apply skills,
knowledge and experience to new situations and processes.
Coaching - The focus is on meeting very specific objectives within a set period of
time. Coaching is mainly concerned with performance and the development of
certain skills.
It usually takes place on a one-to-one basis and has a very specific purpose. There
is usually a planned programme with a much shorter timeframe than in
mentoring, so the learning goals are usually determined in advance.
Mentoring and coaching can be stand alone activities, but they can also be used
to complement each other.
managers who need the space to develop or improve new or existing skills
managers who have reached a career plateau and want to progress, but do
not know how to
give individuals the chance to meet different people within the organisation,
and to network
Mentoring cannot:
Coaching can:
provide individuals and teams with opportunities for gaining new skills, and
personal development
Coaching cannot:
succeed unless both coach and protg are fully committed to the coaching
programme.
Application
Links to good management
The aims of coaching and mentoring are the same as those of good
management. Both will try to maximise their staff potential. Good
mentoring/coaching and good management have the following common
characteristics:
willingness to listen
enthusiasm.
One school of thought suggests that every manager should be a mentor or coach
to his or her staff. The aim of this generative coaching is to encourage a mutual
learning process. It can be argued that managers already influence the learning
and performance of their staff. In addition, some managers may be reluctant to
adopt an active coaching style because of a potential conflict with their own
agendas.
It is important that a clear distinction remains between a mentor/coach and a
manager. If the line becomes blurred, mentoring and coaching can damage a
good management style. For example, a manager might spend a large amount of
time mentoring or coaching one team member at the expense of the rest of the
team.
The wider team - Where does the protg fit into his or her existing team?
What are the team dynamics? How could the protg engage better with his or
her colleagues? What needs to change?
The organisation - Who are the organisations stakeholders? What is the
organisations structure? What is the organisations culture? Are the goals of the
mentoring or coaching programme compatible with these?
The work environment - What role does IT play in the organisation now and in
the future? What are the organisations current priorities? Are the priorities of
the protg compatible with those of the organisation? Are mentoring and
coaching part of the organisations culture? What is the organisations current
financial situation?
The wider context - What is the attitude towards work-life balance? How does
this influence decision making?
arranging relevant learning experiences for Anna, for example, briefing and
de-briefing, attending presentations, observing client briefings, meeting HR
staff
10
being responsible for the practical delivery of the coaching plan, for example,
demonstrating best practice
Explore reality
Generate options
11
At least 50% of the meeting should be spent on the reality stage. Good
questioning and listening skills will enable the coach to define the issues that
need to be addressed.
Once the underlying issues are identified, the coach should continue to ask
questions so that the protg can identify the available options.
In the wrap up stage, the actions should be determined. This final stage is
sometimes described as confirm the will to act. It is about agreeing what
specific actions the protg is going to take away from the meeting.
Assessment
Evaluation
Coaching programme
To work as an integrated team player
Communicate with other team members
Propose ideas
Share the workload
Offer help to colleagues without having to be
asked
Informal monthly reviews for the next three months
After three months
12
At the end (or before the end) of the programme, all progress should be checked
against the agreed criteria. Usually there is a de-briefing session between the
mentor or coach and the protg which should:
discuss how far the objectives and standard target(s) have been met
Evaluation
Further
recommendation
Coaching programme
To work as an integrated team player
Communicate with other team members
Propose ideas
Share the workload
Offer help to colleagues without having to be
asked
70% of standard targets met. Very good progress on
sharing workload and taking responsibility. Some
good ideas put forward. Still not communicating
ideas within the team as effectively as possible.
To take charge of a team project that will demand
ongoing briefing sessions with the team if the project
is to succeed.
13
Personal qualities
A potential mentor or coach will require the following personal qualities:
observant
Training objectives
It will be necessary to organise training for potential mentors and coaches so they
can develop the skills and knowledge required to conduct mentoring and
coaching programmes. Training should cover the following:
personal development
mentoring/coaching approaches.
14
the blurring of role boundaries, for example, between the role of manager
and mentor.
References
Megginson, D. and Clutterbuck, D. (2005). Techniques for coaching and
mentoring. Amsterdam; London: Elsevier Butterworth Heinemann
Mathews, S. (1997). Mentoring and coaching: the essential leadership skills.
London: FT Pitman. (Financial Times Management Briefings)
15
Further Information
Articles
Full text available from Business Source Corporate through My CIMA
www.cimaglobal.com/insight
[Accessed 12 June 2008}
Johnson, L. D. Coaching and mentoring. Manage, May 2001, Volume 52,
Issue 4, pp 10-12
Minter, R. L. and Thomas, E.G. Employee development through coaching,
mentoring and counselling: a multidimensional approach. Review of Business,
Spring/Summer 2000, Volume 21, Issue 1-2, pp 43-47
Spencer-Arnell, L. Coaching and mentoring: unleash your potential. CIMA
Insight, November 2005. Available from: www.cimaglobal.com/insight
[Accessed 12 June 2008]
Thomas, N. and Saslow, S. Improving productivity through coaching and
mentoring. Chief Learning Officer, May 2007, Volume 6, Issue 5, pp 22-26
Watt, L. Mentoring and coaching in the workplace. Canadian Manager, Fall
2004, Volume 29, Issue 3, pp 14-16
Coaching/mentoring: how to get the most from your in-house tutors. Managing
Training and Development, September 2001, Volume 1, Issue 9, pp 2-4
Mentoring and coaching help employees grow. HR Focus, September 2001,
Volume 78, Issue 9, pp 1-5
CIMA resources
Harvard ManageMentor Plus
The CIMA business skills resource with practical information and advice on over
35 key management topics, including mentoring and coaching. Available from:
www.cimaglobal.com/mycima
[Accessed 12 June 2008]
Mentoring and coaching: an overview. CIMA Technical Briefing, January 2002.
London: CIMA. Available from: http://digbig.com/4xaxm
[Accessed 12 June 2008]
16
E-books
The following titles are available from NetLibrary on the CPD Solutions page of
My CIMA. www.cimaglobal.com/mycima
[Accessed 16 June 2008]
Adubato, S. (2006). Make the connection: improve your communication at work
and at home. New Brunswick, NJ: Rutgers University Press
Brandham, L. (2005). The 7 hidden reasons employees leave: how to recognise
the subtle signs and act before its too late. New York: AMACOM Books
Cohen, A. R. and Bradford, D. L. (2005). Influence without authority. 2nd ed.
Hoboken, NJ: John Wiley and Sons
Connor, M. and Pokora, J. (2007). Coaching and mentoring at work: developing
effective practice. Maidenhead: Open University Press
Cook, S., Macaulay, S. and Coldicott, H. (2004). Change management
excellence: using the four intelligences for successful organizational change.
London: Sterling, VA: Kogan Page
Cranwell-Ward, J., Bossons, P. and Gover, S. (2004). Mentoring: a Henley review
of best practice. Houndmills; New York: Palgrave Macmillan
Dembkowski, S., Eldridge, F. and Hunter, I. (2006). Seven steps of effective
executive coaching. London: Thorogood
Green, M. (2007). Change management masterclass: a step by step guide to
successful change management. London; Philadelphia: Kogan Page
Hale, J. A. (2004). Performance-based management: what every manager should
do to get results. San Francisco: John Wiley and Sons
Korngold, A. (2005). Leveraging good will: strengthening non profits by
engaging business. San Francisco: John Wiley and Sons
Megginson, D. and Clutterbuck, D. (2005). Techniques for coaching and
mentoring. Amsterdam; London: Elsevier Butterworth Heinemann
Pettinger, R. (2002). Mastering employee development. Basingstoke: Palgrave
Macmillan. (Palgrave Master Series)
Shephard, G. (2005). How to manage problem employees: a step-by-step guide
for turning difficult employees into high performers. Hoboken, NJ: John Wiley
and Sons
17
Sloane, P. (2007). Innovative leader: how to inspire your team and drive
creativity. London; Philadelphia: Kogan Page
Sugars, B. J. (2006). Business coach. New York: McGraw-Hill Professional. (Instant
Success Series)
Taylor, J. and Furnham, A. (2005). Learning at work: excellent practice from best
theory. Basingstoke; New York: Palgrave Macmillan
Thomas, M. (2006). Gurus on leadership. London: Thorogood
White, D. (2006). Coaching leaders: guiding people who guide others. San
Francisco: John Wiley and Sons. (Jossey-Bass Business and Management Series)
Other books
Allen, J. (2004). The art of mentoring. Lydney: The Centre for Monitoring
Farmer, C. (2006). Business coaching. Cirencester: Management Books
Howard, M., Hawkins, P. and Goldsmith, M. (eds). (2005). The art and practice of
leadership coaching: 50 top executive coaches reveal their secrets. Hoboken, NJ:
John Wiley
Leimon, A., Moscovici, F. and McMahon, G. (2005). Essential business coaching.
Hove: Routledge. (Essential Coaching Skills and Knowledge Series)
McManus, P. (2006). Coaching people: expert solutions to everyday challenges.
Boston, Mass.: Harvard Business School ; London: McGraw-Hill [distributor]
Ragins, B. R. and Kram, K. M. (eds.) (2007). The handbook of mentoring at work:
theory, research and practice. London: Sage
Shaw, P. and Linnecar, R. (2007). Business coaching: achieving practical results
through effective management. Chichester: Capstone
Whitmore, John. (2002). Coaching for performance: growing people, performance and
purpose. 3rd ed. London: Nicholas Brealey. (People Skills for Professionals Series)
18
Websites
The Coaching and Mentoring Network
Provides information on the latest developments in coaching and
mentoring. Available from: www.coachingnetwork.org.uk
[Accessed 12 June 2008]
CIPD: The HR and development website
Provides advice, guidance and tools on coaching and mentoring. From
the home page, click to the learning and development section, and
then to coaching and mentoring. Available from: www.cipd.co.uk
[Accessed 12 June 2008]
Harvard Business Online
Website of all Harvard Business School publications.
Available from: http://digbig.com/4xaxn
[Accessed 12 June 2008]
Unit 2
Guide to
Relationship
Building
UNIT
1. A guide to relationship
building: Meeting and working
with your neighbour
Intergovernmental relationships bind communities together in a positive way and encourage collaboration and development and help ensure potential conflict is resolved more effectively when
pursuing a service agreement. Only in recent times has the relationship between First Nations
governments and local governments been identified as a significant national opportunity. For much
of Canadas history, provinces, territories and local governments were only marginally involved in
Aboriginal issues. In the past few decades, a number of modern treaties have resulted in increased
interaction between First Nation and local municipal governments. To develop a service agreement, First Nations and local municipal governments will need to continue to interact and
ensure that they are doing so in an effective manner.
The next section explores principles behind creating, enhancing and maintaining harmonious and
productive relationships between municipal governments and First Nations governments including
common myths and tips for working effectively together.
UNIT
2
What is the
difference
between
Aboriginal,
First Nation,
and Indian?
Which word
should I use?
Aboriginal refers to the original inhabitants of Canada and can be subdivided into three groups: Indians, Inuit and Mtis. These groups have
distinct heritages, languages and beliefs and are only linked through their
indigenous ancestry.
First Nations is a term that has come into use in the last few decades to
replace the term Indian, which some people find offensive. In its use, First
Nations refers to an individual of indigenous ancestry who is neither Inuit
nor Mtis, and in many cases also replaces the terms band or community.
Although First Nations is considered more polite and respectful, this term
is not used commonly in legal documentation. Historically, First Nations
people were referred to as Indian, which is a term to describe Aboriginal
people who are neither Inuit nor Mtis.
In general, what people prefer to be referred to is individual choice.
It is important that you ask these questions and get to know your
contacts individual perspectives on these issues.
We hear
a lot about
Aboriginal
rights and title.
What does
this mean?
Aboriginal rights refer to the practices that were in use before European
contact, including unique cultural practices, traditions and customs.
Legally speaking, the rights of Aboriginal peoples are set out separately
in the Constitution to recognize that they are the descendants of the
original inhabitants of Canada. Although the Canadian Constitution
recognizes that Aboriginal rights exist, it does not define specifically
what is considered an Aboriginal right.1 Ongoing court decisions are
working through resolutions to these claims.
Aboriginal title refers to the right to the land itself, not just the activities that may occur on the land. In some parts of the country, treaties
dating back to the 1700s were signed setting apart lands for Aboriginal
peoples; this continued across much of Canada through the 1900s.
Some areas of Canada have no treaties and therefore some First
Nations assert that because they did not surrender these lands to
the Crown, they still have Aboriginal title to these areas. Ongoing
court decisions are working through resolutions to these claims.
Both Aboriginal rights and title are considered communal rather than
individual. Aboriginal title recognizes a particular communitys access
to land, rather than individual ownership of that parcel of land.
Is it true that
First Nations have
more privileges
than the rest of
the population?
It is a common myth that all First Nations have many additional privileges
compared with those of the general Canadian population. Commonly cited
privileges include not paying taxes, receiving free services that others
must pay for (such as post-secondary education), and having easier lives
than those living off-reserve.
UNIT
While Aboriginal people live modern lives, this does not mean they are no
longer any real Aboriginal peoples. Many are working to preserve and
promote their own identity, culture, traditional practices, values and
spirituality, which vary greatly from band to band.
Many Aboriginal people still practise traditional activities such as
hunting, trapping and fishing, and many have maintained a respect
for, and knowledge of, their traditional territories and environments.
For more information, see: Fact Sheet: Top Misconceptions about Aboriginal People by the Assembly of First Nations (AFN) in Unit 2,
Chapter 1.8.
UNIT
Communicate effectively
Let people finish what they are saying
and respect silences after someone has
finished speaking.
Be prepared to work in a highly emotional
environment when discussing some issues,
and be prepared to listen and not take an
issue personally.
Never refer to First Nations as stakeholders
nor use the term institutionalize; both have
negative associations.
Some individuals avoid direct eye contact
as a sign of respect; do not interpret this
as shyness or being untrustworthy.
Remember, keep things light! Humour is
important.
Make effective decisions
Plan a sufficient amount of time for
meetings, especially if decisions need
to be made.
Try to avoid situations with authoritative
decision making or imposed solutions; look
for building consensus in the group, and
decisions will be more legitimate.
Individuals can become uncomfortable
if asked to make decisions for the group.
Oftentimes, community consultation, collective decision making, and permission to
make decisions must occur.
UNIT
UNIT
Is it true that
municipalities
have a lot of funding because they
receive transfers
from provincial
and federal
governments and
through their
municipal tax
systems?
Myth:
Cooperation with
a municipality
is not an option
because the
federal government does not
manage it.
UNIT
UNIT
1.5
Cross-cultural awareness
Aboriginal Awareness Workshop: Guide to Understanding Aboriginal Cultures in Canada, Aboriginal Affairs
and Northern Development
UNIT
UNIT
Be respectful
A successful working relationship will be based on a solid foundation of respect. This means
taking time to learn about your partner, their values, perspectives and community. Being
respectful also means carefully considering the impact of your actions on the other.
Communicate openly
The best way to get to know your neighbour is to have regular face-to-face meetings where
open and respectful communication is encouraged. Service agreements cannot be negotiated
by correspondence; the issues are too complex for such an approach. Open, in-person discussions will help avoid misunderstandings.
UNIT
Practise integrity
Practicing integrity means working honestly and openly and following through on promises
and obligations. It is closely linked with being trustworthy and being able to trust others, all of
which are important to keep in mind while building relationships.
Be flexible
While working in large groups and dealing with complex issues, it is easy to become frustrated
and overwhelmed and to experience delays. By being flexible, you are being responsive to
change and reducing stress and disappointment if things do not go exactly as planned.
Practise equality
Make sure that everyone in the relationship feels like they are being treated fairly. If equality is
not possible, ensure that there is a well-understood reason for any difference in treatment.
Think long-term
Plan for the long term and establish where you would like to see your community in 2550
years. You will then be better able to establish your priorities today and identify possibilities
for collaboration in the future.
UNIT
Letter of intent
UNIT
Sincerely,
[Signature]
[Name]
UNIT
[Address]
AND:
[Address]
WHEREAS:
A. This Communications Protocol is designed to establish a positive working relationship
based on common local interests.
B. Good communication is essential for maintaining a working relationship and reaching
mutual agreement on any subject.
C. The Parties recognize that working together pursuant to a cooperative government-to-
government relationship will facilitate the sharing of information, improve communications,
and establish a solid foundation for future planning.
D. There is value to both Parties in working together on a number of practical items in
each community.
1.1 The Communications Protocol represents that the First Nation and the Municipality
shall work together with mutual respect and recognition.
1.2 The Parties agree to open and frank communications with each other on areas
of mutual interest.
1.3 There is a commitment by the First Nation and the Municipality to meet [on an
ongoing basis, at least quarterly, or more frequently as desired] to discuss issues
of common concern and interest.
2.0 JURISDICTION
2.1 The Parties endeavour to understand and respect each Partys present and future
jurisdiction and each others unique points of view.
UNIT
3.1 This Protocol will remain in effect until [Date] or until replaced by the Parties with a
successor agreement or is terminated by one of the Parties pursuant to section 3.2;
3.2 This Protocol may be terminated by either Party on [Number of months] months prior
written notice to the other Party.
4.1
Each Party will take all prudent measures to ensure that any information, including
traditional knowledge, documents, reports or other material (hereinafter called
information) provided by it to the other Party pursuant to or in connection with
this Communications Protocol is treated as confidential and is not disclosed to any
person except:
4.2
Without limiting the generality of Section 4.1, each party agrees that to ensure the
foregoing confidentiality obligation is met, it will, from time to time, either in writing
or verbally, expressly identify information as confidential or non-confidential to assist
the other Party in fulfilling its confidentiality obligation.
5.0 REPRESENTATIVES
5.1
The Parties acknowledge and agree that they shall each, within 30 days of the
signing of the Protocol, appoint a principal representative who shall initially be
[Position in the band government; e.g., Chief] from the First Nation and [Position in
the municipal government; e.g. Mayor] from the municipality as well as an alternative
representative to act on behalf of the principal representative in the event the
principal representative is unavailable.
6.1 The Parties will dedicate the resources necessary to engage effectively in the process
and will work together to ensure that the parties gave a full understanding of each
others capacities, traditional roles, responsibilities, and current projects.
6.2 The Parties will make best efforts to ensure staff resources are available to
implement this Communications Protocol.
7.0 PUBLICITY
7.1 The Parties acknowledge and agree that all communication regarding this
Communications Protocol and the matters set out herein will be jointly agreed
upon prior to any public releases, subject to each Partys respective legal rights.
UNIT
8.0 AMENDMENTS
8.1 This Communications Protocol may be amended from time to time by written
agreement by both the Municipality and the First Nation to reflect changes in
the relationship between the parties.
9.0 NOTICE
9.1 The address for delivery of any notice or other written communication required or
permitted to be given in accordance with this Agreement, including any notice
advising the other Party of any change of address, shall be as follows:
(a) to Municipality:
[Provide Address including the attention the letter should be directed to and other
relevant contact information]
9.2
9.3 The Parties may change their address for delivery of any notice or other written
communication in accordance with Section 9.1.
Any notice mailed shall be deemed to have been received on the fifth (5th) business
day following the date of mailing. By notice faxed or emailed will be deemed to have
been received on the first (1st) business day following the date of transmission. For
the purposes of Section 9.2, the term business day shall mean Monday to Friday,
inclusive of each week, excluding days that are statutory holidays in the Province of
[name of province].
10.1 This Communication Protocol does not affect any Aboriginal right, title or interest of
the First Nation.
10.2 This Communication Protocol does not prejudice or affect each of the Parties respec-
tive rights, powers, duties or obligations in the exercise of their respective functions.
10.3 This Communication Protocol is in addition to any other agreements that already exist
between the Parties and is not intended to replace any such agreement. It is in-
tended to indicate the Parties intention to work co-operatively together to resolve
issues of mutual concern.
10.4 The Parties agree that it is not intended to be a legally binding agreement, except for
the obligations in Section 4.1 above.
UNIT
IN WITNESS HEREOF the Parties have signed the Communications Protocol effective as of the
date first written above.
By:
___________________________________________________________________________________
[Signature]
Print Name: _______________________________________________________________________
Title/Position: _______________________________________________________________________
By:
___________________________________________________________________________________
[Signature]
Print Name: _______________________________________________________________________
Title/Position: _______________________________________________________________________
UNIT
UNIT
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This section clarifies roles and responsibilities and provides a comparison between First Nation
and municipal governments so that service agreements can be approached more effectively.
of services, and land-use planning. Municipalities and First Nations have many parallel
government structures and are responsible
for providing many of the same services to
their residents. This makes collaboration for
services a reasonable option for delegating
responsibilities and achieving goals.
The following chart provides a quick summary
of similarities and differences in governance
structures. For more information about specific governance structures, please see Unit 2,
Chapter 2.2: Municipal governance structures,
Unit 2, Chapter 2.3: First Nations governance
structures, and Unit 2, Chapter 2.4:
Governance structure references.
UNIT
Municipality
Comparison
Legislation
federal
Indian Act
treaties
self-government
provincial
municipal acts
Local government
band council
municipal council
Chief
Mayor
Reeve
Chief Elected Official
Regional governance
tribal council
Head of administration
Band manager
Services provided
animal control
band council resolutions
business licensing
elections
establishment of user fees
fire protection
forest protection
housing maintenance
hunting and fishing regulation
immunization and quarantine
land-use planning
law and order
lease land management
management of intoxicants
residential regulation
road and bridge construction
solid waste collection
storm water
street lamps
survey of lands
taxation
traffic control
water and wastewater
zoning
animal control
bylaws
cemeteries
community programming
emergency planning
fire protection
land management
local roads
managing local elections
parks and recreation
planning
policing
preparation of budgets
public libraries
public transit
regulation (building permits)
sidewalks
snow removal
solid waste collection
storm water
street lamps
survey of lands
taxation
water and wastewater
zoning
federal (transfers,
funding agreements)
tribal councils
organizations (grants)
taxation
provincial transfers
organizations (grants)
federal grants
Funding
Source: Community Infrastructure Partnership Program, CIPP, January 2011.
Municipal council
The municipal councils are responsible for a
variety of services including transportation, road
maintenance, parks and recreation facilities,
land-use planning, local economic development, wastewater treatment, potable water
provision, solid waste and recycling programs,
some social services, education and in some
cases local health services. They also have the
power to subcontract a service. For example,
the city could hire a private company to collect
waste rather than running its own waste collection program. Every municipal council will have
different priorities or focus areas based on local
needs, current provincial policies and local
traditions.
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agendas and minutes, advising the band council, publishing official notices and providing
information to the public. The band manager
works closely with the Chief, council and band
administration staff. He or she may provide
advice to the council and represent the council in negotiations with other governments or
agencies. Occasionally, the band manager may
also be a member of the band council.
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3.1 Prevention
Establishing a proactive relationship at the
beginning of a relationship by addressing the
interests of both communities should be the
first priority. This can help communities avoid
disputes and strains to their relationship.
The most common and effective methods for
preventing potential conflicts are as follows:
Consensus building
When working with a municipal or First
Nation partner, the objective should be
that both parties work on consensusbased decisions while relationships and
service agreements move forward. By
ensuring that all parties are on the same
page and by negotiating each issue within
the group, resentment that could develop
by majority voting processes can be
UNIT
Cross-cultural awareness
Disputes can occur due to cultural
misunderstanding or misinformation.
By building cross-cultural understanding
between communities, these disputes are
less likely to occur (please see Unit 2,
Chapter 1.5: Cross-cultural awareness.)
UNIT
NEGOTIATE
ARBITRATE
MEDIATE
LITIGATE
INFORMAL
PROBLEM SOLVING
LEGISLATE
LOW COST
BUILDS RELATIONSHIPS
ENCOURAGES DIALOGUE
HIGH COST
DISCOURAGES RELATIONSHIPS
DISCOURAGES DIALOGUE
PARTIES COME UP
WITH A SOLUTION
SOLUTION IS IMPOSED
Bargaining
Bargaining refers to a process whereby parties
reach a mutually acceptable agreement. Bargaining often occurs informally. For example,
a decision-making body may choose to change
Service Agreement Toolkit 43
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Case Study
4.1 Sliammon First Nation and the City of Powell River (BC)
Location:
Population:
Project costs:
$ 2 million
Funding partners:
Keys to success:
There will be contentious issues and personality conflicts, which is why it is so important to have
trust as the foundation. Former Sliammon Chief L. Maynard Harry
Patience, understanding and respect. Mayor Alsgard, City of Powell River
Relationship building needs to be done on a daily basis. Stan Westby, CAO, City of Powell River
Lessons learned:
Look at the political chemistry and then determine how you can work together.
Mayor Alsgard, City of Powell River
The biggest risk is the biggest reward. Stan Westby, CAO, City of Powell River
The leadership has to be willing to put in the time. For example, the Mayor makes an effort to
attend all meetings. The trust established between the two communities would erode if someone
missed too many meetings,
Former Sliammon Chief L. Maynard Harry
Contacts:
UNIT
Background
The Mayor of Powell River and the Chief of
Sliammon First Nation met for the first time
in 2002. This first encounter took place
when the Mayor was visiting the construction
site of a new seawalk and was approached
by the Chief. The Chief was upset with the
construction work because it was disturbing
historic areas and damaging cultural items
such as petroglyphs. The Mayor and city had
been unaware of Sliammons cultural areas
and as a result had not consulted them before the construction of the seawalk began.
The Mayor then asked the Chief to coffee to
discuss the issue.
The Government of British Columbia had
provided financing of $2 million to the
City of Powell River to build the seawalk.
Due to the sensitivity surrounding its construction, Mayor Alsgard decided to trust
in the intentions of the Chief and instructed
CAO Stan Westby to write a cheque for
$2 million to Sliammon First Nation to
take over the construction of the seawalk.
Having Sliammon First Nation manage the
project would ensure that their heritage and
culture were incorporated into the seawalks
design and construction, therefore ensuring
that the historic area would be respected.
Today, the seawalk signs welcome visitors
with Sliammon landmark names in the Coast
Salish language as well as in Canadas two
official languages.
After this first encounter and the realization that the communities needed to begin
to communicate more effectively, further
meetings took place laying the foundation
for their current relationship, which is one of
mutual respect and trust.
Relationship building and the
community accord
After their first meeting on the seawalk, the
relationship between the two communities
quickly grew to encompass larger issues of
UNIT
2
communication with each and hold monthly
discussions at an official meeting, usually
over lunch.
There is a great deal of respect between
the two communities. Sliammon First
Nation gave the Mayor a traditional name.
The greatest honour that can be bestowed
upon any resident by Powell River has been
given to two individuals, both of whom are
members of Sliammon First Nation.
The two communities extend a helping
hand to each other whenever possible. In
one instance, the Mayor received a call
from Sliammon regarding a problem it was
experiencing with its water infrastructure. As
part of a neighbourly gesture, staff of Powell
River were sent to help Sliammon First Nation resolve the issue.
The strong and respectful relationship
between the two communities has not gone
unnoticed: the BC Treaty Commission wrote
a booklet on the relationship between Powell
River and Sliammon.
Service agreements and provision of services
Since November 9, 2009, Sliammon First
Nation and the Regional District of Powell
River have had a service agreement in place
for fire protection and library services.
BC Transit provides bus services in the
Powell River region. Until recently, the last
stop between Powell River and Sliammon
was three to four kilometres from the First
Nations village centre. As of April 2011,
the last bus stop will be in Sliammon
proper. This service will be of great use
to Sliammon, ensuring that the youth and
other Sliammon residents are able to arrive
at home safely.
The City of Powell River is actively working
to solidify additional service agreements
with Sliammon First Nation. There are
UNIT
Challenges
In an interview with CIPP, the CAO of
Powell River noted he was pleased with the
community-to-community (C2C) forums
sponsored by the Union of BC Municipalities
(UBCM) and First Nations Summit (FNS) that
took place between the two communities, but
recognized that more work needs to be done
to ensure that the relationship between the
City of Powell River and Sliammon First Nation continues.
The biggest challenge to the communities is
finding the time and money to dedicate to
joint projects and finding the management
resources needed for these projects. The
communities also note that political turnover
is a challenge that can create difficulties in
maintaining relationships.
Finally, the municipality does not always
have the jurisdiction to do the right thing.
For example when a significant amount of
archaeological finds were discovered in a
personal residence, the City of Powell River
could not intervene or they would have faced
liability issues.
Conclusion
The relationship between Sliammon First
Nation and Powell River began over a contentious issue but the two communities have
managed to turn their initial disagreements
into an opportunity to develop a strong,
mutually beneficial, trusting relationship.
The communities credit their success to the
high level of commitment from representatives
of both communities. Meeting on a regular
basis and regular attendance has been
paramount to their achievements.
UNIT
Case Study
4.2 Membertou First Nation and the
Cape Breton Regional Municipality (NS)
Location:
Population:
Cost-sharing projects:
Additional partners:
Governments of Canada and Nova Scotia provided financing for connector road. CBRM provided
in-kind services, mainly engineering services
Keys to success:
Lessons learned:
Avoid disagreements by consulting with your neighbouring community on issues that may have an impact
on them before decisions are made.
Contacts:
UNIT
Background
On August 1, 1995, Cape Breton Regional
Municipality (CBRM) was formed through an
amalgamation of eight former municipalities,
boards, and agencies within the County of
Cape Breton.
First inhabited by the Mikmaq people,
Cape Breton was one of the first areas of
North America to be explored by Europeans.
The Mikmaq people continue to be impor-
tant members of Cape Breton society; three
per cent of the total CBRM population
speak Mikmaq.
Membertou First Nation is also an urban
community and was named after Chief
Membertou (15101611). It belongs to the
greater tribal group of the Mikmaw Nation
and is situated 3 kilometres from the heart
of Sydney, Nova Scotia, in the tribal district
of Unamaki (Cape Breton). Membertou was
relocated in 1926 from its former location
along the Sydney Harbour.
CBRM has sold properties to Membertou
and owns land around Membertou. When
amalgamation took place in 1995, residents
of Membertou were enumerated for the first
time. Membertou residents are considered
citizens of CBRM and therefore can access
all recreational programs and facilities.
Relationship building
The imprisonment in 1971 of Membertou
resident Donald Marshall, Jr. had a major
impact on the relationship between
Membertou and the CBRM. Doug Foster,
Director of Planning and Development at
the CBRM, has worked for the municipality
for 32 years and recalls being concerned
that trust would never exist again between
the two communities.
UNIT
2
The last round of negotiations with AANDC
and CBRM included discussions about
water-related costs. Historically, AANDC paid
for the entire cost of water; however, with the
arrival of so many economic development
projects, Membertou agreed to cover the
costs for the commercial uses of water.
CBRM provides policing services. They are
outlined in a separate contract with four
parties: Membertou, CBRM, the Government
of Canada and the Nova Scotia Department
of Justice.
Joint projects
The two communities worked together to
complete a new collector road that runs
through Membertou and leads to the regional hospital. The project involved various
levels of staff from both communities including engineers and planners. There was a lot
of goodwill and cooperation between the
Membertou Development Corporation and
CBRMs Planning and Engineering offices to
successfully complete the project in 2010.
The project estimate was $9 million; however, the final project cost was $3.6 million
because of CBRMs contribution of in-kind
services (mainly engineering services).
Membertou contributed to the financing of
the project and the major funders were the
provincial and federal governments.
Another project is the construction of
a Hilton hotel on lands adjacent to
Membertou. Membertou purchased the
22-acre site from CBRM. There was the
option to convert the land to Federal Reserve
Land, but the land would have been tax
exempt. Membertou opted to not convert
the land, thereby ensuring a new source of
tax revenue for CBRM.
Economic development
Before 2000, Membertou had a limited
economic base. In the late 1990s, Chief
Terrance Paul recruited new staff and together the team approached Membertous deficit
based on a new strategic direction focused
on sustainability, innovation, conservation
and success. This direction has resulted in
a vibrant community that employs over
530 people and has attracted and fostered
many businesses. Ninety-five per cent of
the clients who frequent its businesses are
non-Aboriginal.
In the past decade, Membertou has undergone rapid economic growth and success.
The Government of Nova Scotia entered into
a gaming agreement with Membertou that
allows various forms of gaming and bingo.
Gambling revenue has been the cornerstone
of Membertous financial success and provides the revenue for Membertou to invest
in other businesses. One such investment
was the Membertou Trade and Convention
Centre, which opened in 2004. It hosts local
and international events and conferences.
CBRM has been experiencing population
decline and a waning downtown core, as is
the case in other communities in the region.
The main economic drivers in the Cape
Breton region were steel and mining, both of
which have disappeared, leaving behind high
unemployment rates across the region. While
CBRMs population is in decline, the population of Membertou is increasing.
Although Membertou and CBRM are expe
riencing different economic issues, their
fates are tied. Membertou First Nation is
building on its economic hub and needs a
labour pool to support this development.
CBRMs population is in decline but it has
the infrastructure in place to provide services
to both communities.
UNIT
Challenges
The specific roles of the Government of
Nova Scotia and AANDC are not always
clear, which can pose certain challenges
around accountability. Similar to other communities, Membertou First Nation and the
CBRM have found that there are also challenges around consistency given the turnover
in staff and political representatives. This
makes it difficult to try to establish and
maintain relationships.
Conclusion
Membertou and CBRM have faced
enormous challenges over the years. The
leadership demonstrated by staff and elected officials from both communities was the
catalyst in repairing damage caused by the
Donald Marshall, Jr. case. As the communities face their own unique economic and
demographic challenges, their collaboration
and support for each other will help ensure
each others viability.
Making It Happen:
Relationship Building
Preface
The use
of these
Materials
Contents 2004 Community Network for Youth Development. All rights reserved
About
CNYD
Contents 2004 Community Network for Youth Development. All rights reserved
Table of Contents
Page
Chapter 1: Introduction to Relationship Building ..........
10
19
20
22
26
30
31
36
38
41
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49
52
55
58
Contents 2004 Community Network for Youth Development. All rights reserved
64
65
3.2 Concept Exploration: Culture, Diversity, Equity and Inclusion (California Tomorrow) .
69
80
84
89
94
Tribes Model
3.6.2 Collaborative Skills Development (Worksheet)
3.7 Assessment: Group Relationships in My Program ....
97
99
102
105
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116
Chapter Review .
118
119
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123
126
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132
Contents 2004 Community Network for Youth Development. All rights reserved
Goals and
Objectives
Instructions
Estimated Time
to Complete
Chapter 1:
Contents 2004 Community Network for Youth Development. All rights reserved
Ms. Hernandez
I hated almost everything about high school except for my best friend and one class in
senior year. Even now many years later I can remember that sociology class vividly. The
room had a cheerfulness about it and it had nothing to do with the space itself. It was
because of the teacher and the environment she created for learning. Ms. Hernandez not
only laughed at my jokes, she listened to me and every student in the class. Her
assignments were interesting, relevant and she allowed us to choose our topics and
projects.
Sometimes I would stay after class to ask her questions and talk about stuff. One day
during the last month of school she asked me what college I was going to. I told her that I
wasnt going to college that I lined up a job as a short-order cook. I couldnt believe her
reaction. She jumped out of her seat and said, Youre too smart not to go to college! and
began asking me lots of questions. To make a long story short, Ms. Hernandez got me
thinking. She was the only adult who helped me believe that more was possible for my
life. Before I knew it, I agreed to have her help me research schools and complete
applications. It was really late in the process but thanks to Ms. Hernandezs help I got
accepted to a state university and even got some grant money.
Contents 2004 Community Network for Youth Development. All rights reserved
Worksheet 1
1.1 Self-Reflection: An Important Adult in Your Life
Think back and remember an important adult that contributed to your life in a positive way.
For the purpose of this exercise please focus on an adult other than your primary
caregiver. It could be any adult who played an important role -- a teacher, a coach, a
neighbor, an aunt or an uncle.
1.
2.
3.
4.
5.
6.
7.
Contents 2004 Community Network for Youth Development. All rights reserved
Contents 2004 Community Network for Youth Development. All rights reserved
Relationship building means that youth workers spend time with young people of any age
getting to know them and developing trust. In successful after-school or youth programs,
adults respect young people and treat them with courtesy and care. Young people learn to
treat each other with respect as well and develop a group identity that includes everyone.
Staff members know that building positive trusting relationships with young people is not a
separate part of their work, rather an integral part of every activity and interaction.
Research has provided overwhelming evidence that relationship building between youth
and adults is one of the most critical factors in the healthy development of young people.
The benefits of relationship building are many. As mutual respect and trust increase
between program staff and youth, discipline problems often diminish. Young people are
more likely to voice their ideas and opinions and a sense of group membership is
fostered.
Youth workers report that their job satisfaction increases when they develop and foster
meaningful relationships within their programs.
Guidance regarding the direction their lives are taking and decisions they are making.
For instance an adult may offer a young person supportive advice or help them to
move through a difficult personal challenge.
Emotional support in both times of accomplishment and crisis. Being present with a
young persons feelings by listening or empathizing can help them to reflect or work
through a difficult time.
Contents 2004 Community Network for Youth Development. All rights reserved
10
Practical support that helps young people in their everyday lives to get what they
need. This could include sharing knowledge of community resources that will help a
young person take a next step in their lives such as helping them gain access to
essential services or youth activities.
The experience of being known by both adults and other youth. This means that
adults seek to truly know and understand every youth beyond superficial facts. Youth
also need a variety of opportunities to get to know more about each other during
program time.
These four elements of relationships are relevant and important in the many environments
in which youth find themselves whether at school or home, in peer gatherings and
groups, and in extracurricular programs and activities.
Contents 2004 Community Network for Youth Development. All rights reserved
11
Guidance:
Emotional Support:
Create safe atmosphere through establishing and upholding group agreements with
your youth.
Include daily check-ins or community circles that allow young people to reflect on what
is happening in the community and in their own lives.
Address changes and transitions in your program. Give everyone clear, timely and
honest information about youth and/or staff members who join or leave the program
Create rituals that welcome in and transition out the members of the group.
Acknowledge and create opportunities for youth to express their feelings about
changes.
Practical support:
Stay connected to other staff in your program (and school) who can act as resources
for youth
Keep information about outside services on hand to offer to youth and families for
issues that are beyond the scope of your program (transportation, social services,
community health, education, libraries, etc.).
Intentionally build a sense of positive community within the program through teambuilding activities
Create opportunities to celebrate and highlight individual and group talents and
accomplishments
Contents 2004 Community Network for Youth Development. All rights reserved
12
Trusting relationships between individuals and groups cannot be forced and take time to
develop. Practice patience with yourself and with your youth on this journey. When
introducing group building activities, make sure that personal revelations are low risk. It is
important to let trust develop before you ask youth, especially adolescents to do anything
that makes them feel silly or vulnerable.
Its also important for you to take time to invest in your own growth and development.
Seek out training and/or coaching in group development, facilitation and communication
skills. These include:
Becoming skilled at team building and group processes that allow for communication,
cooperation, and appreciation among group members.
Contents 2004 Community Network for Youth Development. All rights reserved
13
Adults and youth know each others names and treat others respectfully
Adults squat down when interacting with small children, to speak to them at their
eye level.
Conflicts are resolved with words, not raised voices or fists. If needed, adults are
asked to assist with the situation.
Young people are able to work together in groups and across differences of age,
gender, ethnic background, ability, and social status.
There are opportunities for group discussions and one-to-one meetings between
adults and young people
There is also open time for young people to socialize with one another and have
informal contact with adult staff.
A schedule of the week's activities is posted that includes both structured time and
open time.
Pictures on the walls that celebrate program participants, their cultures, and the
group's accomplishments within the program.
Opportunities for relationship building exist at all levels of youth programs and
organizations. While these opportunities take different forms depending on the age of the
young people, the goal of fostering supportive relationships is appropriate for all ages.
See below for examples of programs that actively support relationship building.
Contents 2004 Community Network for Youth Development. All rights reserved
14
Since its start in 1997, Project YIELD has become a part of the West Oakland community,
and families rely on its high quality after school programs for their children. Youth receive
daily academic and youth leadership support in visual, performing, literary, digital and
public art programs.
At Project Yield program staff members are paid to spend up to eight hours per week
helping young people with problems outside the program, getting to know them in their
neighborhood, or just hanging out and chatting with young people. Staff members are also
evaluated partly on the basis of the strengths of the relationships they build with young
people. One way the program gathers information on relationship building is by asking
young people, through surveys, to identify staff members with whom they've established a
significant relationship. This, along with other indicators of relationship building, is factored
into staff evaluations. Nancy Netherland
Program participants range in age from fourteen to eighteen and come mostly from lowincome families. Enrollment in this afterschool program is open to all youth at the school
with the expectation that they will attend a minimum of three days a week.
Unlike many programs, The After School Program in Lincoln Square has its own
dedicated program space within the school facility. This has allowed the program to create
a youth-friendly space where youth feel welcomed and respected. Youth always know
where they can find an interested adult who youth-initiated conversations or requests for
assistance and support.
The staff at Lincoln Square places a very high value on the development of supportive,
caring relationships between adult staff and program participants. These relationships are
Contents 2004 Community Network for Youth Development. All rights reserved
15
viewed as critical doorways for engaging youth and promoting their learning of academic
and practical life skills.
The Lincoln Square program is very clear about what it takes to build meaningful
relationships with youth. It has intentionally configured their program space, operating
hours, hiring practices, and expectations of how staff should spend their time to ensure
that these relationships are established. Viewed as critical doorways for engaging youth
and promoting their learning of academic and practical life skills. The afterschool program
ensures that staff members have unstructured time to interact with the youth, free from
the responsibilities of leading formal activities. Staff are expected to be accessible for
youth-initiated conversations or requests for assistance and support. Sometimes this
means accepting a challenge to a game of scrabble or checkers.
The staff at The After School Program in Lincoln Square take time at every staff meeting
to reflect on their youth participants perhaps voicing a concern about a young person
who has not participated recently, an individual who has made a positive breakthrough
relative to their goals, or others that may be experiencing difficult personal challenges
outside of the program. In this way, staff members build their knowledge of their
participants, agree on how best to support them, and are reminded that youth belong at
the center of the programs work.
Contents 2004 Community Network for Youth Development. All rights reserved
16
1.2.4 Assessment
Assessing Relationships in Own Program
Purpose: The purpose of this assessment is to help you assess the overall quality of
adult-youth relationships, from your own perspective and from that of youth in the
program.
1. Overall, how comfortable are YOU, personally, with the quality of youth-adult
relationships in your program?
______
The staff do all they can to build high quality relationships with
youth.
______
______
2. Overall, how comfortable are YOU, personally, with the quality of youth-youth
relationships in your program?
______
The staff do all they can to ensure that youth have the opportunity
and support to build quality relationships with their peers.
______
______
3. Consider the four components of relationship building. Check the component(s) that
you believe program staff should pay more attention to when strengthening their
relationships with youth.
______
Guidance
______
Emotional Support
______
Practical Support
Contents 2004 Community Network for Youth Development. All rights reserved
17
______
Knowledge of Youth
4. Consider the four components of relationship building. Check the component(s) that
you believe program staff should pay more attention to when helping youth strengthen
relationships with their peers.
______
Guidance
______
Emotional Support
______
Practical Support
______
Knowledge of Youth
5. In your opinion, how comfortable are YOUTH with the quality of youth-adult
relationships in your program?
______
Almost all of the youth believe that they have high quality
relationships with at least two staff members.
______
The youth are generally pleased with the quality of the relationships
that they have with staff.
______
Guidance
______
Emotional Support
______
Practical Support
______
Knowledge of Youth
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Worksheet 2
1.3 Self- Reflection: Supportive Relationships in Your Program
Take a minute to think about your program.
1. What kinds of things do adults do in your program to build supportive relationships with
youth?
a.
b.
c.
d.
2. What does your program do to support relationship building among youth?
a.
b.
c.
d.
3. What else could your program do to support staff members in relationship building?
a.
b.
c.
d.
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Resiliency is the quality that allows young people to "bounce back" to recover from
negative experiences or overcome obstacles and risk factors in their lives. Research on
childhood resiliency has shown that a caring relationship with a committed and
encouraging adult who believes in me and my future is an essential ingredient for most
youth who succeed and become healthy and productive adults despite economic
adversity or other risk factors. (Werner & Smith, 1989)
For example, a resilient youth who experiences the divorce of their parents is better able
to recognize and express their feelings; seek and accept support from others; and
eventually understand and integrate their experience. The event may have a negative
impact on them in the short-term, but their resiliency allows them to thrive and continue to
form and sustain healthy relationships in their own life.
Research on young people's resiliency fueled the youth development movement. It shifted
the focus from young people's deficits and problem behaviors to the factors and
conditions that help young people succeed in the face of obstacles.
By providing opportunities for relationship building, we ensure that our programs are
contributing to the important developmental needs of the young people we serve.
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Physical and Emotional Safety: Young people must feel secure that adults will
protect them from harm, to know that they are protected by a set of fair and
consistently applied rules; to feel accepted and valued by the group.
These factors are dynamic and interdependent. None can truly succeed without the
presence of all the others. For example, relationship building is a critical factor in whether
or not young people experience a sense of physical and emotional safety in youth
programs.
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1.5 Self-Assessment
1.5.1 Understand Assessment
Why Assessment?
Assessments are tools that allow you to evaluate your practices and programs for the
purpose of supporting continuous learning and program improvement.
Assessment activities focus on the real work that you do in your programs. They provide
indicators to help you review and reflect on the practice of youth development in your
program. Different types of assessment activities serve different purposes:
Program Assessment: Help you think about the quality of programming in your
organization. Some ask you to evaluate the capacity of your program to support
youth development practices.
Shared Learning: Help you share your insights and knowledge with staff and
youth within your program. Some activities ask you to brainstorm practical
implications of assessments with your colleagues and with the youth in your
program.
When used as a learning tool, assessments can challenge you to grow and improve your
work. Assessments are not tests. They are designed to benefit you to help you
understand yourself and set goals for your work and your program.
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1.5.2 Assessment
Defining the Dimensions of Strong Staff-Youth Relationships
The purpose of this activity is to explore the essential dimensions of relationship building,
from your perspective, and from the perspective of the youth with whom you work.
Step 2: Discussion with Youth: Select 3 to 5 youth and engage them in a group
conversation about relationship building for about 15 minutes. Orient the conversation
around the following questions.
(1) What makes a good youth worker?
(2) How do you know when a youth worker really respects you and wants to have a
positive relationship?
(3) How do you know when a youth worker really does not care about you or about
forming a strong relationship with you in the program?
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1.5.3 Assessment
Building Relationships with Youth in Programs
Complete the following assessment. Please be honest with yourself when answering
these questions. This assessment will help you benchmark your current practice
through identifying areas of strength and areas for improvement your practice.
Listed below are fourteen statements. Please circle the number that best represents your
opinion about the statement.
1. I will go out of my way to approach a youth when I see that she/he is upset or having
difficulties.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
2. To provide guidance to the group, I am always clear about how I expect everyone to
treat one another in my program.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
3. When I give guidance, I am comfortable sharing relevant information about myself
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
4. When a youth is having a problem, Im effective in helping him/her deal with it.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
5. If you asked the youth in my program, they would say that I always listen to and
respect their personal concerns or issues.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
6. If you asked the youth in my program, they would say that I give them lots of praise
when they deserve it.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
7. I am able to create a spirit of teamwork among youth so that they care about each
other and want to work together.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
8. Youth readily come to me when they need help dealing with a personal problem.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
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24
9. When designing youth activities, I make sure that everybody has a chance to check
in and express their personal wants or needs.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
10. If you asked youth in my program, they would say that I go the extra mile in terms of
giving them advice on practical issues (e.g., dealing with bullies at school, relating to a
girl/boyfriend, finding a job).
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
11. I am confident in my knowledge about all of the youth with whom I work on a regular
basis (e.g., I know what is important to them; their personal needs).
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
12. When designing youth activities, I always make sure that there are opportunities for
youth to build relationships with their peers.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
13. If you asked the youth in my program, they would say that they know what I stand for.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
14. I know some effective strategies for helping diverse youth learn together and work
together.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
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Worksheet 3
Chapter Review
This review will help you retain key concepts about Relationship Building. Please answer
the following seven questions on a separate piece of paper.
2. What do young people need to form healthy, meaningful relationships? (Name and
describe the four dimensions of relationship building.)
5. Name and briefly describe the other supports and opportunities that are essential to
relationship building.
7. Self-Reflection: What have you learned about yourself? What can you focus on to
improve your practice of relationship building?
Contents 2004 Community Network for Youth Development. All rights reserved
26
Worksheet 3
Chapter Review Answers
This review will help you retain key concepts about Relationship Building. Please answer
the following seven questions on a separate piece of paper.
Relationship building means that youth workers spend time with young people getting to
know them and developing trust. In successful after-school or youth programs, adults
respect young people and treat them with courtesy and care. Young people learn to treat
each other with respect as well and develop a group identity that includes everyone. Staff
members know that building positive trusting relationships with young people is not a
separate part of their work, rather an integral part of every activity and interaction.
Guidance regarding the direction their lives are taking and decisions they are making.
For instance an adult may offer a young person supportive advice or help them to
move through a difficult personal challenge.
Emotional support in both times of accomplishment and crisis. Being present with a
young persons feelings by listening or empathizing can help them to reflect or work
through a difficult time.
Practical support that helps young people in their everyday lives to get what they
need. This could include sharing knowledge of community resources that will help a
young person take a next step in their lives such as helping them gain access to
essential services or youth activities.
The experience of being known by both adults and other youth. This means that
adults seek to truly know and understand every youth beyond superficial facts. Youth
also need a variety of opportunities to get to know more about each other during
program time.
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Research has provided overwhelming evidence that relationship building between youth
and adults is one of the most critical factors in the healthy development of young people.
By providing opportunities for relationship building, we ensure that our programs are
contributing to the important developmental needs of the young people we serve.
Resiliency is the quality that allows young people to "bounce back" to recover from
negative experiences or overcome obstacles and risk factors in their lives. Research on
childhood resiliency has shown that a caring relationship with a committed and
encouraging adult who believes in me and my future is an essential ingredient for most
youth who succeed and become healthy and productive adults despite economic
adversity or other risk factors. (Werner & Smith, 1989)
Research on resiliency shifted the focus from young people's deficits and problem
behaviors to the factors and conditions that help youth succeed in the face of obstacles.
5. Name and briefly describe the other supports and opportunities that are
essential to relationship building.
Physical and Emotional Safety: Young people must feel secure that adults will
protect them from harm, to know that they are protected by a set of fair and
consistently applied rules; to feel accepted and valued by the group.
Contents 2004 Community Network for Youth Development. All rights reserved
28
Keep information about outside services on hand to offer to youth and families for
issues that are beyond the scope of my program (transportation, social services,
community health, education, libraries, etc).
2. Create opportunities to celebrate and highlight individual and group talents and
accomplishments
3. and.
7. Self-Reflection: What have you learned about yourself in this chapter? What can you
focus on to improve your practice of relationship building?
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Goals and
Objectives
Instructions
Estimated Time
to Complete
Chapter 2:
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30
2.1 Introduction
2.1.1 Exercise: Five Dialogues
Think about the various roles you play in your life. Besides your role as a youth worker,
are you a parent? a coach? a spouse? Each role serves a different purpose and helps
shape your behavior in relationship towards others. As a youth worker you may take on a
number of roles in your work depending on the particular needs of your youth and the
context of any given situation. In this exercise, you are going to look at and consider
various adult / youth roles.
The following are slices of six dialogues between two people. Please choose three
dialogues and, on a separate piece of paper, first identify the kind of roles present and
then answer the following questions:
How are these roles the same or different from those you take on with youth?
Would you ever assume one of these roles with your youth?
(For instance, if a dialogue is between an older and a younger sibling, when would it be
appropriate for you to act as an older sibling to a youth in your program? Or is it ever
appropriate?)
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31
Please respond:
How are these roles the same or different from those you take on with youth?
Would you ever take on one of these roles with your youth?
Please respond:
How are these roles the same or different from those you take on with youth?
Would you ever take on one of these roles with your youth?
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32
Please respond:
How are these roles the same or different from those you take on with youth?
Would you ever take on one of these roles with your youth?
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Please respond:
How are these roles the same or different from those you take on with youth?
Would you ever take on one of these roles with your youth?
Please respond:
How are these roles the same or different from those you take on with youth?
Would you ever take on one of these roles with your youth?
Contents 2004 Community Network for Youth Development. All rights reserved
34
Please respond:
How are these roles the same or different from those you take on with youth?
Would you ever take on one of these roles with your youth?
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Worksheet 1
2.2 Self-Reflection: Your Role as a Youth Worker
Reflecting on the various roles in the previous exercise, consider your role as a youth
worker.
2. How does it give you more flexibility in supporting young people than those in other
roles?
3.What kind of support do you offer thats different from other adults?
Contents 2004 Community Network for Youth Development. All rights reserved
36
Be more informal:
The informal and playful setting of a youth program allows you to connect closely with and
know youth possibly more than other adults in their lives. You can nurture and pay
attention to the broader development of young people in a way that teachers often do not
have the time or freedom to do. But by virtue of job status you are not a peer, even though
you may be just a few years older than your youth.
Of course your role also depends on the age of the youth in your program. With younger
children you may need to be more directive in your approach. With teenagers you may
take a more advisory role.
Once you develop rapport and earn the trust of your youth, you may have a big influence
over their behavior and choices. You can help youth make healthy decisions and offer
emotional support as they deal with the challenges of their pre-adolescent and teen years.
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37
As young people grow and develop, they look at the adults and peers around them to see
who they want to be and what choices they want to make. Role models provide youth with
means of identification and offer guidelines for behaviors and actions. Youth see
possibilities for their futures especially when they see what adults like them have
accomplished. Of course not all role models are positive. Some lead youth to making
unhealthy decisions. Positive role models are conscious of how their behavior impact
young people and exhibit only behaviors that they want imitated.
Some examples
Questions to consider:
Appearance
Speech
Interpersonal
relations
Work Ethic
Language
Contents 2004 Community Network for Youth Development. All rights reserved
38
Some examples
Questions to consider:
Boundaries
Views
Values
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39
Worksheet 2
2.3.3 Exercise: Whats the Message?
Below are four fictional scenarios that could take place in a youth organization.
As you read, consider the message that each youth workers actions communicate to the
youth with whom they work.
Choose one example, imagine yourself as that youth worker and, at the bottom of this
page, reflect on the message behind your actions. For example: I speak well of
colleagues: This demonstrates that I respect and care about them
Example #1:
While rushing to get to work on time, you throw on a tee shirt but do not notice the design
on the front. It has a large graphic of a marijuana leaf. Then before leaving the house you
answer the phone and have a conversation with a friend. By the time you get to work you
are 20 minutes late and your kids are sitting around. What is the message behind your
clothes and actions?
Example #2:
You are new to a high-school afterschool program. During your first day, you tell your
group that they are not to call you by your first name that they should address you as
Miss Smith. You also explain that you will use each youths full name and not use
nicknames. You tell the youth they need to do the same. What is the message behind
your words?
Example #3:
You are hanging with the youth in your program during an unstructured period. One boy
comes up to you and asks to talk to you alone. He tells you that he thinks his parents are
homophobic. They told him he cant hang out with Rupert and Max anymore. Hes upset
and doesnt know what to do. You tell him you empathize and then share a detailed
personal story with him. You say that you lied to your parents about who you hung out
with after school and they never found out. What is the message behind your response?
Example #4:
While facilitating a group inclusion activity one of your youth starts hiccupping. The others
begin laughing and teasing the young boy. You pause the activity and ask the group to
remember their group agreements. You ask, is teasing allowed? If not, why not? You
facilitate a discussion about the importance of group agreements and treating each other
with respect. What is the message behind your approach?
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2.4 Assessment
2.4.1 Assessing Your Own Communication Abilities
Building strong relationships with youth requires strong communication abilities. There
are five core communication skills (active listening, establishing trust, empathy, being
present, and providing feedback). Most workers have a preferred style. That is, you are
better equipped in terms of personal comfort and ability to use one or more
communication skills as compared to others.
The purpose of this activity is to help you identify your preferred communication style
when working with (a) individual youth and (b) groups of youth.
Working with Individual Youth
Please assess your overall ability in communicating with individual youth by circling the
number that best represents your ability.
1. Being an Active Listener (e.g., seeking to hear what the youth is really trying to
communicate to you).
1-low ability, 2-somewhat low ability, 3-somewhat high ability, 4-high ability
2. Establishing Trust (e.g., demonstrating that the youth can have confidence and depend
on you)
1-low ability, 2-somewhat low ability, 3-somewhat high ability, 4-high ability
3. Being Empathetic (e.g., demonstrating that you genuinely care about the young person)
1-low ability, 2-somewhat low ability, 3-somewhat high ability, 4-high ability
4. Being Present (e.g., demonstrating that you are in the moment, and not distracted,
when relating to the young person).
1-low ability, 2-somewhat low ability, 3-somewhat high ability, 4-high ability
5. Providing Feedback (e.g., responding in ways that explicitly address the concerns of
the youth)
1-low ability, 2-somewhat low ability, 3-somewhat high ability, 4-high ability
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6. Being an Active Listener (e.g., working hard to hear points of difference and consensus
within the group)
1-low ability, 2-somewhat low ability, 3-somewhat high ability, 4-high ability
7. Establishing Trust (e.g., demonstrating that the youth can have confidence and depend
on you to respect the group and keep it emotionally safe for all)
1-low ability, 2-somewhat low ability, 3-somewhat high ability, 4-high ability
8. Being Empathetic (e.g., demonstrating that you genuinely care about everybody in the
group)
1-low ability, 2-somewhat low ability, 3-somewhat high ability, 4-high ability
9. Being Present (e.g., demonstrating that you are in the moment, and not distracted,
when being in the group).
1-low ability, 2-somewhat low ability, 3-somewhat high ability, 4-high ability
10. Providing Feedback (e.g., responding in ways that explicitly acknowledge the
concerns of all the youth in the group)
1-low ability, 2-somewhat low ability, 3-somewhat high ability, 4-high ability
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The skills you use to communicate with an individual are the same skills you use in
supporting a group of youth to communicate with each other. They are:
1. Active Listening: Seeking to hear what the youth is really trying to communicate to
you.
2. Establishing Trust: Demonstrating that the youth can have confidence and depend
on you.
3. Being Empathetic: Demonstrating that you can see things from their perspective.
4. Being Present: Demonstrating that you are in the moment and not distracted when
relating to the young person.
5. Providing Feedback: Responding in ways that explicitly address the concerns of
youth.
Each of these skills builds on the other. For example, an excellent way to build trust is to
really listen to young people. Listening is also a doorway for true empathy.
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Active Listening
Learning to hear what the youth is really trying to communicate to you.
How do you listen attentively? Below are some of the steps to consider:
Active Listening
Steps
Description
Be present
Nonverbal response
Listen fully
(Adapted from the section on Attentive Listening in Tribes, pages 93 & 94)
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Establishing Trust
Demonstrating to the youth that they can have confidence and depend on you.
How do you gain the trust of your youth? Below are some of the steps to consider:
Establishing Trust
Steps
Description
Be consistent
Let youth know all the facts that you know. Bring
them into a situation and allow them to
participate in decision making or help problem
solve an issue at hand.
Prepare youth
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Being Empathetic
Demonstrating that you can see things from anothers perspective.
How do you show someone you empathize? Below are some of the skills to consider:
Being Empathetic
Skills
Description
Attending, acknowledging
Restating, paraphrasing
Reflecting
Interpreting
Summarizing, synthesizing
Probing
Giving feedback
Supporting
Checking perceptions
Being quiet
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Being Present
Demonstrating that you are in the moment and not distracted when relating to the
young person.
Presence has to do with your awareness and attention being focused on what is
happening NOW. It is a non-judgmental stance in which you are taking in all that is
occurring. When you are fully present, young people can sense that you are really there
for them.
It can be difficult to be present in the daily bustle and stress of youth programs and living
your own life. However, when working with young people it is critical that you find space
to relax, reflect and rest in order to be fully present in your program.
Being present requires energy. When you share your own vitality and passion with young
people they can trust that you are being real with them. Youth appreciate adults who can
be flexible and aware and show that they authentically care about young people.
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Providing Feedback
Responding in ways that explicitly address the concerns of youth.
Often feedback is given in an offhanded way that is not thoughtful, specific or supportive.
It tends to look and feel like criticism. But feedback is an important communication tool
that enables honest and open relationships. When you share the steps and intention of
giving feedback it helps both the person sharing and receiving the feedback to be open,
positive and receptive.
Be specific and offer an detailed example of what you are talking about
Listen fully
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2.6 Assessment
2.6.1 Identifying Key Challenges and Strategies in Building Relationships
What gets in the way of forming close and trusting relationships with young people at any
age elementary, middle and high school? What challenges do you face in promoting and
encouraging supportive relationships between young people?
Purpose: Relationship building ultimately requires that you understand and respond to
the unique needs of individual youth. Ones ability to do so is dependent, in part, on the
effective use of communication strategies.
Communication Strategies
Setting Boundaries: Its important to set clear limits with young people to let them know
what you can and cannot do or share as a youth worker. Boundaries set the parameters
for appropriate emotional and practical support. Knowing your limits does not mean that
you are distant and aloof. Young people appreciate adults who are real with them. As a
role model, you are also helping youth learn how to set appropriate boundaries for
themselves.
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49
Relationship #1: Identify a youth with whom you HAVE BUILT a strong relationship.
What is the youths name? __________________.
a. I have established clear boundaries with the young person, and the young person
understands my expectations for our relationship.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
c. When the youth is in a group, I facilitate the group to ensure that s/he has an
opportunity to contribute and to speak and be heard.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
Relationship #2: Identify a youth with whom you HAVE NOT BUILT a strong
relationship. What is the youths name? __________________.
a. I have established clear boundaries with the young person, and the young person
understands my expectations for our relationship.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
c. When the youth is in a group, I facilitate the group to ensure that s/he has an
opportunity to contribute and to speak and be heard.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
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Self-Reflection:
What strategies(s) would you like to strengthen: setting boundaries, promoting crosscultural interactions, and/or facilitating healthy group process?
What specifically can you do to build a stronger relationship with each of these youth?
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51
Worksheet 2
2.7 Case Study: The Role of Adults
There are many different kinds of hats you wear when working with young people.
Sometimes youre a teacher, other times youre a coach, and some times you need to
take on a parental role. But your role is also unique. As a youth worker you have an
opportunity to be an advocate, counselor, guide and mentor for your youth.
Instructions: Below are four typical dilemmas youth workers face in mediating
relationships at the fictitious youth center, 123 Youth Center. Based on what you know
about working with and communicating with youth, what would you instruct the youth
worker to do in each situation?
provides programs that include arts, academic support, sports, and service learning
Scenario 1: Tamara
Tamara works at 123 Youth Center and also lives in the neighborhood. When returning to
her house one Friday evening (around midnight), she finds one of her youth is sitting on
her steps. When she approaches the youth it is clear that the young person is intoxicated.
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52
Scenario 2: Andre
Andre is in the middle of facilitating a recreation activity with his group. He gets a call on
his cell phone from Crystal, a youth in his program, who has become involved in gang
activity. She asks that he come and pick her up nowbecause shes afraid and thinks
something is going down.
In what ways can Andre be a role model to Crystal and the young people at the
recreation program?
Scenario 3: Cedric
Cedric is teaching an after school art class with 10-12 year olds. The ethnic make-up of
the group is about half South East Asian and half African-American youth. Cedric notices
that the group segregates along racial lines during the activity.
In what ways can Cedric be a role model to the young people in his art class?
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Scenario 4: Alisha
Alisha works with a group of eight-year girls. One day during check-in many of the girls
say they want a time to talk about girl things. Alisha notices that a recent newcomer to
the group, Samantha, is withdrawn and is unwilling to participate in discussions or
activities.
In what ways can Alisha be a role model to the young people in her girls group?
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54
This activity is adapted from Tribes: A New Way of Learning and Being Together, Gibbs,
Jeanne, 1995 CenterSource Systems, p.p. 276-277.
Whats in My Name?
Time: Homework activity and 20 minute group discussion
Materials: Distribute worksheet
Objectives of Activity
1. To build knowledge of youth
2. To encourage group members to share feelings
3. To practice attentive listening
Instructions
1. Explain the activity to your group:
"When you go home (tonight, this weekend, etc), ask your caregiver about how you
were named.
Does your name have a particular meaning in your culture or native language?
After your discussion, think about and answer the questions on the worksheet and
bring it with you for our circle (day/date).
(Note: Please be sensitive to any youth who may be living with caregivers who may
not know this information, such as youth living in foster homes. You may want to add a
question that they can more easily explore and discuss so they dont feel left out.)
Contents 2004 Community Network for Youth Development. All rights reserved
55
3. Facilitate a discussion about their conversations with their caregivers. Ask the youth to
take turns sharing how their names were selected, what nicknames they may have
and how they feel about their names or nicknames.
Content/Thinking
What similarities did you notice about how peoples names were selected?
Social
How can this type of activity help this group feel better about each other?
Personal
How did you feel when you learned how your name was selected for you?
Contents 2004 Community Network for Youth Development. All rights reserved
56
Instructions:
Answer the following questions about your name. Interview your caregiver if you do not
know all the answers.
3. Does your name have a particular meaning in your culture or native language?
4. What nicknames do you have and how did you get them
6. If you could choose another name, would you, and what would it be?
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57
Worksheet 3
Chapter Review
This review will help you retain key Relationship Building concepts. Please answer the
following six questions on a separate piece of paper.
2. Briefly explain the importance of positive role models in the lives of youth.
3. List some of the things about yourself and your behavior that set examples for young
people.
4. Name the five key communication skills and briefly describe each.
5. Name three strategies for handling relationship building challenges and briefly
describe each.
6. Self-Reflection: What have you learned about yourself? What can you focus on to
improve your communication skills and role modeling?
Contents 2004 Community Network for Youth Development. All rights reserved
58
Worksheet 3
Chapter Review Answers
This review will help you retain key Relationship Building concepts. Please answer the
following five questions on a separate piece of paper.
As a youth worker I get to play multiple roles, be more informal with youth, and act as a
guide and mentor. Depending on the situation at hand, I get to play roles such as a
parent, doctor, counselor, or teacher.
The informal and playful setting of my program allows me to connect closely with and
know youth possibly more than other adults in their lives. I can nurture and pay attention
to the broader development of young people in a way that teachers often do not have the
time or freedom to do.
In my relationship I may have more flexibility to be a guide and mentor unlike other
adults who often have a range of agendas for a young person. I can seek to empower
young people by working with them to discover new ideas and find their own solutions. I
can help youth make healthy decisions and offer emotional support as they deal with the
challenges of their pre-adolescent and teen years.
2. Briefly explain the importance of positive role models in the lives of youth.
Role models serve a critical function in the lives of youth. They can be teachers, parents,
friends, siblings, celebrities, athletes, etc. anyone who sets a good example for young
people.
As young people grow and develop, they look at the adults and peers around them to see
who they want to be and what choices they want to make. Role models provide youth with
means of identification and offer guidelines for behaviors and actions. Youth see
possibilities for their futures especially when they see what adults like them have
accomplished. Of course not all role models are positive. Some lead youth to making
unhealthy decisions. Positive role models are conscious of how their behavior impact
young people and exhibit only behaviors that they want imitated.
3. List some of the things about yourself and your behavior that set examples for young
people.
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4. Name the five key communication skills and briefly describe each.
Active Listening: Seeking to hear what the youth is really trying to communicate to you.
Establishing Trust: Demonstrating that the youth can have confidence and depend on
you.
Being Empathetic: Demonstrating that you can see things from their perspective.
Being Present: Demonstrating that you are in the moment and not distracted when
relating to the young person.
Providing Feedback: Responding in ways that explicitly address the concerns of youth.
5. Name three strategies for handling relationship building challenges and briefly
describe each.
Setting Boundaries: Its important to set clear limits with young people to let them know
what you can and cannot do or share as a youth worker. Boundaries set the parameters
for appropriate emotional and practical support. Knowing your limits does not mean that
you are distant and aloof. Young people appreciate adults who are real with them. As a
role model, you are also helping youth learn how to set appropriate boundaries for
themselves.
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6. Self-Reflection: What have you learned about yourself in this chapter? What can you
focus on to improve your communication skills and role modeling?
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MATERIALS:
Construction paper, tape or glue, index cards, markers
TIME: 45 - 60 minutes
BRIDGE:
Tell the group that part of creating community is getting to know ourselves and each other.
There are many ways for us to do this. The following activity will model one approach.
Guide a brief discussion about the importance of creating community space so that
everyone can truly come forward and be him or herself.
PROCEDURE:
Ask the youth: How well do you think others know you? How well do you think we
know each other in this program? Each of us are really interesting people with a lot
to share, and often we only know a little bit about a person. This activity will give us a
chance to get to know each other a little better.
Have each student select a piece of construction paper and several index cards
Fold the paper in half to turn it into an envelope. Tape or glue the sides so it can hold
things.
On the outside of the envelope, ask them to write things about themselves that they
think other people can see, or opinions that they think other people have about them.
For example: People see I am tall, people say I am friendly.
Have students write things about themselves on the index cards that people dont
often see. For example: I am scared of dogs, I hope to be a fireman, I like to dance
but am too shy
You may choose to chart the instructions or make a sample envelope to clarify
instructions
Once everyone has completed their envelopes and cards, bring the group into a circle.
Each person should take turns going around the circle and sharing at least one thing
from the outside of the envelope, and one from the inside.
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The envelopes can then be hung on the walls, and students can write acknowledgements
to each other throughout the week or month about things they notice. For example: I
liked that you helped me with my homework, etc. This teaches young people to notice
and acknowledge the positive behavior of their peers, and shows them that their actions
make a difference to others.
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Goals and
Objectives
Instructions
Estimated Time
to Complete
Chapter 3:
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In this exercise, you will spend some time thinking about yourself and your background.
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Worksheet 1
3.1 Self-Reflection: Reflecting on My Own Life and History
Think about yourself, your family and your background. Please list all the groups that you
belong to or you feel are important in describing who you are.
Ethnicity
Sexual orientation
Class
Disabilities
Language group
Gender
National Identity
Birthplace
Race
Religious affiliation
Culture
What other categories did you include that are not on this list?
In what circumstances and times in your life have you been the target of stereotyping,
prejudice, or discrimination?
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For what reasons do you believe you were targeted? Please describe the circumstance.
Has there been a time when you were celebrated for being a part of a particular group?
Describe the circumstance.
Now that youve reflected on your experiences of difference, in what ways do you think
your own history impacts your relationships with youth?
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Have you gained any new insights about the youth in your program and their experiences
of diversity as a result of this reflection? If so, please explain.
Adapted from: Our Roots, Our Future: Affirming Culture and Language in After School &
Youth Programs, A Tool for Self-Reflection, pp 73-76. Permission to use granted by
California Tomorrow, Oakland, CA.
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So how do you manage and fully celebrate the diversity of your program? How do you
intentionally create communities that welcome all ethnicities, learning styles and
languages spoken while addressing issues of equity?
Culture refers to the values, beliefs, and traditions of a particular group of people, and
how they make sense of and create a way of life.
Diversity refers to the wide range of dimensions around which people differ. These
dimensions include race, culture, language, class, age, gender, sexual orientation, and
physical or mental ability/disability.
Equity means that each person is treated fairly and has equal access to economic, social
and educational opportunity.
Inclusion means being fully accessible, reflective, and representative of the diversity in a
program, in a community, and in society.
How can you embrace these concepts and put them into practice? In the attached article,
California Tomorrow looks at how cultural and linguistic diversity affect youth
development. They describe many ways in which youth programs can respond to the
imperatives of diversity and equity.
Instructions: Please read the article, Equity Diversity and Youth Development.
Permission to use granted by California Tomorrow, Oakland, CA.
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70
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MINNEAPOLIS, MI.
PHOTO: JIMENA QUIROGA
respected;
Cultural knowledge and
norms are valued including norms around participation, communication,
behavior, and discipline;
Young people are free and
encouraged to speak their
home languages, as well as
to speak English;
Culture and cultural differences are openly and positively acknowledged;
Language and language
differences are openly and
positively acknowledged
Parents and other family
members can become
involved, even if they do
not speak English;
The program atmosphere
and materials reflect participants cultures and languages; and
Stereotypes and discriminatory practices are not
tolerated.
The stakes of not providing
environments like this in
after school programs and
elsewhere are high. A recent
California Tomorrow survey
revealed that most language
minority youth in after school
programs in the U.S. today,
for example, are in programs
where no staff speak the language of their homes. This
makes it very difficult for staff
members to communicate
with their families. It also limits the strength of relationships
between young people and
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people in the
program and
partnering with
youth, families,
and community members to
identify their
unique needs,
the resources
they bring
from their heritage cultures
and languages,
and their hopes
for program
learning and
participation.
B. Programs
should support the
development of strong
cultural and linguistic
identities.
For generations, it has been
the pattern in the United
States to expect minority,
indigenous, and immigrant
children to adopt the customs
and behaviors of the dominant
culture and give up their family cultures and traditions. It
has been an either-or way of
thinking about culture and
identity. We have expected
young people to leave behind
their histories in the process of
becoming educated, becoming
economically successful, and
becoming American. This
has frequently caused ruptures
in families and been a source
of deep pain.
Today also, minority children absorb messages from
the dominant culture suggesting a relative lack of value to
their own cultures and languages. This throws many
into deep conflicts that cause
them to deny their heritage
and repress those parts of
themselves connected to their
heritage. In the process they
may sever relationships to parents or grandparents, and thus
lose access to the rich wisdom
and support that would be
normally transmitted through
family cultures and languages.
Others develop resistance to
the efforts of schools and programs that fail to recognize
and embrace their home communities resistance that cuts
65
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about their communitys cultural and socio-political history. Many young people from
California Tomorrows study
have told us that role models
from their communities have
had a huge impact on the
development of their identities, and that it is extremely
valuable to have after school
program staff from their
neighborhoods or ethnic
groups, or who speak their
languages.
Finally, building positive
identities involves teaching
young people to recognize and
challenge stereotypes and biases, replacing negative cultural
images with positive understandings ones which celebrate the richness and beauty
of all backgrounds and experiences. For some marginalized
youth in programs, explicit
instruction about dominant
cultural norms for example,
job interview expectations or
conventions of standard
English provides cultural
information they are otherwise
unable to access. Programs can
also use art, oral history
and/or community service
projects to strengthen the connection children have with
their families and communities, and they can provide formal or informal environments
for young people to talk
together about their experiences dealing with the dominant culture, language, or race.
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WOODSIDE, NY.
PHOTO: JHUMPA BHATTACHARYA
college. (www.census.gov
and www.apamsa.org)
Such chronic inequities in
the conditions under which
children and youth grow up
create considerable barriers to
learning and healthy development. If we are to fully realize
the youth development outcomes of safety and mastery,
self-worth and leadership
especially for youth from marginalized groups after school
and youth programs can and
must contribute to reducing
these barriers and ending
inequities.
Programs cannot do this
alone, of course, but they can
help. They can help by creating a climate within their programs that equalizes the status
of minority communities
and their cultures and language. They can help alleviate
disparities in neighborhood
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a strong commitment to providing safe and caring environments for young people that
support their social, intellectual, physical, and emotional
growth. Recognizing the life
realities of the young people in
our programs, and the ways in
which culture, race, language,
and other factors impact what
they need from programs is an
essential piece of creating
those environments. Beyond
this, after school and youth
programs also have a wonderful opportunity to help bring
people together and create a
more inclusive, respectful, and
just multicultural society. The
many options related to
staffing, curriculum, and organizational context in the after
school arena and the strong
partnerships that programs
often enjoy with each other
and with communities mean
that they have the ability to
speak to some of young peoples deepest personal and
social needs in a more holistic
way than many other institutions. By targeting resources to
those who most need them,
drawing upon the assets present in the diverse roots of our
children, and teaching youth
to honor both themselves and
others, after school experiences
can help this generation create
together a future for our country that is wiser, fairer, safer
and stronger than ever.
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1. Cultural Responsiveness: After school and youth programs should offer curriculum
and experiences that are supportive, accessible, and responsive to young peoples
ethnic, racial, class, gender, sexual orientation and other experiences, and to their
family, language and community backgrounds.
3. Intergroup Understanding: Programs should help all youth develop the crosscultural awareness and skills needed to participate and become leaders in our
increasingly diverse communities and globally interconnected society. They should
actively support young people to identify and counter stereotypes and prejudice
against themselves and others.
4. Healing: Programs should help heal the wounds of social distress, exclusion and
discrimination and support young people in coping with family or community distress.
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Program Practices
Can you see how the California Tomorrow Program Imperatives to Address Diversity and
Inequity parallel the youth development supports and opportunities? Below is a summary
of examples offered in the article.
Staff are sensitive to the cultures and speak the languages of participants and families
Young peoples cultural customs, holidays and traditions are recognized and
respected
Young people are free and encouraged to speak their home languages, as well as to
speak English
Parents and other family members can become involved, even if they do not speak
English
The program atmosphere and materials reflect participants cultures and languages
Educate youth about cultures, communities, nations and languages other than their
own
Help youth to think critically about the world and their place in it
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Offer job skills or employment counseling to youth in areas with limited economic
opportunities
Link the work of the agency with other equity agendas in the community
Support youth in understanding and analyzing the disparities and inequities in their
communities
Give youth practical and leadership skills for acting to change conditions that impact
them
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Worksheet 2
3.3.2 Self-Reflection: Affirming Language and Culture
1. Of the five program imperatives, which one in particular does your program address
quite well? Please describe.
3. What program imperative would you like to strengthen? What ideas do you have for
better addressing this imperative?
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Identify populations whose particular concerns or needs may warrant your attention
Highlight demographic categories that you need or want more information about
Identify gaps in who you serve compared to who lives in the surrounding community
Assess the mix of staff you have in relation to the mix of youth you serve
The American Fact Finder section on the US Census website is easiest to use. It
allows you to search both by type of information you want and by area youre
interested in. The sites fact sheets are general overviews; other sections focus
on specific topics.
GREATSCHOOLS: www.greatschools.net
A resource for school data throughout California and the U.S. It offers similar info
to the district websites, and includes all schools in the state and nation.
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Worksheet 3
3.4 Exercise: Who are we Serving, Who are we not Serving?
DIMENSIONS OF DIVERSITY WORKSHEET: Please fill out the following chart, using
estimated percentages for each group. If you dont know about a particular group, indicate
that in a note to yourself so you can follow up at a later time.
Adapted from worksheet created by California Tomorrow and CNYD.
Percentage of
Youth in Program
Neighborhood
Demographics
Program
Staff
Comments
ETHNICITY
African American
Asian/Pacific Islander
Latino
Native American
White
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Worksheet 3
3.4 Exercise continued: Who are we Serving, Who are we not Serving?
Percentage of
Youth in Program
Neighborhood
Demographics
Program
Staff
Comments
1.
2.
3.
4.
5.
6.
7.
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Worksheet 3
3.4 Exercise Continued: Who are we Serving, Who are we not Serving?
Did you learn anything new about the demographics of your youth and community?
Why do you think this group is not represented in your program? What can you do to
reach out to them?
What can you change about your program so that it truly reflects the surrounding
community of your program?
How can you create an environment that is more sensitive to equity and celebrates
diversity?
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What are some of the challenges and inequities you see for the youth in your
program?
What can you do on a program and personal level to address the inequities your
young people face? How can you create a safer space for all groups?
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There is often the assumption that youth will have powerful and positive connections just
because they come together to learn and have fun. However its important to find ways to
pro-actively support the healthy development of group process for the benefit of both the
program as whole and for each class or club.
The following is a brief overview of the Tribes model adapted from the book Tribes: A New
Way of Learning and Being Together by Jeanne Gibbs, CenterSource Systems, Sausalito,
California. Although this is only intended as an introduction, it should help you think about
ways you can support the development of your group.
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How can you tell if your group has entered the stage of Inclusion? All members are given
opportunities to:
Express hopes or expectations for what will happen during the group's time
together
How can you tell if your group has entered the stage of Influence? All members are given
opportunities to:
Say what they think and feel knowing that individual differences are
respected
Work together to make decisions so that everyone feels they can influence
others.
Contribute to the group and share leadership responsibility with the support
of others and the facilitator
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Your group has entered the stage of Community when members are:
In reality, group development doesnt occur in such neat stages. Its actually a messy
process in which groups move back and forth through the stages. Sometimes groups
simply do not move out of the stage of Inclusion! You must always support Inclusion. In
fact, each time your group comes together you need to do something to build group
relationships. This is especially true when new staff or youth join the group.
Role of Facilitator
Your role as facilitator also changes as your groups stage of development changes. In the
first phase of Inclusion, you are very much involved providing structure and direction. In
the Influence stage, your direction begins to decrease as group members begin to
assume leadership and responsibility for the group. Finally as the group moves into the
community phase, you pull back to an advisory role and transfers leadership to the group
members.
As your group evolves, you need to continually assess your group while asking yourself,
What skills does this group need? and Is my level of engagement appropriate?
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Worksheet 4
3.5.2 Locating Your Programs Stage of Group Development
1. Which of the Tribes stages best describes the current development of your group?
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Listening Attentively
Expressing Appreciation
Reflecting on Experience
Thinking Constructively
Resolving Conflict
Assessing Improvement
Celebrating Achievement
Participating Fully
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Worksheet 5
3.6.2 Collaborative Skills Development
Now that youve reviewed the graphic and determined the current stage of your groups
development, please consider the following questions:
1. What skill(s) do you think your youth need to work on at this stage or to move to the
next one?
2. What is one exercise or game you could facilitate to teach this skill to your group?
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3.7 Assessment
Group Relationships In My Program
The purpose of this activity is to help you assess the overall quality of group interactions in
your program. Using the Tribes model, this asks you to rate your program on its ability to
build community to form collective, group relationships among youth and adults in the
program.
2. Staff always have a chance to express their needs and expectations during group
activities.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
5. The youth in this program are good at valuing differences and celebrating diversity.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
6. The adults in this program are good at valuing differences and celebrating diversity.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
8. Overall, we set goals in this program and try our best to meet them.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
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9. As a group, we draw on the creativity that each person brings to the program.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
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The following content is excerpted from: Youth Voices on Learning After School: A
Qualitative Evaluation of the San Francisco Beacon Initiative, Executive Summary. July
2003 Stanford University School of Education pg. 6.
Adults who are effective mentors and educators play different roles with youth than those
typically played by teachers in school settings. These adults respect youths wish to make
choices and be a part of decisions that affect them while at the same time offering focused
guidance and support. At the Beacons, youth valued the guidance as much as they did
choice, especially when it helped youth solve personal problems or manage an
interpersonal conflict. This was not an easy balance to manage, but something that many
adults were able to pull off. Part of doing this means not just training adult staff members
but also providing staff positions where this form of relationship building can be a priority.
Young people value adult staff members who have a deep understanding of what it
is like to grow up in the local neighborhood.
One way to think about this problem is youth-worker credentialing. How can the field
recruit more young adults with community knowledge and expertisea PhD in the
streets? Some Beacons had success in this because of their efforts to bring in
community-based organizations with links to the immediate neighborhood.
Relationships and community-building happen when there are common areas for
people to hang out.
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Worksheet 6
3.8.2 Self-Reflection on Youth Voices
How does the Beacon Evaluation summary of what youth say about building positive
relationships compare to what you have been learning?
Are there any areas you feel your program needs to strengthen?
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Worksheet 7
Chapter Review
This review will help you reflect on the activities you just completed as well as reinforce
new concepts. Please answer the following six questions on a separate piece of paper..
Culture:
Diversity:
Equity:
Inclusion:
3. What are some things you can observe in a group that has entered the Tribes stage of
Inclusion?
4. What are some things you can observe in a group that has entered the Tribes stage of
Influence?
5. List at least three of the Tribes collaborative skills. Please offer one real-life example
for each skill.
6. In reviewing your completed assessment from section 3.7, what did you learn about
your programs ability to build community? What would you like to strengthen or
improve?
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Worksheet 7
Chapter Review Answers
This review will help you reflect on the activities you just completed as well as reinforce
new concepts.. Please answer the following six questions on a separate piece of paper.
3. What are some things you can observe in a group that has entered the Tribes stage of
Inclusion?
Some things you can observe in a group that has entered the Tribes stage of
Inclusion:
The group sometimes breaks into smaller units for activities to help minimize anxiety
and encourage connections
Members listen attentively to others, not only for what they say but how they feel
Members express hopes or expectations for what will happen during the group's time
together
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4. What are some things you can observe in a group that has entered the Tribes stage of
Influence?
Some things you can observe in a group that has entered the Tribes stage of Influence
include:
Members say what they think and feel knowing that individual differences are
respected
Members work together to make decisions so that everyone feels they can influence
others.
Members contribute to the group and share leadership responsibility with the support
of others and the facilitator
Members work to resolve, rather than avoid, uncomfortable problems and conflicts
that begin to separate members.
5. List at least three of the Tribes collaborative skills. Please offer one real-life example
for each skill.
Listening Attentively
Resolving Conflict
Expressing Appreciation
Reflecting on Experience
Assessing Improvement
Thinking Constructively
Celebrating Achievement
Participating Fully
6. In reviewing your completed assessment from section 3.7, what did you learn about
your programs ability to build community? What would you like to strengthen or improve?
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Goals and
Objectives
Instructions
Estimated Time
to Complete
Chapter 4:
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The purpose of this assessment is to help you reflect on your program, and to identify
times and activities in which you can create strong opportunities for relationship building.
Scenario 1
Think about your typical week. Consider the informal times when you are able to talk
with and provide guidance to the youth who most need it (e.g., before programming
begins, during breaks, at the close of programming).
Do you have ample opportunity to provide guidance to the youth who need it?
_______ yes
______ no
a.
b.
c.
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Scenario 2
Think about the last time you facilitated a youth group or an activity with many youth.
Did you provide sufficient emotional support to the group and to individual youth? For
example, did you praise the group and call people by their preferred names?
_______ yes
______ no
a.
b.
c.
Scenario 3
Think about your reputation among youth in the program and how they view your
strengths and weaknesses.
Do the youth perceive you as a person to whom they can go to in a crisis, or when they
require personal advise or assistance?
_______ yes
______ no
a.
b.
c.
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Scenario 4
Think about the youth with whom you work. Consider how much you know about their
lives outside the program.
Are you satisfied with how much you know about them (e.g., their family situation, their
interests, their passions, what classes they like in school)?
_______ yes
______ no
a.
b.
c.
Scenario 5:
Think about the last time you facilitated a youth group or an activity.
Did you provide sufficient time for the youth to get to know each other? For example, did
the youth get an opportunity to exchange ideas, to find out about each others interests or
to reflect on their common and different perspectives?
_______ yes
______ no
a.
b.
c.
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Instructions: Read and follow the steps below to conduct a discussion with colleagues.
Step 1: Begin by reflecting on what you have learned or what was reinforced for you
about relationships over the past few sessions. Consider the following questions and
write down some brief notes to prepare for your presentation.
What has been most surprising or compelling to you about relationship building and all
supporting topics?
Step 2: Choose a group of colleagues (between 2 and 5 persons) and schedule a time for
your presentation and discussion. A good time to do this might be at a staff or project
meeting.
Step 3: Give a short presentation to your colleagues, sharing things that you identified in
Step 1. When you are done with the presentation, facilitate a discussion using some of
the questions below. Encourage the group to ask questions and to share their views. End
the session with a quick brainstorm about how relationships could be strengthened in the
program. This session should take about 45 minutes.
What jumped out for you as most important about relationship building?
Now that we have talked for a while, what is most significant for our future work?
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Using the Tribes model of group development, this survey asks youth to rate the program
on its ability to build community to form collective, group relationships among youth
and adults in the program.
Randomly select up to 15 youth who attend your program on a regular basis to complete
the Youth Survey: Opinions about my Program, provided below. This survey can be
administered individually to youth or you may have them complete it in a group situation.
After administering the survey, you will analyze, interpret and set priorities based on the
collected data.
Administer the survey where it is relatively quiet and there are few distractions.
To minimize talking and distractions, you can also administer the survey in small
groups (or one or two youth at a time).
Its fine to walk the group through the survey by reading each question aloud.
Especially for younger children, you may explain each question or give examples if
necessary. Just be sure to read slowly and give everybody time to finish. This is a
good strategy for youth who do not read well or have difficulty taking tests. (Although
you should explain that this is not a test.)
Remind the youth that the survey is confidential and that they should not write their
names on it.
For the survey to be useful to the program, explain that its important they answer the
questions as honestly as possible.
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Instructions: Listed below are 12 questions. For each question, please circle the answer
that best represents your opinion.
2. Staff always have a chance to express their interests and ideas during group activities.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
3. I feel like staff appreciate and respect the contributions that I make to the program.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
4. The youth appreciate and respect the contributions that staff make to the program.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
5. The youth get along with those who have different backgrounds or ideas from
themselves.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
6. Staff get along with those who have different backgrounds or ideas from themselves.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
8. Overall, we set goals in this program and try our best to meet them.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
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9. As a group, we draw on the creativity that each person brings to the program.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
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4.3.2 Assessment
Analyze and Interpret Youth Data
The purpose of this activity is to make sense of the survey responses and identify the
strengths and weaknesses of the program, from the perspective of the young people.
To analyze the data, all you need is the data analysis worksheet, a pencil, and a
calculator.
Instructions: Follow the steps below to analyze the data from the youth surveys.
1. Add up and total the number of completed surveys you collected. This is your
response number.
2. Beginning with question #1, write down the scores from each survey in the All
Scores column on the worksheet.
3. Add up and total all the scores for this question. Write this in the Total column.
4. Divide the total score by the response number and write this in the Average column.
This is your average score.
5. Repeat steps 2 4 for each question.
4. Divide the score total by the response number: 21 8 = 2.62 (average score)
Question
1. I always have a chance to express my
interests and ideas during group
activities.
All Scores
Total
Average
1,2,4,3,2,2,4,3
21
2.62
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To interpret the data, all you need is a quiet space and a little time.
Consider the average scores for each of the 12 questions. Overall, are the assessment
results favorable (average scores between 2.5 and 4) or unfavorable (average scores
between 1 and 2.4)? Which assessment questions received particularly favorable
results? Unfavorable?
How do these scores provide insight into the relative strengths and limitations of
relationships in your program?
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All Scores
Total
Average
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Instructions: Read and follow the steps below to conduct a focus group with your youth.
Step 1: Select six or so youth for your focus group. Choose a diverse range of youth, but
select only those young people who have an interest in discussing youth participation for
the purpose of strengthening the program. The focus group should take about 45 minutes
to complete.
Step 2: Begin the focus group by presenting data from the Youth Survey (as derived from
Assessment Activity 4.3).
Step 3: Engage the youth in a focused conversation, by asking and answering three types
of questions.
Ask some what questions. For example, what do the survey results tell us? What
are the findings that stand out the most?
Ask some gut questions. For example, how does this information make you feel?
Does anyone doubt whether the data represent everybodys opinions?
Conclude the focus group with some so what? questions. For example, what needs
to change about our program or the way we work? How can we make changes, and
who will take the lead? Try to brainstorm no more than three priorities for future
action.
Plan in advance what questions you want to ask. Estimate the amount of time you
want to spend on each question.
Arrange the chairs in a circle so that everybody can see each other.
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Be sure to tell the youth the purpose of the focus group. If you express the purpose
seriously, youth will take it seriously.
Briefly get agreement on the ground rules for the focus group (e.g., confidentiality,
the importance of give and take in conversation, it is ok to disagree, respect for all).
Your job as the facilitator is to keep the discussion on track. Generally, facilitators do
not participate in the actual discussion.
Listen carefully to what is being said by all participants, and help bring together
common themes.
Bring participants who get off track back to the main discussion.
Ask a colleague to take notes for you and capture youth feedback during the focus
group
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Worksheet 1
Chapter Review
This review will help you reflect on the outcome of activities in this chapter and synthesize
the information you collected. Please write a short answer to each of the review questions
on a separate piece of paper. There are no right answers to these questions.
Overall, how well does your program structure support relationship building?
What are some of the strategies you identified for increasing relationship building?
What are some new insights or ideas about relationship building that emerged for
you?
3. Reflect on the survey and focus group activities with your youth.
What are some new insights or ideas about relationship building that emerged for
you?
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In this final chapter youll continue the work you began in Chapter
4 reflecting on your learning and formulating ideas for program
and personal change.
Goals and
Objectives
Instructions
Estimated Time
to Complete
Chapter 5:
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5.1 Assessment
Areas for Improvement
In this final assessment activity, you will have an opportunity to:
Reflect on what you have learned about yourself, your program and relationship
building
Instructions: Before you begin this final assessment, you may want to review information
from all previous assessments (sections 1.5, 2.4, 2.6, 3.7, 4.1, 4.3, 4.4.).
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5.1 Self-Assessment
Areas for Improvement
Step 1: Learning Highlights
Consider your own learning throughout this process. Now, please identify three topics or
activities that were most important to you in terms of learning how to improve your ability
to promote strong relationships.
1.
2.
3.
2.
3.
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2.
3.
1.
2.
3.
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Its first important to understand what a goal is and is not. Goals are more than intentions
which are often ill-defined and fuzzy. Goal-setting is the process of translating intent into
specific statements that can motivate us and provide direction for future change. A goal
is like a destination it specifies exactly where you will end up. With a destination or goal
you know specifically where you are going and can plan your journey and actions
accordingly.
Goals are:
Clear, concise statements that define what you want to achieve and when
Pick an idea you want to work towards immediately (remember to pick something
realistic and attainable build upon your existing knowledge, skills, and capacity)
Write your goal as an affirmative statement on the your worksheet, for example:
I will (develop / improve / learn, etc.) _____________ by __________.
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Specific tasks that support achievement of your goal (also called objectives)
Important: Always identify who is responsible for completing each task in your program
plan (or for coordinating the activities of others.) Accountability is important to the success
of any action plan.
To formulate and write your action steps: (using Action Plan template)
Write and sequence action steps, making sure each includes a verb
Check off which tasks are short term and can be done immediately (within the next
month)
Check off which tasks are long term and need more time and resources
Identify person(s) responsible and/or who can provide support (program plan)
Examples:
Program Goal: Our program will institute daily group check-ins by February 1st.
Action Steps:
Choose five check-in questions by January 15th. (Me, Marta and Sam)
Choose two check-in games that support group development by January 21st. (Me,
Marta and Sam)
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Personal Goal: I will improve my ability to facilitate group check-ins by February 15th.
Action Steps:
Goal setting does not have to be an arduous process. Setting goals and planning for
change can be exciting and fun!
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Goal: Please describe one personal skill or ability that you would like to strengthen in support of relationship building.
ACTION STEPS
Short
Term
Longer
Term
Target
Date
Youth Role
Support Needed
Resources Needed
1.
2.
3.
4.
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ACTION STEPS
Short
Term
Longer
Term
Target
Date
Youth Role
Support Needed
Resources Needed
5.
6.
7.
8.
9.
10.
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[Example]
Name
Strengths: Please list or describe your strongest personal abilities in terms of promoting relationship building in your day-to-day work with youth.
Good listener, empathetic, respect youth, engage youth when leading activities
Goal: Please describe one personal skill or ability that you would like to strengthen in support of relationship building.
st
Get to know all of the youth in my group at a deeper level their families, interests, concerns. Target date: April 1 .
ACTION STEPS
Short
Term
Target
Date
Youth Role
1/14
Staff Time
Access to computer
1/21
Staff time
2/4
2/11
Complete survey
Staff time
1/21
Participate in meetings
1/28
None
Create a journal of
info about my youth
Longer
Term
Support Needed
Resources Needed
3/1
Site coordinator
Access to a computer
3/25
Ask youth to
collaborate in
organizing event
Colleagues, site
coordinator
Meeting space
Refreshments
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[Example]
Name
Strengths: Please list or describe what your program does really well to promote relationship building.
We have clear group agreements that are posted and followed. Our staff truly cares about all the young people and are eager to
build positive relationships with and among our youth.
Goal: Please describe one aspect of your program that could use some improvement. Write a goal statement using the handout provided.
Improvement: Youth tend to segregate by racial or cultural group during activities and social time. We need to support youth to
engage in positive inter-cultural interactions. Goal: Transform our program into an environment that encourages people to work
together across differences, i.e. age, gender, ethnic background, culture, disability, sexual orientation. Target date: April 1st.
ACTION STEPS
Short
Term
Longer
Term
Target
Date
Person
Responsible
Youth Role
Support Needed
Resources
Needed
1/7
Me
None
Colleague to
support this
process and to
co-facilitate the
meeting (Mario?)
Staff time: me
and Mario?
Support from
colleague at this
meeting
Staff time: me
and Mario
1/14
1/21
Me
Me & youth
council
representative
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Ask council to
add this topic to
the agenda of
their next
meeting or
schedule a
special
meeting.
Ask for a youth
volunteer to cofacilitate
meeting.
None
Conference
room, chart
pads and
markers
Support from
program director
Conference
room, chart
pads and
markers
Ask a colleague
to help me
Staff time: me
and Zoe (?)
130
ACTION STEPS
Short
Term
Longer
Term
Target
Date
Person
Responsible
Youth Role
Support Needed
Resources
Needed
1/28
Me &
program
director
Youth council
review our
recommendatio
ns and provide
input
Partner with
program director
and another
colleague
My time,
access to
phone and
computer
Money to pay
for consultant
& food
Staff time
Training Room
Training
supplies
Money to pay
for consultant
& food
Staff time
Training Room
Training
supplies
Meeting Room
2/25
Consultant
Possibly include
a youth panel
as part of
training
Program Director
2/25
Consultant
Participate in
training
Program Director
3/4
Me & Youth
council
representative
Participate in
meeting
Program Director
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1.2.4 Assessment
Assessing Relationships in Own Program
Purpose: The purpose of this assessment is to help you assess the overall quality of adultyouth relationships, from your own perspective and from that of youth in the program.
1. Overall, how comfortable are YOU, personally, with the quality of youth-adult relationships
in your program?
______
The staff do all they can to build high quality relationships with youth.
______
______
2. Overall, how comfortable are YOU, personally, with the quality of youth-youth relationships
in your program?
______
The staff do all they can to ensure that youth have the opportunity and
support to build quality relationships with their peers.
______
______
3. Consider the four components of relationship building. Check the component(s) that you
believe program staff should pay more attention to when strengthening their relationships
with youth.
______
Guidance
______
Emotional Support
______
Practical Support
______
Knowledge of Youth
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4. Consider the four components of relationship building. Check the component(s) that you
believe program staff should pay more attention to when helping youth strengthen
relationships with their peers.
______
Guidance
______
Emotional Support
______
Practical Support
______
Knowledge of Youth
5. In your opinion, how comfortable are YOUTH with the quality of youth-adult relationships
in your program?
______
Almost all of the youth believe that they have high quality relationships
with at least two staff members.
______
The youth are generally pleased with the quality of the relationships
that they have with staff.
______
______
Guidance
______
Emotional Support
______
Practical Support
______
Knowledge of Youth
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1.5.2 Assessment
Defining the Dimensions of Strong Staff-Youth Relationships
The purpose of this activity is to explore the essential dimensions of relationship building,
from your perspective, and from the perspective of the youth with whom you work.
Step 1: Self-Reflection: Take about 15 minutes to reflect on the following questions. Record
your thoughts on another piece of paper.
(4) How do you know when you have successfully formed a strong relationship with youth in
your program?
(5) What are the most effective strategies that you use to form a strong relationship with
youth?
(6) What do you expect from youth in terms of their efforts in forming a relationship with
you?
Step 2: Discussion with Youth: Select 3 to 5 youth and engage them in a group
conversation about relationship building for about 15 minutes. Orient the conversation
around the following questions.
(4) What makes a good youth worker?
(5) How do you know when a youth worker really respects you and wants to have a positive
relationship?
(6) How do you know when a youth worker really does not care about you or about forming a
strong relationship with you in the program?
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1.5.3 Assessment
Building Relationships with Youth in Programs
Complete the following assessment. Please be honest with yourself when answering these
questions. This assessment will help you benchmark your current practice through
identifying areas of strength and areas for improvement your practice.
Listed below are fourteen statements. Please circle the number that best represents your
opinion about the statement.
15. I will go out of my way to approach a youth when I see that she/he is upset or having
difficulties.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
16. To provide guidance to the group, I am always clear about how I expect everyone to treat
one another in my program.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
17. When I give guidance, I am comfortable sharing relevant information about myself
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
18. When a youth is having a problem, Im effective in helping him/her deal with it.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
19. If you asked the youth in my program, they would say that I always listen to and respect
their personal concerns or issues.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
20. If you asked the youth in my program, they would say that I give them lots of praise when
they deserve it.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
21. I am able to create a spirit of teamwork among youth so that they care about each other
and want to work together.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
22. Youth readily come to me when they need help dealing with a personal problem.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
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23. When designing youth activities, I make sure that everybody has a chance to check in
and express their personal wants or needs.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
24. If you asked youth in my program, they would say that I go the extra mile in terms of
giving them advice on practical issues (e.g., dealing with bullies at school, relating to a
girl/boyfriend, finding a job).
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
25. I am confident in my knowledge about all of the youth with whom I work on a regular
basis (e.g., I know what is important to them; their personal needs).
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
26. When designing youth activities, I always make sure that there are opportunities for youth
to build relationships with their peers.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
27. If you asked the youth in my program, they would say that they know what I stand for.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
28. I know some effective strategies for helping diverse youth learn together and work
together.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
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2.4 Assessment:
Assessing Your Own Communication Abilities
Building strong relationships with youth requires strong communication abilities. There are
five core communication skills (active listening, establishing trust, empathy, being present,
and providing feedback). Most workers have a preferred style. That is, you are better
equipped in terms of personal comfort and ability to use one or more communication
skills as compared to others.
The purpose of this activity is to help you identify your preferred communication style when
working with (a) individual youth and (b) groups of youth.
1. Being an Active Listener (e.g., seeking to hear what the youth is really trying to
communicate to you).
1-low ability, 2-somewhat low ability, 3-somewhat high ability , 4-high ability
2. Establishing Trust (e.g., demonstrating that the youth can have confidence and depend on
you)
1-low ability, 2-somewhat low ability, 3-somewhat high ability , 4-high ability
3. Being Empathetic (e.g., demonstrating that you genuinely care about the young person)
1-low ability, 2-somewhat low ability, 3-somewhat high ability , 4-high ability
4. Being Present (e.g., demonstrating that you are in the moment, and not distracted, when
relating to the young person).
1-low ability, 2-somewhat low ability, 3-somewhat high ability , 4-high ability
5. Providing Feedback (e.g., responding in ways that explicitly address the concerns of the
youth)
1-low ability, 2-somewhat low ability, 3-somewhat high ability , 4-high ability
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6. Being an Active Listener (e.g., working hard to hear points of difference and consensus
within the group)
1-low ability, 2-somewhat low ability, 3-somewhat high ability , 4-high ability
7. Establishing Trust (e.g., demonstrating that the youth can have confidence and depend on
you to respect the group and keep it emotionally safe for all)
1-low ability, 2-somewhat low ability, 3-somewhat high ability , 4-high ability
8. Being Empathetic (e.g., demonstrating that you genuinely care about everybody in the
group)
1-low ability, 2-somewhat low ability, 3-somewhat high ability , 4-high ability
9. Being Present (e.g., demonstrating that you are in the moment, and not distracted, when
being in the group).
1-low ability, 2-somewhat low ability, 3-somewhat high ability , 4-high ability
10. Providing Feedback (e.g., responding in ways that explicitly acknowledge the concerns of
all the youth in the group)
1-low ability, 2-somewhat low ability, 3-somewhat high ability , 4-high ability
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2.6 Assessment
Identifying Key Communication Strategies in Building Relationships
What gets in the way of forming close and trusting relationships with young people at any
age elementary, middle and high school? What challenges do you face in promoting and
encouraging supportive relationships between young people?
Purpose: Relationship building ultimately requires that you understand and respond to the
unique needs of individual youth. Ones ability to do so is dependent, in part, on the effective
use of communication strategies.
Communication Strategies
Setting Boundaries: Its important to set clear limits with young people to let them know
what you can and cannot do or share as a youth worker. Boundaries set the parameters for
appropriate emotional and practical support. Knowing your limits does not mean that you are
distant and aloof. Young people appreciate adults who are real with them. As a role model,
you are also helping youth learn how to set appropriate boundaries for themselves.
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Relationship #1: Identify a youth with whom you HAVE BUILT a strong relationship.
What is the youths name? __________________.
a. I have established clear boundaries with the young person, and the young person
understands my expectations for our relationship.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
c. When the youth is in a group, I facilitate the group to ensure that s/he has an opportunity
to contribute and to speak and be heard.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
Relationship #2: Identify a youth with whom you HAVE NOT BUILT a strong relationship.
What is the youths name? __________________.
a. I have established clear boundaries with the young person, and the young person
understands my expectations for our relationship.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
c. When the youth is in a group, I facilitate the group to ensure that s/he has an opportunity
to contribute and to speak and be heard.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
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Self-Reflection:
What strategies(s) would you like to strengthen: setting boundaries , promoting crosscultural interactions, and/or facilitating healthy group process?
What specifically can you do to build a stronger relationship with each of these youth?
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3.7 Assessment
Group Relationships In My Program
The purpose of this activity is to help you assess the overall quality of group interactions in
your program. Using the Tribes model, this asks you to rate your program on its ability to
build community to form collective, group relationships among youth and adults in the
program.
2. Staff always have a chance to express their needs and expectations during group
activities.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
5. The youth in this program are good at valuing differences and celebrating diversity.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
6. The adults in this program are good at valuing differences and celebrating diversity.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
8. Overall, we set goals in this program and try our best to meet them.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
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9. As a group, we draw on the creativity that each person brings to the program.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
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The purpose of this assessment is to help you reflect on your program, and to identify times
and activities in which you can create strong opportunities for relationship building.
Scenario 1
Think about your typical week. Consider the informal times when you are able to talk with
and provide guidance to the youth who most need it (e.g., before programming begins,
during breaks, at the close of programming).
Do you have ample opportunity to provide guidance to the youth who need it?
_______ yes
______ no
a.
b.
c.
Scenario 2
Think about the last time you facilitated a youth group or an activity with many youth.
Did you provide sufficient emotional support to the group and to individual youth? For
example, did you praise the group and call people by their preferred names?
_______ yes
______ no
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a.
b.
c.
Scenario 3
Think about your reputation among youth in the program and how they view your strengths
and weaknesses.
Do the youth perceive you as a person to whom they can go to in a crisis, or when they
require personal advise or assistance?
_______ yes
______ no
a.
b.
c.
Scenario 4
Think about the youth with whom you work. Consider how much you know about their lives
outside the program.
Are you satisfied with how much you know about them (e.g., their family situation, their
interests, their passions, what classes they like in school)?
_______ yes
______ no
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a.
b.
c.
Scenario 5:
Think about the last time you facilitated a youth group or an activity.
Did you provide sufficient time for the youth to get to know each other? For example, did the
youth get an opportunity to exchange ideas, to find out about each others interests or to
reflect on their common and different perspectives?
_______ yes
______ no
a.
b.
c.
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Using the Tribes model of group development, this survey asks youth to rate the program on
its ability to build community to form collective, group relationships among youth and
adults in the program.
Randomly select up to 15 youth who attend your program on a regular basis to complete the
Youth Survey: Opinions about my Program, provided below. This survey can be
administered individually to youth or you may have them complete it in a group situation.
After administering the survey, you will analyze, interpret and set priorities based on the
collected data.
Administer the survey where it is relatively quiet and there are few distractions.
To minimize talking and distractions, you can also administer the survey in small groups
(or one or two youth at a time).
Its fine to walk the group through the survey by reading each question aloud. Especially
for younger children, you may explain each question or give examples if necessary. Just
be sure to read slowly and give everybody time to finish. This is a good strategy for
youth who do not read well or have difficulty taking tests. (Although you should explain
that this is not a test.)
Remind the youth that the survey is confidential and that they should not write their
names on it.
For the survey to be useful to the program, explain that its important they answer the
questions as honestly as possible.
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Instructions: Listed below are 12 questions. For each question, please circle the answer
that best represents your opinion.
2. Staff always have a chance to express their interests and ideas during group activities.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
3. I feel like staff appreciate and respect the contributions that I make to the program.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
4. The youth appreciate and respect the contributions that staff make to the program.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
5. The youth get along with those who have different backgrounds or ideas from themselves.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
6. Staff get along with those who have different backgrounds or ideas from themselves.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
8. Overall, we set goals in this program and try our best to meet them.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
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9. As a group, we draw on the creativity that each person brings to the program.
1-Disagree, 2-Somewhat Disagree, 3-Somewhat Agree, 4-Agree
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4.3.2 Assessment
Analyze and Interpret the Youth Data
The purpose of this activity is to make sense of the youth data, with the aim being to identify
the strengths and weaknesses of the program, from the perspective of the young people.
To analyze the data, all you need is the data analysis worksheet, a pencil, and a calculator.
Instructions: Follow the steps below to analyze the data from the youth surveys.
1. Add up and total the number of completed surveys you collected. This is your response
number.
2. Beginning with question #1, write down the scores from each survey in the All Scores
column on the worksheet.
3. Add up and total all the scores for this question. Write this in the Total column.
4. Divide the total score by the response number and write this in the Average column.
This is your average score.
5. Repeat steps 2 4 for each question.
For example (Question #1):
1. Total number of completed surveys: 8 (response number)
2. Scores for question #1: 1,2,4,3,2,2,4,3
3. The sum total of all scores: 21
4. Divide the score total by the response number: 21 8 = 2.62 (average score)
Question
1.I always have a chance to express my
interests and ideas during group activities.
All Scores
Total
Average
1,2,4,3,2,2,4,3
21
2.62
To interpret the data, all you need is a quiet space and a little time.
Consider the average scores for each of the 12 questions. Overall, are the assessment
results favorable (average scores between 2.5 and 4) or unfavorable (average scores
between 1 and 2.4)? Which assessment questions received particularly favorable results?
Unfavorable?
How do these scores provide insight into the relative strengths and limitations of
relationships in your program?
Contents 2004 Community Network for Youth Development. All rights reserved
150
All Scores
Total
Average
Contents 2004 Community Network for Youth Development. All rights reserved
151
Instructions: Read and follow the steps below to conduct a focus group with your youth.
Step 1: Select six or so youth for your focus group. Choose a diverse range of youth, but
select only those young people who have an interest in discussing youth participation for the
purpose of strengthening the program. The focus group should take about 45 minutes to
complete.
Step 2: Begin the focus group by presenting data from the Youth Survey (as derived from
Assessment Activity 4.3).
Step 3: Engage the youth in a focused conversation, by asking and answering three types of
questions.
Ask some what questions. For example, what do the survey results tell us? What are
the findings that stand out the most?
Ask some gut questions. For example, how does this information make you feel? Does
anyone doubt whether the data represent everybodys opinions?
Conclude the focus group with some so what? questions. For example, what needs to
change about our program or the way we work? How can we make changes, and who
will take the lead? Try to brainstorm no more than three priorities for future action.
Arrange the chairs in a circle so that everybody can see each other.
Be sure to tell the youth the purpose of the focus group. If you express the purpose
seriously, youth will take it seriously.
Briefly get agreement on the ground rules for the focus group (e.g., confidentiality, the
importance of give and take in conversation, it is ok to disagree, respect for all).
Contents 2004 Community Network for Youth Development. All rights reserved
152
Your job as the facilitator is to keep the discussion on track. Generally, facilitators do not
participate in the actual discussion.
Listen carefully to what is being said by all participants, and help bring together common
themes.
Bring participants who get off track back to the main discussion.
Ask a colleague to take notes for you and capture youth feedback during the focus group
Contents 2004 Community Network for Youth Development. All rights reserved
153
5.1 Self-Assessment
Areas for Improvement
Step 1: Learning Highlights
Consider your own learning throughout this process. Now, please identify three topics or
activities that were most important to you in terms of learning how to improve your ability to
promote strong relationships.
1.
2.
3.
1.
2.
3.
Contents 2004 Community Network for Youth Development. All rights reserved
154
1.
2.
3.
1.
2.
3.
Contents 2004 Community Network for Youth Development. All rights reserved
155
2009/10
University of Wolverhampton. All rights reserved. No part of this work may be reproduced, photocopied, recorded, stored in a
retrieval system or transmitted, in any form or by any means, without the prior permission of the copyright holder.
Table of Contents
The History & Development of Mentoring ................................................................................ 3
The Rise of Mentoring in Business ............................................................................................................3
Definitions of Mentoring .............................................................................................................................4
The details in this guide may be amended to improve the operation of the scheme and to take into account
changes in University Academic Regulations.
to the differing British cultural and business context. However, Strathern (1997) argues that such
imports often consist in the unrecognised return of earlier imports!
According to Colley (2005), mentoring over the last 20 years has become an in thing, particularly in
the public sector supporting teaching, nursing and career guidance professions as well as in the
private sector supporting the development of the new recruits, graduates and the potential of
business managers. The steady growth of mentoring in the UK has also been supported by the New
Labour Governments Social Exclusion Agenda and Welfare to Work policies, supporting the at risk
and in need groups in our society, with a mentoring type approach.
Definitions of Mentoring
Mentoring has different definitions, mainly derived from evidence-based practice (not academic
studies) and testimonials and opinions of HR practitioners and business consultants (Merriam 1983,
Clutterbuck 2004). However, these focus more on the skills, functions and the activity of mentoring
and less on the attitudes and emotional disposition required within the mentoring relationship.
Mentoring is a complex, social and psychological activity (Roberts 2000) and therefore attempts at a
universal definition of mentoring have become a quagmire (Hagerty 1986). Mentoring is a slippery
concept (Daloz 1986) and as such definitions vary with respect to differing dimensions such as
hierarchy, intensity, duration and partnership (Gibson 2004) and according to national and cultural
traditions.
In the US, mentoring tends to be considered as an interpersonal exchange (often career orientated)
between a senior person and a junior, where the mentor will guide, teach, share their experience and
wisdom (Zey 1984, Whitely et al 1992, MacLennan 1999, OBrien 2003).
More recent definitions of coaching (crossing over into the mentoring domain);
Generally speaking, what coaches do is anchor people to their own internal strengths; they inspire
organizations to dream beyond their plans. They apply emotional and intellectual intelligence to the
long haul of life and workcoaches must be very special people. First of all, they must be gifted in
subjects or practices that followers want to gain expertise or endorsement in. They must be able to
transcend their own ego needs so that they can help others in unselfish ways. Finally, coaches must
be selected and trusted by clients as highly reliable learning resources. Hudson (1999)
Good coaches ask the tough questions, ask you to be self critical; and keep a check on how youre
dealing with those self criticisms Singleton (2003)
All of the above definitions can be applied to mentoring in the workplace too again showing how the
definitions and processes overlap depending on the context, individual needs etc.
Mentoring
(Traditional)
Coaching
Specific
task/action
orientated
Purpose
Personal
growth
Focus
Delivery
Individual
Typically 1:1
Task/skill
Typically 1:1
Ownership
Goals set by
Key actions
Protg
Protg
Listen and
be guided by
the client
focus on
capability
and potential
Contract/last
a lifetime?
Coachee
Job/Orgn.
Specific
job/task or
skills related
discussion
(guided by job
need)
As needed
basis/short
term
Timescales
Professional
Counselling
Explore
personal
issues and
problems
Individual
Typically 1:1
Client
Client
Encourage
the client to
make some
personal
decisions
Short term
sets of
sessions
Training
Managing
Transfer of new
skills
To meet/exceed
team targets and
team goals
New skill
Typically in groups;
Generic training
programmes
Trainer
Job/Orgn.
To train in specific
skills for their job/life
Team
Within groups
and 1:1
Short term
Employee
Job/Orgn.
To guide,
manage,
supervise, lead,
direct, motivate
team
On-going basis
Who
benefits?
Who is
involved?
Sponsor?
Confidential?
Key interests
Both parties
(mutuality)
Mentor
Protg
Manager
Manager
Yes
Protg
Focus on client
Coach
Client
Manager?
Manager
Yes
Coachee
Focus on
client
Counsellor
Client
3rd party?
Personnel
Yes
Client
Trainee
Trainer
Trainee
Manager?
Training
No
Trainees
Employee
Manager
Manager
Yes
Team
Profitability?
Ultimately, whether we label it coaching, mentoring, counselling, training or managing, if done well its
effectiveness will depend in large measure on the managers belief about human potential (Whitmore
1997) and if Managers believe in the power of recognising and supporting individuals within their
team, then mentoring and coaching are helpful interventions in their quest to do this.
Directing people to DO has always produced inferior results compared to inspiring people to want to.
Increasingly, we are finding out why. But WHY makes no profit; HOW does. Coaching and mentoring
are the HOW TO. Coaching and Mentoring inspire people to WANT TO. MacLennan (1999)
Mentoring help new recruits to become accustomed to the work environment more easily
As a result, employees become settled more quickly and therefore more productive more
quickly
If supported properly at the start, employees feel an increased sense of commitment and
loyalty, therefore are likely to stay longer
They help employees to make the most of learning opportunities available i.e. support for
qualifications
They help employees see the career progression routes and how to get there
A chance to tap into power sources of the organisation; helps to clarify which organisational
aspects are open to change and which are fixed
Help to identify which behaviours are rewarded and not rewarded etc
Succession planning
o
It is a chance to build on strengths and development needs and shape the talent pool for the
future (feeds into appraisal)
It is one way that senior managers can be familiar with the talent pool
Improved communications
o
Mentoring helps the protg become familiar with the language of mentor/senior levels of
the organisation
Staff retention
o
Employees that are in mentoring schemes are less than half as likely to be thinking about
leaving (again reducing recruitment/selection costs)
A chance to discuss and put the theory to practice, when studying qualifications
Having someone (other than your Manager) available to share difficult situations
Being given help to work out what it is you want from life and work
Learning to cope with the informal and formal structure of the organisation
Making sense of feedback from others and deciding how to deal with it
Being given the opportunity to challenge the organisations thinking and be challenged in
return
Being given the opportunity to receive career advice (and possible enhancement)
The huge amount of learning that they take from the experience
The satisfaction of knowing that they have made a difference to someone else
The intellectual challenge of working on issues that they do not have direct personal
responsibility and that may take them into unfamiliar territory
A chance for them to re-assess their own views and leadership style
A chance to become more aware of others views about management, the organisation
etc, a source of challenge to ones own thinking
By explaining best practice concepts to others, may help to reinforce them once more for
themselves
Learning new ways to develop others; an integral part of the Managers job
Sometimes not get enough time to spend quality time with employees
Experience of facing difficulties, new challenges, being helped themselves, working with
others, achieving/failing, taking responsibility and dealing with stress
(Taken from the Zurich Mentoring Guide 2005 as cited in Cranwell-Ward et al 2005)
Offer friendship
Trigger self awareness & encourage reflection (for protg and themselves)
Inspire to excellence
Offer encouragement
a desire to create and work in a relationship of trust and confidentiality on both sides
12
13
Help protg to envision worthy goals i.e. to be a Manager, and to inspire them to
move towards this
2. Listening
3. Identifying feelings
Listen for words but underlying meaning as well mentors need to detect emotions and
feelings and respond appropriately to them
4. Productive confrontation
Ability to confront negative attitudes, behaviours and plans without being destructive
Help protgs to consider multiple options beyond the obvious or tried and true
Closed questions
Discuss the protg with the line manager (without permission from the protg)
15
16
17
18
Has a genuine interest in seeing young people advance and can relate to their problems
Self motivation
Meet commitments
Listens
Self-aware
Ability to reflect
Open
Trustworthy
Able to approach the relationship with respect, good humour and openness
19
Gaining
commitment
Beginning:
Getting Started
Mentee
becomes next
generation
Mentor
Getting involved
Getting
End:
Review, evaluation &
closure
together
Saying goodbye,
closure
Getting to know
Middle:
Making the
relationship a positive
experience
Review &
each other
evaluation
Learning
together
Working
together
20
21
j.
k.
Review relationship
l.
d. Establish friendship
e. Review and evaluate, say goodbye, closure
Share information about their strengths, development needs, ambitions etc openly with their
mentor
Take responsibility for appropriate contact with line managers about development issues
Initiate their own development and make the most of learning opportunities
Not talk to the mentor about the mentee/protege (unless all parties agree)
Gaining agreement from Line Managers for their support/involvement brief mgrs
Arranging initial briefings and follow up support for both mentors and mentees
Ensure the criteria for mentor selection is very open and available to all
Organise induction for everyone involved and specific training for mentors
Administering the matching process and any reassignments that might be needed
Ensuring the programme is regularly monitored and reviewed, to ensure the ongoing
effectiveness of the programme
Being the public face of the programme to audiences inside and outside the organisation
Review best practice and use benchmarked good practice for redesigning scheme
It is estimated that it would take 1 full day per week, to co-ordinate and maintain 20 mentoring pairs.
25
26
What are the boundaries of the relationship. Why? Involvement of Line Manager?
All of these things can be discussed in the ground rules, at the first meeting
Each other?
2. a) What are the core topics/priorities we want to discuss? Job? Career aspirations?
b) What are the limits to the scope of the discussions (what will we/wont we talk
about?)
27
6. Are we agreed that openness and trust are essential? How will we ensure that they
happen?
7. Are we both willing to give honest and timely feedback (e.g. to be a critical friend?)
8. Do we both agree to behave in a confidential and ethical manner? How will we ensure
that we do this? What will we do/not do? (Review Ethics & Professional Standards
section.)
10. What responsibilities do we owe to others as a result of this relationship (e.g. to line
managers, peers, the programme co-ordinator etc)?
28
11. a) How do we ensure that the mentees line manager is supportive? How update
them?
b) Is there a clear distinction between the roles of mentor and line manager?
c) If there are overlaps, how will these be managed?
12. When and how will we check that this relationship is right for both of us?
CLEAR model
Contracting opening the discussion, setting the scope, agreeing the desired outcomes Listening
using active listening to develop understanding of the situation
Exploring helping the learner to understand the effect this is having and challenging them
Action supporting them to choose a way ahead
Review reinforcing ground rules and value added, giving/receiving feedback
OSKAR model
Outcome what is the objective of this session what do we want to achieve today?
Scaling rate the situation on a scale of 1-10. How did you get this far? How to get to 10?
Know-how & resources what helps you perform at n rather than 0? How does this happen?
Affirm & Action what is already going well? What is next? What will it take to get to10?
Review what is better now? What did you do to effect that change? What will change next?
Although, more recently has been quoted as OSCAR with the C = Choices & options
29
30
31
32
Make time
All mentoring relationships suffer from lack of time and diary pressures. People often chosen as
mentors are the ones that are in most demand and so have even more pressure on their diaries and
time. It is important that as mentors that you commit to giving up a certain amount of time each
week and that you want to do this forcing yourself to meet your mentor when you have other things
on your mind, will not be helpful for either of you. Good mentors are willing to invest the time in
developing other people and feel that it is an excellent use of their time and so block out time easily
for this.
Encourage independence
Dependency is unhealthy for both parties. In the long run, the hope of any successful mentor is to
ensure that your mentee/protg has the confidence to go it alone and to achieve their career
aspirations without you. It is unhealthy to do everything for the mentee (although they might be
grateful for this at the beginning of your relationship) as ultimately you will be developing an
individual to do as you do and not to think independently, without you. When you then suggest
closing the formal relationship, this could cause more issues for the mentee that you may have
solved during your relationship.
34
In short, here is a summary of the key areas to cover during each mentoring meeting;
35
36
Development objectives need to be SMARTER* and very much time-based. When do they hope to
achieve these goals? When will you review their progress? How will you help them celebrate their
successes? How will you motivate them when targets dates need to be changed and progress is
slow?
The suggestion is to develop this with the mentee/protg in the first few meetings and review it on a
quarterly basis. Periodically, some actions should be able to be ticked off and then some new
actions/objectives added as you go along. Ensure that the objectives are a mixture of personal, job
and qualification/University related.
*SMARTER Specific, Measurable, Achievable, Realistic, Time-based, Evaluated & Reviewed
37
38
Taken from Zachary, L. J (2000) The Mentors Guide San Francisco: Jossey Bass
39
They hold back from giving their own experience until the mentee has fully explored
their own issues
They summarise during the discussion but ensure mentee summarises at the end
They make use of silence to ensure the mentee has sufficient reflective space to
consider the implications of an insight
Gibbons (2006) from his studies of mentors supporting mentees with qualifications, found that what
differentiated the best mentors from the rest were that the mentor;
40
In the same study, Mentees were asked what they wanted and didnt want from a mentor and here
are their views below;
What they would want mentors to be
Enthusiastically persuasive
urgently
Mad (!!)
perspective
Competence
The coach/mentor will:
Ensure that their level of experience and knowledge is sufficient to meet the needs of
the client.
Ensure that their capability is sufficient to enable them to operate according to this Code
of Ethics and any standards that may subsequently be produced.
Develop and then enhance their level of competence by participating in relevant training
and appropriate Continuing Professional Development activities.
41
Context
The coach/mentor will:
Understand and ensure that the coach/mentoring relationship reflects the context within
which the coach/mentoring is taking place.
Ensure that the expectations of the client and the sponsor are understood and that they
themselves understand how those expectations are to be met.
Seek to create an environment in which client, coach/mentor and sponsor are focused
on and have the opportunity for learning.
Boundary Management
The coach/mentor will:
At all times operate within the limits of their own competence, recognize where that
competence has the potential to be exceeded and where necessary refer the client either to
a more experienced coach/mentor, or support the client in seeking the help of another
professional, such as a counsellor, psychotherapist or business/financial advisor.
Be aware of the potential for conflicts of interest of either a commercial or emotional nature
to arise through the coach/mentoring relationship and deal with them quickly and effectively
to ensure there is no detriment to the client or sponsor.
Integrity
The coach/mentor will:
Maintain throughout the level of confidentiality which is appropriate and is agreed at the start
of the relationship.
Disclose information only where explicitly agreed with the client and sponsor (where one
exists), unless the coach/mentor believes that there is convincing evidence of serious
danger to the client or others if the information is withheld.
Act within applicable law and not encourage, assist or collude with others engaged in
conduct which is dishonest, unlawful, unprofessional or discriminatory.
42
Professionalism
The coach/mentor will:
Respond to the client's learning and development needs as defined by the agenda brought
to the coach/mentoring relationship.
Not exploit the client in any manner, including, but not limited to, financial, sexual or those
matters within the professional relationship. The coach/mentor will ensure that the duration
of the coach/mentoring contract is only as long as is necessary for the client/sponsor.
Demonstrate respect for the variety of different approaches to coaching and mentoring and
other individuals in the profession.
43
What if we are doing a lot of talking but not many actions are getting done?
You need to take a more confrontative approach and discuss what you see, share your concerns
and encourage the mentee to share their views. Remember mentoring is not just about meeting
when you say you will and ticking the boxes.
Some things are being discussed, that are out of my comfort zone.
Refer to your initial mentoring contract where you agreed what you would and wouldnt talk about
re-explain your role and what other help is out there i.e. counselling etc if needed.
This is having a significant impact on my time, is there any financial compensation for me
doing this?
No. The idea is that you are doing this to support members of your organisation to develop them and
to achieve their potential. You will benefit personally, through the satisfaction in having contributed to
44
their development and seeing them grow. Mentors should be willing to give up their time voluntarily
in order to support the young talent in their business.
Any other questions, please speak to your Scheme Co-ordinator and/or the University of
Wolverhampton contacts, for further advice.
Ragins, B. R. and Cotton, J.L. (1999) Mentor functions and outcomes: a comparison of men and
women in formal and informal mentoring relationships. Journal of Applied Psychology, 84(4), pp.529550.
Ragins, B.R. and Scandura, T.A. (1997) The way we were: gender and the termination of mentoring
relationships, Journal of Applied Psychology, 82(6), pp.945-953.
Wallace, J. E (2001) The benefits of mentoring for female lawyers. Journal of Vocational Behavior,
58(3), pp.366-391.
Willcox, T. (1987) Mentoring among British Executives, part 1: the British case. International Journal
of Mentoring, 1(1), pp.19-23.
46
References
Books & Journals
Armstrong, S. J, Allinson, C. W & Hayes, J (2002) Formal mentoring systems: an examination of the
effects of mentor/protg cognitive styles on the mentoring process
Journal of Management Studies 39 (8) pp. 1111-1137
Clutterbuck, D (2004) Everyone Needs a Mentor fostering talent in your organisations
4th edition
London: CIPD
Collins, G. C & Scott, P (1979) Everyone who makes it has a mentor Harvard Business Review 56
pp. 89-101
Cranwell-Ward, J., Bossons, P & Gover, S (2004) Mentoring A Henley Review of Best Practice
Hampshire: Palgrave MacMillan
DeMarco, R (1993) Mentorship: a feminist critique of current research Journal of Advanced Nursing
18 pp. 1242-1250
Daloz, L (1986) Effective Teaching & Mentoring San Francisco: Jossey Bass
Gay, B & Stephenson, J (1998) The mentoring dilemma: guidance and/or direction?
Mentoring & Tutoring 6 (1) pp. 43-54
Gibson, S. K (2004) Mentoring in business and industry: the need for a phenomenological
perspective Mentoring & Tutoring
Gulam, W & Zulfiqar, M (1998) Mentoring Dr Plums elixir and the Alchemists stone
Mentoring & Tutoring 5 (3) pp. 39-45
Hagerty, B (1986) A second look at mentors Nursing Outlook 34 (1) pp.16-24
Landsberg, M (1996) The Tao of Coaching HarperCollins: London
MacLennan, N (1999) Coaching and Mentoring
Hampshire: Gower
Merriam, S (1983) Mentors and proteges: a critical review of the literature Adult Education Quarterly
33 (3) pp. 161-173
47
Monaghan, J & Lunt, N (1992) Mentoring; persons, processes, practice and problems
The British Journal of Educational Studies 11 (3) pp. 117-133
Nemanick R.C (2001) Comparing formal and informal mentors: does type make a difference?
Academy of Management Executive August 2001 Pages 136-138
OBrien, V (2003) Its all in who you know
BC Business 31 (12) p. 19
Parsloe, E & Wray, M (2004) Coaching and Mentoring Practical Methods for Improving Learning
London: Kogan Page
Roberts, A (2000) Mentoring Revisited: a phenomenological reading of the literature Mentoring &
Tutoring 8 (2) pp. 145-170
Roche, G. R (1979) Much ado about mentors Harvard Business Review 57(1) pp. 14-28
Shea, G.F (1992) Mentoring; a guide to the basics
Shea, G. F (2002) Mentoring how to develop successful mentor behaviors 3rd edition Boston:
Thomson
Strathern, M (1997) Improving ratings: audit in the British university system European Review 5(3)
pp. 305-321
Tyler, K (2004) Is it mentoring or coaching?
HR Magazine
49 (3) p. 89
Wanberg, C. R., Welsh, E. T & Hezlett. S. A (2003) Mentoring Research: A Review and dynamic
process model in J. Martocchio & J. Ferris (Eds) Research in Personnel & Human Resource
Management
22 pp.39-124
Whitely, W., Dougherty, T.W & Dreher, G. F (1992) Correlates of career-orientated mentoring for
early career managers and professionals
Helpful websites
Big Brothers Big Sisters (USA) movement
www.bbbsa.org
Mentoring for Change ideas and techniques to use in sessions
www.mentoringforchange.co.uk
Clutterbuck Associates
www.clutterbuckassociates.com/mentoring
48
49
Effective Strategies
for Providing Quality
Youth Mentoring in
Schools and Communities
Building
Relationships:
A Guide for
New Mentors
Building
Relationships
Effective Strategies for Providing Quality
Published by:
The Hamilton Fish Institute on School and Community Violence &
The National Mentoring Center at Northwest Regional Educational Laboratory
This project was supported by the Hamilton Fish Institute on School and
Community Violence through Award No. 2005-JL-FX-0157 awarded by the
Office of Juvenile Justice and Delinquency Prevention, Office of Justice Programs,
U.S. Department of Justice. Points of view or opinions in this document are those
of the author and do not necessarily represent the official position or policies of
the U.S. Department of Justice or the Hamilton Fish Institute.
iii
iv
Acknowledgments
The original content of Building Relationships: A Guide for New
Mentors was based on Building Relationships with Youth in Program
Settings: A Study of Big Brothers/Big Sisters, by Kristine V. Morrow and
Melanie B. Styles (Public/Private Ventures, 1995). Linda Jucovy used
that research reports insights, information, and many perceptive
quotations from mentors and youth to develop this practical guide.
This revision of the material includes additional advice, strategies,
and resources for mentors that can help them work more effectively
with young people.
The National Mentoring Center (NMC) would like to thank Jean
Grossman and Linda Jucovy of Public/Private Ventures (P/PV) for
their outstanding work on this and other National Mentoring Center
publications. We also thank Big Brothers Big Sisters of America for
their contributions to the original NMC publications, including this
one. The NMC also thanks Scott Peterson at the Office of Juvenile
Justice and Delinquency Prevention, U.S. Department of Justice,
for his support of the NMC and for mentoring in general. Finally,
we thank the Hamilton Fish Institute on School and Community
Violence at the George Washington University for their support in
developing and disseminating this revised publication.
blank page
Contents
Section I. What Is a Successful Mentoring Relationship? . . . . . . . 1
Section II. The 10 Principles of Effective Mentoring . . . . . . . . . . 5
Handout
The Mentoring Relationship Cycle . . . . . . . . . . . . . . .32
Additional Reading . . . . . . . . . . . . . . . . . . . . . . . . . .35
vii
blank page
Section 1.
What Is a
Successful Mentoring
Relationship?
W
hat are the qualities of an effective mentor? What strategies do mentors use to
engage and connect with youth? These questions
are at the heart of all mentoring relationships.
Every year, thousands of volunteers come to
mentoring programs because they want to make a
positive difference in the lives of youth. But how
are these volunteers able to make a difference?
How does the magic of mentoring happen?
Several years ago, Public/Private Ventures (P/
PV), a research organization in Philadelphia, set
out to learn what helps successful mentoring
relationships develop. They also wanted to
understand why some mentoring relationships are not successful
why the mentor and youth do not meet regularly, why a friendship
never develops between them, and why the pair breaks up.
P/PV looked closely at 82 pairs of mentors and youth, ages 10 to 15, in
Big Brothers Big Sisters mentoring programs around the country. They
interviewed each mentor and youth, and returned nine months later
to interview them again. By then, 24 of the pairs had broken off their
relationship, while 58 of the matches were still meeting.1
Why were some relationships doing so well while others had come
apart? The key reasons had to do with the expectations and approach
of the mentor. Most of the mentors in the relationships that failed
had a belief that they should, and could, reform their mentee. These
mentors, even at the very beginning of the match, spent at least some
of their time together pushing the mentee to change. Almost all the
mentors in the successful relationships believed that their role was
to support the youth, to help him or her grow and develop. They saw
themselves as a friend.
1
Those relationships are further described in Morrow, K.V., & Styles, M.B. (1995). Building
Relationships with Youth in Program Settings: A Study of Big Brothers/Big Sisters. Philadelphia:
Public/Private Ventures. Available online at http://www.ppv.org/ppv/publications/assets/
41_publication.pdf
Q
Q
They were the mentors who were ultimately able to make a difference
in the lives of youth. The following pages say much more about each
of these mentor characteristics. The importance of each is illustrated
through the voices of actual mentors and young people talking to you
about their relationships and how they came to be.
We hope this guide will be a valuable resource to you as you move
through your mentoring relationship. Dont forget to also rely on your
mentoring programs staff for advice and support as you build trust,
understanding, and a new friendship with your mentee.
Learning to trust
especially for young people
who have already been let
down by adults in their lives
is a gradual process.
blank page
Section II.
The 10 Principles of
Effective Mentoring
Be a
friend
Dont act like a parent. One of the things your mentee will
appreciate about you is that you are not his or her parent. However
much they love their parents, young people might sometimes see them
primarily as people who set rules and express disapproval. Youth need
other adults in their lives, but they are unlikely to warm to a friendship
with an unrelated adult who emphasizes these parental characteristics.
A mentor explains how he avoids acting like a parent:
A couple of times his mom has said, well, you know, I was
wondering if you could talk to Randy. He had some behav-
You can expose them to things and provide them with the
opportunity to change, but you cannot actually, physically
change them.
What do you expect will change for your mentee as a result of his or
her relationship with you? How will life be different? How will it feel
different?
Strong mentoring relationships do lead to positive changes in youth.
These changes tend to occur indirectly, as a result of the close and
trusting relationship, and they often occur slowly over time. If you
expect to transform your mentees life after six months or a year of
meetings, you are going to be frustrated. The rewards of mentoring are,
most often, quieter and more subtle. As one mentoring researcher put
it, Mentoring may be more like the slow accumulation of pebbles that
sets off an avalanche than the baseball bat that propels a ball from the
stadium.2
Mentors might have specific goals for their mentees. They might, for
example, want the youth to attend school more regularly and earn
better grades. They might want him or her to improve classroom
2
Darling, N. (2005). Mentoring adolescents. In DuBois, D.L., & Karcher, M.J. (Eds.),
Handbook of youth mentoring. (p. 182). Thousand Oaks, CA: Sage.
behavior or get along better with peers. But these should not be the
primary targets of your efforts. If they areand if you spend your time
together trying to direct your mentee toward these goalsyou will
just seem like another parent or teacher.
Developing a trusting relationship can take time and patience. You are
unlikely to be able to achieve this trust if you approach the relationship
with narrow, specific goals aimed at changing your mentees behavior.
Instead, you can:
Focus on the whole person and his or her overall development. Do not focus narrowly on performance and change.
A mentor describes his goals for the relationship: I want
to provide my mentee with some stability in his life. I mean
I dont think hes had too much, just because of his family
life and his mothers changing jobs a lot and sometimes she
works days and sometimes she works nights. And I think it
would help him just to have somebody there thats going to
be there and help. Hopefully, I can provide different experiences for him too . . . things like going to a professional basketball game or things where he can get out and see whats
out there, because he doesnt get to do that much with his
family. And simple things, like one of the first times we went
out, we just went downtown to a park. And hed never been
there, and its just right downtown, he lives just a mile from
there, a few miles away from that. So its just things like getting out and seeing things and knowing whats going on.
Have fun
together
Young people often say that the best thing about having a mentor is
the chance to have fun, to have an adult friend with whom they can
share favorite activities. The opportunity to have fun is also one of the
great benefits of being a mentor. However, for some mentors, fun might
appear trivial in light of the scope and scale of unmet, pressing needs
that may be present in the lives of their mentee. Thus, it is important
to remember that fun is not trivialfor youth, having fun and sharing
it with an attentive adult carry great weight and a meaning beyond a
recreational outlet, a chance to blow off steam, or an opportunity to
play.
There are a number of reasons why you should focus on participating
in activities with your mentee that are fun for both of you:
Having fun together shows your mentee that you are reliable and committed. One mentor explains: To get kids to where
they know that you really care and can be trusted, you just have to
spend time with them and do things that they like to do. The observation is a good one. Youth see the adults interest in sharing fun as
a sign that the mentor cares about them. They experience a growing
sense of self-worth when their adult partner not only pays persistent,
positive attention to them, but also willingly joins them in activities
the youth describe as fun.
A youth speaks about feeling cared for: I think everybody
needs a mentor. I think it changes their life a whole lot for
the better. . . . With having someone I know that cares about
me or that would rather, you know, have fun . . . like going
somewhere with me or have fun being with me, then I think
a whole lot of people would feel better about their self and,
you know, be more confident in their self.
10
Eat at a restaurant
Do homework
(although only
occasionally)
Go bowling
Shoot some hoops
Go to a baseball or
basketball game
Go to a museum
Go to a concert
Go to the library
Do gardening together
Do woodworking
together
Get involved in a
community service
project
Create artwork
together
Have a picnic
Fly a kite
Go bargain hunting
Play miniature golf
Talk about the future
11
Q
Q
Help avoid the possibility that you will impose its-good-foryou activitieslike homework sessionson your mentee
without her or his agreement. This kind of imposition may make
you seem more like a teacher or parent than a friend.
_______
Sometimes we go back and forth: Oh, you decide! No,
you decide! That type of thing. But I usually like him to
decide because this is more for him than for me as far as Im
concerned. So I, you know, I usually ask him what he wants
to do and if he cant come up with something, I give him
suggestions.
_______
I dont care what we do. I suggest ideas, but it has to be
okay with my menteebecause hes sort of the boss and
these outings are for him.
Listen. You can learn a lot about what might capture your mentees interest.
A mentor describes how he discovered what would be
fun for his mentee: At the beginning, in the feeling-out
stage, it was like, What do you like to do? What dont you
like to do? and just run through suggestions and listen.
And I think listening is the key. If you find out that he talks
a lot about hockey, well, lets see if we can get to a game or
13
try and find places you can ice skate. And if he talks a lot
about these martial arts things or video games or something
like that, you know, think about what kinds of things you
can do with video games or with something that he tends to
like a lot . . . where theres still interaction between the two
of you.
14
_______
Thats the best thing right there . . . because like if I want to do
something and shell want to do something else, like Ill say,
Okay, well do yours this weekend, and then shell say, Okay,
we can do yours next week. We compromise, thats the best word
for it; we compromise . . . and we both always end up having fun.
Be
positive
People who feel negatively about themselves tend to live down to their
own self-image. And youth who are matched with mentors usually
have a number of situations in their lives that are leading them to feel
exactly that way. They might, for example, have problems with a parent
or sibling, difficulties in school, conflicts with peers, or involvement
with the juvenile justice system. One of the most important things
you can do as a mentor is to help your mentee develop self-esteem and
self-confidence. Doing activities together provides many opportunities
for you to encourage your mentee to feel good about himself. You can:
15
20 Ways To Say
Youre Great!
1. Terrific!
_______
2. Great idea.
9. Exactly right!
10. Nice going.
11. Outstanding!
12. Will you show me how to
do that?
16
it, and I traced it. And she gave me some markers, pencils,
and stuff. And every time I had a map, she took me over her
house and every time I had a reportnot every time, but
when I had a reportshe took me over her dorm and we
typed it.
17
I knew that it was going to take her some time to loosen up, and
you just cant force somebody to trust you. You cant force somebody not to be shy . . . you have to just wait.
_______
I think hes still a bit shy in telling me things about, I dont know, I
could see him possibly talking to me about things like with his
dad, but the thing I keep remembering is that, you know, when I
was 12, that was hard to talk about. I mean its hard enough to
talk about it now, let alone then. And I dont want to put that
kind of pressure on him.
_______
_______
Hes a very quiet boy, and so he doesnt say a great deal about
whats close to him. Only once in the year have we had what I
would consider to be a conversation that he was a little more open
about himself. Its not you dont have conversations about things
that are serious . . . he did talk about his father some, but not too
much. Hes just very quiet. My own opinion is thats not a great
surprise to me that a 10-year-old boy would take almost a year to
start talking about things like that, I mean at least a quiet one. He
definitely more routinely now talks about personal thingsI dont
mean great traumatic problems, but he will mention his father or
something like that from time to time. Neither one of us are idle
chat people. We may well get in the car to drive home and not
say anything till we get there. And I consider that to be perfectly
natural, as does he.
18
I think about something, and Ill tell her. But if she doesnt ask my
opinion, I try to keep it to myself.
_______
When he doesnt talk and smile very much, then theres something
really bugging him, and I just ask him is something bothering you
. . . and he says no. I say you know you can blow off steam by
talking to me if you want to. And he usually willlater.
_______
You can tell sometimes they dont want to talk. Shes very good
sometimes when you get too close to home, changing the subject.
Thats what shell do. And usually when she does that, I just let
her do it.
Understand that young people vary in their styles of communicating and their habits of disclosure. Your own style of
drawing out and supporting disclosure from your mentee may, to a
large degree, determine the extent to which she or he feels comfortable
speaking to you about personal issues. But remember that other factors will also influence your mentees interest and ability in confiding.
These factors include the youths age, the amount of support available
to her or him from other people, and cultural or family predisposition.
Some youth open up only very slowly while some confide in their mentor just a few weeks or months into the match.
Youth explain their reticence:
Im shy, you know, its like I feel scared. I know I shouldnt be but I
am, you know. I dont tell her because, I mean its like I know she
could give me advice. I know I could talk to her about anything,
just like looking at her and knowing shes right there for me, like
I feel better, you know, like shes my friend. But its not the same
way as like my mother or my brother could, because its like they
know most of my friends, and she doesnt. If she knew more of my
friends, maybe I could talk more to her.
_______
I just keep that stuff [a cousins arrest for selling drugs] to myself.
I dont go out and tell nobody my family business; it just stays
in the family.
_______
Well, you know, I just dont really like talking about myself. Im
just one of those strange people.
_______
The first week, I was like real nervous and stuff; I didnt want to
say anything. Then like the second and third week and stuff, I was
19
real open to him. Just knowing him better made me feel like I could
talk to him.
_______
Its not that I dont trust her; its just sometimes I dont have that
much problems.
The main thing at first was just gaining trust, that trust that she
would confide to me, that was important first. I had to let her
know that no matter what, she could tell me anything and Id
believe her and trust her and Id support her. I think thats what
these kids need. . . . I think it just takes a long time to build up a
trust. And shes always saying things like, dont tell my mom and
dont tell your boyfriend. And I say, Amanda, what you tell me is
between Amanda and me, nobody elses business.
_______
I reiterate the point that you can tell me anything, that, you know,
its between you and me. I said, Im not like your father. I said, Im
your brother; Im like a big brother to you. And I said, Im going to
steer you away from something thats bad, and I said but Im not
your dad, Im not going to punish you.
_______
Youth explain how important these statements are to them:
_______
When I first met him I didnt feel, you know, real, real comfortable
talking to him about things. But then once he told me I could talk
to him about everything, that made me feel better. I was more
comfortable telling him stuff once he told me that. It felt good
when I had something that I wanted to tell him, and he told me
that he wouldnt tell anybody else. That made me feel pretty good
because sometimes your friends say stuff like that but they tell
people anyway.
20
My mentee is, as oftentimes is the case with kids, a little quiet, but
when we get involved in something, hell refer to something like, oh
this is something like we did in class or this is something like Ive
done before. And hell bring up subjects, and then it gives me a
chance to say something. Sometimes just sitting in the car we dont
say much. I say, hows school? Fine. Whats Mom doing today?
Um, dont know. . . . So you run out of conversation and when we
get into our events or our programs, it gives a little more chance to
communicate.
_______
Hes actually pretty quiet. Its funny, because he can shift from
being extremely quiet and kind of reticent to just going a mile a
minute on a topic. . . . I wouldnt say its easy for him to talk to
me, but its getting easier. As we have experienced more things
together, then we have things to talk aboutOh, remember we
went to the IMAX theater, or Wasnt that the place where we
threw the Frisbee?
Listen
When your mentee does begin to open up to you, how you respond
will serve to either promote or discourage his or her ongoing disclosure. One of the most valuable things you can do is to just listenit is
impossible to overemphasize the importance of being a great listener.
He has talked about a teacher who recently gave him a bad grade.
So basically, I just kind of listened to him sort of grouse about this
21
When you listen, your mentee can see that you are a
friend, not an authority figure. Many youth appreciate being
able to bring up issues and having an adult who responds primarily by
listening. They recognize that listening is a form of emotional support,
and they may have few other sources of support in their lives.
Youth describe the feeling of being listened to:
Shes a great listener. I can tell her anything, and she just listens.
And you can tell that shes listening and not like shes going, mm
hm, mm hm, you know, like, Oh, yeah, what were you saying?
She listens and she goes, I used to do that when I was little. And
then like, you know, she tries to say dont worry about it. If you
need to call me, call me. And shes like real supporting, so I really
like her.
_______
I like it because theres no other man around the house and I like
his personality and what we do and just talking to someone, just
having someone to talk to besides your grandma. . . . Because,
before, when I got into fights with people and I didnt have any
friends, then I had one, him, I had someone to talk to . . . and
hes always been nice and he always listens to me.
When your mentee does begin to talk to you about personal matters,
be supportive. If you respond by lecturing or expressing disapproval, he
or she is very likely to avoid mentioning personal matters in the future.
Instead of seeking support and help from you, your mentee might
become self-shielding by, for example, dodging conversations about
problems and hiding school or family difficulties.
22
23
this guy isnt going to like me, and I just happened to say the
right thing. And I really meant itand I didnt know how
to get that across so I just told him, I said, Id like to, you
know, Im interested to see you when youre 25 years old or
something; and hes 15 right now. So that to him, you know,
meant probably a lifetime.
Its been more of a fun relationship than anything. As far as advising him about anything, you know, maybe therell be a one-shot
advice thing here or there, but its not anything that we dwell on
for anything more than 30 seconds or less . . . not anything like,
Well, Marcus, I really think that this is important and we should
really work on it together.
If you give advice, be sure it is focused on identifying solutions. The situations for which youth most commonly seek advice
tend to involve arguments at home, struggles at school, and problems
with friends. If your mentee asks you for advice, he or she is most likely
looking for help with arriving at practical solutions for dealing with the
problem.
A youth talks about getting helpful advice: One time,
these three boys at school wanted to fight me, and my mentor helped me. . . . I forgot what he said, but he told me
something that was good . . . and I told my mom and she
said it was a good idea, and I told my grandmother and she
said it was a good idea, too.
24
Sound like a friend, not like a parent. Youth have a keen ear
for the difference.
Youth speak about what their mentors sound like:
Yeah, its not like a parent lecture, so I guess its cool. Its like you
sit there and your moms like bawling you out and youre like
yeah, you know, youre sitting there and youre not really listening
to her, youre kind of like zoning out, you know. And every time
shes like, boom, oh yeah. You just sit there and shes like babbling
on, like yeah. But with your mentor, its like when youre talking
to your friends and theyre cranking on you, right, its like yeah, I
know, man, I gotta do this and I gotta get my act together. So it
doesnt really bother me.
25
meet with your mentee at a school or other location that is set by the
program where you volunteerwhich means you might not have any
direct contact with the parentsyour mentee will probably, at times,
talk about his or her family. Even in this less direct situation, there are
family boundaries you should be careful not to cross.
A mentors relationship with the youths family can be a crucial
factor in determining the success of a match. It could affect whether
your mentee perceives the relationship as meaningful and sees you
as a reliable ally and, ultimately, whether you and your mentee meet
frequently and over a long period of time. It is essential that you not
become involved in family issues.
In some cases, problems may be initiated by the mentees family. For
example, family members might try to involve the mentor in family
disputes, draw the mentor into providing discipline to the youth,
or attempt to have the mentor help in providing basic supports for
the youth, such as clothing. In other cases, the mentor might cause
problems by not respecting family boundaries. Mentors might, for
example, observe or hear of situations that they view as neglectful
or damaging parenting and want to intervene directly because they
believe it will help the youth.
Crossing any of these family boundaries can negatively affect your
ability to develop and maintain a supportive and trusting relationship
with your mentee. To avoid being drawn into family tensions, and to
ensure that you do not intrude yourself into the family, you should:
26
Keep your primary focus on the youth. Refrain from developing relationships with other members of your mentees family
they would compete with your relationship with your mentee.
Mentors talks about attempts of family members to intrude:
When we were first matched, her mom wanted to come along. She
went about it in a roundabout way. She would say, well theyre
having this, that, or the other thing, and I was wondering if we
could all go and that kind of thing. So it became very hard for me,
you know. She would volunteer to get tickets to the circus; that
was one of the things. So her mom and her sister and Lisa and I
went to the circus, but all the attention was on all the other family
members and Lisa just sort of faded into the background.
Whenever I went to pick up Jackie, the mom got in on the conversations, was nagging her while we were talking, interrupting us,
and kept trying to shift the focus onto her. I think shes one of these
really needy people that needs attention so shes trying to get it
from wherever she can.
27
A couple of times, I picked her up and shes just been with her
mom on the weekend, its been a bad weekend, you know, real
bad. Shell be, you know, I have to talk her through it. And thats
hard to do without saying horrible things about her mother. Plus
I get her dad calling and saying horrible things about the mother,
and Im like, look, thats not my job. And I cant say anything bad
about her mom, I cant.
Finally, do not talk to the family about anything your mentee has disclosed to youand do not talk to your mentee about things that family members might say about her or him. Remaining outside of the familyand outside of the family dynamicsis essential if you are going
to protect your mentees trust in you and be able to provide support.3
Be sure to ask program staff for additional guidance on dealing with serious family
issues that come up in talks with your mentee.
28
10
29
Understand that the feedback and reassurance characteristics of adult-to-adult relationships are often beyond
the capacity of youth. At times, some mentors feel unappreciated
because they get little or no positive feedback from their mentee. They
may interpret this as meaning that their mentee does not care about
seeing them. But the fact that youth are reticent does not mean they
are indifferent.
A mentor describes her frustration and eventual understanding: One time that was kind of strained was when we
were going to make tie-dye stuff and so we went to Target
and got a bunch of plain t-shirts and a bunch of plain socks
and went over to my house and, you know, we were doing
it and it was fun, but she just never talked. So it was just
kind of like, okay, you know, it was frustrating. But I didnt
say anything about it. I mean I knew that it was going to
take her some time to loosen up and you just cant force
somebody to trust you, and you cant force somebody not to
be shyyou have to just wait. Its kind of a grown-up thing
to be able to say, Gee, I really appreciate that. Because in
a way, you know, when youre a kid you kind of expect it,
which is fine.
In some cases, mentors talk to program staff to find out how the youth
feels about the relationship and to get reassurance that the youth is
enjoying their time together.
And in all cases, mentors can allow themselves to recognize and
appreciate the quiet moments that indicate they are making a
difference. As one mentor explains:
You know, Lisa being Lisa, you dont get that feedback in
words, but you drive up and the kid is standing there and as
soon as she sees you she smiles.
30
31
HANDOUT
This information on the relationship cycle was not derived from the P/PV study of
Big Brothers Big Sisters. The mentor relationship cycle material was adapted, with
permission, from:
32
HANDOUT
Real Mentoring
In this stage, the mentoring relationship
has reached full maturity. Trust and closeness have been established and the match is
comfortable having fun and relating to one
another. It is during this phase that mentors
can use the trust they have built to move
their mentees along the developmental pathwayasking them to think about goals or
try new things. There may still be testing or
behavioral issues, but they do not jeopardize
the relationship itself. Mentors that reach
this stage must be prepared to maintain
this hard-won statusthis is where the real
impact of mentoring happens.
Effective
Communication
Characteristics
Q
Q
Q
Bonding
Q
Q
Q
Q
Q
Q
Mentee challenges
Testing phase
Rethinking first impressions
Difficult feelings or emotions
may surface
Use prompts
Speak with language that
you feel comfortable with
Demonstrate respect
Build in problem-solving
techniques in your openended questions
Reflection
33
Handout continued, 2 of 2
Stage
Transition (toward closure)
The transition toward closure can be a
difficult time for both mentors and youth.
There may be many strong feelings about
the match ending and it is important to not
let the process of ending the match negate
the many positives it provided to everyone
involved. As the end of your match
approaches, work closely with your match
supervisor to end on a high note and make
sure that the transition leaves the youth
feeling positive and fulfilled about the
experience.
34
Effective
Communication
Characteristics
Q
Q
Reflection
Additional Reading
The following resources all contain additional information and strategies for mentoring
youth that you may find beneficial as your mentoring relationship progresses.
Cannata, A. (Ed.) (2006). Ongoing training for mentors: 12 interactive sessions for
U.S. Department of Education mentoring programs. Folsom, CA: Mentoring Resource
Center. Available online at:
http://www.edmentoring.org/pubs/ongoing_training.pdf
Cannata, A., & Garringer, M. (2006). Preparing participants for mentoring: The U.S.
Department of Education mentoring programs guide to initial training of
volunteers, youth, and parents. Mentoring Resource Center. Available online at:
http://www.edmentoring.org/pubs/training.pdf
Klapperich, C. (2002). Mentoring answer book. McHenry, IL: Big Brothers Big Sisters of
McHenry County. Available for purchase at:
http://www.mentoringanswerbook.com/
MENTOR/National Mentoring Partnership (n.d.) Learn to mentor (online training).
Alexandria, VA: Author. Available online at:
http://apps.mentoring.org/training/TMT/index.adp
Mentoring Partnership of Minnesota. (2007). Tools for mentoring adolescents (series
of fact sheets). Minneapolis, MN: Author. Available online at:
http://www.mentoringworks.org/Training_Institute_Tools_and_Resources.html
Mentoring Resource Center. (2006). Overcoming relationship
pitfalls. Mentoring Fact Sheet 10. Available online at:
http://www.edmentoring.org/pubs/factsheet10.pdf
Morrow, K.V., & Styles, M.B. (1995). Building relationships with youth in program
settings: A study of Big Brothers/Big Sisters. Philadelphia: Public/Private Ventures.
Available online at:
http://www.ppv.org/ppv/publications/assets/41_publication.pdf
North, D. (2000). Responsible mentoring: Talking about drugs, sex, and other difficult
issues. Folsom, CA: EMT Associates. Available online at:
http://emt.org/userfiles/RespMentoringBooklet.pdf
Probst, K. (2006). Mentoring for meaningful results: Asset-building tips, tools, and
activities for youth and adults. Minneapolis, MN: Search Institute. Available for
purchase at:
http://www.search-institute.org/catalog/productphp?productid=16424
35
Rhodes, J.E. (2002). Stand by me: The risks and rewards of mentoring todays youth.
Cambridge, MA: Harvard University Press.
Weinberger, S.G. (2000). My mentor and me: 36 weekly activities for mentors and mentees
to do together during the elementary school years. Hartford, CT: Governors Prevention
Partnership, Connecticut Mentoring Partnership. Available for purchase at:
http://www.preventionworksct.org/publications.html
Weinberger, S.G. (2001). My mentor and me: The high school years. 36 activities and
strategies for mentors and mentees to do together during the high school years. Hartford,
CT: Governors Prevention Partnership, Connecticut Mentoring Partnership. Available
for purchase at:
http://www.preventionworksct.org/publications.html
Weinberger, S.G. (2003). My mentor and me: The middle school years. 36 activities and
strategies for mentors and mentees to do together during the middle yearsincluding tips
for talking about bullying. Hartford, CT: Governors Prevention Partnership, Connecticut
Mentoring Partnership. Available for purchase at:
http://www.preventionworksct.org/publications.html
36
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Report to the Prime Minister
By Douglas R. Eyford
BUILDING TRUST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2
CON ST RU C T IV E D IA LO G U E O N E N E R GY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2
COMM IT M E N T TO E N V IRON M E N TAL S U STAI N AB I L I T Y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 4
UNDE RSTA N D IN G A N D PA RT IC IPAT I N G I N P I P E L I N E AN D
MA RIN E SA FE T Y SYST E M S .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 5
FOSTERING INCLUSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 2
ACHIE V IN G E M PLOYM E N T A N D B U S I N E S S O P P O RT U N I T I E S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 2
COLLA B ORAT ION S TO AC H IE V E BE T T E R O U TC O ME S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 8
A BOR IG IN A L FIN A N C IA L PA RT IC IPAT I O N .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 9
ADVANCING RECONCILIATION .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 2
CON SU LTAT ION A N D E N GAG E M E N T . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 2
RECO N C IL IAT IO N IN IT IAT IV E S .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 8
FACI L ITAT IN G T H E RE SOLU T IO N O F S H AR E D T E R R I TO R I E S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 9
TAKING ACTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 2
CROWN -FIRST N AT IO N S T RIPA RT I T E E N E R GY WO R KI N G G R O U P . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 2
INTE RN A L FE DE RA L IN IT IAT IV E S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 3
SUMMARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 5
APPENDIX A MANDATE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 6
APPENDIX B PROPOSED PROJECTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 7
APPENDIX C CONSOLIDATED LIST OF RECOMMENDATIONS . . . . . . . . . . . . . . . . 5 1
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 1
Douglas R. Eyford
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 2
Executive
Summary
On 25 March 2013, I accepted an appointment as
Canadas special federal representative on west
coast energy infrastructure to identify approaches
that could meet Canadas goals of expanding
energy markets and increasing Aboriginal
participation in the economy. I was asked to identify
Aboriginal interests in and opportunities related to
the development of west coast energy projects.
Energy represents 25% of Canadas total exports.
At present, Canada depends almost entirely on
the United States market for our energy exports.
Global demand for oil and natural gas is increasing,
and if Canada is to capitalize on this immediate
opportunity, it would need to construct pipelines
and terminals to deliver oil and natural gas
to tidewater.
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 3
Aboriginal communities hold constitutionally protected rights. The law requires potential
impacts on those rights to be taken into account in project development. The failure
to do so may result in projects being delayed or not proceeding.
Over the past eight months, I met many representatives from Aboriginal communities,
industry, and local and provincial governments, and heard their perspectives.
Aboriginal Canadians understand the value of the proposed energy projects to their
communities. However, they emphasize that environmental sustainability and prevention
of significant environmental harm are necessary conditions for their support; conditions
that many believe will not be met. Aboriginal Canadians also expect long-term economic
benefits for their communities and a meaningful role in project-related activities including
environmental monitoring and protection.
Industry understands the necessity of working with Aboriginal communities to meet
mutual interests. Project proponents described the substantive steps they are taking
to address environmental concerns and include Aboriginal Canadians in employment
and business opportunities. Industry views Canada as having a role in addressing matters
that go beyond project-specific proposals and regulatory reviews, such as improving
educational outcomes, preparing Aboriginal people to be job ready, and addressing
unresolved Aboriginal rights and title claims in British Columbia.
The governments of Alberta and British Columbia both highlighted the need for
Canada to collaborate with them on flexible and innovative approaches to address
Aboriginal issues.
Three themes emerged during my engagement. Canada must take decisive steps
to build trust with Aboriginal Canadians, to foster their inclusion into the economy,
and to advance the reconciliation of Aboriginal people and non-Aboriginal people
in Canadian society.
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 4
This report comes at a critical juncture in the relationship between governments and
Aboriginal Canadians, and also in the development of west coast energy infrastructure.
Both are works in progress, with many unresolved issues. My recommendations serve
as a challenge to the parties to work together more effectively and to take collaborative
steps to realize the opportunities these projects present. Commitments from governments,
Aboriginal leaders, and industry are required to translate these recommendations into
concrete actions. Canada, as the senior level of government, needs to assert leadership
to achieve these objectives.
Social and economic gaps between Aboriginal and other Canadians remain. Aboriginal
participation in the proposed projects provides one opportunity to help close this gap.
There has not been a constructive dialogue about energy projects. Aboriginal leaders
are prepared to engage and Canada will need to address issues on their agenda.
We are all presented with a choice: to maintain the status quo or embrace the opportunities and potential offered by a different path. The people I met have expressed an
interest in working together to move forward which leads me to believe progress can
be achieved.
Introduction
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 6
I NTRODUCTION
On 25 March 2013, I accepted an appointment as Canadas special federal representative
on west coast energy infrastructure to identify approaches to meet Canadas goals of
expanding energy markets and increasing Aboriginal 1 participation in the economy.
My mandate identifies four areas of enquiry about several proposed oil and natural
gas projects in Alberta and British Columbia. I have been asked to report on:
1 The term Aboriginal is used throughout this report to denote First Nations, Mtis, and other Aboriginal people
in Alberta and British Columbia.
2 The Government of Canada is identified throughout this report as Canada.
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 7
ENVIRONMENTAL CONSIDERATIONS
There is a range of views among Aboriginal groups about the Projects. Most Aboriginal
representatives delivered a clear message that their communities understand the value
and opportunities associated with economic development. However, they contend that
developments must be environmentally sustainable and undertaken in a manner that
acknowledges the constitutionally protected rights of Aboriginal peoples.
Some Aboriginal groups do not support the Projects because they consider the transportation of oil and natural gas by pipelines and tankers to be both intrusive and dangerous,
and feel that industry and governments cannot guarantee there will never be an accident.
Other Aboriginal groups accept the inevitability of resource development in their traditional territories, but insist that substantial efforts be made to manage environmental risks and
to involve them in project planning and decision making.
Aboriginal communities argue that the legislative changes associated with Canadas
Responsible Resource Development initiative 3 have eroded environmental protection
measures and were made to facilitate project development. At the same time, few
Aboriginal groups were aware of Canadas appointment of a tanker safety expert panel
to review ship-source oil spill preparedness and response. Similarly, recent initiatives
to strengthen the regulatory framework for pipelines under federal jurisdiction have
gone largely unnoticed.
Aboriginal representatives have expressed an interest in participating in partnership
with Canada and industry to direct research and publish objective scientific information
about pipeline and marine-related risks, the impact of spills on the terrestrial and marine
environments, oil clean-up technologies, and the effect of vessel traffic on the marine
environment and coastal communities.
3 See http://actionplan.gc.ca/en/initiative/responsible-resource-development.
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 8
Aboriginal groups and industry urge governments to engage in land and marine
use planning on a regional basis to identify and manage the cumulative effects
of industrialization, urbanization, and Project development.
EMPLOYMENT, BUSINESS, AND FINANCIAL OPPORTUNITIES
If poverty is the only lifestyle you know, it is very difficult to realize there is a way
out. Any band member who is watching development and wealth generation in his
territory without having an opportunity to be a part of it is going to grow resentful.
Ellis Ross, Chief Councillor, Haisla Nation, Economic Opportunity Ends First Nation Culture
of Dependence, Vancouver Sun, 20 November 2013.
Aboriginal groups are far from uniform and each has its own opportunities, challenges,
and constraints. Many are integrated in regional economies. Others are not. However,
all Aboriginal Canadians want to share in the wealth and prosperity of this country.
The Projects offer skills training, employment, business opportunities, and financial
benefits. Aboriginal groups emphasize the importance of long-term employment and
business opportunities for their members.
Industry has demonstrated that it is prepared to invest in Aboriginal communities to
develop a capable and educated workforce and seeks a greater commitment from
governments to achieve these goals.
Governments, industry, and Aboriginal groups agree there is a need to coordinate
efforts to ensure the transformative opportunities offered by the Projects are not lost.
CROWN-ABORIGINAL RELATIONS
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 9
The governments of Alberta and British Columbia have observed that Canada could
do more to collaboratively address Aboriginal issues in their respective provinces. Both
provinces have a sustained, on-the-ground presence in Aboriginal communities and are
able to demonstrate flexible and innovative approaches to managing Aboriginal and treaty
rights. They perceive the federal system as comparatively leaden or indifferent and are
working together, without Canada, on matters within federal jurisdiction.4
THEMES
The Projects provide Canada and Aboriginal communities in Alberta and British Columbia
with an opportunity to re-set the relationship. However, the Projects are time-sensitive,
and important opportunities will be missed if relations continue on their current course.
Ultimately, it is through negotiated settlements, with good faith and give and take
on all sides, reinforced by judgments of this Court, that we will achieve a basic
purpose of s. 35(1) the reconciliation of the pre-existence of aboriginal societies
with the sovereignty of the Crown. Let us face it, we are all here to stay.
Lamer C.J., Delgamuukw v. British Columbia, [1997] 3 S.C.R. 1010.
National Chief Shawn A-in-chut Atleo of the Assembly of First Nations has mapped a
path forward for governments and Aboriginal groups in relation to economic development.
In a recent speech to the Vancouver Board of Trade, he proposed three initiatives to build
Crown-Aboriginal relationships and avoid lost opportunities:
Mr. Atleo has identified a constructive framework for dialogue and action.
I have outlined three themes that help focus action: building trust, fostering inclusion, and
advancing reconciliation. In the section entitled Taking Action, I identify steps that Canada
should implement to address Aboriginal issues about the Projects. It is critical for Canada
to become more involved and demonstrate leadership in its relations with Aboriginal
groups, industry, and provincial governments.
4 Premiers Redford and Clark announced the appointment of an Alberta-British Columbia deputy ministers working group in
July 2013. The working group is mandated to develop recommendations about energy exports and is reviewing issues relating to marine spill response, shipments of bitumen by rail, port infrastructure development, and the economic, environmental,
and social impacts of pipeline and rail transportation. The working group is to complete its final report by 31 December 2013.
Canada and British Columbia have recently established a joint working group to address LNG development.
Canada and British Columbia are also working together on pipeline safety and spill response, and are consulting on
marine safety issues.
5 Resources, Risks and Responsibilities: A First Nations Perspective on Canadas Resource Agenda, 27 September 2013.
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 10
Canada can no longer rely on the view that our neighbour to the south will always
be a willing buyer of Canadian energy commodities. In addition, because we do not
have access to diversified markets for our energy products, we cannot command
the highest international prices. As a result, it is estimated by the Pacific Economic
Cooperation Council that Canada loses $28 billion in revenues from oil sales alone.
The Standing Senate Committee on Energy, the Environment and Natural Resources, Now or Never,
Canada Must Act Urgently to Seize its Place in the New Energy World Order, 2012.
Canada is the fifth largest oil and natural gas producer in the world, with the third largest
proven oil reserves. Energy exports are an important component of our economy, totalling
$110 billion in 2012, which represented approximately 6% of Canadas total gross domestic
product and roughly 25% of total exports.6
International energy markets are shifting rapidly, and this has major consequences for
Canada. While virtually all of our petroleum exports currently go to the United States
(the U.S.) 99% of crude oil and 100% of natural gas the U.S. is developing new
domestic supplies of oil and natural gas that are anticipated to replace Canadian exports.
Because of Canadas reliance on the U.S. market, and transportation bottlenecks in the
delivery of oil and natural gas to that country, Canadian producers receive significantly
less for their products than they would if they could access global markets. At the same
time, global energy demand is expected to increase by a third by 2035, with developing
countries accounting for 90% of that increase, led by China and India.7
These anticipated global trends mean declining U.S. demand for Canadian oil and natural
gas and rapidly expanding opportunities for energy exports overseas, particularly in Asia.8
Canadas existing export market for natural gas will largely disappear over the next few
years as the U.S. becomes a net exporter. Global demand for LNG is growing quickly, and
world trade in LNG is projected to almost double by 2040.9 Multiple LNG export projects
are being proposed on Canadas west coast that are at different stages of business planning and regulatory review. These projects are in competition with LNG projects from the
U.S., Middle East, East Africa, and Australia. Worldwide, there are 12 LNG export plants
under construction today and more are planned. While not all of these competing
projects will proceed, it demonstrates the time-sensitive, competitive nature of the
global LNG market.
In order to pursue export opportunities in emerging markets, pipelines and terminals
will be needed to deliver its landlocked oil and natural gas resources to tidewater.
6 National Energy Board, Energy Briefing Note, Canadian Energy Overview 2012, http://www.neb-one.gc.ca/clf-nsi/rnrgynfmtn/
nrgyrprt/nrgyvrvw/cndnnrgyvrvw2012/cndnnrgyvrvw2012-eng.pdf.
7 International Energy Agency, World Energy Outlook 2013.
8 Natural Resources Canada, Average Prices for Crude Oil, Natural Gas and Petroleum Products, 17 October 2013.
9 U.S. Energy Information Administration, International Energy Outlook 2013,
http://www.eia.gov/forecasts/ieo/more_highlights.cfm.
Building Trust
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 12
B UI L DING TRUST
The fundamental objective of the modern law of aboriginal and treaty rights is
the reconciliation of aboriginal peoples and non-aboriginal peoples and their
respective claims, interests and ambitions. The management of these relationships
takes place in the shadow of a long history of grievances and misunderstanding.
The multitude of smaller grievances created by the indifference of some government officials to aboriginal peoples concerns, and the lack of respect inherent
in that indifference has been as destructive of the process of reconciliation as
some of the larger and more explosive controversies.
Binnie, J., Mikisew Cree First Nation v. Canada (Minister of Canadian Heritage), [2005] 3 S.C.R. 388.
The Projects are being developed in the context of longstanding relationships between
Aboriginal communities, governments, and non-Aboriginal Canadians. Although many
efforts are underway to address the problems created by our history, progress is difficult
to measure.
Relationships that prosper require a foundation of trust, built on constructive dialogue,
understanding interests, and a commitment to find solutions.
Three steps are necessary to build trust between Canada and Aboriginal communities:
initiation of a more productive dialogue about energy development, a commitment to
environmental sustainability, and action to implement the highest standards of pipeline
and marine safety.
CONSTRUCTIVE DIALOGUE ON ENERGY
With trust we can remove fear, we can create momentum, and we can generate
hope. Building trust is never easy. It requires the best of all of us. It requires
listening, creativity and understanding.
National Chief Shawn A-in-chut Atleo, remarks to the Vancouver Board of Trade, 27 September 2013.
Energy use and development have become topical political, environmental, and
economic issues in Canada, particularly the extraction and transport of oil and natural gas.
However, studies reveal that Canadians lack basic knowledge about energy resources
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 13
Canadians rely on natural gas and products made from crude oil to meet more
than two-thirds of their energy needs every day;
94% of all Canadian transportation energy comes from petroleum products; and
natural gas meets more than half of our residential energy needs and almost
half of the energy needed to run our industries.
For Aboriginal groups in Alberta and British Columbia, energy information and awareness have become fundamentally important issues. Aboriginal leaders are being relied
on to evaluate the risks and benefits of oil and natural gas extraction, transportation, and
processing. Communities in the path of these developments require reliable and unbiased
information to assess the socio-economic impacts of project development in their territories. The debate, however, has been positional and lacks objectivity. There is uncertainty in
Aboriginal communities about who to trust and which sources of information are reliable.
Television and print advertising is not advancing the discussion but appears to perpetuate
divisions. Nor is it helpful that some in the media rely on a small group of commentators
with narrow perspectives.
Constructive dialogue would be a better approach. Canada can assist by promoting
forums where Aboriginal groups in Alberta and British Columbia can share knowledge,
best practices, skills, experience, and capacity through community exchanges, workshops,
and conferences. The objective is to inform Aboriginal communities so they can effectively
engage in project reviews and development.
Recommendation
Canada should promote a principled dialogue about resource development with Aboriginal
communities in Alberta and British Columbia. This can be accomplished, in conjunction
with provincial and local governments and industry, by convening conferences, workshops,
and community forums to improve knowledge about the energy sector and major projects.
Because citizens are divorced from the realities of wealth creation and uninformed
about the process of getting resources out of the ground, transforming them into
something of value, and their transport to markets, it becomes easy to oppose
major resource projects.
Jean-Sebastien Rioux, The Energy Literacy Gap and its Potential Consequences for Canada,
University of Calgary, The School of Public Policy, 27 February 2013.
10 Andre Turcotte, Michael C. Moore, and Jennifer Winter, Energy Literacy in Canada, University of Calgary,
The School of Public Policy SPP Research Papers, volume 5, issue 32, October 2012.
11 Ibid.
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 14
Aboriginal representatives insist that environmental sustainability is a necessary precondition for energy development, regardless of the potential benefits that may be realized
from the Projects. Aboriginal Canadians view themselves as connected to the environment
and as its stewards; this is an integral aspect of their culture. The Projects, by their nature,
create potential hazards in the terrestrial and marine environments.
Aboriginal groups have expressed concern about the cumulative effects of developments
and their impact on the exercise of their Aboriginal and treaty rights. The term cumulative effects has been defined as the combined effects of past, present, and foreseeable
human activities over time on the environment, economy, and society in a particular place.12
Aboriginal groups expect governments to ensure the cumulative effects of developments
in their territories are assessed and taken into account beyond a project-specific review.
Further, project proponents have advised that Aboriginal concerns about cumulative
effects are frustrating consultation efforts.
While the Canadian Environmental Assessment Act, 2012 (CEAA 2012) requires the
consideration of cumulative environmental effects, in practice it is difficult to identify and
assess cumulative effects in the environmental assessment of a single project. Cumulative
effects are best addressed on a regional basis to account for the combined environmental
impacts of proposed and existing developments.
The treatment of cumulative effects is anevolvinglegal issue in relation to the duty
to consult. Aboriginal groups consulted on individual projects have increasingly
expressed concern over aggregate adverse cumulative effects of developments on
their asserted or established section 35 rights. The courts have held that only new
adverse impacts trigger a duty to consult but that the cumulative effects of past
events must be considered as contextual evidence to determine the seriousness
of the potential impacts of the proposed development under consideration.
See Rio Tinto Alcan Inc. v. Carrier Sekani Tribal Council, [2010] 2 S.C.R. 650.
Regional planning establishes desired environmental outcomes and identifies environmental thresholds to manage subsequent land and marine use decisions. It requires a
collaborative effort among governments, Aboriginal communities, and other stakeholders. Regional plans may identify the need for stewardship activities to be undertaken by
governments, Aboriginal groups, and industry. The government of British Columbia, in
conjunction with Aboriginal communities, has engaged in regional planning on provincial
Crown lands in strategic areas of the province. The government of Alberta also undertakes
regional planning and incorporates consideration of cumulative effects on air, water,
and biodiversity.
Canada is currently involved in collaborative regional planning approaches. One example
is the 2012 Joint Canada-Alberta Implementation Plan for Oil Sands Monitoring, which was
developed with input from industry. The purpose of this initiative is to gain a better understanding of the potential cumulative environmental effects related to the rapid expansion
of the oil sands, to more rigorously monitor impacts on air, water, wildlife, and land quality,
and to ensure environmentally sustainable future developments. Aboriginal communities
are being engaged in the implementation of this plan.
12 Government of Alberta, Department of Environment and Sustainable Resource Development,
http://environment.alberta.ca/0890.html.
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 15
Canada seeks to implement world class standards to safely transport oil and natural
gas. Critics contend that an oil spill is inevitable and will cause irreparable harm. Lost in
the debate is the recognition that no one wants a spill and all parties share the common
objective of developing and implementing advanced technologies and systems to manage
the risks of, and to respond effectively to accidents. Canadas resolve to implement world
class standards will be closely watched by Aboriginal communities.
A recent Senate report provides a useful summary of Canadas pipeline and marine
safety regulatory regimes.13
Several recent studies have reviewed pipeline and marine safety in Canada,
notably:
Transport Canadas Tanker Safety Expert Panels initial report entitled
A Review of Canadas Ship-source Oil Spill Preparedness and
Response Regime;
The Standing Senate Committee on Energy, the Environment and
Natural Resources entitled Moving Energy Safely: A Study of the Safe
Transport of Hydrocarbons by Pipelines, Tankers and Railcars in Canada;
and
Nuka Research and Planning Group, LLCs report for the Government
of British Columbia entitled West Coast Spill Response Study.
13 Standing Senate Committee on Energy, the Environment and Natural Resources report entitled Moving Energy Safely:
A Study of the Safe Transport of Hydrocarbons by Pipelines, Tankers and Railcars in Canada, August 2013.
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 16
Pipelines
According to the Canadian Energy Pipeline Association, 97% of natural gas and crude oil
that is produced in Canada is transported by transmission pipelines, and between 2002
and 2011, 99.9994% of that product was transported safely.14
Nevertheless, Canadians are expressing concerns about the potential effects of pipeline
spills, particularly in light of heightened media attention to recent incidents.
Federal Measures to Strengthen Canadas Pipeline Safety Regime
Over the last two years, Canada has taken a number of steps to strengthen
pipeline safety:
a 50% increase in the number of inspections of oil and gas pipelines,
and a doubling of the number of annual audits;
amendments to the National Energy Boards Onshore Pipeline Regulations
adding greater personal accountability within companies for existing and
new safety systems and programs;
new regulations to enable the National Energy Board to issue administrative
monetary penalties for companies and individuals that violate the
National Energy Board Act; and
proposed legislation that will:
enshrine in law the polluter pays principle, stating that polluters
will be held financially responsible for the costs and damages
they cause,
require pipeline operators to maintain minimum financial capacity
to respond to leaks, spills, and ruptures. For major crude oil
pipelines, a minimum of $1 billion will be expected,
ensure that pipeline operators are responsible for abandoned
pipelines,
improve transparency by ensuring companys emergency and
environmental plans are easily available to the public.
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 17
Aboriginal Participation
The Projects impact a large number of Aboriginal communities and their asserted
traditional territories (see Project descriptions in Appendix B).
Aboriginal communities may be the most geographically proximate to incidents requiring
emergency response. Therefore, they want to be informed of and engaged in the safety
systems that are in place, including spill response.
The challenge for governments, industry, and Aboriginal communities is integrating
Aboriginal people into pipeline safety processes and plans given the differing jurisdictions
of the federal and provincial governments, the varying stages of development for
each of the proposed pipelines, and how project proponents implement regulatory
requirements.
In Alberta, industry has created its own associations, such as Enform and Western
Canadian Spill Services (WCSS), to support its members safety management systems
and oil spill preparedness and response support. Aboriginal communities are not an
integral component of these organizations or their systems.
In British Columbia, WCSS provides its response services to existing companies in the
northeast of the province. Whether WCSS provides response services to the proposed
Northern Gateway Pipeline and the Trans Mountain expansion project will only be decided
when the projects proponents know if their projects are proceeding. Both proponents
propose to engage, and where possible integrate, Aboriginal communities in their
emergency planning and spill response systems. Kinder Morgan, Inc. has collaborated
with the First Nation Emergency Services Society (FNESS) to jointly deliver a pilot
training package on emergency management for Aboriginal groups in two locations
along its pipeline corridor.
Aboriginal communities have the potential to contribute to geographic response planning
and to augment a companys spill response capabilities, including as first responders,
with the appropriate training and equipment. Therefore, industry and governments should
work with Aboriginal groups to integrate their members in emergency response planning
and to train and equip them for spill preparedness and response. Given the technical and
organizational requirements of effective emergency response, the role of FNESS could
be expanded to provide technical support and training to Aboriginal communities in
emergency management.15
Aboriginal communities can further contribute to a companys pipeline safety management
programs by providing on the ground eyes and ears monitoring services along a pipeline right of way.
15 FNESS provides Aboriginal communities with assistance on emergency planning and preparedness,
fire safety, and wildfire protection planning.
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 18
Marine Transportation
Some commentators assert that marine oil spills are inevitable. However, statistics show a
steep decline internationally in both the number and severity of marine spills over the last
20 years, even as the number and size of marine tankers have increased.16 Although the
probability of a major spill is remote, the consequences of such a spill, should one occur,
could be significant.
In British Columbia, oil tankers have loaded at the Westridge Marine Terminal in Burrard
Inlet for 60 years without a tanker-based spill. Regulations to ensure the safe transport of
product by tanker require that, among other things, only double-hulled tankers that have
been inspected can access Westridge Marine Terminal, they must have local pilots on
board, and have two tugs assisting them when laden, one of which is tethered.
Over 3,000 large vessels enter Port Metro Vancouver each year, of which 50 to 60 are
oil tankers.17 If the Trans Mountain expansion project proceeds, oil tanker traffic could
increase by up to 350 additional tankers per year. This represents a modest increment on
existing vessel traffic into the Port, and a 50% increase in the number of oil tankers that
transit the Strait of Juan de Fuca. Projected increases in vessel traffic on the north coast
are significant. At present, no crude oil tankers call at northern British Columbia ports. If
the Northern Gateway Pipeline proceeds, up to 250 oil tankers per year could visit Kitimat.
The two proposed LNG terminals in Kitimat might together result in LNG carrier traffic of
approximately 230 to 430 vessels per year.18 The Prince Rupert Port Authority estimates
that large vessel traffic will increase from approximately 400 per year at present to over
1,100 per year by 2018, of which 200 could be LNG carriers.19
Federal Measures to Strengthen Canadas Tanker Safety System
In 2013, Canada announced, in addition to the Tanker Safety Expert Panel,
a series of initiatives relating to increased oil tanker inspections, ship surveillance
and monitoring, establishing an Incident Command System implemented by the
Canadian Coast Guard that is integrated with private sector marine spill response
systems, enhanced pilotage requirements, designation of additional public ports
with enhanced marine traffic management, conducting research on the behaviour
of bitumen in marine environments, enhanced navigational aids, and strengthening
provisions of the Canada Shipping Act.
Aboriginal Participation
The marine transportation corridors leading to the Projects are adjacent to a large number
of Aboriginal communities on the south and north coasts. These communities expect to be
informed of marine safety systems and may want to participate in them, including oil spill
preparedness planning and response. Aboriginal communities have considerable marine
expertise and local knowledge, and have expressed an interest in marine environmental
protection and response.
16 The total volume of oil released in spills of over 7 tonnes has declined from 3.2 million tonnes between 19701979 to around
200,000 tonnes between 20002009. Comparatively, in 2012, oil released in spills of over 7 tonnes was the lowest on record
for a single year 1,000 tonnes. The International Tanker Owners Pollution Federation Limited, Worldwide, Oil Tanker Spill
Statistics 2012, www.itopf.com.
17 Port Metro Vancouver, Statistics Overview 2012.
18 Nuka Research and Planning Group, LLC, W
est Coast Spill Response Study, Volume 2: Vessel Traffic Analysis, 2013, pp. 7071.
19 Prince Rupert Port Authority, Commercial Vessel Call Projections, 2013.
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 19
Industry and Western Canadian Marine Response Corporation (WCMRC), the company
responsible for oil spill response planning and preparedness, could facilitate the
participation of Aboriginal groups in:
The Pacific Pilotage Act governs the use of pilots in Canadian coastal waters, and sets out
the extensive training, experience, and testing required. The Pacific Pilotage Authority will
need to recruit a significant number of pilots for marine traffic management over the next
decade. That organization, in conjunction with Aboriginal organizations, should explore
and develop opportunities for Aboriginal Canadians to train and qualify as pilots.20
All of these opportunities have a unique applicability for Aboriginal communities on
the north coast because of the relative lack of response capability and the potential
development of energy projects in that region. There will likely be an expansion of tug
assist capabilities, which may involve several tugs permanently stationed in Kitimat
or Prince Rupert.
Given the large number of coastal Aboriginal communities, the technical and organizational requirements for effective oil spill response preparedness and response, and the
intermittent nature of emergency response training and activities, a small Aboriginal-led
technical unit could assist in the training of Aboriginal responders, coordinate community
activities in the event of a spill, participate in the ICS, and act as a clearing house for
information and collaboration with Aboriginal communities.
2
0 In order to build up sea time, pilotage candidates must have a watch-keeping mate certification. Many Aboriginal fishers who
have extensive training provided through Fisheries and Oceans Canada are only a few courses short of this certification.
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 20
Recommendations
Canada should coordinate and convene the participation of key stakeholders including
Aboriginal groups, governments, industry, non-governmental organizations, and scientists,
to advance pipeline and marine safety and strategies to mitigate potential impacts of oil
spills on the terrestrial and marine environment.
Canada, in conjunction with industry and provincial governments, should support:
Canada should ensure that marine preparedness and response plans are publicly
available.
Fostering
Inclusion
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 22
FOSTERING INCLUSIO N
Historically, Aboriginal Canadians have not benefited from natural resource developments
in their traditional territories to the same degree as non-Aboriginal Canadians. The
Projects provide an opportunity to do better, offering Aboriginal communities the chance
to improve long-term economic outcomes and close the socio-economic gap. By having a
real stake in regional economies, over time a community of interests will emerge among
Aboriginal communities and their neighbours. Shared interests encourage constructive
relationships.
To foster inclusion, Aboriginal employment and business opportunities must translate
into real jobs and successful businesses. The likelihood of this outcome will increase
if governments, Aboriginal communities, and industry work collaboratively to advance
shared goals. Another strategy to foster participation is the provision of financial
opportunities for Aboriginal communities and businesses.
ACHIEVING EMPLOYMENT AND BUSINESS OPPORTUNITIES
Employment Opportunities
21 Based on the 2011 Census, 4.3% of the total Canadian population identifies as Aboriginal, compared to 2.8% in the 1996
Census. Forty-six percent of the Aboriginal population is under age 25, compared to 30% of the non-Aboriginal population.
2
2 Public Policy Forum, Building Authentic Partnerships: Aboriginal Participation in Major Resource Development
Opportunities,2012; The National Aboriginal Economic Development Board, Increasing Aboriginal Participation in Major
Resource Projects, October 2012; The National Aboriginal Economic Development Board, The Aboriginal Economic
Benchmarking Report, June 2012; and Senate Standing Committee on Aboriginal Peoples, Sharing Canadas Prosperity
A Hand Up, Not a Handout, March 2007.
2
3 Failure to complete basic education is a barrier to employment for many Aboriginal Canadians. According to the 2006
Census, 34% of the Aboriginal population aged 25 to 64 did not have a high school diploma compared to 15% of the
non-Aboriginal population of the same age group. Human Resources and Skills Development Canada, Indicators of
Well-Being in Canada, 2011.
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 23
Aboriginal Canadians desire long-term, well paid employment. They want careers, not
short-term jobs. In order to achieve this objective, some Aboriginal Canadians who have
little or no work experience will require pre-employment life skills education, including
literacy and numeracy, in order to benefit from employment training.
The Projects offer Aboriginal communities an immediate opportunity to achieve their
objectives in relation to training, employment, and business development. However,
many employment opportunities require specific skills that take time to develop.
The scale of potential employment opportunities is unprecedented. The government of
British Columbia estimates that if five LNG projects and associated pipelines proceed,
21,600 jobs will be needed at the peak of construction as well as a further 2,400 operational jobs.25 Based on information from the Project proponents, the two oil pipeline
projects will create up to 7,500 construction jobs and 200 operational jobs in Alberta
and British Columbia. Construction of pipelines, terminals, and related infrastructure is
scheduled to commence as early as 2014, and many Projects may proceed simultaneously.
These are tight timelines; realizing opportunities will take careful planning and focused
concerted actions by all parties.
Project proponents have demonstrated a willingness to work with Aboriginal communities
and service delivery providers to implement training and employment initiatives.
Proponents have shown they are capable of acknowledging and responding flexibly to
the individual circumstances of Aboriginal communities. Nevertheless, Project proponents
expressed frustration about the criteria for program funding and the nature of program
delivery given their needs and Project timelines. Even experienced human resource
professionals commented about having to navigate the plethora of federal programs.
2
4 Centre for the Study of Living Standards, Aboriginal Labour Market Performance in Canada: 20072011, 2012.
2
5 B.C. Natural Gas Workforce Strategy and Action Plan, July 2013.
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 24
Canadas training and economic development programs have, in general, not met the
needs of proponents in specific regions. The Strategic Partnerships Initiative has had
some success in terms of addressing gaps in federal programs, targeting a limited number
of sectors. However, it has insufficient funding to provide the training necessary to meet
the employment opportunities associated with the Projects.
Current Programs and Providers for Aboriginal Education,
Training, and Employment
Canadas Federal Framework for Aboriginal Economic Development was launched
in 2009 with a focus on building strategic partnerships with Aboriginal groups,
the private sector, and the provinces and territories in order to promote Aboriginal
economic development. Canada has created many programs that support
the framework. Although many programs exist, three have been identified by
Aboriginal communities and industry as particularly useful:
The Strategic Partnerships Initiative identifies where market and demand
opportunities exist in key sectors of the economy to overcome gaps in
federal programming.
The Skills and Partnership Fund targets labour force development
initiatives. It is set to expire in 2015 and all funding has been fully allocated.
The Aboriginal Skills and Employment Training Strategy (ASETS) fosters
partnerships with the private sector, provinces, and territories for skills
development, and funds local service delivery organizations which design
their own training and employment programs. All funding for ASETS has
been allocated through to 2015.
Both Alberta and British Columbia have Aboriginal-targeted training programs
that are funded from their respective Canada labour market agreements.
Many educational and training institutions prepare Aboriginal people for available
job and business opportunities. In Alberta, the Northern Alberta Institute of
Technology offers a number of programs directed specifically at Aboriginal
students. In British Columbia, there are numerous examples of targeted
educational and training programs for Aboriginals, including: the Jim Kassen
Industry Training Centre at Northern Lights College in Fort St. John, and the
Chnook Indigenous Business Education Program at the Sauder School of
Business at the University of British Columbia.
There are 13 ASETS service delivery organizations in Alberta and 15 in
British Columbia. They provide job-finding skills and training, wage subsidies
to encourage employers to hire Aboriginal workers, financial subsidies to
help individuals access employment or obtain skills, entrepreneurial skills
development, supports to help with returning to school, and child care for
parents in training.
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 25
British Columbia has commenced regional planning for LNG workforce development.
The province, industry, and training providers have begun planning to meet the skills training requirements through the LNG workforce strategy and implementation committee.
The Projects present an opportunity for Canada to leverage and build on these efforts.
Canada has undertaken strategic planning in partnership with Ontario, industry, and
affected Aboriginal communities in the Ring of Fire.26 Similarly, the Canadian Northern
Economic Development Agency fosters growth and development in the three territories
by delivering economic development programs, and by collaborating with and aligning
the efforts of partners in northern and southern Canada to respond to economic
challenges and opportunities in the north.27 These strategic planning partnerships
may be useful models to follow in Alberta and British Columbia.
Canada should use available information about Aboriginal labour market participation
to link training and employment requirements to labour market demand for the oil and
natural gas sector, and measure outcomes.
Implementing strategic regional plans will require capable, on the ground resources.
Existing service delivery organizations that provide access to employment and business
counselling services, community supports, and office infrastructure need to be incorporated into the implementation of a plan. An assessment will be necessary to determine
what additional resources will be required to support service delivery providers. In addition, these organizations require assistance to increase capacity to expand and develop
their presence in local Aboriginal communities.
2
6 The Ring of Fire is the name given to a mineral rich area in northern Ontario.
27 http://www.cannor.gc.ca/index-eng.asp.
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 26
Canada cannot do this alone. Aboriginal leaders and industry also have a role. Aboriginal
leaders must become active partners in developing regional strategic plans, and encourage education and personal responsibility to create or build upon a culture of community
success. Some communities are well on their way and could share their experiences and
knowledge with others through information exchanges, mentoring, job shadowing, and
other Aboriginal-to-Aboriginal initiatives. Project proponents should share best practices
with each other to improve Aboriginal training and employment outcomes.
Business Opportunities
28 During the construction phase, direct procurement opportunities could include camp services, catering, clearing and
brushing, heavy equipment operations, and habitat restoration. Once projects are operational, on-going service contracts
include electrical and mechanical system maintenance, environmental monitoring, and spill response services.
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 27
Canada should sponsor and coordinate regional strategic planning with Aboriginal groups,
industry, and local and provincial governments, educational institutions, and training
providers, to ensure education, skills, and employment training are coordinated, flexible,
and targeted to meet the needs of Aboriginal people and employers in areas impacted
by the Projects.
Canada should target funding for Aboriginal education, pre-employment skills
development, and skills training in a manner that is responsive to the needs and timelines
identified in the regional strategic plans, and sufficiently flexible to address chronic
barriers to employment.
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 28
Canada should collaborate with its partners to enhance access to employment and
business counselling services, community supports, and office infrastructure, to support
Aboriginal people and to implement regional strategic plans. This includes establishing
direct relationships and accountability between regional service providers and
neighbouring Aboriginal communities to support their members.
Canada, Aboriginal communities, and industry should create a forum to share best
practices about successful training, employment, and procurement initiatives to improve
Aboriginal training and employment outcomes.
Canada should ensure that federal programs address the need for capital and other
financial support for Aboriginal businesses participating in opportunities related to
major projects.
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 29
Natural resource projects require significant upfront capital. Aboriginal communities face
barriers in accessing financing to participate in large scale developments.
Reports suggest there is a role for governments to provide loan guarantees or other
financing measures to enable Aboriginal communities to become equity owners in major
projects.29 Loan guarantees would provide Aboriginal groups with security that would
enable them to borrow at lower than commercial interest rates, thereby making potential
investments more feasible and profitable. Under this approach, governments would serve
as a financial backstop should the borrower be unable to repay the loan. Loan guarantees
have also been proposed to enable Aboriginal communities to acquire a non-equity
economic interest, such as debt financing, thereby generating a regular revenue stream
while avoiding many of the risks associated with equity ownership.
Aboriginal communities have not expressed an interest in obtaining a federal loan
guarantee to obtain an equity interest in pipelines or LNG facilities. However, Canada
has been approached by the First Nations Financial Management Board 30 to explore the
concept of a First Nations entity acquiring an equity interest in major energy projects
backed by a federal loan guarantee. Interest has also been expressed in using a similar
approach to enable Aboriginal participation in major ancillary projects associated with oil
and gas development, such as the development of renewable energy. In future Canada
may be asked to consider such proposals. However, at the moment, the concept of equity
participation facilitated by a federal loan guarantee remains a proposal without a project.
Industry is addressing the financial interests of Aboriginal groups without seeking
Canadas involvement. For example, Northern Gateway Pipelines has offered potentially
affected Aboriginal communities the opportunity to acquire an equity stake in its project
as well as financing for those who want to purchase a share of the 10% offering but would
2
9 Two examples of the reports that are making this recommendation include: Building Authentic Partnerships:
Aboriginal Participation in Major Resource Development Opportunities and Increasing Aboriginal Participation
in Natural Resource Projects.
3
0 Established under the First Nations Fiscal Management Act, the First Nations Financial Management Board
is an independent, non-profit institution through which First Nations may apply to obtain certification necessary
to access lower cost borrowing to support economic and community development.
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 30
otherwise be unable to access the capital to invest in the project.31 Some Aboriginal
groups have accepted this offer. Other proponents are proposing alternatives to equity
participation, such as debt financing, to facilitate Aboriginal financial participation.
In addition to industrys efforts, the government of British Columbia is providing financial
incentives for Aboriginal groups to participate in natural gas pipeline developments.
For instance, the province provided funding to the First Nations Group Limited Partnership
to acquire an economic interest in the Pacific Trail Pipelines project.32
I also understand some Aboriginal representatives are meeting with foreign investors
who may be interested in financing Aboriginal participation in project development.
Recommendations
Canada should continue to encourage industry and Aboriginal groups to develop
flexible and innovative models to facilitate Aboriginal participation in economic
development projects.
Canada should consider conditions for access to capital where an Aboriginal group
or collective brings forward a proposal to obtain an economic interest in a Project.
31 Northern Gateway Pipelines is structured as a limited partnership, with Enbridge owning a 50% stake, 10% being set
aside for purchase by Aboriginal communities, and the remainder is owned by several other investors, including large
energy companies such as Suncor, Cenovus and Nexen. Enbridge Questions Northern Gateway pipeline critics over
foreign funding, Canadian Press, October 8, 2012. Enbridge projects that the 10% equity offer will generate $280 million
in net income for Aboriginal communities over the next 30 years.
3
2 The First Nations Group Limited Partnership (FNLP) is a special purpose partnership of 15 communities along the proposed
Pacific Trail Pipelines route in northern British Columbia, formed (with seed funding from the province) to negotiate as a collective with the proponents. In February 2013, the FNLP, the proponents, and the province announced a benefits agreement
that provides up to $200 million in financial benefits over the life of the project, along with business and training opportunities.
FNLP also agreed to roughly $32 million from the province to leverage the benefits package from the proponent.
Advancing
Reconciliation
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 32
The governments duty to consult with Aboriginal peoples and accommodate their
interests is grounded in the honour of the Crown. The honour of the Crown is
always at stake in its dealings with Aboriginal peoples It is not a mere incantation,
but rather a core precept that finds its application in concrete practices.
The historical roots of the principle of the honour of the Crown suggest that it must
be understood generously in order to reflect the underlying realities from which it
stems. In all its dealings with Aboriginal peoples, from the assertion of sovereignty
to the resolution of claims and the implementation of treaties, the Crown must act
honourably. Nothing less is required if we are to achieve the reconciliation of the
pre-existence of aboriginal societies with the sovereignty of the Crown.
McLachlin, C.J., Haida Nation v. British Columbia (Minister of Forests), [2004] 3 S.C.R. 511.
Aboriginal and treaty rights exist in Canada and have implications for the way in which
governments, industry, and Aboriginal communities interact. Canada focuses on fulfilling
its legal obligation to consult as the way to address Aboriginal interests in economic
development. Canada needs to adopt a broader approach rather than strictly satisfying the legal duty if it hopes to obtain greater Aboriginal support for projects. A broad
approach involves identifying and balancing competing claims, interests, and ambitions
prior to the commencement of regulatory processes.
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 33
Existing Aboriginal and treaty rights, including those contained in modern land claims
agreements, are constitutionally recognized and affirmed in section 35 of the
Constitution Act, 1982.33 A series of Supreme Court of Canada decisions have outlined
the nature and scope of Aboriginal rights. Aboriginal rights are site, fact, and group
specific and relate to elements of the practices, customs, and traditions that are integral
to the distinctive culture of a particular Aboriginal group.34 Aboriginal title is a unique
subset of Aboriginal rights, which the Supreme Court of Canada has defined as a right to
the land itself. It is a right that, where proven, provides for the exclusive use of the land,
including a right to choose the uses to which the land can be put. Amongst the types of
Aboriginal rights protected by section 35, it is Aboriginal title that most closely resembles
outright ownership of land in fee simple.
The duty to consult is grounded in the core precept of the honour of the Crown and the
recognition of the unique relationship that exists between the Crown and Aboriginal
Canadians. The Supreme Court of Canada has identified the duty as part of the
reconciliation process mandated by section 35.
The duty to consult is engaged when the Crown contemplates conduct that may adversely
impact potential or established Aboriginal or treaty rights.
Consultation, and where appropriate accommodation, about potential adverse impacts on
claimed or established section 35 rights is required before federal decisions about natural
resource development can be made. Canadian courts have clarified that strategic and
high level government decisions can also engage the duty.35 They have also encouraged
early consultation.36 The courts have confirmed that the duty to consult does not give an
Aboriginal group a veto over potential Crown conduct.37 Procedural aspects of the duty
may be delegated by the Crown to third parties, including project proponents. However,
ultimate responsibility for fulfilling the duty to consult remains with the Crown.
3
3 Section 35(1) states: the existing Aboriginal and treaty rights of the Aboriginal peoples of Canada
are hereby recognized and affirmed.
3
4 R. v. Van der Peet, [1996] 2 S.C.R. 507, at para. 74.
3
5 Rio Tinto Alcan Inc. v. Carrier Sekani Tribal Council, [2010] 2 S.C.R. 650.
3
6 Ibid. See also Sambaa Ke Dene Band v. Duncan, 2012 FC 204, and Ross River Dena Council
v. Government of Yukon, 2012 YKCA 14.
37 Haida Nation v. British Columbia (Minister of Forests), [2004] 3 S.C.R. 511, at para. 45.
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 34
3
8 Ibid, at para. 44.
3
9 Ibid, at para. 45.
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 35
40 The full title of the cabinet directive is Cabinet Directive on Improving the Performance of the Regulatory System
for Major Projects.
41 Reviews are conducted by the National Energy Board for international and inter-provincial pipelines and transmission
lines; the Canadian Nuclear Safety Commission for nuclear projects; and the Canadian Environmental Assessment
Agency for all other projects.
42 Taku River Tlingit First Nation v. British Columbia (Project Assessment Director), [2004] 3 S.C.R. 550; Brokenhead
Ojibway Nation v. Canada (Attorney General), 2009 FC 484 at para. 25; Standing Buffalo Dakota First Nation v.
Enbridge Pipeline Inc., 2009 FCA, 308; Fond du Lac Denesuline First Nation v. Canada (Attorney General), 2012
FCA 73; Katlodeeche First Nation v. Canada (Attorney General), 2013 FC 458. However, this early positive support
from the courts has been tempered by a caution in Gitxaala Nation v. The Minister of Transport, Infrastructure and
Communities et al., 2012 FC 1336 that courts could subsequently intervene if they find that the Crown has failed
ultimately to fulfill its overarching duty to consult with affected Aboriginal groups.
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 36
Aboriginal communities expect the Crown and project proponents to involve them at the
earliest possible stage in project planning and decision making. Canada engages with
project proponents in advance of environmental assessments. Canada relies procedurally
on the consultation efforts of proponents, but does not directly consult with potentially
affected Aboriginal groups until regulatory processes have begun. Canada takes an
active role once a project description is filed with a regulator and the regulatory process
starts, but for major projects that may be many months or years after a proponent has
undertaken Aboriginal engagement and project planning efforts.
Industry accepts its role in Aboriginal consultations, but requires more clarity from Canada
about the respective roles of industry and the federal Crown. In some instances, industry
has expressed frustration, objecting to the scope of responsibilities it is expected to
assume. For example, some proponents have identified overlapping territorial disputes
as an issue best addressed by the Crown.
Canadas reliance on industry creates risk because companies have different cultures,
experiences, and expertise in Aboriginal relations. Some project proponents are better
than others at consulting with Aboriginal communities and addressing Aboriginal
interests. There are compelling examples of projects being compromised prior to the
commencement of an environmental assessment because Aboriginal communities were
not effectively engaged at the outset. Governments have a vested interest to ensure
that a proponents consultation efforts and activities are effective.
Similarly, it may be necessary for the Crown to consider intervening in situations where,
for instance, an Aboriginal group refuses to engage in good faith consultations.
Ultimately, the Crown must satisfy the duty to consult.
Refinements to Canadas Approach
In light of these issues, there are adjustments that Canada could consider to refine
its approach. I believe there is a need for Canada to take on an earlier and more
expansive role.
Canada can do this by focusing on relationship-building, engaging outside the
consultation process, and addressing Aboriginal interests beyond projectspecific issues.
Canada can also develop a policy framework clearly setting out the respective roles
and responsibilities of Canada and industry with respect to Aboriginal consultations.
Canada should oversee industrys consultation efforts at an earlier stage in order
to assess the progress being made. Where Canada determines that those efforts
are lacking, it should be prepared to guide the project proponent in order to achieve
a better outcome.
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 37
Recommendations
For major projects, Canada should develop a federal framework and timeframe
for Crown engagement with Aboriginal groups. This framework will ensure that
engagement is implemented in a consistent manner across all federal departments
and agencies.
Canada should consider undertaking early engagement to address Aboriginal
interests that may not be dealt with in a regulatory process.
Canada should define and articulate its view about the Crowns and industrys
respective roles and responsibilities with respect to the duty to consult.
For major projects, Canada should advise or guide project proponents where
Canada determines a proponent is not effectively discharging the procedural aspects
of the duty to consult.
Canada should engage, and conduct consultations in addition to those in regulatory
processes, as may be required, to address issues and facilitate resolutions in exceptional
circumstances, including where:
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 38
RECONCILIATION INITIATIVES
Canadian courts have admonished the Crown and Aboriginal communities to reconcile
their respective interests through a process of negotiation not litigation.
In Alberta, where there are historic treaties, the provincial government has described its
approach to reconciliation in a recently revised consultation policy: Alberta will seek to
reconcile First Nations constitutionally protected rights with other societal interests with a
view to substantially address adverse impacts to Treaty rights and traditional uses through
a meaningful consultation process.43
In British Columbia, where the majority of Aboriginal groups have not negotiated treaties,
Crown reconciliation efforts have been primarily focused on the negotiation of comprehensive claims. Given the length of time it takes to conclude treaties, governments and
Aboriginal groups recognize that interim steps towards reconciliation, as contemplated
by treaty making, are required.
Over the last decade, the government of British Columbia and strategically-placed
Aboriginal communities have transformed their relationships by establishing governmentto-government frameworks through bilateral non-treaty agreements that address
Aboriginal rights and respond to a range of resource development issues, including
land and resource planning, decision making, and revenue sharing. British Columbia
has been willing to try different approaches to reconciliation, and to adjust its approach
to achieve mutually beneficial arrangements. The government of British Columbia and
some Aboriginal groups are proposing that Canada replicate this model in areas of
federal jurisdiction.
Until recently, Canada has focused its reconciliation efforts solely on negotiating
comprehensive treaties, and has not pursued other approaches that could be seen
as disincentives to treaty-making. Canada could meet its interests by negotiating
reconciliation protocols with Aboriginal communities that establish government-togovernment arrangements in areas of federal jurisdiction and decision making.
In the last two years, Canada has undertaken several initiatives intended to advance
the reconciliation agenda, including:
the Crown-First Nations Gathering in January 2012, and the follow-up meeting on
January 11, 2013 between the Prime Minister and Assembly of First Nations Chiefs;
the New Approach to Comprehensive Claims and Self-Government Negotiations; 44
and
the Senior Oversight Committee on Comprehensive Claims.45
43 The Government of Albertas Policy on Consultation with First Nations on Land and Natural Resource Management, 2013,
http://www.aboriginal.alberta.ca/documents/GoAPolicy-FNConsultation-2013.pdf.
44 The New Approach is focused on a recommitment to expediting treaty negotiations where there are prospects for reaching
agreement and a recognition there may be other processes or agreements for recognition and reconciliation in addition to
comprehensive treaties. See http://www.aadnc-aandc.gc.ca/eng/1346437606032/1346437640078.
45 The Senior Oversight Committee is tasked with the reform of treaty negotiations policy to greater reflect the themes
of reconciliation and recognition. Seehttp://www.aadnc-aandc.gc.ca/eng/1365801483477/1365801579040.
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 39
These efforts are encouraging and have the potential to improve the relationship between
Canada and Aboriginal groups. It is important to recognize that advancing CrownAboriginal relations cannot be done in isolation. When governments seek to advance
their interests in issues such as energy infrastructure, they have to be prepared to address
subjects on the agendas of Aboriginal communities. In British Columbia, there is an
overriding Aboriginal interest in fish and Canada has been slow to address that issue
both in and out of treaty. In the context of the overall relationship, Canada needs
to demonstrate both interest and resolve to tackle difficult issues.
Coastal First Nations, who represent Aboriginal communities on the central coast of
British Columbia, and Haida Nation have each made proposals to Canada to establish
shared decision-making frameworks in federal areas of jurisdiction over fisheries and
marine management. The proposals are different but both support the concept of
establishing a government-to-government relationship where Aboriginal groups have
direct input into federal decision making that could affect their Aboriginal rights.
Recommendations
Canada should take steps to negotiate non-treaty, government-to-government
arrangements such as consultation protocols, incremental treaty measures, and
reconciliation agreements with Aboriginal groups, independent of or in collaboration
with British Columbia.
Canada should enter into negotiations to advance reconciliation measures in areas of
federal jurisdiction and responsibility in response to proposals from Coastal First Nations
and Haida Nation.
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 40
Proposed developments in areas of overlapping claims may crystallize or escalate territorial disputes given the potential benefits at stake. In such instances, Aboriginal groups can
either maintain the dispute or participate in approaches to seek a collaborative outcome.
If Aboriginal communities are unable or unwilling to resolve disputes, Canada may be
compelled to intervene by undertaking strength of claim assessments to identify the
scope and depth of consultation and potentially advise on the apportionment of benefits.
The Crowns assessment may also have longer-term implications in other areas for those
Aboriginal groups. However, collaborative approaches are preferred because they place
solutions in the hands of the participants and do not require determinations of territorial
boundaries or government intervention.
Recommendations
Canada should encourage and support Aboriginal initiatives that have the potential
to address shared territory disputes including processes between Aboriginal groups
and broader proposals from Aboriginal organizations.
In areas impacted by major projects, where territorial overlap disputes exist, Canada
should undertake strength of claim assessments (in conjunction with provincial
governments where appropriate) to advise on the required level of consultation
and apportionment of benefits.
Canada should establish a federal policy framework and guidelines to address shared
territory disputes in the context of major project developments in a consistent manner
across all federal departments and agencies.
Taking Action
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 42
TAKING ACTION
In order to build on the momentum created by the initial engagement between Aboriginal
leaders and senior federal officials, I recommend Canada take action to work with its
partners and enhance its ability to work effectively.
CROWN-FIRST NATIONS TRIPARTITE ENERGY WORKING GROUP
This report encourages Canada to advance its interests in the Projects in collaboration
with Aboriginal communities, local and provincial governments, and industry. Many
of the recommendations contemplate Canada working in concert with these parties.
However, it is apparent that each of the parties has been neither attentive nor effective
in addressing the others interests.
Representatives from the government of British Columbia and Aboriginal leaders have
proposed that a Crown-First Nations tripartite energy working group be mobilized to
advance energy-related issues. Canada and British Columbia would designate senior
officials to coordinate each governments participation. Aboriginal representatives
would alternate depending on a specific Project or regional focus.
Although the interests of each of the parties differ in many important respects, there
is a broader shared interest that can bring the parties together. The working group
would provide an effective venue for Canada to engage and coordinate with the other
parties on the basis of this shared interest as it implements recommendations I have
made in the following areas:
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 43
Operating principles for a Crown-First Nations tripartite energy working group, proposed
for Canadas consideration, are outlined below:
Canada and the government of Alberta should consider this or other collaborative
approaches.
Recommendation
Canada, represented by senior officials, should participate in a working group with
Aboriginal leaders and the government of British Columbia as a venue to advance
open and practical dialogue about each partys issues and interests including the
recommendations in this report.
Aboriginal groups, provincial governments, and industry want Canada to address their
respective varied and at times competing interests through a coordinated approach.
Canada has responded to this concern for industry by creating the Major Projects
Management Office, but has yet to find an effective approach to address Aboriginal
interests. Although Canada has already implemented initiatives to address specific
resource development issues (e.g., Transport Canadas Tanker Safety Expert Panel, the
LNG working group with British Columbia, and engagement by Ministers and Deputy
Ministers with Aboriginal communities in British Columbia), this approach has yet to
effectively address the broad range of Aboriginal issues associated with these
Projects in Alberta and British Columbia.
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 44
Canada therefore needs to strategically coordinate its activities at both the political
and departmental level to address Aboriginal interests in relation to projects of
national importance.
There is an opportunity to adopt a whole of government approach that is regionally-based
and takes advantage of local federal officials who have developed relationships with
Aboriginal groups.
It would also be useful, in my view, for federal officials to undertake cultural awareness
training to enable more effective relationships with Aboriginal communities. Industry
has adopted such training which promotes a greater awareness and understanding
of Aboriginal culture, practices, and protocol.
Recommendations
Canada should designate one or more senior officials to implement the broad vision,
take the lead, and be responsible for federal engagement with provincial government,
Aboriginal groups, and industry, and to be accountable for outcomes.
Canada should build on the model it has developed with the Major Projects Management
Office, and establish a sustained presence of senior officials on the ground in British
Columbia with capacity to coordinate and enable Crown engagement and consultations
with Aboriginal communities on key issues related to the development of energy
infrastructure.
Canada should develop its internal capacity to engage effectively with Aboriginal groups
and individuals by providing cultural awareness training for federal officials at all levels.
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 45
SUMMARY
Canada and Aboriginal communities are at a critical juncture in their relationship.
The development of west coast energy infrastructure provides an opportunity to
forge partnerships and build relationships.
There is a strong interest and real opportunity for Canada and Aboriginal Canadians
to more effectively collaborate to address their respective interests. Three integral
components to meet this objective are establishing trust, fostering inclusion, and
advancing reconciliation. This will require practical steps and concrete action.
Although this report is being delivered to the Government of Canada, it is my hope
that it will be viewed by interested parties as an objective assessment of the current
environment, and that the proposed recommendations will be accepted as a
constructive starting point.
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 46
AP P ENDIX A MA N DAT E
MY MANDATE IS TO:
share information with Aboriginal communities on the federal pipeline and marine
safety initiatives, including the review by the Tanker Safety Experts Panel, and identify
factors and propose options to facilitate Aboriginal participation in new initiatives
proposed to ensure world class marine and pipeline safety;
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 47
OIL PROJECTS
NORTHERN GATEWAY PIPELINE / ENBRIDGE NORTHERN GATEWAY
Enbridge is proposing to construct and operate a 525,000 barrels per day petroleum
export pipeline from Edmonton, Alberta to Kitimat, BC. The proposed project consists of
a 1,170 km-long petroleum export pipeline, a condensate import pipeline, and a marine
terminal. The project has an anticipated capital cost of $6.5 billion, and is expected to
generate 3,000 construction jobs, and provide 1,150 long-term jobs.
Aboriginal Interest: The proponent has engaged 70 Aboriginal groups
Planned In-Service Date: 2018
TRANS MOUNTAIN PIPELINE EXPANSION / KINDER MORGAN
Kinder Morgan is proposing a $5.4 billion expansion of the Trans Mountain Pipeline system
that would increase capacity from 300,000 barrels per day (b/d) to 890,000 b/d of crude
oil and petroleum products from Alberta to Burnaby, BC. Approximately 30% of the existing
Trans Mountain Pipeline was looped or twinned in 2008. The proposed expansion would
twin the remainder of existing pipeline within the existing right-of-way, where possible,
and add approximately 981 kms of new pipeline. The project would employ approximately
4,500 people during construction and 100 people once in operation.
Aboriginal Interest: 103 potentially-impacted Aboriginal groups identified
Planned In-Service Date: 2017
KITIMAT CLEAN REFINERY / KITIMAT CLEAN
Kitimat Clean has proposed the construction and development of an export-oriented
550,000 barrel per day petroleum refinery, approximately 25 km north of Kitimat, BC.
Refined products would be shipped from a marine terminal located on the Douglas Channel,
near Kitimat. The project would require an estimated $18 billion capital investment and,
once built, would be the largest petroleum refinery in Canada and western North America.
Aboriginal Interest: TBD
Planned In-Service Date: TBD
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 48
to have an initial two train design of 12 million tonnes per annum (MTPA) with the potential
to add a third train for up to 18 MPTA. The project would employ approximately 3,500
people at the peak of construction, and 200-300 people during operations. The proposed
Prince Rupert Gas Transmission Pipeline would supply gas to the terminal.
Aboriginal Interest: 5 potentially-impacted Aboriginal groups identified
Planned In-Service Date: Late 2018
PRINCE RUPERT LNG TERMINAL / BG ENERGY GROUP
BG Energy Group is proposing to construct and operate an $1116 billion natural gas
liquefaction project on Ridley Island within the Port of Prince Rupert. The proposed project
is anticipated to have an initial two train design of 14 MTPA with the potential to add a
third train for up to 21 MPTA. The project would provide approximately 9,000 personyears of employment for the construction of trains one and two, and an additional 3,500
person-years for train three. Once all three trains are in place, that facility would provide
employment for approximately 250 employees. The proposed West Coast Connector
Gas Transmission project would supply gas to the terminal.
Aboriginal Interest: 6 potentially-impacted Aboriginal groups identified
Planned In-Service Date: Early 2020
WEST COAST CONNECTOR GAS TRANSMISSION / SPECTRA AND BG GROUP
Spectra Energy and the BG Group are proposing to construct and operate a $69 billion
gas pipeline from northeastern British Columbia to the Prince Rupert LNG facility located
in the Port of Prince Rupert (~900 km). The proposed project will consist of either one or
two adjacent pipelines of 36" to 48" pipe with a capacity of up to 4.2 billion cubic feet per
day (bcf/d). The proposed project would employ approximately 3,500 people during peak
construction and 200 to 300 over a 30 year project lifespan.
Aboriginal Interest: Approximately 20 potentially-impacted Aboriginal groups identified
Planned In-Service Date: Late 2018
PRINCE RUPERT GAS TRANSMISSION PIPELINE / TRANSCANADA PIPELINES
TransCanada Pipelines is proposing to construct and operate a $5 billion natural gas
pipeline from northeast of Hudsons Hope, BC to the Pacific Northwest LNG facility in
Prince Rupert (~750 km). The proposed project will consist of a 48" pipe with a capacity
of up to 3.6 bcf/d. Anticipated employment associated with the pipeline is 4,4005,500
person years during construction and 3040 permanent jobs during operations.
Aboriginal Interest: 24 potentially-impacted Aboriginal groups identified
Planned In-Service Date: Late 2018
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 49
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 50
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 51
Aboriginal
participation in marine traffic management and emergency
response planning;
b.
training
and coordination of Aboriginal communities in terrestrial and
marine monitoring and emergency response, using existing organizations
where appropriate, such as FNESS and WCMRC;
c.
acquisition
of appropriate equipment and infrastructure by Aboriginal
communities for terrestrial and marine monitoring and emergency
response; and
d.
Canada should ensure that marine preparedness and response plans are publicly available.
Aboriginal leaders should engage in community-based strategic planning to:
a.
b.
encourage
members to pursue training, education, employment, and
business opportunities where they exist; and
c.
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 52
Canada should sponsor and coordinate regional strategic planning with Aboriginal groups,
industry, and local and provincial governments, educational institutions, and training
providers, to ensure education, skills, and employment training are coordinated, flexible,
and targeted to meet the needs of Aboriginal people and employers in areas impacted
by the Projects.
Canada should target funding for Aboriginal education, pre-employment skills development, and skills training in a manner that is responsive to the needs and timelines identified in the regional strategic plans, and sufficiently flexible to address chronic barriers to
employment.
Canada should collaborate with its partners to enhance access to employment and
business counselling services, community supports, and office infrastructure, to support
Aboriginal people and to implement regional strategic plans. This includes establishing
direct relationships and accountability between regional service providers and
neighbouring Aboriginal communities to support their members.
Canada, Aboriginal communities, and industry should create a forum to share best
practices about successful training, employment, and procurement initiatives to improve
Aboriginal training and employment outcomes.
Canada should ensure that federal programs address the need for capital and other
financial support for Aboriginal businesses participating in opportunities related to
major projects.
Canada should facilitate and support tribal and sectoral associations to achieve defined
objectives in areas such as marine and land use planning, capacity building, energy
literacy, strategic planning, employment, and business opportunities.
Canada should continue to encourage industry and Aboriginal groups to develop
flexible and innovative models to facilitate Aboriginal participation in economic
development projects.
Canada should consider conditions for access to capital where an Aboriginal group or
collective brings forward a proposal to obtain an economic interest in a Project.
For major projects, Canada should develop a federal framework and timeframe for Crown
engagement with Aboriginal groups. This framework will ensure that engagement is
implemented in a consistent manner across all federal departments and agencies.
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 53
F O R G I N G PA R T N E R S H I P S B U I L D I N G R E L AT I O N S H I P S / 54
The opinions expressed are those of the authors and do not necessarily reflect the views of the
Government of Canada.
ISBN 978-1-100-22989-8
Catalogue No. M4-109/2013E-PDF
Her Majesty the Queen in Right of Canada, represented by the Minister of Natural Resources, 2013.
This material may be freely reproduced for non-commercial purposes provided that
the source is acknowledged.
HEF 601
Participant Guide
Goal:
This program provides information to help adults
build positive, nurturing, responsible, and dependable
relationships with the infants, toddlers, and preschoolers
in their care.
Objectives:
This program focuses on ways you can develop supportive relationships with the child(ren) in your care.
You will be introduced to several evidence-based practices and resources developed by the Center on the Social
and Emotional Foundations for Early Learning (CSEFEL) that will help you establish nurturing and trusting
relationships with the children.
Introduction
Did you know that supporting the social and emotional development of young children is key to their
overall healthy growth and development, and to readying
them for preschool?
Extension is a Division of the Institute of Agriculture and Natural Resources at the University of
NebraskaLincoln cooperating with the Counties and the United States Department of Agriculture.
University of NebraskaLincoln Extension educational programs abide with the nondiscrimination
policies of the University of NebraskaLincoln and the United States Department of Agriculture.
2011, The Board of Regents of the University of Nebraska on behalf of the
University of NebraskaLincoln Extension. All rights reserved.
_________________________________
Additional Resource
University of NebraskaLincoln Resources on Early Childhood Development: http://child.unl.edu
Emotional Banks
We make deposits when we do things to build relationships, and we make withdrawals when we engage in
behaviors that are detrimental to relationship building.
For example, when responding to childrens behavior, we
may say NO!
No hitting!
Dont run!
No coloring on the wall!
No, no, no!
Module 1
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I really appreciate the way all of you have your eye on the story and are listening so carefully
so you dont miss any part of the story.
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Developed by the Center on the Social and Emotional Foundations for Early Learning, Vanderbilt University, and used with permission.
Rev. 2/10
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Nebraska. All rights reserved.
Vanderbilt University
vanderbilt.edu/csefel
H 1.5
(p. 3/3)
H 1.5
January 2006
Executive Summary
Coaching and mentoring are popular capacity-building tools, especially in the area of
leadership development. They are often mentioned in proposals and reviews as key
elements of good capacity-building practice. Yet despite their current status, many of
us are unclear what coaching and mentoring really involve, and where and when
they work. We have a number of questions: What does a coach or mentor actually
do? Is there any real difference between them? Where have these approaches come
from? Are they really relevant to non-governmental organisations (NGOs)? When are
these approaches effective? When are they not appropriate? This paper addresses
these questions to demystify the concept and practice of coaching and mentoring
with civil society organisations (CSOs).
Mentoring is an ancient approach to human development practised across
continents, cultures and centuries. In the past 30 years the approach has been
rediscovered by the private sector and applied in the form of executive coaching. In
the past decade, coaching and mentoring have increasingly been practised within the
civil society sector. These interventions have evolved in line with the trend towards
ongoing capacity-building processes rather than one-off events. They are also
informed by an increasingly people-centred and holistic approach to capacity
building.
There are some perceived differences between the two approaches. Coaching tends
to be viewed as more task-oriented, skills-focused, directed and time-bound,
whereas mentoring is more focused on open-ended personal development. Recently,
however, there appears to be increasing convergence, making them less distinct in
practice.
There are a variety of coaching and mentoring models to guide sessions. The model
a coach/mentor chooses to use depends on their own context, style and approach.
But there is emerging consensus about a number of key ingredients of good quality
practice. Effective coaching and mentoring:
Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
ii
Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
Acknowledgements
The authors would like to thank coaches/mentors and coachees/mentees working in
the civil society sector who shared their experiences with us.
We would also like to acknowledge the financial support of the Dutch Foreign
Ministry of Foreign Affairs in writing this paper.
We would also like to thank INTRAC Senior Researcher Katie Wright-Revolledo for
her considerable editorial support
Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
iii
List of Abbreviations
CBO
community-based organisation
CIPD
CSO
INGO
INTRAC
NGO
non-governmental organisation
OD
organisation development
iv Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
Contents
Executive Summary ....................................................................................... i
Acknowledgements...................................................................................... iii
List of Abbreviations .................................................................................... iv
1
Introduction ............................................................................................ 1
2.2
2.3
2.4
2.5
3.1
3.2
3.3
3.4
3.5
4.2
4.3
4.4
4.5
4.6
4.7
Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
vi Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
Introduction
Coaching is arguably the most powerful method for developing managers
capacity for leadership. 1
1
2
Lee 2003: 7.
Hailey 2006: 22.
Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
This interest of civil society organisations (CSOs) in coaching and mentoring mirrors
the trends in commercial sectors. Coaching and mentoring are said to be the fastestgrowing industry in the USA, behind information technology. Recent research carried
out with 900 companies concluded that coaching is a growing trend, rather than just
a fad, as it is part of a new performance-led culture of employment in contrast to the
traditional employment model of job security.3
The British Chartered Institute of Personnel and Development (CIPD) identifies
several factors to explain the rise in popularity of coaching within organisations in
Britain, including:
CIPD 2004: 8.
CIPD 2004: 67.
5 Hailey 2006: 5.
3
4
Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
The first part of this paper begins with a brief outline of the origins of mentoring and
coaching. We then explore how recent trends have influenced their evolution, and go
on to highlight some of the subtle distinctions and differences between coaching and
mentoring. We argue that coaching and mentoring can usefully be seen on a
continuum, with different styles being appropriate in different circumstances. Some
of the foundational concepts and approaches are described, along with a number of
other coaching models and frameworks. The first section concludes by identifying the
core ingredients in mentoring and coaching processes.
Part 2 examines how coaching and mentoring are
implemented in practice within CSOs. While coaching
and mentoring can be useful tools for anyone, at any
stage of their career and in any organisational setting,
this paper focuses on coaching and mentoring as tools
for leadership development in the civil society sector.
Drawing from the experiences of CSO leaders and
mentors in contexts as diverse as Kazakhstan, Uganda, Bosnia and Malawi, the paper
analyses the different coaching and mentoring practised. It goes on to explore the
perceived impact on the individuals and organisations involved.
This Praxis Paper aims to
demystify the concepts
through an exploration of
the literature and practice
of mentoring and coaching,
specifically as they relate
to CSOs.
Part 3 highlights the key issues emerging and the factors that make a coaching and
mentoring programme successful. But it also points out situations where coaching
and mentoring are not appropriate. The paper concludes by outlining ways forward.
Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
Coaching and mentoring are two personal development methods that nurture a
persons own abilities in order to improve behaviour and performance. The processes
of coaching and mentoring are similar insofar as they are both a series of
conversations (spoken or written) between two individuals.6 However, there are
subtle but significant differences in aim, emphasis and style. Coaching tends to be
viewed as more task-oriented, skills-focused, directed and time-bound, whereas
mentoring is more focused on open-ended personal development.
The reality is that there is considerable convergence and overlap between these
approaches. To get the best out of mentoring and coaching, we need to start by
exploring their origin, evolution and application to leadership development.
Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
can pass on their wisdom and insight. The elders in this case are providing direction
and guidance to the younger, more naive Zulu community members.10 In Asia,
Whitmore describes: The Eastern mentoring relationship is more like a dance in the
sense that it is an interaction between two actors. I make a movement, they make a
movement and we move around. This differs from the traditional Western model
where an older person passes on knowledge to a younger one. 11 This echoes a
Buddhist notion that every person is simultaneously a teacher and a student an
approach that has influenced some contemporary, western mentoring models.
Japanese mentoring (the senpai-kohai relationship in particular) also emphasises the
relational aspect of mentoring, rather than viewing it as a particular human resource
strategy, as many organisations do in the West. The Japanese view of mentoring is
characterised by informality and the organic growth of relationships, and is based on
emotional bonds between senior and junior people within an organisation.12
Coaching has very different, much more contemporary origins. The increasing
interest in developmental psychology in Europe and the USA over the past 50 years
has led to its application within organisations. Organisational psychology emerged as
a distinct discipline that concerned the application of psychological theories, research
methods and intervention strategies to workplace issues. In attempting to address
issues of culture change at an organisational level, as well as group behaviour and
dynamics, life coaching and leadership coaching developed. Coaching, particularly
management coaching, is becoming an increasingly popular part of the work of
psychologists engaged in the field of organisational psychology.
Coaching had its origins in the world of sports, with coaches helping competitors to
achieve success through structured and focused instruction and tutoring. In the
1980s, executives of major companies realised the potential a coaching-style
intervention could have in helping them to work more effectively.13 Such approaches
also permeated the development world. In the 1990s the Community Development
Resource Association (CDRA) in South Africa was using such an approach as part of
its development practitioner formation programmes.
Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
Defining Mentoring
To help and support people to manage their own learning in order to
maximise their potential, develop their skills, improve their performance and
become the person they want to be.17
The main differences between these two methods are emphasised below.18
Coaching
concerned with task
focuses on skills and performance
primarily line manager role
Mentoring
concerned with implications
beyond the task
focuses on capability and
potential
works best offline
Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
Coaching
Main aim:
Skills
Mentoring
Performance
Objectives:
Finite/concrete
Potential
Role/competencies
Style:
Directive
Personal
Complex/evolving
Non-directive
Duration:
Shorter
Longer
The most appropriate approach depends on the main aim of the intervention. These
could be to:
19
Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
These different aims require different styles, objectives and duration of interventions.
For example, skills development, with its more finite goals, would require a more
authoritative intervention associated with coaching, whereas personal development
would require a more non-directive, mentoring approach. Coaches and mentors
therefore should be able to use any style of intervention, whether the more directive
coaching style or more non-directive life coaching/mentoring. To enable the
coach/mentor to decide on the most appropriate style of intervention, Parsloe22
suggests that they consider the CORE the:
Context
Objectives of the coachee/mentee
Relationships with others both existing and desired
Experiences.
Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
The STEER model,27 another well known model, like so many coaching models is an
acronym: Spot, Tailor, Explain, Encourage and Review. Like GROW, the STEER
model is task-oriented and derives from the world of sport.
Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
Solution-focused coaching differs from other approaches, which tend to focus on the
problem. The OSKAR model28 (Outcome, Scaling, Know-how and Resources, Affirm
and action and Review) is one of the tools used to guide solution-focused coaching.
This approach is designed to discover what is working well and to replicate this. It
centres on bringing out the existing skills and capabilities of the person to reach their
self-defined goals.
2.4.2 Holistic, People-centred Approaches
The holistic nature of professional development has increasingly been acknowledged
in recent years. It asserts that peoples behaviours are linked not just to their
physical and intellectual abilities, but also to their emotions and beliefs. They see
that assisting people to change their behaviour may engage with their emotions,
deep-rooted values and even spiritual beliefs.29 This is illustrated by the research on
leadership change in Malawi described in Praxis Note 14.30 This research found that
leaders changed most fundamentally when they found out that their behaviour was
at variance with their personal values. All but one described their leadership change
as both an emotional and a spiritual process. Such findings resonate with many
writers on leadership today. Popular authors on management and leadership31 all
emphasise the central importance of engaging with human emotions and spiritual
beliefs in any leadership development process.
In line with such shifts, the focus of some coaching and mentoring has shifted from
task-centred support towards addressing the personal and emotional aspects of the
persons life. More holistic models for coaching, such as transformational coaching,32
have been developed to address these aspects of a persons life. It attempts to go
beyond helping people perform better, getting to the source of peoples behaviour
and altering their frames of reference and thereby their ways of being.
10 Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
Clarify and
elucidate
Build
confidence/
motivation
Challenge
assumptions
Stimulate
analysis
Agree actions by
both partners
Draw on own
experience
Agree
milestones
Summaries
34
11
12 Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
Putting
Coaching
and
Mentoring
into
Practice: Experiences from Civil Society
This review of the theory of mentoring and coaching provides a useful overview to
explore how these methods are applied in practice. In writing this paper, we
interviewed a range of individuals with hands-on experience of coaching and
mentoring processes from different contexts, to document their learning histories.
Eight people responded from Africa, one from Central Asia, two from the Balkans
and two from the UK. Eleven had experience of mentoring, and four had experience
of being mentored. The common feature of all the people interviewed was that they
worked in the civil society sector.
13
policies and procedures. Not surprisingly, she was initially very reluctant to engage
with the process.35
Where coaching and mentoring are initiated externally and seen as a donor
requirement, individuals are unlikely to give the commitment required for success.
Coaches face the vital challenge of earning the trust and commitment of the person.
In the Kenyan example above, Ogara describes how the:
initial stages involved establishing a relationship of trust and
35
Ogara 2006.
14 Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
W
A
The process involved staff analysing both their own behaviour and that of other
staff. The self-analysis identified areas of growth for the individuals. The coach
spent time observing communication patterns and interpersonal interactions
within the organisation. The functions of a manager and role of the leader were
explored in specific one-to-one sessions with the Director.
Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
15
There was general agreement that the use of models depends on the context, and it
is important that the models should not hinder the experience. The majority of the
learning histories indicated a preference for using informal, unstructured methods
that are not based on recognised models. This allows the intervention to evolve
according to the needs of the person more akin to a mentoring approach.
Respondents appreciated this emerging approach. One said: I enjoyed the fact that
it was an informal, unstructured process. This can help encourage creative thought
and analysis, and provide a space for open, honest discussion. But others also valued
the benefits of taking a more structured approach that clarified objectives and action
points, and added more sense of accountability.
Coaches used a variety of tools and techniques to stimulate reflection, analytical
thinking and discussion. These included appreciative enquiry, Edward de Bonos Six
Thinking Hats36, reflective thinking, probing, brainstorming, and challenging and
critiquing thinking and assumptions.
Some of the case studies illustrated the shift towards a more holistic, people-centred
approach to coaching/mentoring, as discussed in the first section. One experienced
coach noted the importance of recognising and working with sensitive moments37
when someone is receptive to feedback and advice, and the zone of proximal
development,38 meaning the coach has to offer something close to the individuals
experience in terms of knowledge, ability and emotional interest, for them to
understand and empathise with it. Another mentor noted that he adapted
approaches from techniques in cognitive therapy, such as using what if questions to
De Bono 1985; see Appendix 1 for more information.
The notion of sensitive moments was developed by Maria Montessori in relation to primary education, but can
be transferred to other situations.
38 Developed by Vygotsky, Soviet development psychologist (in private conversation with Maarten Bremer,
Regional Director, SNV Balkan).
36
37
16 Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
encourage the person to face up to a fear or anxiety over a course of action, to allow
them to see that fears are usually baseless.
Respondents also described coaching interventions that were aimed at groups or
community-based organisations (CBOs), as opposed to the traditional one-to-one
relationship. This was seen as a particularly important approach for encouraging new
styles of leadership, where such group-centred approaches are more culturally
normal. Praxis Note 2439 on Barnabas Trusts coaching work with community-based
HIV organisations in South Africa describes this.
Group Approaches to Mentoring
The Barnabas Trust has found that, when working with CBOs in South Africa, it is
more effective to mentor leaders in conjunction with either the core leadership
group of three or four people, or the wider organisation, and only occasionally
and informally with the leader alone.
The Barnabas Trust found that the individualistic approach at the level of CBOs
compromised the mentors neutral position within the group. Individual attention
from the mentoring process created jealousy, distrust and tension in the group,
but by working with the leader along with other members of the organisation,
such potential problems can be avoided.
17
Another commented: The most important benefit has been stimulating positive
energy, to help move forward in moments when you feel stuck. Coaching/mentoring
can help encourage and develop creative thinking and problem-solving through
reflection and discussion with an external person. Many respondents also noted
increased management skills, such as better people skills and planning.
Coaching/mentoring also provide ways of helping individuals become aware of and
responsible for their own actions a core aspect of leadership development.
Through discussions with his mentor on the excessive time spent by African
organisations on hosting donor visits, one individual was motivated to take action
and undertake some proactive research to try and convince donors to address these
issues. As one NGO coach noted: The central element is capturing a spark of energy
and helping people to take positive action themselves, and move towards what they
want to achieve or become.
Another CSO leader noted that spending time discussing and analysing his role and
actions has helped him to develop a better understanding of himself and his role as a
CSO leader: He challenged me to think through my life priorities and what special
18 Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
Overall, I felt it was a very positive experience and I was sorry when it finished. I
felt that the organisation was investing in me and valuing me. It was a very good
support mechanism for me, and helped me to feel secure in the new and
challenging role.
are working on issues they felt were important for them, such as
communication skills. Consciousness has been raised in separating
issues from people, to avoid personal attacks and conflict. The Director
has increased confidence in his role and feels motivated by the
coaching process. Awareness has been raised of potential pitfalls in
cross-cultural communication. Efforts are being made to develop and
finalise policies, systems and procedures. The constitution and financial
regulations are being developed.
Another example from Kenya revealed that coaching had led to a number of
organisational changes in structure and decision-making processes. It encouraged
her to establish a senior management team that resulted in a major organisational
shift. The leader commented: Earlier on, no-one would oppose me, and later on they
would grumble Now I dont do a lot of decision-making it is all shared.
Another senior manager interviewed noted that a key change from coaching has
been helping her to develop an understanding of internal staff politics and how to
work effectively across an organisation in a leadership capacity, influencing and
negotiating more effectively. Investing time and effort in learning through
coaching/mentoring helps to encourage a wider learning environment within an
organisation and to develop an appreciation of the importance of learning for
organisational change and development.
While these changes may not always be easily visible, coaching and mentoring can
improve management throughout the organisation. As an internal coach in a large
UK NGO noted:
Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
19
strengthens their staff, and as a direct result improves the quality and
impact of the programme.
Sustainability of management and leadership can also be improved through
coaching/mentoring. The case studies demonstrated that managers, by investing in a
long-term coaching/mentoring process, feel valued by their organisation and are
therefore more likely to commit to it. This improves continuity within programmes
and delivery, providing more stable leadership within a sector plagued by high staff
turnover.
The supporting evidence for organisational change is still largely anecdotal, however.
More effort needs to be put into establishing what organisational changes have taken
place that plausibly can be associated with (but not necessarily directly attributed to)
a coaching and mentoring intervention. We cannot simply assume that individual
change always has an impact on the organisation. We need to learn more about how
and when individual change is translated into organisational change.
Sometimes people dont really want coaching but technical advice. Many
issues, such as time management, are very personal and require
individuals to discover solutions for themselves. People can come to
coaching looking for set answers to these kinds of issues, but there are not
solutions that suit everyone, and the coach can only make suggestions.
If the person is expecting the coach to provide them with answers, and is not
prepared to challenge him or herself, then coaching is unlikely to encourage the
development of leadership skills. Furthermore, if coaching is not something that the
leader feels as a need, but has been inflicted by someone else, then it is unlikely to
succeed.
20 Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
Key Factors
Mentoring
in
Successful
Coaching
and
The learning histories and interviews highlighted a number of factors that influenced
the success or failure of the coaching and mentoring processes:
commitment and interest of the leader themselves and their own openness to
personal change. This individual interest is recognised as a key part of the process in
various coaching/mentoring models, such as the GROW model.40 Where coaching or
mentoring is inflicted by the donor on a local CSO leader, it is difficult to gain their
commitment to a personal process of change.
Respondents noted that having respect for your mentor as a professional and an
individual helps build trust and increases the likelihood of positive outcomes. When
mentoring is a component of a wider training programme, it is important for
participants to have a say in selecting their mentor, as unsuitable matching can
result in ineffective relationships.
The W in GROW represents the coachees will and commitment invested in the process.
Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
21
Confidentiality
Areas that the person wants to remain private
Open and truthful two-way relationship
Respect of each others time and other responsibilities
Either party able to dissolve the relationship
22 Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
Relationship should
misinterpretation.41
not
be
exploitative
or
in
any
way
open
to
I realised that in order for the coaching process to succeed, other staff
would need to be involved, to explore their understanding of the
situation and establish how this conflict could be resolved. The staff
were initially very passive and closed and it took some time for them to
open up, but they did so once a relationship of trust was established
and several meetings were held with the Management Team. I also
spent time observing how staff related to each other.
The benefit of coaching senior management, rather than just the leader, was also
echoed by an example from Tanzania, in which the coach was brought in to clarify
issues and resolve rising tensions. He narrates:
The Director was only recently employed, in his first leadership role,
and there was some confusion between roles within senior
management. The senior management was struggling with getting
systems and procedures in place. The coaching process allowed time
for discussion and planning to combat some of these issues. Coaching
was carried out with senior management individually and as a team.
23
Mentoring across racial and cultural divides, like cross-gender relationships, requires
sensitive handling.42 Cultural differences to be aware of include different perceptions
of time, physical space, hierarchies, age and gender. As one respondent described:
42
24 Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
25
Coaching and mentoring can be useful leadership development tools for CSOs. The
learning histories from CSOs experiences indicate that coaching and mentoring are
relevant and appropriate in sectors other than the commercial sector, and on
continents other than Europe and North America. As one experienced respondent
(who spends most of her time delivering to executives and senior management in
the public and voluntary sectors) argues, the basic principles and working methods
26 Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
While enthusiastic, we must also remain realistic about mentoring and coaching.
They cannot solve all problems in organisations and leadership. If the wrong person
is in post, mentoring may not help; if the person is not committed to improving their
own performance, coaching will not add value; if the person wants technical
recommendations from outside, mentoring will be frustrating for all. In short, we
first need to understand the context clearly, and then work out with the client the
most appropriate capacity-building solution.
Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
27
28 Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
Owen, H. (1999) The Spirit of Leadership: Liberating the Leader in Each of Us. San
Francisco, CA, USA: Berrett Koehler.
Parsloe, E. (1995) Coaching, Mentoring and Assessing: A Practical Guide to
Developing Competence. London: Kogan Page.
Parsloe, E. (1999) The Manager as Coach And Mentor. London: Chartered Institute
of Personnel and Development.
Praxis Note No. 10 (2005) The Crushing Impact of HIV/AIDS on Leadership in
Malawi. Oxford, UK: INTRAC. www.intrac.org/pages/PraxisNote10.html
Praxis Note No. 14 (2005) Autocratics Anonymous: A Controversial Perspective on
Leadership Development. Oxford: INTRAC.
www.intrac.org/pages/PraxisNote14.html
Praxis Note No. 17 (2005) Vision Quest: Learning about Leadership Development in
Malawi. Oxford: INTRAC. www.intrac.org/pages/PraxisNote17.html
Praxis Note No. 24 (2006) Mentoring Leaders of HIV/AIDS Community-Based
Organisations. Oxford: INTRAC. www.intrac.org/pages/PraxisNote24.html
Quinn, R. (2000) Change the World. San Francisco, USA: Jossey-Bass.
Rosinski, P. (2003) Coaching Across Cultures: New Tools for Leveraging National,
Corporate and Professional Differences. Oxford: Nicholas Brealey Publishing.
Starr, J. (2003) The Coaching Manual: The Definitive Guide to the Process Principles
and Skills of Personal Coaching. Upper Saddle River, NJ, USA: Prentice Hall
Business.
Ver Beek, K. (2000) Spirituality: a development taboo, Development in Practice,
10(1): 3143.
Whitmore, J. (2002) Coaching for Performance: Growing People. Performance and
Purpose. Oxford: Nicolas Brealey Publishing.
Whitmore, J. (2006) The Challenge for the coaching profession, Coach & Mentor
(Journal of the Oxford School of Coaching and Mentoring) 6: 89.
Zohar, D. and Marshall, I. (2000) SQ Spiritual Intelligence. London: Bloomsbury.
Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
29
30 Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
31
46
32 Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
Transformational Coaching
The diagram below outlines one model, or questioning technique, to address
participants reference points about themselves. Here action coaching is the more
task-based approach, whereas transformational coaching encompasses and moves
beyond that to consider the participants ways of thinking and views of themselves.
The loop learning processes outlined below are useful in understanding the more
general change that has occurred in coaching as techniques move towards
addressing relationships and self. Whereas earlier coaching techniques focused on
the first loop, more and more coaches now address terrain in the other arenas.
Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
33
47
Extract from Mentoring for Change website: www.mentoringforchange.co.uk (accessed July 2006).
34 Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
Libri 2004.
ibid.
Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
35
GROW(ME) Model
As reiterated above, these models are suggested guiding frameworks to assist in
mapping out individual sessions and the overall process. They can be adapted to the
specific needs of the individual or organisation to allow for a more responsive and
relevant coaching/mentoring process.
An Oxfam publication designed for use by geographically dispersed NGO training
course facilitators who are in need of material (in this case explaining how to coach
colleagues effectively in the workplace) contains a simple analysis of what coaching
is and how it can be used.50 It is particularly interesting that the specific coaching
tool is explored is the GROW(ME) model for coaching an adaptation of the more
familiar GROW model.51 By documenting its model, Oxfam GB has created shared
understanding of it for staff working across the world.
The Addition of ME to the familiar GROW model
M and E Monitor and Evaluate. It is useful to monitor progress towards achieving
the goal and evaluate the success of the route taken in achieving that goal. This
may result in a recognition that success has been achieved, or it may result in the
goal being redefined.
In practice it is a less linear process, usually revisiting each stage several times; for
example, exploring the reality of the situation often suggests more questions
about the precise goal.
50
51
Baker 2006.
See Whitmore 1996.
36 Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
52
Step 1: The relevant facts about the issue are explored (White)
Step 2: Ideas are generated about how the issue could be
addressed (Green)
Step 3: The benefits (Yellow) and drawbacks (Black) of the ideas are
listed
Step 4: Intuitions and feeling about the alternatives are shared (Red)
Step 5: The outcome of the process is synthesised (Blue).
37
Coaching and mentoring are popular capacity-building tools, especially in the area of
leadership development. They are often mentioned in proposals and reviews as key
elements of good capacity-building practice. Yet despite their current status, many of
us are unclear what coaching and mentoring really involve, and where and when
they work. We have a number of questions: What does a coach or mentor actually
do? Is there any real difference between them? Where have these approaches come
from? Are they really relevant to NGOs? When are these approaches effective? When
are they not appropriate? This paper addresses these questions to demystify the
concepts and practices of coaching and mentoring within civil society organisations.
ISBN 978-1-905240-09-8
38 Praxis Paper 14: Coaching and Mentoring for Leadership Development in Civil Society INTRAC 2007
Networking and
Relationship
Building for CSOs
Course Toolkit
Cyprus
September 2007
issues
of
accountability
and
shared
Peer Consultancies
During this session you will work in triads to:
CURRENT RELATIONSHIPS
Name of
Partner
In what ways do
you benefit from
the relationship?
What do you
contribute to the
relationship?
What issues
(problems, challenges
or plans) are you
currently dealing with
in the relationship?
How do you
currently assess
what capacity
building support
is needed by
your partner?
Someone who:
wants
the
succeed
partnership
is prepared to trust
has
integrity
consistently
respects
others
contributions
understands
how
partners
depend on one another
to
and
and
acts
their
their
INTERNAL OBSTACLES
EXTERNAL OBSTACLES
OTHER OBSTACLES
Handout
PERSONAL APPROACHES TO OVERCOMING OBSTACLES
APPROACH
SUGGESTION
Building credibility
Adapted from Managing Partnerships: Tools for mobilising the public sector,
business and civil society as partners in development. R Tennyson. The Prince
of Wales Trust. 1998
10
Handout
Scenario
11
Intuitive:
12
Handout
13
14
15
Handout
NETWORKS
Networks are a powerful mechanism for sustainable development of any sort.
They can be dynamic and are a good example of working in partnership in which
the whole
16
17
18
Networks
MECHANISMS THAT HAVE HELPED ENSURE HIGH LEVELS OF
MUTUAL TRUST
Meetings and Communication
Annual face-to-face meetings
Open and frank discussions
Willingness and ability to co-operate constructively and work hard and
creatively together
Frequent exchanges together with the interchange of ideas
Good safety standards on email
Meetings held under Chatham House [off-the-record] rules
Membership and commitment
Personal experience of the country by members and an understanding of the
issues and problems
Long-term commitment to the issues and the welfare of the people
Very high moral standards, integrity and skill
Meeting of equals
Everyone has something different to offer
Relatively small circle, with similarity of views and interests
Clarity and limits about who can be a member, given the circumstances and
the nature of the work
Consensus and autonomy
Institutional limitations are respected and honoured
No attempt to force cooperation
No attempt to over-represent the level of consensus; each action initiated by
the Secretariat leaves open the option to
sign off or not; only those who have signed off on an action are actually listed
19
Handout
21
At the centre, make only the decisions that are vital to continued functioning.
Push decision-making outwards.
Ensure that those with least resources and power have the opportunity to
participate in a meaningful way.
Building Capacity
Encourage all to share the expertise they have to offer. Seek out additional
expertise that is missing.
5. What are the evaluation questions that we can ask about these
generic qualities? How do each
contribute to the achievement of your aims and objectives?
Participation
What are the differing levels or layers of participation across the network?
Are people participating as much as they are able to and would like?
Is the membership still appropriate to the work of the network? Purpose and
membership may have evolved
over time
Are opportunities provided for participation in decision-making and reflection?
What are the obstacles to participation that the network can do something
about?
Trust
What is the level of trust between members? Between members and
secretariat?
What is the level of trust between non-governing and governing members?
How do members perceive levels of trust to have changed over time?
How does this differ in relation to different issues?
What mechanisms are in place to enable trust to flourish? How might these be
strengthened?
Leadership
Where is leadership located?
Is there a good balance between consensus-building and action?
Is there sufficient knowledge and analytical skill for the task?
What kind of mechanism is in place to facilitate the resolution of conflicts?
Structure and control
How is the structure felt and experienced? Too loose, too tight, facilitating,
strangling?
Is the structure appropriate for the work of the network?
How much decision-making goes on?
Where are most decisions taken? Locally, centrally, not taken?
How easy is it for change in the structure to take place?
Diversity and dynamism
How easy is it for members to contribute their ideas and follow-through on
them?
22
If you map the scope of the network through the membership, how far does it
reach? Is this as broad as
intended? Is it too broad for the work you are trying to do?
Democracy
What are the power relationships within the network? How do the powerful and
less powerful interrelate? Who sets the objectives, has access to the resources,
participates in the governance?
Factors to bear in mind when assessing sustainability
Change in key actors, internally or externally; succession planning is vital for
those in central roles
Achievement of lobbying targets or significant change in context leading to
natural decline in energy;
Burn out and declining sense of added value of network over and above everyday work.
Membership in networks tends to be fluid. A small core group can be a worry if
it does not change and renew
itself over time, but snapshots of moments in a networks life can be misleading.
In a flexible, responsive
environment members will fade in and out depending on the fit with their own
priorities. Such changes may
indicate dynamism rather than lack of focus.
Decision-making and participation will be affected by the priorities and
decision-making processes of
members own organisations.
Over-reaching, or generating unrealistic expectations may drive people away
Asking same core people to do more may diminish reach, reduce diversity and
encourage burn-out
23
Handout
Group Exercise on Networks
Network Nuggets
Evaluation
Evaluation in the network context needs to pay
attention to how networks foster participation
by their members, how a network adds value
to the work of its participants, and how linking
participants and their work together across
time and space can mobilise greater forces for
change. Evaluation needs to be able to
analyse that change both internally, at the
level of processes, and externally, at the level
of influencing activities.
24
Participation
Participation is a key word for network
working. Individuals and institutions join
together voluntarily to work for a common
purpose without losing their autonomy or
identity. A network depends for its vitality,
dynamism and capacity for creative action on
the quality and extent of that participation.
26
Channels of Participation
This helps the network to understand how and
where the members are interacting with the
network, and what their priorities are. By
acknowledging and monitoring the channels
through which members interact, a network
can begin to explain the nature of participation.
27
Cost-benefit
Networks fulfil fundamentally a process role,
one of facilitating exchange, joint strategizing,
sharing of analysis, and building of
relationships.
The members do
the work, using the capacity of the coordinator/
facilitator to foster creative thinking,
share ideas, and support one anothers lead
activities when they can.
28
Networks have a
capacity to engender dialogue across
diverse groups, address global problems
through global action locally rooted; reduce
isolation, and increase potential for political
or social action.
29
30
The work of
the co-ordinator or secretariat is built on
process - relationship-building, facilitating,
enthusing, enabling, circulating resources,
adding value where needed.Looking at
process activities and output activities together
indicates that one cannot happen without the
other, and that if the process activities (the
relationship/trust-building) are faltering the
output activities will become harder and
harder to implement.
31
32
33
taken from
PARTICIPATION, RELATIONSHIPS AND DYNAMIC CHANGE:
New Thinking On Evaluating The Work Of International Networks
Madeline Church et al
2002 UCL, London
34
Handout
35
Triads:
In this exercise you will be working in groups of three to explore and address the
specific challenges that were identified during the Rich Picture Exercise.
Each participant will have the opportunity to be both a client seeking help from
the other two participants who will work as consultants; and a consultant
providing advice to two clients.
Method:
In groups of 3 people (Triads):
Repeat the same process twice so that each member of the group
has a chance to be the client
Once all three people have been clients, prepare a short summary
on flip chart of the common issues that have emerged from the
individual drawings and problems solving exercise.
36
Handout
Motives for Strategic Alliances
There are several reasons why organisations come to together. Often
organisations have multiple motives and at the outset it is worth clarifying why
you are thinking about entering into a strategic relationship. This will also help
you choose the right organisations to work with.
Why organisations enter alliances or relationships.
Reciprocity in the pursuit of common or mutually beneficial goals
Efficiency higher input/output ratios or economies of scale
Stability to overcome uncertainty through risk sharing
Legitimacy enhancing reputation, prestige of those cooperating
Necessity mandated through regulation or law.
additional motives are:
Thus the expectation is that when strategic relationships work well, CSOs are
achieving their own missions more effectively as well as contributing to
something more. Having a BIGGER VOICE for civil society is seen as a strong
motive for joining forces.
The comparison of elements of the relationships which are understood to matter
are:
Overall purpose;
Degrees of formality of the relationship,
Extent to which decision-making authority, both formal and informal, is
shared
Rights and obligations within the relationship: what do the parties expect
from each other and what do they expect to offer;
Duration.
Strategic alliances need to be clear on the type of relationship they want and
why. Even though the alliances are potentially short lived and flexible it is
important that they agree the purpose and basic shape of relationships.
37
Issue Based
Time Bound
Campaign oriented
Capacity development integral to the process
Accentuating the positive and facing the challenges
The risk that the issue becomes more important that other work and may
lead to neglect of other tasks.
The alliance may only be as strong as it weakest link, and this imbalance
may create tensions between the CSOs.
The capacity weaknesses in some members can mean that the alliance struggles
to perform. Likewise member organisations will have different levels of resources
38
39
Once the full membership has been defined it is important for the group to
develop a set of guiding principals and a common strategy. The guiding principle
focus on how the group will work together on the basis of shared values. These
principals should reinforce the collaborative efforts of the group. The strategy will
focus on actions in relation to the issue and campaign.
Developing a common strategy and working with shared principles
The strength of an alliance lies in its common understanding, shared
purpose and mutual accountability. Agreeing activities and joint
implementation thereof is one way to increase the sense of collective ownership
of the alliance. Identifying some areas for joint activities would serve to build
confidence in each other, although it has to be appropriate to the activity
concerned.
At this stage it can be useful to consider what activities and also answer the
questions why and how. Being part of a strategic alliance also means
behaving strategically as an alliance. The members need to understand clearly
that the ways of working are important, e.g. for relationship and trust building ,
as much as the activities.
40
What each member can contribute and what each seeks to gain
41
Active participation
Provide expertise
Obligations of
development allies
Information To keep regular flow of
information
Consultation Not to modify message or
tactics without mutual
agreement
Campaign
To accept equitable
Agenda
divisions of tasks
setting
Control
Participate in comanagement system
Duration
Maintain required capacity
for the duration
Effective alliances avoid spending too much time on internal issues and keep the
focus on the issues that bought them together.
Developing successful relationships requires:
Time to understand each others personality
Ground work
Total commitment in time and interest
Consultative decision making
Understand the common interest
Sharing and understanding task
Recognition of each others strength and weaknesses
Maintaining transparency to build trust
Mutual respect based on exemplary behaviour
Mutual support
42
43
In this relationship, two or more organisations agree to cooperate on a mutually agreed agenda, typically for an agreed
period of time. They may do this by exchanging information,
sharing expertise, or using their respective reputations and
contacts in coordinated ways. Whilst modest financial
transfers may occur, money is not the basis of the
relationship.
Networks
Alliances
Fowler, Alan (2000) Partnerships: Negotiating Relationships, Occasional Papers Series No 32, Oxford:
INTRAC.
44
Coalitions
and consortia
2
3
45
Handout
Strategic Alliances
Three Circle Model
Organisations can be represented as three interlocking circles existing within a
wider context:
The To Do circle represents the programme activities that the
organisation carries out and its ability to achieve its goals.
The To Relate circle represents the organisations external linkages with
other actors in all three sectors: public, private and civil society.
The To Be circle represents the organisations internal functioning.
Context
Internal
Organisation
'To Be'
External
Linkages
'To Relate'
Context
Programme
Performance
'To Do'
Context
46
strategic relationships are those with other actors and organisations that
support the organisation in fulfilling its mission.
Handout
47
institutional priorities/
constraints
frank and open debate between
partners, so that they
understand each others
constraints
keep cool
always position the partnership
within the local/ national context
Adapted from Local Partnerships in Europe Workshop Report, May 2001. The
Copenhagen CentreReader
48
Handout
Back donor is a term referring to the source of a Northern NGDOs finance, typically but not
solely a government ministry, department or specialist agency.
49
Alliances
Data Collection
Tools
Effectiveness
Efficiency
Evaluation
Goal
Inputs
Networks
Objective
50
Coalitions and
Consortia
Partnership
Social
Partnership
Social Compact
Strategic
Relationships
Stakeholders
Sustainability
51
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FOREWARD
This mentoring guide has been compiled using data from extensive research
of available material on mentoring (e.g. books, journals, reports, newsletters
and the internet), and from the authors personal experience of mentoring
gained over more than 15 years, and reflections of mentoring practice to date.
The guide examines the overall process, roles and skills involved in mentoring
and aims to provide the reader with a good understanding of the mentoring
journey. By reading and using the guide the reader will:
The guide has been written in a way to provide the reader an appreciation of
traditional mentoring and e-mentoring. It will also help the readers and users
to become more effective mentors and mentees.
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CONTENTS
1.0
2.0
3.0
What Is Mentoring
1.1
Background
1.2
1.3
1.4
10
1.5
12
1.6
13
1.7
14
1.8
14
1.9
15
16
2.1
16
16
19
20
20
21
23
3.1
23
3.2
24
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4.0
E-Mentoring
26
4.1
What Is E-Mentoring
26
4.2
27
4.3
E-Mentoring In Practice
29
4.4
Making It Work
29
5.0
31
6.0
Code Of Practice
33
7.0
34
8.0
Troubleshooting Checklist
36
9.0
38
9.1
Recommended Reading
38
9.2
Useful Websites
39
10.0
Bibliography
40
11.0
References
43
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1.0
WHAT IS MENTORING
This section will look at the background, definitions and concepts of mentoring
and provide a clearer understanding of what mentoring is and how it can be
used in practice for real benefit.
1.1
Background
Gone are the days when wise old mentors, draped in togas would lecture to
young protgs sitting attentively at their feet. Today's troupe of mentors know
no age restrictions. They guide all manner of individuals, stretched across the
globe, through the use of telephone, e-mails, instant messaging and
broadband Webcasts. The word Mentor has become synonymous with any
form of "wise counselling" and Mentoring has been adopted by many
organisations as an effective development option.
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Mentoring taps a basic instinct most people share the desire to pass on their
learning, to help other people develop and fulfil their potential.
1.2
There are many varying definitions about mentoring. The following definitions
are widely accepted and quoted in the literature on mentoring. They reflect
different yet related ideas and in a way capture the essence and spirit of
mentoring.
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Mentoring is not only a valuable modern business tool but is also an age-old
tradition, valued by countless generations. In recent times, the mentoring
tradition has been followed through craft apprenticeships, modern day
"buddy" arrangements and facilitated mentoring programmes.
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Mentoring is used by organisations of every size and type, across the public,
private and voluntary sectors. It is used, for example, to:
1.3
There is considerable debate about the use of the terms mentoring and
coaching. It is therefore important to have clear definitions as a base for
mentoring or coaching programmes. This assists in clarifying and
communicating to others the focal purpose of the mentoring scheme. It also
helps to identify key components that may need to be included in any
supporting training programme.
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MENTORING
Focus on task
Focus on progress
Explicit feedback
Intuitive feedback
Develops skills
Develops capabilities
Driven by coach
Driven by mentee/learner
Mentoring requires the mentor to know which of several styles to use at any
particular time. A mentor may be more or less directive in response to the
needs of the mentee. A mentor may also pay more or less attention to the
emotional needs of the mentee. These different focuses are represented in
Figure 1 below.
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Intellectual/
Skill need
FACILITATING
Emotional
Need
MENTORING
NETWORKING
COUNSELLING
Non-directive
1.4
There are two very different schools of thought about the nature and purpose
of mentoring, which can be described as the US and the European models.
These can be summarised as:
US:
European:
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relationship. The Europeans prefer to use the term mentee, which the
Americans see as just a trendy term which is not a proper word. Some people
tend to use both terms interchangeably but there is more to this than just a
language difference. There are deeper differences and assumptions regarding
the nature of the mentoring relationship. For example, Americans view
mentoring as helping the protg advance up the corporate ladder, while the
Europeans see this approach as nepotism and favouritism. The Europeans
tend to use a more holistic approach, which looks at the overall personal
development of the mentee, irrespective of his or her rank or advancement
patterns.
These diverse views have much in common, but they also point to distinct
differences in the nature and functioning of mentoring relationships. Together
they represent a rich composition that can best be appreciated by
understanding their unique parts and country culture context.
One-to-one, off-line
Confidential
Understanding and trusting
Developmental
Building capacity & intangible skills
Person focussed
Partnership and friendship
Mutual, 2-way learning relationship
Building self reliance
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Direct sponsorship
Undermining the line manager
Secretive
Task Focused
Doing it for you/giving the answer
Detailed
Therapy
Protection
1.5
Mentor
Mentee
Line Manager
The Organisation
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There are numerous mentoring outcomes for the mentor, the mentee, line
manager and the organisation. Mentee outcomes include career
advancement, success and satisfaction as highlighted by Dreher and Cox,
(1996); Fagenson, (1988); and Ragins and Cotton, (1999). Mentors can
benefit from increased promotion rates, rejuvenation and the acquisition of
useful information as described by Kram, (1985); and Mullen (1994).
1.6
Enhanced status
Extended influence
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1.7
1.8
A second opinion
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1.9
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2.0
2.1
Intensity of
learning and
value added
PROGRESSION
WINDING UP
SD
MO
BR
Time
BR = Building Rapport
SD = Setting Direction
MO = Moving On
2.1.1 Phase 1: Building Rapport
In this phase it is important to look at what values the mentor and mentee
share; and how they are going to work together.
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Trust there must be confidence that mentor and mentee will both
keep confidential anything discussed between them, and that they
will do what they say they will.
A good set of indicators for amount of rapport between mentor and mentee
are:
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2.1.1.1
The first meeting provides a great opportunity to build the personal rapport,
which is crucial for the success of the partnership. Mentor and mentee must
be prepared to talk about their expectations and hopes for the relationship. It
is also very important for the mentor and mentee to share some personal
interests and stories to help establish common ground.
The mentor and mentee both need to prepare prior to the meeting by asking
themselves some of the following questions:
Mentee
What are the things that the mentor can help me with?
Mentor
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2.1.1.2
It is very important that the ground rules for the relationship are discussed and
agreed up front, whether or not these are written down in terms of a formal
contract or agreement.
How can you ensure other people e.g. line manager are
comfortable with the relationship?
What sort of help, advice and support is the mentee looking for?
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This phase is the mature and the most productive stage of the mentoring
relationship especially as the mentor and mentee will be well used to each
other by this time and the relationship will be running pretty smoothly. The
mentee will start to show more independence as their confidence grows and
will be in less need of support and advice from the mentor.
The ground rules will no doubt be well understood and the meeting agenda,
structure, timing etc will be well established. This is a very good time to look at
whether or not best use is being made of the learning opportunity.
It is also useful to look at the way the meetings are being managed to ensure
best use is being made of the time and the mentoring relationship.
In this phase, the relationship becomes more mutual in terms of learning and
support. The mentee gradually becomes more and more self-reliant. The
mentee by now should be in charge of the mentoring process, so that the
mentors role is much more reactive.
It is appropriate during this stage for the mentor to review frequently with the
mentee what both parties are getting out of the relationship and let matters
take their course.
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The objectives defined at the start of the relationship will gradually be realised
by this time and the mentor will start to see the end of the relationship in sight.
There comes a time in the relationship when it is appropriate to move on. This
could be defined by the specifics of the mentoring scheme or when the
mentee has achieved most/all of their goals. This could also happen when
discussions lack freshness and either the mentor or the mentee begin to feel
constrained by the relationship.
There are some key questions and issues, which should be considered in this
phase as follows:
Has the mentee become too reliant on the mentor to let go?
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DO
Dont
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3.0
3.1
(a)
(b)
(c)
(d)
The learning has to be such that it provides for and encourages active
participation.
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3.2
The way learning takes place can be summarised in the following way:
(a)
(b)
(c)
(d)
(e)
(f)
(g)
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It is true to say that by applying principles outlined in 3.1 and 3.2 above, the
skill of learning can be acquired to a large extent through training and
development. However, for the training to be effective it is essential to
determine which type of learning is needed and learning/training designed
accordingly.
To effectively acquire the skill of learning and maximise the benefits you must
reflect on what you are doing, try to understand it, and experiment with ways
of doing things better. Otherwise the experience is likely to teach you almost
nothing. Similarly, purely theoretical knowledge if not related to experience,
and experimented with, is unlikely to be productive of useful learning.
Although using the learning styles inventory to learn is a very powerful tool,
you must first identify your preferred learning style. Identifying the barriers that
need to be overcome in improving your non-preferred learning styles can then
follow this. Again all the principles of learning need to be followed to make the
learning successful.
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4.0
E-MENTORING
This section looks at a whole new form of mentoring know as e-mentoring that
has developed over recent years and is continuing to gain popularity and take
up today. This form of mentoring can be used to overcome time and distance
barriers and also compliment and enhance the traditional face to face
mentoring programmes.
4.1
What Is E-Mentoring?
The proliferation of email and the Internet has created a whole new model of
mentoring communication through electronic messaging systems such as
telephone, email, Internet chat rooms, bulletin boards, messaging systems.
This has come to be known as e-Mentoring.
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The Internet gives introverts a way to remain a little isolated from the hustle
and din of society, yet still communicate with other Internet users on topics of
mutual interest. Newsgroups and mailing lists are generating pools of "group
knowledge" that introverts not only enjoy participating in, but may also use to
gain some competitive advantages in today's information society. Introverts
are likely to increasingly go "on-line," relying upon the growing hordes of
internet users as a knowledge base. Rather than displacing them, today's
technology is giving introverts new ways to express themselves. They are
connected, they are communicating, and they are comfortable in the new
world of cyberspace. Livingood (1995).
4.2
While some aspects of e-mentoring are very different from conventional faceto-face variety, others are very familiar.
Mentors are generally working at a level above the mentee, and perhaps
more than that. Mentees look for mentors who perform better at certain
functions than they do, people who inspire them, and people who make them
ask, how do they do that? So far, so good. But there are inevitable
differences, too, and the method of communication is the most obvious.
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You know how you sometimes get e-mails, which you interpret in a particular
way, yet when you speak to the sender he will say he didn't mean it to be
construed like that? That is a dilemma with e-mentoring. You are never
entirely sure what tone the message carries, which means you, have to be
careful in how you interpret it.
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4.3
E-Mentoring In Practice
4.4
Making It Work
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also useful for busy people as an add-on. Sometimes it is not useful on its
own, but if you can combine it with face-to-face mentoring, you can save time.
Trust and confidentiality can be issues for some people. Some people might
take months to establish a trusting relationship with people even on a regular
face-to-face basis. Therefore, it is, pay your money, and take your chances.
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5.0
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Giving Advice it is important for the mentor to hold back from giving
advice and jumping straight into solution mode. The mentee should be
helped to develop their own solutions through the use of effective
questions. However, there are times when a simple This is what you
need to do is an appropriate approach. The trick is to understand
when to give advice and when to hold back. This will undoubtedly
come with practice and experience.
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6.0
CODE OF PRACTICE
The following points provide a general code of practice for the mentoring
relationship.
1.
2.
3.
Mentor and mentee should discuss and agree the aims and
objectives of the mentoring relationship.
4.
Mentor and mentee should discuss and agree the ground rules
which will be used to govern the mentoring relationships.
5.
6.
Mentor and mentee must be open and truthful to each other about
the relationship itself, regularly reviewing how it might be improved.
7.
Mentor and Mentee may end the relationship at any time if it is not
working for them. However, they have a responsibility for discussing
the matter together, as part of mutual learning.
8.
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7.0
Where mentor and mentee both feel able to relax, yet be business
like in their discussions. In general, a neutral, private space is
usually best.
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Yes, but it is best to start with one or two, while you develop your
skills in the role.
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8.0
TROUBLESHOOTING CHECKLIST
The following checklist covers some of the most frequent problems reported in
mentoring relationships.
Problem
Possible Solutions
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Problem
Possible Solutions
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9.0
This section has been compiled to sign post the reader to sources of further
information.
9.1
Recommended Reading
The following books will provide a good insight into mentoring and arm the
reader with the essential tools and techniques for effective mentoring.
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9.2
Useful Websites
The following websites contain very useful information about coaching and
mentoring. The reader should visit them on a regular basis in order get up to
date information.
www.gssuk.net
www.emccouncil.org
www.coachingnetwork.org.uk
www.clutterbuckassociates.co.uk
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10.0 BIBLIOGRAPHY
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Sinetar, Marsha. 1998. The Mentors Spirit. New York: St. Martins Griffin.
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11.0
REFERENCES
Collins, E. G. C., and Scott, P. (1978). Everyone who makes it has a mentor.
Harvard Business Review, August-September, 89-100.
Fitt, L.W., and Newton, D. A. (1981). When the mentor is a man and the
protg a woman. Harvard Business Review, 58(2), 56-60.
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MENTORING GUIDE
TABLE OF CONTENTS
1 INTRODUCTION ................................................................................................................ 1
2 TRUST AND RESPECT..................................................................................................... 1
2.1 Adult/Student Relationships......................................................................................... 1
2.2 Gracious Professionalism ............................................................................................ 2
3 MENTORING GUIDE OBJECTIVES.................................................................................. 3
4 MENTORING DEVELOPMENT ......................................................................................... 3
4.1 The Concept ................................................................................................................ 3
4.2 Effective Mentor Goals and Objectives........................................................................ 3
5 COACHING THROUGH FACILITATION ........................................................................... 4
5.1
5.2
5.3
5.4
5.5
9.5.1 Be Sensitive.................................................................................................................................. 9
9.5.2 Be Safe ....................................................................................................................................... 10
RESOURCES....................................................................................................................... 17
1 INTRODUCTION
The purpose of this guide is to help develop an understanding of the mentoring process and
associated relationships that should develop during the teams evolution. All team members can
learn something through the process. A lot of what is written is plain old common sense, but our
intent is to provide insights and tips to mentors/coaches to help them through the facilitation
progression. We think you will find the necessary tools to introduce you and your team to the
mentor philosophy, its goals, and the process:
A. Adults share simple concepts of team building and cooperation they have learned through
job experiences as well as their knowledge of specific, perhaps complicated engineering
expertise.
B. Mentors grow and learn new perspectives from the young minds brainstorming and working
under their tutelage.
C. Team members learn technical and organizational skills well enough to be assigned some
mentoring roles.
There is so much more than just a team feeling on a lot of the FIRST teams. Its hard to describe,
but its there. Many teams become extended families and the relationships become strong ones
and lasting ones. Students and adults absorb knowledge from each other and grow through the
guiding process, but he kids are not the only ones to benefit from the program. Its a total win
experience.
It is important to remember that team members will face long hours and days working on the robot
and awards submissions. Try to keep the atmosphere friendly and add laughter whenever possible
and appropriate. The following sections provide a foundation for growing a FIRST team.
An adult may think that he or she is showing camaraderie and will fit in with a group of students
by using the same offensive language the students use among their peers, and the reaction of
the students may make the adult feel like he or she is part of the group. But what the adult is
really saying is that inappropriate language is ok.
Some school districts have policies regarding adult and student interaction. The adult team
leadership should understand these policies, how to enforce them, and make sure they
communicate them to every adult working with the team. Prior to meeting with the kids, have a
meeting with them to set expectations. This can give the adults an opportunity to ask questions
they may not want to ask in front of the students, openly discuss topics such as diversity, and
discuss ideas and potential problems about working with kids. If your school district has an
individual who works with school/business partnerships, invite him/her to this meeting to help
answer questions.
4 MENTORING DEVELOPMENT
Mentoring is the process by which an experienced person provides advice, support, and
encouragement to a less experienced person. Every adult on a FIRST team is a mentor simply
because he or she leads through guidance and example. Kids can also learn mentoring skills.
6.1 Responsibilities
Inspire the students in science and technology
Motivate and engage students in the meaningful activities
Create open communication within the team
Facilitate instruction
Maintain process focus
Have the kids do as much work as possible
Establish an environment conducive to open and honest communication
Show trust in, and respect for, every team member and his/her ideas
Encourage kids to take risks and invent
Encourage accountability
6.2 Roles
Confidant
Supporter
Coach
Teacher
Motivator
Facilitator
Sustainer
7.1 Roles
7.2 Responsibilities
Develop trust and respect for adult and student team members
Observe
Sustain
Facilitate
Understand material
Augment skills
Prioritize work
I Do
I Do
You Do
You Do
You Watch
You Help
I Help
I Watch
Provide encouragement and make sure he or she is comfortable and wants the shift to
a mentoring capacity.
Inform the rest of the participants what is happening regarding the shift. This will curb
ideas that the new mentor is assuming a role not assigned.
9 FACILITATION TECHNIQUES
The following tips will start you looking into and using common sense techniques to bring out the
best of each person, young and seasoned, on your team. You will notice that many of them simply
bring out good manners and consideration.
4. Establish meaningful conversations with team members and never talk down to them
5. Attempt to identify with what the person is saying. Be understanding. Try to put yourself
in his/her shoes.
6. Listen for the contribution that the person is trying to make
Rapid speech
Raising eyebrows
Tone of speech
Person shifts in his seat
Unfocused attitude
Ask open-ended questions such as "what do you think" or "how do you think we should
approach this?"
Encourage them to ask questions when you see that something is not clear.
Always ask if there is anyone who does not understand, and clarify discussions when
there is a topic that some students dont get or there is a word used that has multiple
meanings. The student may not have covered the topic in school yet.
The effective mentor will pay close attention to what and how something is said. Try to
eliminate frustration by letting the team member talk it out. You may agree to do this
one-on-one if it would take too much team time.
9.5.1 Be Sensitive
If there is a problem, provide constructive criticism immediately following the behavior if
possible. Be sensitive to things that could embarrass, such as commenting in public.
Be aware that not all people are receptive to feedback. Some view it as criticism and
may be hurt and react defensively. The way you deliver the message will have an
impact on the reaction.
Be direct, treat the person with respect, and deliver positive and constructive
comments. For some individuals and some situations, ask the team member if he or
she would like to receive comments on his or her work. If he or she does, the session
should be two-way, allowing him or her to ask questions and clarify the delivered
message.
9.5.2 Be Safe
When there is a safety issue, give immediate feedback to your team members, even at the
risk of embarrassing them. Take them aside later and explain that you care about what
happens to them and that you were worried about their safety, so you had to speak up to
prevent injury.
Unite the group. If there is a problem within the team, allow the team to communicate
its frustration, decide on a course of action, and then help them move forward.
10
Keep the Group Focused. It is the facilitators job to keep the team focused on the
topic.
Paraphrase what you hear from the others, or get someone else to do it. This keeps
communication open because they can correct or explain what you hear if it is not what
they said.
Include everyone. Bring quiet team members into the discussion and keep those who
feel comfortable with communication from monopolizing the conversation.
Respect all ideas: Make sure everyone treats all brainstorming and ideas with respect.
Allow people to disagree with or challenge an idea, but not to judge the individual.
Record ideas. Document brainstorming ideas and decisions for future team reference.
Avoid re-hash. Dont re-open finished discussions. Everyone should agree up front
not to rehash unless all members of the team agree to do so.
Encourage laughter
Facilitate: Make things simple and as easy as possible for the kids to understand. If
the team doesnt understand, explain or demonstrate the concept in another way.
Demonstrate: Challenge the kids to think ideas through in a constructive and positive
way. Try as hard as you can to avoid using the words cant be done or not possible.
Delegate: Give the students the specifications they need, and help them turn the
concept into reality. Be ready to help if necessary.
Do: Unless absolutely unavoidable, students should work on each aspect of the
project. If all members of the team share ownership, the team shares the responsibility
and the work.
10 MENTORING TOOLS
The effective coach should be aware that all students learn differently. Use the tools below to help
facilitate instruction and learning.
Consider
11
Visualize
Compare
Visual
Auditory
Kinesthetic
May speak with gestures and stand close to the speaker during conversations
12
10.3.5 Brainstorm
Each working session should begin with a brainstorm session for about 15-30 minutes to
get your team in a creative mindset. Do not allow anyone to put down or squash any ideas.
All ideas and contributions to the team are valid. Some of the methods below use familiar
learning styles and will be good tools for taking in information and learning.
Mind-Mapping
Mind-mapping is a visual writing and note-taking brainstorming process that will help
your team break through creative dry spells. If you have flip charts, use them. You may
rather use sticky notes placed on a wall and separated into categories.
Cause-Effect Diagrams
Teams will brainstorm and then discuss and diagram the cause and effect of each
situation you list. This is a helpful tool to use before the season begins.
Logic Trees
Logic trees are useful for brainstorming also. You can diagram vertically or horizontally,
using boxes and arrows. Brainstorm for a solution, being sure to include sub-problems
and solutions to each. Logic trees assist in handling of problems by:
13
Partitioning problem solving into sub teams, without losing sight of the whole
10.4 Intervention
Most of the time, groups can resolve interpersonal problems on their own in time. Teams that
resolve problems on their own learn to function independently, which indicates that coaches
should avoid intervening as much as possible.
Since time is short with FIRST projects, you may need to intervene and help with the
problem or task or you may have to simply comment on some interpersonal issue.
If the team asks for intervention on an interpersonal issue, ask what it has done about
the problem before proceeding further. The team members may have taken no action
as a team, and instead rely on mentor intervention rather than solving it on their own.
They may simply need help identifying just what the problems is, or help in coming to
the point where they are willing to address their problem(s) as a team.
Be specific about what behaviors need changing and offer praise and support for any
positive social behaviors.
14
Female students will likely be more interested if there is a female adult doing some
of the talking
Minority students will be more likely to consider the team if they see and hear adults
from different ethnic backgrounds.
Instead of selecting the students with the highest grade point average, use a
minimum grade point average such as 2.0 as one criterion in the selection process.
Select those who can commit to the meeting schedule with no conflicts with work or
sports.
Whatever the criteria, make sure they will not exclude the students you most want to
attract to the team.
When there are more students who meet the minimum criteria for participation than there
are spots on the team, it will be necessary to decide which of the students will be invited to
participate. Be as objective as possible in the selection.
15
16
RESOURCES
Web Sites
www.socialpsychology.org
www.teambuildersplus.com
www.vta.spcomm.uiuc.edu
www.strategiccomm.com
www.nwrel.org
www.chiefdelphi.com
www.mentors.net/index.html
Publications
Richard G. Weaver & John D. Farrell (1998) Managers as Facilitators
Jill Reilly (1992) Mentorship
Elaine Anselm, former mentor of FIRST Robotics Team #191 A Handbook for X-Cats Adult
Team Members
17
Mentoring:TheoryandPractice
JudyMcKimm,CarolJollieandMarkHatter
2003,revised2007
BACKGROUND
ThisdocumentformedpartofareportproducedbyMarkHatter,CarolJollieandJudyMcKimmin
July1999aspartofthePreparednesstoPracticeProjectwhichwasmanagedbyJudyMcKimm,
thenDirectoroftheUndergraduateMedicineOffice,ImperialCollegeSchoolofMedicine.The
projectranfrom19982001andaimedtoresearchintoanumberofaspectsrelatingtostudents
makingthetransitionbetweenthefinalyearoftheundergraduatecourseandthePRHOyear.The
projectwasfundedbytheLondonRegionalOfficeoftheNHSE.Thementoringelementofthe
projectwascarriedoutwithaviewtointroducingamentoringschemewhichwouldenablefinalyear
undergraduatestomakethetransitiontoPRHOs.Followingtheliteraturereviewofmentoringanda
pilotproject,itwasdecidedthatthepersonaltutorsystemforundergraduatesandtheeducational
supervisorsystemforPRHOsprovidedsufficientsupportforstudentsandPRHOs.Thispaper
describessomeofthetheoreticalperspectivesandprinciplesandpracticeofmentoring,describes
somementoringschemesinmedicineandotherhealthprofessionsandlistssomeofthekey
referencesinmentoringforthosewhoareinterestedinlearningmoreaboutthetopic.
Thedocumentwasfirstrevisedin2003andincludedaspartofthesupportmaterialsfortheLondon
Deaneryproject:Webbasedlearningforclinicalteachers.
SECTION1
1.1
MENTORING:THEORYANDPRACTICE
WHATISMENTORING?
Mentoringisverycomplex.Itvariesfromonesituationtoanother.Itisinterpretedindifferentways
bydifferentpeople.Itisimportantthatthepurposeandintentionsofmentoringinaparticularcontext
areexplicit.Stakeholders,particularlymentorandmentee,shoulddebatewhatmentoringistobein
their particular contextinorderthatamutualunderstandingandvisionofmentoringcanbeshared
astheyembarkontheirrelationship.
Mentoring is difficult to define. Many different definitions abound but two of particular merit have
beenselectedhere.FurtherdefinitionsareincludedinAnnex1.
Mentoring is off line help by one person to another in making significant transitions in
knowledge,workorthinking
(MegginsonandClutterbuck,1995,p13)
Amentorissomeonewhohelpsanotherpersontobecomewhatthatpersonaspirestobe
(MontrealCEGEP,1988)
A mentor is therefore someone who helps another person through an important transition such as
copingwithanewsituationlikeanewjoboramajorchangeinpersonalcircumstancesorincareer
development or personal growth. The person being helped is often called the learner or the
mentee.
Mentoringisonlyoneformofsupport.Individualsmaybesupportedinotherways,egbycolleagues
(peersupport),linemanagers,counsellors,tutors/teachersandgroups,egactionlearninggroupsor
workteams,friendsorparents.Itisimportanttorecognisethatanindividualmayhaveavarietyof
support,foravarietyofreasons,includingmorethanonementor,atanyonetimeandthatthismix
ofsupportmayvaryoveraperiodoftime.Thetraditionalformofmentoringisonetoonementoring
but there are other models of mentoring such as comentoring or peer mentoring and group
mentoring. Mentoring can also be menteeinitiated and can happen informally when an individual
seeks advice and support from another individual. Often people do not recognise that they have a
mentororhavebeenmentoring.Thiskindofmentoringmayoccurwithinoroutsideanorganisation.
The terms Mentor and Mentoring are becoming more common, eventhoughtheymeandifferent
things to different people. Mentoring is just one way of helping someone else but it can be a very
DevelopedfromPreparednesstoPractice,mentoringscheme
July1999.NHSE/ImperialCollegeSchoolofMedicine
powerfulandrewardingway,particularlyintermsoflearning.
Mentoring is a very old concept in a new guise. It can be traced back to Greek mythology when
Odysseus entrusted his son Telemachus to the Goddess Athena, who disguised herself in human
formasMentor,anoldfriendofOdysseus.Herfunction,accordingtoHomer,wastoactasawise
counsellor and helper to the youth. Mentoring then became common practice in the time of the
guilds and trade apprenticeships when young people, having acquired technical skills, often
benefited from the patronage of more experienced and established professionals. Today, for
instance in the world of classical music, established stars encourage and nurture talented younger
musicians both technically and in managingtheircareers,andmostsuccessfulpeople,inanywalk
oflife,probablyhavehadoneormorepeopleovertheyearswhohaveexertedaparticularlystrong
influenceovertheirlivesandcareers(Channel4,1995).
1.2
WHYINTRODUCEMENTORING?
DevelopedfromPreparednesstoPractice,mentoringscheme
July1999.NHSE/ImperialCollegeSchoolofMedicine
1.3
Organisational
Wideningofskillsbase
andcompetenciesinline
withtheorganisations
strategicgoals
Increasedstaffmorale
andjobsatisfaction
Reductioninthe
service/educationgap
Alternativetoexternal
training,morecost
effectivepersonal
development
programme
Developshabitsoftrust
andconfidentiality
Givessenior
managementamore
informedviewofthe
organisationtalent
Useforsuccession
planning
Helpsachieve
mission/vision
Developsamature
managementpopulation
Improvedqualityof
servicethrough
increasedcompetence
andconfidenceof
supportedpractitioners
Improvesteamworkand
cooperation
Mentor
Improvesawarenessofown
learninggaps
Developsabilitytogiveand
takecriticism
Developsuptodate
organisationaland
professionalknowledge
Offersnetworking
opportunities
Improvesleadership,
organisationaland
communicationskills
Developsabilityto
challenge,stimulateand
reflect
Raisesprofilewithin
organisation
Increasesjobsatisfaction
Offersopportunitytopass
onknowledge,experience
Providesstimulation
Mayoffercareer
advancementopportunities
Mentee/Learner
Developslearning,analytical
andreflectiveskills
Developsorganisational
andprofessionalknowledge
Developspoliticalawareness
Developsownpractice
Developsorreinforcesself
confidenceandwillingnessto
takerisks
Developsabilitytoaccept
criticism
Supportsthroughtransition
Mayaccelerateprofessional
development
Developsautonomyand
independence
Increasesmaturity
Broadenshorizons
Increasesjobsatisfaction
Reducesrealityshock
Offersopportunitiesforeffective
rolemodelling
Encouragesongoinglearning
anddevelopingandidentifying
learningopportunitiesinthe
workingsituation
Facilitatespeerrelationships
Developsincreasedreflective
practitionerskills
Offersindividualisedonetoone
teachingandopportunitiesfor
experientiallearning
Offershelpwithproblemsolving
VALUESANDPRINCIPLESUNDERPINNINGMENTORING
Thementoringprocessisunderpinnedbythefollowingvaluesandprinciples:
Recognisingthatpeopleareokay(Hay,1995)
Realisingthatpeoplecanchangeandwanttogrow(Hay,1995)
Understandinghowpeoplelearn
Recognisingindividualdifferences
Empoweringthroughpersonalandprofessionaldevelopment
Encouragingcapability
Developingcompetence
Encouragingcollaborationnotcompetition
Encouragingscholarshipandasenseofenquiry
Searchingfornewideas,theoriesandknowledge
Equalopportunitiesintheorganisation
Reflectingonpastexperiencesasakeytounderstanding
Lookingforward(Reflexion)anddevelopingtheabilitytotransferlearningandapplyitinnew
situations
Realisingthatwecancreateourownmeaningofmentoring(Hay,1995&Jowett,Shaw&
Tarbitt,1997)
1.4
MENTORINGSKILLS,ROLESANDQUALITIES
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Mentoringskillscanbedividedintoorganisationalandinterpersonalskills:
Organisationalskills
Interpersonalskills
Planning
Contracting
Recording
StructuringSessions
TimeManagement
Scheduling
Evaluating
Assessing
Reportwriting
MaintainingBoundaries
ActionPlanning
Prioritising
Facilitating
Negotiatingandinfluencing
Listening
Givingconstructivefeedback
Interventionprescriptive,informative,
confrontational,cathartic,catalytic
supportive
Questioning
Motivatingandencouraging
Selfawareness
Coaching/Teaching
Reflecting
Nonjudgemental
Nonprejudicial
Atsometimeoverthedurationoftherelationshipamentorwillprobablyfulfilallofthefollowing
roles:
teacher/educator
translatoranddecoderegof
confidante
organisationalcultureandvalues
counsellor
interpreter
motivator
timemanager
facilitator
planner
coach
problemsolver
friend
catalyst
adviser
diagnostician
critic
energiser
guide
expert
soundingboard
taskmaster
devilsadvocate
sponsor
learningconsultant
protector
processconsultant
rolemodel
targetsetter
Thementorsactivitiescouldincludegivingtechnicalassistance,clarifyingrolesandresponsibilities
identifyingandanalysinglearningexperiences,opportunitiesandgapsencouraginganalysisand
reflectionstructuringlearningandworkandconfrontingthroughquestioning,listeningandgiving
feedback.
Inthebeginningthementorwillneedtodevelopasafeandprotectedenvironmentandbesupporter,
protector,guidebutasthementeedevelopsconfidenceandbecomeslessdependentandmore
autonomousthementorwillneedtodevelopamoreanalytical,reflective,critical,challengingrole.
Mentorsbringexperience,perspective,objectivityanddistanceintothementoringrelationship.They
can offer a long term view for the organisation and the individual. They are influential in terms of
helpingthelearner/menteereachtheirgoalsandaspirations.Theycareaboutthementeeandfocus
on the needs of the individual. They can provide empathy, candour, openness and honesty. They
should also be willing to share their expertise,shouldnotfeelthreatenedbythementeespotential
for equalling or surpassing them nor by the mentee detecting their weaknesses and shortcomings.
ResearchundertakenbyLeedsMetropolitanUniversityandmentorsontheHarrogateCollegeAdapt
programme(1995),identifiedthefollowingcharacteristicsrequiredofamentorandprioritisedthem
ingroupingsasfollows.
CharacteristicsofaGoodMentor
Wantstobeamentor
Nonjudgemental
Empathetic
GoodlistenerOpen/honest
Givesfeedback,Positive,Senseofhumour
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PriorityRating
10
9
8
7
6
Challenging
Accessable,Trustworthy,Caring,LifeExperience
Goodquestioner,Achiever,Goalsetter,Reliable,Well
organised,Respectsconfidentiality,Peopleperson
Patient,Optimistic,Confident
Beenamentor/mentee,Assertive
Professionaltraining,Timemanagement
Interesting,SalesandMarketingskills
Counsellingskills,Interviewingskills,Sensitivity
5
4
3
2
1
0
Thefollowingtableidentifiesfurthercharacteristicsofthegoodmentorandliststhecharacteristicsof
amenteewhichwillhelpthembenefitfromthementoringexperience:
Qualitiesofmentor:
goodinterpersonalskills
objectivity
rolemodel
flexibility
peerrespect
demonstrablecompetence
reflectivepractitioner
nonthreateningattitude
facilitatoroflearning
allowingthedevelopmentofinitiativeand
independence
openmindedness
approachability
selfconfidenceandselfawareness
advocacy
sincerity
warmth
commitment
understanding
aptitudefortherole
understandingoflevelofcompetenceof
newcomer
understandingofdifficultiesposedby
transitiontopersonalprofessional
accountability
understandingofdifficultiesofintegratinginto
newworksetting
abilitytohelpnewcomersetlearning
objectives,toassistwithtransitionprocess
andtoapplyknowledgeinpractice
abletoprovideobjectiveassessmentof
progress
1.5
CharacteristicsofaGoodMentee/Learner
willingtolearnanddevelop
willingtoparticipate
intelligentandlearnquickly
ambitious
keentosucceed
abletoacceptpowerandrisk
loyal
committed
conscientious
abletodevelopalliances
flexibleandadaptable
selfaware
wellorganised
abletoacceptachallenge
abletoreceiveconstructivefeedback
THEMENTORINGRELATIONSHIP
Mentoring is aprotectedrelationshipinwhichlearningandexperimentationoccurthroughanalysis,
examination, reexamination and reflection on practice, situations, problems, mistakes and
successes (of both the mentors and the mentees) to identify learning opportunities and gaps.
Mentoringisabouthelpingthelearner/menteetogrowinselfconfidenceanddevelopindependence,
autonomyandmaturity.
The mentoring relationship is a special relationship where two people make a real connection with
each other. In other words they form a bond. It is built on mutual trust and respect, openess and
honesty where each party can be themselves. It is a powerful and emotional relationship. The
mentoring relationship enables the mentee to learn and growinasafeandprotectedenvironment.
Thequalityoftherelationshipiscrucialtoasuccessfuloutcomeifbondingdoesnotoccurandone
or both of the two parties are not comfortable within the relationship then neither learning nor
mentoringwillbesustained.Agoodrelationshiprecognisestheneedforpersonaldevelopmentand
DevelopedfromPreparednesstoPractice,mentoringscheme
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thepartnershavesomeideaofwheretheywanttogo(Clutterbuck,1991)
In the early stages the mentee will be relatively dependent and the mentor will need to be
supportive,helpful,friendlyandencouragingtonurturethementeetolearnandgrow.Howeverthe
time will come when the relationship will change and subsequently the mentors role will need to
change. As the mentee becomes more confident and independent, and in order to sustain and
deepen learning, the mentor will need to challenge, stimulate and encourage reflection. Too much
challenge and stimulation at the beginning can overawe andalienatethementee,toolittlelateron
canstiltlearningandstimulationandcausetherelationshiptoendwithouttotalfulfilment.
Mentoring is not a crutch and must not remain a dependent relationshiporbecomeanexcusejust
for a chat session. Mentoring is a twoway process with the mentor having as much togainasthe
mentee. The crux is to encourage both partners to contribute freely and operate as equals (Hay,
1995). Age, wisdom and experience are irrelevant. Equality can be negotiated within the contract
withbothpartnersagreeingtocontributefully,makesuggestionsandgivefeedbacktoeachother.
Initially the mentor may take the initiative to ensure that the relationship gets going. In the earlier
stagesthementorwillbeconcernedwithmotivating,supporting,enabling,empoweringactivities.As
timegoesonthementeewilldevelopindependenceandautonomy,assuggestedabove,andinthe
endmaywellsurpassthementor.
1.6
FACILITATINGASUCCESSFULMENTORINGSCHEME
Inordertofacilitatementoringwithinanorganisation,companyorprojectandencouragesuccessful
outcomes,certainenvironmentalconditionsmustprevailandanenablingframeworkmustbe
established.
AccordingtoConway(1994)thebusinesscaseforafacilitatedmentoringschememustbeclearly
articulatedandseniormanagementmustfirmlybelieveintheconceptanddemonstratethis
commitment.Themechanicsandstructuresandsupportforthekeypeoplemustbeinplaceand
cleartoallconcerned.Whenmakingoutthebusinesscaseforafacilitatedmentoringschemethe
questionscontainedbelowneedtobeexplored.
Whydoweneedamentoringprogramme?
Whataretheaimsfortheprogramme?
Whatdowehopetoachieve?
Ismentoringconsonantwithourorganisationalstructuresandvalues?
Ismentoringalreadyhappening?
Hasitbeentriedbefore?
Whowillbeinvolvedmentors/mentees?
Whowillruntheinitiative?
Whatproblemsdoweanticipate?
Whowillourmentorsbe?
DoweneedtoproduceaMentorProfile?
Howwillweselectthem?Whoistobementored?
Whoistobementored?
Why?
Whatistheaimforthegroupofmenteesandforindividuals?
Howwilltheybeselected?
Howwillmentorsandmenteesbematchedandpaired?
Whatresourcesarerequiredandavailable?
Whatbriefingandtrainingwillberequiredby:
mentors?
mentees?
otherstakeholders?
Howwillmentorsbe
supported?
rewarded?
Whenandhowwillthementoringprogrammebemonitoredandevaluated?Andbywhom?
DevelopedfromPreparednesstoPractice,mentoringscheme
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Thefollowingfactorsleadtoamoresuccessfuloutcomeofafacilitatedmentoringscheme:
participationbywillingvolunteerswhowishtosucceedandgrow,initiallyinapilotscheme
thoseinvolvedmustownprocess
topmanagementsupportandcommitmentinactionaswellaswords.Theimportanceofthe
wholeorganisationbeingsupportivemustbestressedbythem
appropriateawarenessraisingandmarketingoftheschemetothewholeorganisationandto
potentialparticipants
theprovisionofawellprepared,flexible,involvedandsupportivelearningenvironment
promotingtheschemeasvaluableformofpersonalandprofessionaldevelopment
appointmentofacoordinatortomanagetheprogramme
linkingthementoringschemewithsomeotherdevelopmentaleffort
buildinginshortstages,saymonthbymonth,andflexibility
encouragingcontractingwithanofaultoptoutclause
makingallparticipantsawareofpotentialrisksandproblems
effectiveorientationofmentors,mentees,linemanagersandanyotherstakeholderspriorto
commencement
developmentaldiagnosisieauditingofmenteesneedsandrequirements
provisionoftrainingandsupportforbothmentorsandmenteeswhichshouldincludeclear
learningoutcomesmonitoringandevaluationrewards,egCATSpointsstructuredfollowup
andtheownershipofthoseinvolved(NBS,1999)
sharedexpectationsbetweenmentorandmentee
goodcommunicationsstructuresbetweenallplayers
carefulandappropriateselectionandmatchingandpairingofpartners(seebelowforfurther
details)
monitoringandevaluationoftheschemelinkedtothedefinedobjectivesandanticipated
outcomesofthescheme,involvingfeedbackfromallstakeholders.Feedbackshouldbe
triangulatedandbasedonperiodicconsultationofindividualsandrepresentativefocusgroup
ensuringconfidentialityisintegraltothesystemsandadministrationoftheprogramme
theprovisionofadequatespace,financialandpersonnelresourcesandquality,focusedtime
settingatimelimitinadvanceforthementoringrelationships,afterwhichtherelationshipmay
continueoutsidetheprogramme
devisingasetoflearningobjectives
establishingspecificworkingarrangementstoenhancebenefitsofsupportscheme,egsame
workshifts
Ashighlightedabove,mentoringismorelikelytosucceedifbothpartnersarewillingvolunteers.Itis
also helpful if the mentee is able to select their ownmentoralthoughthisisnotalwayspossibleor
practicable. Good practice suggests that the matching and pairing process within a facilitated
mentoring scheme needs to be undertaken sensitivelybyencouragingamorenaturalandinformal
bonding and pairing process. Research undertaken for the Adapt Project, managed by Harrogate
Collegesuggestedthefollowing:
holdaninformalsocialearlyonintheprogramme
provide profiles of both mentors and mentees, identifying their experience and skills and
perceivedneedsandrequirements
give participants permission to network and develop informal relationships through exploratory
visitsand/ortelephoneconversationsoremailconnections
at an early stage, hold a meeting of mentors and mentees to jointly explore the purpose,
meaning, benefits and process of mentoring in general terms and specifically in relation to the
particular mentoring scheme. Include a presentation from previous (selected) mentor/mentee
relationships.
It will also be necessary to consider geographical location of potential mentors and mentees and
gender, ethnicity and age,culturalandjobstatusdifferences.Insomecircumstancesscreeningof
mentors,includingpolicechecksinaschoolsituation,maybenecessary.
1.7
THEMENTORINGLIFECYCLE
Thementoringlifecyclehasbeendescribed(e.g.Hay,1995)ascomprisingfourdefinablestages
whichcanbedefinedasfollows:
Stage1Initiation,orientationorcourtshipstage
Stage2Gettingestablished,adolescence,dependency,nurturingorhoneymoonstage
Stage3Maturing,developingindependenceorautonomystage
Stage4Ending,terminationordivorce
DevelopedfromPreparednesstoPractice,mentoringscheme
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Stage1:Initiation,orientationorcourtshipstage
AccordingtoHay(1995)thisfirststageisaboutcreatinganallianceandconsistsofpreparingforthe
relationship,formingabondandagreeingacontract.Lewis(1996)usesdifferentterminology
suggestingthatitisaboutestablishingrapportandtrust(formingthebond),termsofreferenceand
settingobjectives(contracting).Preparationinvolvesconsideringwhatboththementorandmentee
needtodobeforetheymeetbutfollowingpairing.Thechecklistbelow(adaptedfromHay,1995),
mightenhancepreparationandconstitutetheagendaforthefirstmeeting.
MentoringChecklist
WhyhaveIbecomeamentor/mentee?
WhatdoIoffer/whatdoIwant?
Whatsignificantissuesmightarise?
WhatdoIfeelstronglyabout?
WhicharetheareaswhereIprefermymentor/menteetomatchmeoverwhichIamneutral
whichIwouldlikeustobedifferent?
Whataboutissuesoftrustandrespect?
Whataremyownpsychological/personal/thinking/workingstyles?
HowdotheyaffectthewayIinteractwithothers?
WhatmentoringskillsdoIwantmymentortohave?
Howmuchtimewillwehave?
Wherewillwemeet?
Whatmutualcontactsarewelikelytohave?Howmightthataffectthementoring?
Whatismyattitudetowardsselfdevelopment?
Whohasbeenmentortome.WhatdidIgain?
Whoelseisinvolvedinthisprocess(egseniormanagement,HumanResourceDivision,
menteesmanager)?
The next phase involves bonding. At first, both mentor and mentee are likely to be nervous and
unsure(Lewis,1996).Itisimportanttobreaktheiceandestablishrapport.Hay(1995)suggeststhat
rapport will be established more quickly if individuals behave as if it has already been established
andthefollowingfourdimensionsmatchwhenrapporthasbeenestablished:
voicetoneandtempo
bodyposture
patternofbreathing
repetitivemovementsorgestures
Lewis(1996)alsosuggeststhatitisimportanttoconsiderthe:
ethos or moral dimension of the relationship key words being consistency, congruency,
integrity,honesty,sincerity,credibility,genuinenessandvalues.
pathos or having a genuine interest in the other person as a person in his/her own right and
recognising that the other person brings human emotions, hopes, fears, ambitions into the
relationship.Keywordshereareempathy,warmth,positiveregard,disclosureandrapport.
logos or substantive content of the essential conversations the goals, techniques and
outcomesoftheconversations.
Sharing responses to the above checklist, discussing why the mentor has agreed to mentor and
what the mentee hopes to achieve are further ways of continuing the bonding process. Bonding
couldalsobestrengthenedbydiscussingthequestionsoutlinedbelow,adaptedfromHay(1995)
BondingQuestions
Compatibility
Whatopinionsdoweshare?
Control
Whatdowehaveincommon?Howmuchdoeseachofusliketocontrol?
Howwillwesharecontrolmenteeovercontent,mentoroverprocess?
Caring
Dowehavetheabilitytobehaveinanurturingwaytoeachother?
Isthisatwowayprocess?
Closeness
Canwebespontaneous?
Howshallweshowourrealemotionsandleteachknowhowwereallyfeel?
Confidentiality
Howshallweensureconfidentiality?
Competence
Howbestcanweworktogetherinalogicalmannertosolveproblemsand
makedecisions?
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Cooperation
Challenge
Conformity
Conflict
Contracting
Howwillwecooperate?
Whatareourpreviousexperiencesofcooperatinglike?
Howflexiblecanwebe?
Howwillwechallengeeachother?
Areweindangerofconformingforthesakeofit?
Howwillwehandleconflictsandavoidspendingvaluabletimein
arguments?
Howcanweusethecontractingprocesstoreinforceourgenuine
connectionwitheachother?
Contractingisawayofnegotiatingalearningagreementorframeworkfortherelationship.Ithas
manyadvantagesandaddstothequalityoftheinteractions.Itoccursattwolevelsthewhole
relationshipandeachmentoringsession.Contractingensuresthatbothpartiesareclearabout:
thepurposeofthementoringschemewithinwhichthementoringrelationshipistooccur
therespectiverolesofmentorandmentee
theresponsibilitiesofbothparties
whatmentoringactuallymeansintheparticularcontextsothatasharedvisioncanbeagreed
thenatureoftherelationship
whatislikelytohappen
theboundariesoftherelationship
howmentorandmenteewillbeexpectedtobehave
thegroundruleswithregardtoconfidentiality,andaccessibility
theworkingmethodstobeemployed
themechanismtoseekagreementtomakechanges
theframeworkoffuturemeetings
Contractingcanbeviewedashavingfourcomponents(Hay,1995):
theproceduralcontract
theprofessionalcontract
thepersonalcontract
thepsychologicalcontract
Itmaytakemorethanonemeetingtocoveralltheseissueswhichsetsthestyleofsubsequent
meetings.
Stage2:Gettingestablished,adolescence,dependency,nursingorhoneymoonstage
During Stage 2 the mentee may be anxious and lacking in self confidence. They need friendly
support, a safe and secure environment and help to identify and reflect on learning. According to
Lewis(1996)thisphaseischaracterisedby:
thedevelopmentofanhonest,trusting,sincererelationshipbasedonopencommunication
afocusonlearningandgrowth
gettingtogripswithbusinessmatters
movingfromplanstorealoutcomes.
Hay (1995) suggests that this stage involves helping the mentee to tell their story or narrative. In
otherwordstoreviewtheirsituation,describeforthemselvestheircurrentcircumstances,howthey
got there and where they might considergoinginthefuture.Ourpastresearchhasshownusthat
the needs of the mentee are paramount in the learning and thus the mentoring relationship. The
emphasis here is on description with the mentee undertaking an audit or personal stocktaking of
their strengths and weaknesses, experiences, knowledge and skills, personal and professional
circumstances including the organisational context within which they work and any other aspects
whichmayaffectselfdevelopment.
The core skills of listening, questioning, getting the mentee to talk and reflecting are essential.
Empathy, self disclosure, mind mapping, SWOT analysis, reality checking, problemsolving,
personal lifelines and the initiation of the learning portfolio are all particularly important issues
duringthisstage.
The next step is to analyse this information and apply appropriate frameworks and theories (Hay,
1995) so that the mentee gains awareness and understanding, identifies what part s/he plays in
events and recognises relevant trends and patterns of behaviour and ideas for development
activities. It is important to remember that it is not possible to tackle everything at once so
prioritisationisimperative.
PreparednesstoPracticeproject,mentoringscheme,July1999
Stage3:Maturing,developingindependenceorautonomystage
Stage 3 involves the mentor facilitating deeper learning by encouraging the mentee to reflect, to
see things differently, to identify potential changes s/he might wish to make, possible goals s/he
mightwishtoadoptandawiderrangeofalternativeoptionsthatareavailabletohim/her.Therewill
be a shift in the mentors role. Increasingly the mentor will become devils advocate, confronting,
stimulating and challenging the mentee to take a different perspective, consider the merits of the
various options, select the best option and devise a detailed plan of action whilst encouraging
innovationandcreativity.Astructuredapproachtoproblemsolvinganddecisionmakingishelpful.
Forcefieldanalysisandobjectivesettingareimportanttechniquestodevelop.
An individuals ability to develop and share understanding and deepen awareness is affected by
their selfawareness and how much theydecidetorevealordiscloseaboutthemselves.Everyone
has knowledge about themselves which is also known to others. The Johari window (see below)
describes this as the Open area (sometimes called the arena). Individuals also have information
whichtheydonotwanttosharewithothersbecausetheyaresensitiveaboutit.ThisistheHidden
areaorfacade.Otherscanseethingsinindividualswhichtheycannotseethemselvestheirblind
spot. Finally there is an area which is unknown to the individual and others. Perhaps when a
situation occurs, which an individual has not experienced before, a crises for instance, different
behaviours are exhibited. An individual can reduce his/her blind spot by seeking feedback from
othersanddisclosemoreabouthim/herselftoreducetheirhiddenarea.Thisincreasestheopen
area and allows an individual to spend less time and energy in concealing his/her private
convictionsandbemoreawareoftheundesirableaspectsofhis/herbehaviour.(NationalMentoring
Consortium,1995).
TheJOHARIWindow
Knowntoothers
Notknowntoothers
Knowntoself
OPEN
(Arena)
HIDDEN
(Faade)
Notknowntoself
BLINDSPOT
UNKNOWN
Asaresultofthementoringandlearningprocesses,thementeethenputstheplanintopracticeand
the cycles start again. As the learning spirals to more and more sophisticated levels, the mentee
attainsagreaterlevelofautonomy,becomingbehaviourallymoreawareofwhatishappeningand
developing a deeper understanding of the learning, problemsolving and decisionmaking
processes,thusencouragingthementeetobecomemoreindependentandautonomous.
It is difficult to define when this transition from dependence to independence and autonomy will
occur in any relationship. It will occur earlier in some relationships than others. Thus the mentor
needstobeawareofwhatishappeningwithintherelationshipandexpectantoftheoccurrenceof
this fundamental change. It has arrived when the relationship and all of the associated tasks and
skillshavebecomeanunconsciouscompetence.Evenexperiencedmentorsfinditdifficulttomake
this transition from friendly supporter to devils advocate and encourage deeper learning and
reflection.Ifthischangeinthementoringroledoesnotoccurtherelationshipmaywellpeteroutat
thisstage.
These sub stages are iterative and will be revisited throughout the duration of the relationship. A
typicalagendaduringthemiddlephaseswillprobablybeasfollows:
pleasantries
confirmationofagenda
reviewoflastmeeting
reviewoftargetsachieved/actionstaken
feedbackanddiscussion
actionplanningtargetstobeachievedbynextmeetingandlongerterm
summaryofsession
agreementofdetailsfornextmeetingdate,time,venue,potentialagenda.
Appraisalorreviewandmonitoringshouldbecomeanongoingfeature.Appraisalreallyoccursat
twolevels(Hay,1995)reviewingwhetherthementoringisleadingtotherequiredresultsforthe
mentee(ieappraisingthecontentandoutcomes)andthementoringrelationship(ieappraisingthe
process).Appraisalshouldoccurattheendofeachsessionandattheendoftherelationship.
Goodpractice,however,suggeststhatinalongertermrelationshipitisagoodideatosetasidea
specificmeetingeverysooftentoappraisebothcontentandprocessandconsidertheissues
containedinareviewquestionnaire.Examplesofreviewquestionsaregivenbelow:
PreparednesstoPracticeproject,mentoringscheme,July1999
OngoingReviewQuestions
Contact
Havewegotagoodconnection?
Areweinrapportwitheachothermostofthetime?
Howsolidisthebondbetweenus?
Dowefeelabletochallengeeachotherwhenappropriate?
Isourrelationshipdeepenoughforselfdisclosureandsharingoffeelings?
Qualityofthe
Dowehaveclearcontractsforeachsessionandfortheoverallmentoring
ContractingProcess
relationship?
Haveweconsideredthedifferentlevelofthecontractprocedural,
professionalandpsychological?
Areweworkingwithinthosecontracts?
Dowehavetherightpartiesinvolvedinourcontracts?
Content
Isthecontentofourdiscussionsrelevanttothecontract?
Arewefocusingonthecontentwhichrelatestotheneedsofthementeeand
notthementor?
Arewesatisfiedthatweunderstandeachothersmindmaps?
Isthementeeorganisingspotmentoring,trainingorothersupportactivities
whenmoreinformation/helpisrequired?
Contrast
Howarethesimilaritiesstrengtheningorweakeningthementoring?
Howarethedifferencesstrengtheningorweakeningthementoring?
Howdowehandledifferencesinbeliefsandvalues?
Isthereaneffectivebalancebetweensupportandchallengefromthe
mentor?
Personal
Howdowegetontogether?
Howdoourpsychologicalstylesaffectthementoringprocess?
Howdoourpersonalstylesaffectthementoringprocess?
Whatisourtimemanagementlikeduringthementoringsessions?
Howdothementeeslearningstylesaffecttheprocess?
Arewebothgrowingasaresultoftherelationship?
Psychological
Aretheredynamicsaffectingusatanunspokenlevel?
Arewebeingcompletelyopenandhonestwitheachother?
Whathappenswhenwedisagree?
Areweavoidinggettingintoadependencymode?
Isthementorgenuinelypleasedwhenthementeemakeshis/herown
decision?
Areweabletohandlethisreviewcomfortablyandhonestly?
Professional
Whatdidthementordothatwashelpful?
Howdidthementeerespond?
Whatdidthementordothatwasnothelpful?
Howwellisthementorusingskillsoflistening,questioning,reflecting,giving
feedbacketc?
Whatadditionalskillsmightthementordevelopforthefuture?
Areweusingmodelsandframeworksthatwebothunderstand?
Parallel
Havewecheckedforpossibleparallelprocesses?
Arethereanysimilaritiesinthewaythatweareinteractingandthewayin
whichthementeeinteractswithothersorthewaythementorinteractswith
others?
ProcessofClarifying
Isthementeebeinghelpedtodevelopaclearvisionforfuturedirection?
theAim
AreweusingtheinformationfromthelifelineorSWOTanalysis?
Doesthementorrecognisetheaimsofthementeeratherthanimposewhat
s/hethinksisbest?
Areweconsistentlyworkingtowardsthegoalsofthementee?
Alternatives
Doesthementeehavegenuinenewwaysofviewingthesituation?
Hasthementeebeenhelpedtoidentifyalternativeoptions?
Doesthementeehavemorestrategiesforachievingpersonalaspirations?
Aresuggestionsfromthementorpresentedtentativelysothatthementeeis
thedecisionmaker?
ActionPlanning
Hasthementoringincludeddiscussionoffutureactions?
Hasthementeebeenhelpedtoplanactiontheywillbetaking?
Aretheactionscarefullythoughtthrough?
Doestheactionplantakeaccountofpossiblebarriers?
Aretheactionsreviewedforappropriateness?
Doestheactionplanincludewaystoreinforceandcelebratesuccesses
Autonomy
HasHasthementoringenabledthementeetobecomemoreautonomous?
Doesthementeeacceptresponsibilityforselfdevelopment?
PreparednesstoPracticeproject,mentoringscheme,July1999
Isthementeeconfidentaboutaimingforwhattheyreallywant?
Isthementeeabletoaskappropriatelyforwhattheywant?
Doweneedtoplanfortheendingofthementoringrelationshipyet?
Havewecelebratedachievementstodate?
EndofsessionReview(AdaptedfromHay,1995)
Isthereagoodcontactbetweenmenteeandmentor?
Isthereaclearcontractestablished?
Isthecontentrelevanttothementee?
Howwellarethecontrastsbetweenthetwopartiesdealtwithandused?
Howwelldomentorandmenteegetonatapersonallevel?
Dobothpartiesshowprofessionalskillsasmentorandmenteerespectively?
Arethereanyparallelprocessesgoingon?
Isaclearaimemergingforthementee?
Arenewalternativesbeinggeneratedforthementee?
Areideasbeingturnedintoappropriateactions?
Isthementeeincreasinginautonomyandindependence?
Stage4:Ending,terminationordivorcestage
At Stage 4 the mentoring relationship will either come to a premature end or terminate naturally.
Good practice suggests that a relationship is set up for a finite duration and that signposts or
indicatorsareidentifiedtosignifyendpoints.Reasonsforendinginclude:
oneorbothpartnershavefulfilledtheirneeds
scheme/project/placementcompletesitsterm
oneorotherpartnermovesawaytoanotherjoborrole
inappropriatematching
personalityclash/lackofbonding
therelationshipisnotfulfillingtheneedsparticularlyofthementee
partnersdonotfulfiltheircommitmenttoturnupformeetings
Theendingoftherelationshipneedstobecarefullyplannedsothattherelianceandthehabitofthe
relationship can be wound down gradually to try and avoid the relationship just ceasing (Lewis,
1996).Bothpartnerswillhavetodealwithfeelingsofruptureandlossandinfacttheendingofwhat
mighthavebeenaveryemotionalanddeeprelationshipcanbelikenedtobereavementordivorce
andtheirassociatedfeelings.
Partnerswillhavetoensurethatagreedtasksarecompletedandconsiderifthereisanyunfinished
businesstobedealtwithandifso,howthiswilltackled.Therelationshipandprocesswillneedtobe
appraised as discussed above and it may well be that the partners decide that it is necessary to
continueintherelationshipandrenegotiateforafurtherperiod.Ontheotherhandiftherelationship
hasfulfilleditsneedsthenthepairwillneedtoconsiderthefutureandwheretheygofromthispoint.
They may have become firm friends during the relationship anddecidetocontinueonafriendship
basis only or with the rider thattheycanreverttoamentoringsituationifacausearises.However
theymaydecidetofinaliseandsaygoodbye
The mentor, bearing in mind that the experience will have provided a development opportunity for
him/her,maywishtoreflectontherelationship.Thementormayundertakeaskillsandcompetence
analysisparticularlybygatheringfeedbackfromthementeeandothers,exchangeexperienceswith
othermentorsandanalysehis/herlearninglog.
1.9
THELEARNINGPROCESS
Learning is at the heart of the mentoring process and it is important that both mentor and mentee
understandthelearningprocess.LearningcanbeperceivedasacyclicalprocessaccordingtoKolb
(1994). He suggests that an individual gains experience through undertaking an activity. S/he then
needs to reflectontheexperienceandthenattempttounderstandtheexperiencethroughanalysis
and conceptualisation. The individual then makes choices based on analysing the implications of
alternativeoptions,decidesonthenextstepstotakeandundergoesanotherexperience.Learningis
thuscyclicalandneverending.Theprocessisconstantlyrepeated.
Honey and Mumford (1992) identified that we are not equally skilled or comfortable at each of the
four stages of the learning cycle (Lewis, 1996). In fact most of us have preferences in relation to
these stages as we arebetteratsomethanothers.HoneyandMumfordclassified4basiclearning
stylesinrelationtothe4stagesinthelearningcycle(Lewis,1996),namely:
PreparednesstoPracticeproject,mentoringscheme,July1999
the Activist who is comfortable at the experience stage and enjoys getting involved in new
experiencesanddoingthings
theReflectorwholikestotaketimeandthinkthingsthroughfromvariousanglesbeforeacting
the Theorist who assimilates, integrates, synthesises information into rational schemes,
systems,theories,principles,logicorconceptsforexplanation
thePragmatistwhovaluesnewideas,wantstoseeiftheyworkinpracticeandenjoysproblem
solving
POTENTIALPROBLEMAREAS
Thementor,particularlyaninexperiencedmentor,willfacemanynewdilemmasandchallenges.
Herearesomeofthedilemmasforwhichamentormightprepare:
mismatchofmentor/mentee
mismatchofexpectations
reluctantmentor/mentee
overzealousmentee
relationshipnotvaluedintheorganisation
gendermismatch
culturalmismatch
racemismatch
emotionalinvolvement
PreparednesstoPracticeproject,mentoringscheme,July1999
brokenconfidentiality
conflictingrolesmanager/assessor/mentor
impactonothers
obstructionsfrom/conflictsofothers,egmenteeslinemanager,colleagues,partners
parameters/boundariesnotagreedinadvance
Mentoringisoftentimeconsumingandcomplextointroduceandthereisoftenanimplementation
gapbetweenpolicyinitiativesandtheactualityofmentoringatfacetofacelevel.TheSCOPME
report(1998)identifiedpotentialobstaclesorproblemswithmentoringinitiativesthemselves,
namely:
resourceissuessuchaspeoplestime(particularlyrelevantifconsideringusingbusyclinicians
asmentors)andopportunityandtrainingcostsfortheemployer
stressandcrisiscounsellingmaybeneeded
therelationshipmaybecomedysfunctional
Otherproblemsmayinclude(NBS,1999):
personalincompatibilityofmentorandmentee
frustrationoftimeconstraints/workload
impactofshiftpatternanddifficultywithaccessbetweenmentor/mentee
difficultyinsustainingsufficientnumbersofmentors
dangerthatmentorshipbecomesapaperexercise
lackofcooperationfromcolleagues
It is very important to consider the relationship between the mentor and the mentee. The mentor
shouldnotbethementeeslinemanagerandasuccessfulmodelisgrandparentmentoring,although
thiscancauseresentmentbythelinemanagerifnothandledcarefully.Thementorshouldnotactas
personalcounsellor.
There may be mentor fatigue arising from the usual suspects being asked to act as mentors
becauseoftheirspecificpersonalandprofessionalqualities.Guidelinesmayneedtobedeveloped
astothenumberofmenteesamentorsupports.Systemshavetobesetinplacetomanagetoxic
mentors(thosewhoabusetherelationshipfortheirownends)andrejectedmentors(thosewhoare
notchosentobementors).
1.11
TRADITIONALMENTORINGVERSUSDEVELOPMENTALALLIANCE
PreparednesstoPracticeproject,mentoringscheme,July1999
Section2MENTORINGSCHEMESINMEDICINE
Oneofthemostrecentandpertinentsurveysofmentoringinmedicineanddentistrywascarriedout
byaworkinggroupcoordinatedbytheStandingCommitteeonPostgraduateMedicalandDental
Education(SCOPME)inJanuary1998.Theexecutivesummaryisreproducedbelow.
Supportingdoctorsanddentistsatwork:
anenquiryintomentoring
ExecutiveSummary
Mentoringasaninformalrelationshipbetweentwopeoplehasexistedformanyyears.Recently
moreformalarrangementshavebeenintroducedfordifferentpurposesandthisreportreviewsthese
developmentsbothinmedicineanddentistryandinotherprofessions.Italsoconsidersmentoringin
thecontextofthewidersupportthatdoctorsanddentistsneed.
AttherequestoftheChiefMedicalOfficerandbymeansofaworkinggroup,chairedbyDrTrevor
BayleyandwiththehelpofDrAnnabelleBaughan,SCOPMEhasgatheredevidencefromexperts
whohavedevelopedarangeofmentoringinitiatives.Otherevidencecamefromaconferencein
Darlington,organisedfortheNorthernandYorkshireregionandaSCOPMEworkshopheldin
Liverpoolwhichdealtpredominantlywiththeneedsofhospitaldoctors.SCOPMEhasconsideredthe
evidence,drawnsomeconclusionsandmadeeightrecommendations.
Conclusions
Therearemanyandvaryingconceptsofmentoringasshowninthelargeliteratureonmentoring
intheprofessionsotherthanmedicineanddentistry.Ausefuldescriptionofmentoringbasedon
asynthesisofconceptsmightbe:
'theprocesswherebyanexperienced,highlyregarded,empathicindividual(thementor),by
listeningandtalkinginconfidence,guidesanotherindividual,oftenbutnotalwaysworkingin
thesameorganisationorfield(thementee),inthedevelopmentandreexaminationofthe
mentee'sownideas,learning,personalandprofessionaldevelopment....'
Basedonthefindingsfromotherprofessionsandtheimportantinitiativesunderwayin
medicine,SCOPMEconcludesthatmentoringcanbeavaluablepartofaframeworkofsupport
fordoctorsanddentistswhichispersonal,professionalandeducational.
Italsoconcludesthatmentoringshouldbeentirelyvoluntaryandnotimposedandthat
confidentialityisessential.Itisimportantthatbothmentorsandmenteesfullyunderstandthe
purposeandlimitsofthementoringrelationship.Developmentprogrammesforpotential
mentorsareneeded.
SCOPMEfirmlybelievesthatlocalanalysisofthesupportthatdoctorsanddentistsneedshould
precedeattemptstobringinformalarrangementsformentoring.
Therearelikelytobedifferentsupportneedsatdifferentstagesofacareer.
ThereisaperceivedneedforextrasupportfornewlyappointedGPprincipals,consultantsand
nonconsultantcareergradesandpreregistrationhouseofficers.Formalarrangementsfor
mentoringmaybeparticularlyvaluableatthesetimes.
Thereismuchtobegainedbyinformalpeersupportbuttheneedforthishastoberecognised
andtimeandplacemadeavailable.Anyinitiativestobringinmoreformalsystemsofsupport,
suchasmentoring,shouldcomplementinformalsupportandnotseektoreplaceit.
Localimprovementsinsupportcouldinvolveotherhealthprofessionals.
Somesupporttimeneedstobeawayfromtheworkplace.
Recommendations
Thereshouldbelocalanalysisoftheneedforsupportfordoctorsanddentistsandlocal
decisionsmadeabouttheprovisionofsuchsupport.
Wherepossible,localworkingconditionsshouldbeadjustedsothatdoctorsanddentistscan
gainmaximumbenefitfrominformalpeersupport.
PreparednesstoPracticeproject,mentoringscheme,July1999
ForthepurposesoftheserecommendationsandforthewidedebatethatSCOPMEhopeswill
follow,mentoringfordoctorsanddentistsshouldbetakenas:
avoluntaryrelationshipbetweentwoindividuals,thementorandthementee.
apositive,facilitativeanddevelopmentalactivitywhichisnotrelatedto,norformspart
of,organisationalsystemsofassessment,appraisalorperformancereview
anactivityinwhichthementorisusuallyanexperienced,highlyregarded,empathic
individual,often,butnotalways,workinginthesameorganisationorfieldasthe
mentee.
anactivityinwhichthementor,bylisteningandtalkingwiththementeeinprivateandin
confidence,guidesthementeeinthedevelopmentofideas,learning,andpersonaland
professionaldevelopment.
Theconceptofmentoring,asonewayofmeetingsupportneeds,withitspotentialbenefitsand
risks,itsaimsandprocessesshouldbemadewidelyknown.
Mentoringshouldbemadewidelyavailablewithinmedicineanddentistrybutnotimposed.
Whereopportunitiesformentoringareformallymadeavailable:
mentoringshouldbedevelopedlocallythroughexplanationanddiscussionandin
conjunctionwithexplicitlystatedsupportfromorganisationalleaders,bothnationallyand
locally.
localimplementationcanusefullyinvolveotherhealthcareprofessions,including
humanresourceprofessionalsbothasmentorsandaslocalexpertsaboutintroducing
mentoring
mentoringmustbeseparatefromtheexternalmonitoringandassessmentof
performance,promotionandremuneration
aproportionofmentoringisavailableawayfromthedoctorordentist'sworkplace.
Developmentprogrammesforpotentialmentorsshouldbeencouragedandevaluated.
Mentoringfornewlyappointedcareergradedoctorsanddentistsshouldbeconsideredapriority.
TheCommitteeintendstorevisittheareaofsupportneedsinabouttwoyears'timetoassess
progress.Forfurtherinformationcontact:j.oxley@scopme.org.uk.Thefullreportisavailableonthe
Webathttp://www.scopme.org.uk/support.htm
TheHalifaxandHuddersfieldGPMentoringScheme
DavidRyland,CMETutor,PostgraduateCentre,Halifax
JohnLord,CMETutor,PostgraduateCentre,Huddersfield
Introduction
General Practitioners are experiencing difficult times. Morale is low, recruitment to Vocational
Training schemes is falling whilst early retirements from the profession are rising. The changes in
health care organisation over recent years have left many GPs feeling undervalued and
overburdenedwithbureaucracy,patientdemandsandthetransferofworkloadfromsecondarycare.
New responsibilities and roles have been forced upon the profession, challenging traditional views
aboutthenatureofgeneralpractice.Totakeadvantageoftheopportunitiesina'PrimaryCareLed
NHS' GPs will have to acquire new expertise, adopt new roles and manage change through their
ownprofessionaldevelopment.
ProfessionaldevelopmentisbroaderinscopethantraditionalCME.Itiscentredontheneedsofthe
individual in the context of their work and should help the GP to respond effectively to different
organisational and social changes whilst simultaneously providing a high quality of patient care.
Professionaldevelopmentenrichesworkinglife,andincreasesjobsatisfaction.Supporting
GPsintheirprofessionaldevelopmentisthemainaimofthementoringscheme.
TheHalifaxandHuddersfieldschemeaimsto:
facilitatethepersonalandprofessionaldevelopmentofGeneralPractitioners
helpGeneralPractitionersidentityandmeettheireducationalneeds
encourageGeneralPractitionerstoreflectontheirwork
providesupportforGeneralPractitionercolleagues
Itisnotanaccreditation/recertificationorappraisalsystem.Thementoringprocessisconfidentialto
mentorandmenteewithintheboundarieswhichtheynegotiateandagree.Neitheristheschemea
counselling service although partnership problems, workrelated stress, and workhome conflicts
may be addressed in mentoring sessions. A regional confidential counselling service for general
practitionersisbeingdevelopedtowhichmenteescanbereferrediftheywish.
PreparednesstoPracticeproject,mentoringscheme,July1999
ThementorsareaheterogeneousgroupoflocalGPs,atdifferentstagesoftheircareersworkingin
abroadrangeofpractices.Theyareallmotivatedtosupportandfacilitatethedevelopmentoflocal
general practitioners. During 1997/8 they gave up 6 days of their time to participate in a mentor
trainingprogrammeandexperiencedforthemselvesthebenefitsofmentoring.Thepersonalprofiles
ofMentorsareavailableonthewebsite.MentoringwillbePGEAaccredited.Inthepilotyearofthe
scheme(19967)4mentoringsessionsofninetyminutesdurationwereaccredited.
HuddersfieldandHalifaxGPswhowanttojointhementoringschemeareaskedtocompleteaform
ontheHomePageoremailmentoring@directory.yorks.com.Theyarethensentfurtherinformation
aboutthementorstogetherwithanapplicationform.
PreparednesstoPracticeproject,mentoringscheme,July1999
SECTION3
EXAMPLESOFMENTORINGSCHEMESINOTHERPROFESSIONS
MentoringinNursing
In 1989 theUnitedKingdonCentral CouncilforNursing,MidwiferyandHealthVisiting(UKCC),the
statutory regulatory body for these professions, established a project examining the standard, kind
and content of postregistration preparation the PostRegistration Education and Practice (PREP)
Project. The project looked at practice following registration,specialistandadvancedpracticeand
howstandardsforpracticecouldbemaintainedfollowinginitialregistration.
AdiscussiondocumentwascirculatedinJanuary1990(UKCC,1990a)andwasaccompaniedby20
roadshowsaroundtheUK.Duringtheroadshoweventsandinresponsesreceivedtothediscussion
document,strongviewswereexpressedaboutthelackofsupportfornewlyregisteredpractitioners.
The transition period was seen as stressful for many practitioners. In acknowledgement of the
frequently repeated message that those who were newly qualified needed the support of a more
experiencedcolleague,arecommendationwasmadeinthePREPconsultationdocumentpublished
in October 1990 (UKCC, 1990b) that there should be a period of support for all newly registered
practitioners to consolidate the competencies or learning outcomes achieved at registration. The
consultation document further recommended that a preceptor should provide the support for each
newly registered practitioner. The term preceptorship was used to differentiate support for newly
qualifiednursesfrommentorshipsupportofferedinnursetraining.
Acostbenefitanalysis,carriedoutbyPriceWaterhousebetweenMay1990andJuly1991,identified
potential savings and cost benefits which could be made from introducing support for newly
registeredpractitionersbyassistingpractitionerstobecomeeffectiveintheirjobsatanearlierstage,
byimprovingconfidencewhichcouldreduceerror,byimprovingknowledge,skillsandattitudes,thus
improving patient care and by improving retention. The costs associated with delivering such a
schemeweretimeandadministration,andtheseinturnwouldbedeterminedbypreceptornumbers
andseniorityofpreceptors.
InJuly1991theUKCCsCouncilagreedtorecommendthatitsrecommendationsonsupportforthe
newlyregisteredpractitionersshouldbeadoptedbyemployersandpublisheditsrequirementsfora
period of preceptorship in advance of its other PREP proposals in January 1993. These were re
evaluated and revised in January 1995 (Wallace, 1999). In support of this policy NHS issued
guidance requiring health authorities to implement a frameworkforsupportandpreceptorshipfrom
April1993asamatterofgoodpractice.
FeaturesofPreceptorshipschemefornurses,midwivesandhealthvisitors:
individuals are accountable for their practice from the point of registration and the period of
supportisnotconsidered,inanyway,asanextensionoftheprogrammeofeducationortraining
the average length of support is normally 4 months, although this depends on the previous
experience, qualifications and personal and professional abilities of the individual concerned.
Thelengthoftimeisagreedbetweentheindividualandtheirpreceptorandmaybeextended.A
recent study has indicated that 4 months may at present be an underestimate of the average
requirement(Runciman,1998).
supportisprovidedbothtonewlyregisteredpractitionersenteringpracticeforthefirsttime,those
entering a different field of practice by means of a second registerable qualification and those
returningtopracticeafterabreakof5yearsormore.
preceptors are normally first level nurses, midwives or health visitors who have had at least 12
months(orequivalent)experiencewithinaclinicalfieldtheymaybefullorparttimeemployees
andmustwillingtotakeontheroleandsharetheirknowledgeandskillswiththoseenteringthat
fieldofprofessionalpractice.Onoccasionapreceptormaybefromanotherprofession.
preceptors are seen as a guide and counsellor for the newly registered practitioner. The exact
natureoftheroleandrelationshipbetweenpractitionerandpreceptorisworkedouttosuitthetwo
individuals concerned and will depend on the nature and context of the care to be given, the
geographicalsituationandtheexperienceandconfidenceofbothparties.
preceptorsaregivenupto2daysspecificpreparationfortheirrole,inorderthatthepreceptor:
has sufficient knowledge of the newlyregistered practitioners education programme in
order to be able to identify current learning needs and to set and agree learning
objectives
isabletohelptheindividualtoapplyknowledgetopractice
hasanunderstandingofhowpeopleintegrateintoanewpracticesettinginordertoassist
withthisprocess
appreciatestheproblemslikelytobeexperiencedbythepractitionerinthetransitionfrom
preregistrationstudenttoregisteredandaccountablepractitionerand
PreparednesstoPracticeproject,mentoringscheme,July1999
isabletoactasaresourcetofacilitateprofessionaldevelopment
Othersubjectswhichhavebeenfoundusefultoincludeinthepreparationprogrammeare:
knowledgeofpracticalskillsacquisition
organisationalandmanagementskillsacquisition
adultlearningtheoryandstrategies
evaluationandassessmenttechniques
counsellingandcommunicationskills
TheNationalBoardforNursing,MidwiferyandHealthVisitingforScotlandhasrecentlypublisheda
guide to good practice in preceptorship (NBS, 1999). The guide identifies four models of support:
specifically prepared preceptorship programmes orientation or induction programmes telephone
supportandstaffdevelopmentprogrammes.
TheNBSguideincludesexamplesofstatementsmadebynewlyregisteredpractitionerswhich
demonstratethevalueofsupportschemes(Gray,1998):
Iwasveryproudonmyfirstday,beingemployedandbeinginmywhitedress,IfeltIhad
reallyearneditafter3years ItwastheworstdayofmylifebecauseeverywhereIwent
somebodywantedtoknowwhatamIhavingthisfor?andIwasthinkingpleasedontask
mequestionstoday.(Louise)
Forthefirst3monthsIwasgoinghomeintearseverydaybecauseitwassobusyandIfelt
sounsupportedIfeltatthetimethatthingsweregoingtoofastformeandIdidntknow
whattodo.Ithought,rightIdontwanttobeanurse.(Fiona)
In an article about an 18month support programme for newly qualified nurses offered by the
BirminghamHeartlandsandSolihullTrust(Field,1999),AngelaFieldshowshowregularcontactwith
seniornursesandtraininginclinicalactivitiescanimproverecruitmentandretention.The18month
programme was developed after identifying key themes during interviews with thirdyear nurses.
Threefactorsemergedfromtheinterviews:
theneedforcomprehensivesupportsystems
theneedforstructureddevelopmentopportunities
theopportunitytorotatearoundavarietyofclinicalareas.
TheprogrammeworksbyintroducingtheTrustsprofessionaldevelopmentlinknurse,supportedby
the professional development support nurse, to all local students during their final 10 months in
training.Theythenremainintouchwiththestudentsandbriefingmeetingsareheldtoensurethat
allqueriesareaddressedandthatthecomponentsoftheinductionprogrammeareexplainedbefore
employment with the Trust commences. Throughout the induction both the link nurse and the
support nurse provide support on a group and onetoone basis. The nurses attend clinical
supervision onamonthlybasisinpeergroups.Theyarealsoassignedapreceptorintheirclinical
area who fulfils the role identified by the UKCC. On average, each nurse sees the support nurse
twiceamonthandanopendoorpolicymeansstaffcanalsodropintoseethelinknurseorsupport
nurse, for example, after a particularly bad shift. Nurses are also offered selfdevelopment
opportunities which include clinical supervision and training in the first 6 months, studydaysinthe
second6monthsandafirstlinemanagementcourseinthefinalsixmonthsoftheprogramme.
The development programme began in March 1998 and has since expanded with 85nursesinthe
scheme when Angela Fields article was published in June 1999. Evaluation questionnaires show
high levels of satisfaction and recruitment and retention rates have improved. Clinical managers
havealsocommentedonhowquicklynursesontheprogrammeareabletosettletotheirfirstposts.
MentoringinHigherEducation:NottinghamUniversity
ThismentoringschemecoversallgradesofstaffwithinNottinghamUniversity.Guidanceaboutthe
scheme includes guidance notes for mentors and mentees and guidance on mentors for
probationary academic staff staff in the Registrars Department clerical, secretary and junior
administrativestaffandtechnicalstaff.
Theschemeisdesignedforallnewstaffwhofromthebeginningofthe1997/8Sessionareentitled
toamentoriftheywishtohaveone.Differentmentorarrangementshavebeenorganiseddepending
on individual departmental/ School circumstances. The formal scheme is therefore intended to be
relatively flexible, presenting options and indicating "the norm" rather than prescribing universal
rules. The scheme sees mentoring as "a process in which a person (mentor) is responsible for
PreparednesstoPracticeproject,mentoringscheme,July1999
overseeingtheinitialcareeranddevelopmentofanotherperson".Theemphasisthereforeisonthe
relationship (rather than the activity). In some circumstances mentoring is be used as a way of
preparingestablishedcolleaguesfornewrolesorposts.
TheMentorisseenasatrustedfriend,counsellor,guide,advocate,rolemodel,informationprovider
anddooropener.Asaminimum,mentorsareexpectedtoassistwithinductionandintroducingthe
new person to the University and departmental processes and procedures. In addition the mentor
may have an role in providing guidance and support in relation to job requirements and
performance.Thepreciserolevariesaccordingtotheexperienceandneedsofthepeopleinvolved
and the importance of discussing and agreeing on the nature relationship at an early stage is
emphasised.
TheNottinghamUniversityschemeidentifiestwomodelsofmentoringalthoughitemphasisesthe
factthatmentorrelationshipschangeovertime,thatsomecombinationofthemodelsispossible
andthatparticipantsneedtobeconsciousofthedifferentmodelsandtheapproachesthatthey
imply.Misunderstandingandconfusionmayariseifthementorpartnershavedifferentmodelsofthe
relationshipinmindorfailtoappreciatehowitischanging.
onemodelisbasedonpeerdevelopment,inwhichthepartnersareofrelativelyequalstatusand
in which learning and development is collaborative and two way. This model supports the view
thatapeerwhohasrecentlygonethroughthesameperiodofinductionasthenewpersonisthe
most appropriate person to take on the mentor role. This suggests that normally the mentor
should be a member of staff who has at least two years experience within the current
department/School but not morethanfive.Inthisapproach,age,seniorityandsubject
areaaresecondaryconsiderations.
the other, more traditional approach, is based on a developmental model in which the more
senior person is largely passing on his/her wisdom and experience to the new person. This
approacharguesthatmoreexperiencedmembersofstaffarebetterabletoadviseandguidethe
newperson.Inthisapproachlengthofserviceandsenioritymaybemoredecisivefactors.
Whichever approach is adopted, it is regarded as vitally important that the mentor iscommittedto
therole.Itisalsoaprerequisiteoftheschemethatnewmembersofstaffshouldhavetheoptionof
changingtheirmentorwhereitbecomesclearthattherelationshipisnotworking.
Rules for confidentiality are also agreed at the outset in order that the new members of staff feels
professionally"safe"withthementor.Thementorisnotnormallythementeesappraiserorheadof
department or equivalent (in order to separate the mentor role from line management and
judgementsrequiredaboutprobation,promotionetc.).Whereforpracticalreasonsthisisimpossible
to achieve, it is emphasised that great care should be taken to ensure that the two roles are kept
separate.
In most mentoring schemes, it is anticipated that there will come a point when the mentoring
relationship will and should end. It can be suggested that the mentor partners review the agreed
focusandgroundrulesatleastannually.
Preparation and Training of mentors is organised by the University Training & Staff Development
Unitanddetailedbriefingnotesandcoursesareprovidedontheschemeanditsoperation.Mentors
are encouraged to agree with their mentees the frequency and length of meetings, venues, rules
about contact (only at work?), agendas for meetings and whether or not to hold an annual receive
andemphasisetheimportanceofbothgivingandreceivingfeedback.
Taken from article by Richard Blackwell, Head of Staff Training and Development, Nottingham
University
MentoringinManagement
Increasinglyorganisationsneedtobeabletocontinuouslyreinventthemselvessoastostayaligned
withandresponsivetotheircustomersandotherstakeholders.Creatingthenecessarychangescan
involveawiderangeofprogrammesandinitiativessuchasculturechange,processreengineering,
benchmarking, total quality management, values alignment, and so forth. What all these have in
common is that, to be successful, they have to be accompanied by behavioural change by the
organisation's stakeholders and, in particular, by the organisation's senior executives. Executive
mentoring is an intervention designed to support such senior executives and other key staff in
makingthenecessarybehaviourchanges.
PreparednesstoPracticeproject,mentoringscheme,July1999
Thisformofmentoringhasasitsgoalincreasingtheabilityofseniorexecutivestoachievebusiness
goals by using external mentors. The context is therefore different from counselling, where the
individual'spersonalneedsarecentral,andfrommuchinternalmentoring,wheretheprimarygoalis
thepassingonofvalues,knowledge,stylesandskills.Internalmentoringiswellsuitedtodeveloping
people within the existing culture and according to existing norms. External mentoring of the kind
described here is more suited to supporting the change to a new culture, helping the organisation
deliver its business vision, and developing levels of performance and behaviour beyond existing
norms.
Attheindividuallevel,thebenefitsofbeingmentoredvarywidelydependingontheparticularneeds,
aspirationsandsituationofthementeeandmayinclude:
theconfidencenotjusttorunwiththechangeprogrammebuttoleaditandtochampionthenew
culture
improvedpeoplemanagementskillsthroughusingmentoringskillsandtechniques
improvedlistening,challenging,andempathisingskills
theconfidencetosetandachievestretchingperformancegoals
havingsomeonetotalkopenlyto
beingmoreorderedandreflectiveratherthanrushingintothings
havingawiderperspectiveontheimpactoftheirmanagementstyle
beinglessruledbyfeelingsandmoreabletocopewithdifficultsituations
havingthecouragetobemoreradicalandtoselltheirideasmorestrongly
openingupadditionalwaysofthinking
being more mindful of the need to mentor staff, understand their needs, and deal with the
underlyingproblems,notjustthesymptoms.
Attheorganisationallevel,anexecutivementoringprogrammecan:
supportandacceleratepersonalandorganisationalchange
make change work by sustaining commitment to corporate vision in a critical mass of senior
managers
help manage the downside risk of change management and maintain performance during
periodsofrapidchange
improve business performance by creating personal stretch goals in line with corporate
objectives
removesobstaclestosuccessfulchangemanagementbypredictingandmanagingpersonaland
organisationalregression
increase organisational awareness through providing a flow of valid operational data for senior
managers
promote balance and provide a stable base during periods of major organisational and career
change.
Oneoftheframeworksusedforexecutivementoringconsistsoffourelements:
Individuating:developingautonomy,responsibility,andtheabilitytochoosefreelyunconstrained
bypersonalhistory.Whenworkinginthisphase,thementor'sstanceisnurturingandsupportive
andaimstohelpthementeedevelopastrongpositiveselfimage.Thebasicquestionwhichthe
menteeseekstoanswerinthisphaseis"WhoamI?".
Envisioning: connecting with a sense of purpose, identifying and choosing values, creating a
compelling and stretching vision which is aligned to and supports the corporate vision, and
committing to realising it. A key skill at this stage is the ability to create and hold a tension
between the current reality and the vision. Without the ability to hold this tension, the vision
merges with the current reality and merely reinforces the status quo. The mentor's role is to
inspirethementeeandtohelpthemanswerthequestion"WhereamIgoing?"
Implementing:identifyingthegoalswhichwillleadtowardsthevision,decidingonthestrategies
and actions to achieve these goals, and then taking action. The mentor's role here is to coach
and to help the mentee answer thequestion"HowwillIachievemyvision?".Thismayinclude
helpingthementeeimprovespecificmanagementskillsinareassuchascommunication,team
leadingandtimemanagement.
Integrating:gettingfeedbackfromtheenvironmentaboutwhatisbeingachievedandtheextent
to which the vision is being realised. When the mentee is able to see clearly what they are
creating and to take responsibility for both their successes and failures, then there is the
opportunitytolearnfromexperienceandgaininsightintothechangesnecessarytodeliverand
expand their achievement of their vision. The role of the mentor is to challenge thementeeto
see clearly the impact of what they are doing and to help them answer the question "Am I
creatingmyvision?".
PreparednesstoPracticeproject,mentoringscheme,July1999
Underpinning the whole mentoring process are two key skills the ability to be self aware and the
ability to exercise will. The development of these two skills provides the underlying context for the
mentoringprocessandthedegreetowhichthementeeenhancesthesetwoskillsisoneofthebest
indicatorsoftheextenttowhichthementoringprocesshascreatedlastingchangesinthementee's
effectiveness. Experience has shown that executivescanreadilyunderstandthisframework,thatit
providesameaningfulwaytothinkoftheirownchangeprocess,andthatitreflectstheirexperience
ofthementoringprocess.
TakenfromarticleonExecutiveMentoringbybyDrMikeTurner
AntrobusHouse,3ManbyRoad,Malvern,Worcs,WR143BD
Tel:01684893380.Email:100411.776@compuserve.comDrMHMTurner
MentoringinPhysiotherapy
TheCharteredSocietyofPhysiotherapyissuesguidelinesforthesupportofphysiotherapistsduring
the first2yearsofpostgraduatetraining.Thiscoversallareasoforientation,induction,evaluation
ofpractice,educationandtraining.
AttheWesternGeneralHospitalinEdinburghteamsofphysiotherapistsworkunderthedirectionof
a Senior Physiotherapist (Clinical Team Leader) who will have had, on average, at least 6 years
postgraduateexperience.Itisanimportantpartoftheirjobdescriptionsthattheyhaveresponsibility
for identifying, and where possible meeting, the development needs of all members of their team.
Inhousephysiotherapytrainingisavailableforseniorstafftoenablethemtoacquirethenecessary
skillssuchasappraisal,supervision,effectiveteamworkingandleadership.
Taken from article by Fiona McDonald, Superintendent Physiotherapist for the Western General
HospitalNHSTrust,EdinburghandquotedinNBS(1999)PreceptorshipinAction
MentoringinOccupationalTherapy
Within occupational therapy, the support model frequently used is supervision. Supervision in
occupationaltherapyisrelevantforallgradesofstaffandshouldbeavailableforthenewlyqualified
occupationaltherapist.TheCollegeofOccupationalTherapists(1997)hasastandardstatementon
supervision which states effective supervision contributes to both job satisfaction and to the
provisionofahighqualityservice.Supervisionisalsoconsideredanimportantpartofsupport.
Therearemanymethodsofsupervision.WithinEdinburghHealthcareNHSTrusttheoccupational
therapistshaveimplementedaTrustStandardforSupervisionwhichisreviewedonanannualbasis
andwhichrequires:
all occupational therapists to receive a minimum of one hour per month individual supervision
fromamoresenioroccupationaltherapist
supervisiontobecarriedoutinaquietenvironment
discussionstobetreatedconfidentially
allstafftohaveaccesstotraininginsupervision
CollegeofOccupationalTherapists(1997)StatementonSupervisioninOccupationalTherapy
Taken from article by Elaine Hunter, Trust Advisor in Occupational Therapy for Edinburgh
HealthcareNHSTrustandquotedinNBS(1999)PreceptorshipinAction
SECTION4
REFERENCES
Allen,I.(1995)DoctorsandtheirCareers
AssociationfortheStudyofMedicalEducation(1998)DeliveringtheNewDoctoredElisabethPaice,
Edinburgh:ASME
PreparednesstoPracticeproject,mentoringscheme,July1999
Clutterbuck,D.(1988)Everybodyneedsamentor,InstituteofPersonnelManagement
Clutterbuck,D.(1995)ConsentingAdultsMakingtheMostofMentoring,ChannelFourTelevision
Conway,C.(1994)MentoringManagersinOrganisationsAStudyofMentoringanditsApplication
toOrganisationswithCaseStudies,AshridgeResearchGroup
Field,A.(1999)StartersOrders. HealthServiceJournal,17June1999
GeneralMedicalCouncil(1993)TomorrowsDoctors,London:GMC
GeneralMedicalCouncil(1997)TheNewDoctor,London:GMC
GeneralMedicalCouncil(1997)StudentHealthandConduct,London:GMC
Gray,M.A.(1998)Longitudinalinvestigationintothefirstyearexperienceofbeingastaffnurse:the
transitionfromdiplomatetostaffnurse,NapierUniversity,FacultyofHealthStudies,August1998in
NBS(1999)PreceptorshipinAction:AGuide,Edinburgh:NBS
Hay,J.(1995)TransformationalMentoring,McGrawHillBookCompany
Holly,M.L.HandMcLoughlin,C.S.(1989)ProfessionalDevelopmentandJournal
WritinginHolly,M.L.HandMcLoughlin,C.S.(Eds)(1989)PerspectivesonTeacherProfessional
Development,Falmer
Jones,CandJowett,V.(1997)ManagingFacilities,ButterworthHeinemann
Jowett,V.(1995)WorkingForADegreeMentoringProject,FinalProjectReportVolumeI,Leeds
MetropolitanUniversity
Jowett,J.V.,ShawE.D.andTarbitt,V.Aguidetomentoring,LeedsMetropolitanUniversity,1997
Kolb,D.A.(1994)ExperientialLearning:ExperienceasaSourceofLearningandDevelopment,
PrenticeHall
Lewis,G.(1996)TheMentoringManager,InstituteofManagementFoundation,PitmanPublishing
MegginsonD.andClutterbuck,D.(1995)Mentoringinaction:Apracticalguideformanagers
NationalBoardforNursing,MidwiferyandHealthVisitingforScotland(1999) Preceptorshipin
Action:AGuide,Edinburgh:NBS
NationalMentoringConsortium(1995)CounsellingSkillsforMentoring
Runciman,P.,Dewar,B.andGoulbourne,A.(1998)Project2000inScotlandEmployersneeds
andtheskillsofnewlyqualifiedProject2000staffnurses,QueenMargaretUniversityCollege,
Edinburgh.
StandingCommitteeonPostgraduateMedicalandDentalEducation(SCOPME)(September1998)
Supportingdoctorsanddentistsatwork:anenquiryintomentoring
Truer,Fetal(1997)PersonalDevelopmentPlanningPack,SchoolofProfessionalEducationand
Development,LeedsMetropolitanUniversity
ThamesPostgraduateMedical&DentalEducation(1997) SummaryofDiscussionsatNurseMentor
Meetingsheldon6March1997,22May1997and6November1997,NorthThamesDepartmentof
PostgraduateMedicalandDentalEducation
UnitedKingdomCentralCouncilforNursing,MidwiferyandHealthVisiting.(1990) DiscussionPaper
onPREPP,London:UKCC
UnitedKingdomCentralCouncilforNursing,MidwiferyandHealthVisiting.(1990b)TheReportof
thePostregistrationEducationandPracticeProject(Consultationdocument),London:UKCC
UniversityofDundee(1998)PRHOPostsforDundeeGraduates,Dundee:UniversityofDundee
PreparednesstoPracticeproject,mentoringscheme,July1999
Wallace,M.(1999) LifelongLearning:PREPInAction,Edinburgh:ChurchillLivingstone
PreparednesstoPracticeproject,mentoringscheme,July1999
SUCCESSFUL
MEMBERSHIP
RECRUITMENT
Members of the
Powder River Basin
Resource Council in
Wyoming, concerned
about the effect of a
cattle feedlot expansion
on the water they drink,
needed money to pay
for legal assistance in
their ght. On a map,
they marked the homes
of neighbors to visit
who were affected
by the feedlot. They
recruited two dozen
new members and
raised $1,000
towards their legal bills.
The Yellowstone Valley
Citizens Council
(YVCC) in Billings,
Montana, invited 800
people, by mail, to come
to a public forum on
public health and air
quality and to join
YVCC. One hundred
fty people came to
the forum, and YVCC
members recruited
six new members by
talking with them oneon-one at the forum,
in followup phone calls
and nine more joined
through the mail.
The Western Colorado
Congress signed up
100 new members
by organizing the
Ridgway-Ouray
Community Council,
a new chapter of local
people concerned about
plans for commercial
development in their
community of 2,500
people.
The three examples of successful membership recruitment featured in the sidebar have several
things in common. All three groups are grassroots organizations; they need a growing membership
to survive. They recruited new members by appealing to the self-interest of the people they were
asking. They developed and followed a plan, which laid out how many members they wanted, who
they were going to recruit, who was going to ask them to join, and when they were going to ask.
And they asked people to join.
Integrate membership
recruitment into every aspect
of your organizing work.
Develop and follow a
recruitment plan with realistic,
achievable goals, specic tasks,
and clear responsibilities and
time-lines.
The best way to develop an
effective membership campaign is
to involve all of your members in
the recruitment of new members, to
target specic individuals and kinds
of people you want to recruit, use a
variety of methods for recruitment,
and integrate membership recruitment
with every aspect of your organizing.
If membership recruitment is
separate from your other work, youll
never get around to it. The burning
issues will always have top priority.
If you dump the job on a membership
committee, you separate it from your
other work. The members of the
committee will be the only ones in
the organization who understand why
recruitment is important and believe
it is their job to do. Since people
are different, relying on only one
recruitment strategy (lets put an ad
in the paper) is bound to disappoint
you.
MEMBERSHIP DEVELOPMENT
THE RAP
What kind of things do you say
when you ask someone to join,
face-to-face? Here is one way
you might have a conversation.
It doesnt have to go exactly
according to your plan, but it
is important to have a plan.
Remember your purpose: to ask
someone to join.
Introduce yourself. Mention
your connection with that
person: Im a friend of your
neighbor, Mr. Jones.
Tell the person you want
to talk about your group.
Make some small talk to make
the person comfortable.
Explain your organization
and the issues it works on.
Ask what his or her concerns
are. Listen to the answer.
Ask what he or she thinks
should be done. Listen.
Explain what your group is
doing about those concerns.
Explain why its important
that people like him or her join.
Explain the benets of
membership, and how he
or she can get involved.
Ask him or her to join.
Then wait and listen.
Get a commitment (to join,
come to a meeting, pay dues).
Refer to your next contact
(Ill come by Tuesday to pick
you up for the meeting.)
Thank him or her for talking
to you, and say good-bye.
How you say something is as
important as what you say. Be
friendly, polite, and have a sense of
humor. Listen as much as you can.
When you talk, get to the point.
PAGE 5
TARGET
TOOLS
Decide what recruitment tools you will need for the
recruitment drive (pamphlets, brochures, fact sheets,
membership envelopes, posters, petitions). Decide when
the drive will begin and end. (You should be recruiting
all the time, of course, but a membership drive with no
deadline will never begin.) Then list all of the tasks and
responsibilities on a chart that shows what will be done
for each task, who will do it, and when they will do it.
If its true that 90% of organizing is follow-up, 99% of
membership recruitment is follow-up. So follow-up:
pull out that plan, nd out who did what, evaluate how
youre doingand then go ask somebody to join.
FOR MORE
ON MEMBERSHIP
RECRUITMENT:
Principles of Community
Organizing training sessions
are held twice a year by WORC.
Advanced Leadership and
Staff Development training
sessions are also held by WORC.
MORE HOW TO
GUIDES:
Is Smalltalk Important?
Some people, especially the technically-minded, take the view that
talking is purely for the transmission of data. Here are some reasons
for giving Smalltalk more priority, and to point out what you risk
missing if you dismiss it too lightly.
wrong place (on the Data). This guide will show you in precise
terms where you should put your focus to have enjoyable and
successful social (and social-business) conversations.
Service
(Purchased Intangible)
Relationship
(Non-purchased
Intangible)
*
*
understand the logic of the argument (and its easy to make the case
that packaged services are a lot like a product).
Theres a force of gravity that acts from right to left. A breakthrough
product (e.g. Sony Walkman in its time) drifts to being distinctive as
competitors appear, then to just competitive as new entrants stand on
the innovators shoulders, and ultimately, of course, to uncompetitive
(in the Walkmans case, with the arrival of the iPod).
As Alan argues, its much easier to move from left to right in
relationships than it is in products (Or services for that matter. Many
businesses faced with strong competition for their products attempt to
compensate through higher levels of service. But service
improvements are easy to claim, and are usually straightforward for
determined competitors to match).
Not only is it easier to create distinctive relationships, it also more
beneficial. Think about the great value of unique relationships
between buyers and trusted providers of good and services:
Trust is higher, so
Its easier to use junior staff the client knows youll keep an eye
on things
10
11
12
13
14
versus
What did I do right this time?
and compare their impact. Take the time to answer and notice which
one feels better. Few people ask themselves the second question, yet
this habit speeds up learning like you wouldnt believe (we will return
to the use of self-questioning to speed up your learning at the end of
this Guide).
This goes for questions you ask other people too. Remember John
Grinders example about his daughter: How is your arthritis today,
Grandma? versus Did Daddy do anything funny when he was a little
boy, Grandma?
15
16
Curiosity
Enthusiasm
Learning
Motivation
Excitement
Heres an example
First, lets look at a line of questioning which is going in an unhelpful
direction
YOU: What kind of a week have you had?
THEM: Oh, its been pretty boring
YOU: How come?
THEM: Just work, you know
YOU: Oh, what do you do?
THEM: Im an X
YOU: Oh right
17
18
In Summary
Once you start to notice how your communication is affecting the
state the other person is in, smalltalk starts to get much easier. The
trick is:
19
20
21
22
23
24
In the full version of the book, this section takes you through the
process, step by step, and includes easy to use maps and instructions
to guide you through the conversation.
Heres an example:
With a little experience the words will come easily (the other person
will often suggest it, too), but at first it can be useful to have a form of
words prepared.
26
27
Dear X,
Good to meet you today/at(event).
I thought the
for me.
Kind Regards..
Its useful to bear the following idea in mind: the real Net Working is
what you do AFTER youve swapped cards.
28
29
Blocks To Smalltalk
Example Scenarios
30
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www.BookShaker.com
Seminars
Feel for yourself the effect when someone uses your hot words.
In-house programmes
BassClusker Consulting deliver tailored Learning and Development
programmes to some of the leading professional organisations in the
UK and Europe.
Visit www.bassclusker.com, or email info@bassclusker.com for
further information, including articles and testimonials.
Personal Coaching
If you want to learn these skills really quick and you havent got time
to get a partner, or you just want to check your understanding, you can
get a consultation with the authors. We will answer your questions,
and most importantly, take you through the crucial exercises:
questioning with a direction in mind, anchoring and ELIZAtm patterns.
For more information send an email to
coaching@magicofsmalltalk.com
31
TiE Sydney
Table of Contents
Background ......................................................................................... 3
Document Purpose ............................................................................ 3
Contacts........................................................................................... 3
TiE Sydney Mentoring Program Principles..............................................
The Mentoring Need...........................................................................
The Art and Science of Mentoring ........................................................
Mentoring Best Practice ......................................................................
4
4
5
6
Page 2/17
Background
Document Purpose
This document has been prepared by TiE Sydney as a guide for the design
and operation of the Mentoring Program in 2011. It draws substantially upon
the document Mentoring Best Practices Report V2 4 - TiE Global Oct 2010
with some customization to suit local needs.
Material in this document is proprietary and copyright held by TiE Global, Inc.
and TiE Sydney.
Contacts
For clarifications on this document please contact:
Dilip Rao
Director Mentoring, TiE Sydney
mentoring@sydney.tie.org
Tel: 0414 388 005
Page 3/17
Page 4/17
Page 5/17
Page 6/17
Mentoring
Methodology
Knowledge
Mgmt
TiE Global
System
Mentee
Guidance
Mentoring
Guidance
Mentor
Training
Mentoring
Director
Page 7/17
Page 8/17
expectations and outcomes can be clarified and agreed, with a sign off
by the Director of Mentoring. For On Demand mentoring, which might
involve brief meetings with several different mentors, no such formal
agreement is executed for practical simplicity.
4. Engagement the mentee an mentor meet and communicate as
agreed; On Demand mentoring may consist of only one or a few
sessions; Ongoing Mentoring may consist of face to face (at least
50%) and remote communications; the mentor commits to at least
one hour of time devoted to the mentee per month.
5. Feedback & Review the mentee and mentor provide informal
feedback to the Director of Mentoring throughout the engagement, but
formally at least once in six months; this is used to either continue or
discontinue the engagement; if either party is not able or unwilling to
continue, the engagement can be terminated at any time without
notice. Feedback on the mentor and mentee is recorded for future
reference and learning.
Initial
Assessment
Referral to
Subject Expert
One-on-One
Ad hoc Sessions
45-min Consultation
Assess stage in cycle
Mentee prepares 1-pager
Identify key issues
Decide on best Program
Ongoing
Mentoring
Selection of
Mentor
Resource
Database
One-on-One
Monthly Sessions
TiE Workshops
6-monthly
Assessment
Referrals as
Required
Page 9/17
Raising
Money
Getting
Sales
Managing
Growth
Exit
Planning
Developing
your idea into
a viable
proposition
Assessing the
market to
determine
potential,
competitive
position
Building a
business plan
Identifying
sources of
funds
Pitching to
investors
Addressing
legal and
valuation
issues
Establishing a
commercial
entity
Developing a
sales and
marketing
strategy
Recruiting
staff and
channel
partners
Growing sales
from scratch
Managing
growing pains
with little
cash
Hiring and
performance
management
Developing
systems and
organisation
Funding
growth
Managing
shareholders
and
expectations
Identifying
options for a
trade sale,
strategic
investor or
IPO
Managing the
sale
Page 10/17
Mentoring Methodology
The Mentoring Methodology clearly outlines the most professional and
appropriate method that a mentor can use to achieve mentoring success
through a combination of the following key elements:
1.
2.
3.
4.
5.
Mentoring values
Clearly delineated mentoring steps
Some simple guidelines
Skill focus
Use of appropriate tools and techniques
Page 11/17
Page 12/17
Support Systems
The success of mentoring depends on the availability of a robust support
system. Following are the six key elements of support that TiE must make
available:
1. Executive Sponsorship Given that mentoring is the bedrock of TiE,
it is important that there is a Mentoring Champion who is part of the
global structure at TiE. This could either be in the form a committee or
a specific individual. The role of this person(s) is to provide the
executive sponsorship and direction and make the mentoring
framework at TiE a reality.
2. Chapter level Mentoring Coordinator Mentoring is a very process
intensive activity. Its success therefore depends on having a dedicated
person in each Chapter to champion this. This Mentoring Coordinator
may either be a full time resource hired for this purpose or may be
played by one of the Charter member depending on the need. It will
be his/her primary responsibility to make the Mentoring Engagement
Process effective and be the Chapter level Mentoring Coordinator for
the mentoring program. He/she will work closely with the Mentoring
Panel and the mentors for this purpose.
3. Training for Mentors While mentors have significant experience
and wisdom they will have varied personalities. Good intentions do not
make good mentors. More importantly, ill equipped mentors can even
cause unintended damage to the relationship. Therefore, training
mentors is mandatory. Gaining familiarity about the Mentoring
Methodology would be the focus of this training. We see training as a
combination of classroom inputs and guided practice. It is
recommended that all mentors who are interested in mentoring
undergo a one-day mentoring program. At the end of this program
they must be certified as mentors. This program can be conducted as
often as required but typically before or after the Charter member
Page 13/17
Page 14/17
Mentee Application
I understand that by submitting this form I am applying to join the TiE Sydney
Mentoring Program as a mentee. I confirm that I understand this is an informal
program of meetings and interactions with mentors assigned by TiE to provide
general information as a sounding board and is NOT professional business
consulting, financial or management advice based on a detailed analysis of my
personal or company needs.
I confirm that I will need to evaluate any information provided by TiE mentors
independently and will not hold TiE Sydney nor its members or mentors liable for
any consequences resulting from my actions as a result of information thus provided.
I understand that the TiE Sydney Mentoring Program may assign a suitable mentor
after an assessment of requirements provided by me, though there is no guarantee
that a mentor will be assigned or when a mentor will be assigned. After an initial
meeting, both the mentor and I can decide whether to proceed further or not, for
any reason whatsoever. If we proceed, I understand the mentor will allocate one
hour per month to meet with or otherwise communicate with me as suitable. I may
choose to consult the mentor on an ad hoc or continuing basis, but for no more than
12 months.
I will report on each session with my mentor via a form provided by TiE Sydney as a
measure of activity and feedback. At regular intervals I will participate in a formal
review by the TiE Director or Mentoring of the Program as experienced by me.
I confirm that the TiE Director of Mentoring or the TiE Sydney Board can terminate
the Mentoring Program or my participation in it at any time for any reason.
_________________________________________
Name:
Company:
Date:
Page 15/17
Mentee Profile
Item
Your Name
Name of Company
Website, if any
Telephone
Contact Address
City/State/ Postcode
Email
Stage of
Development (select
one)
Industry Sector
Nature of
Product/Service and
target client
Description
Your Education
Work Experience
companies/years
Work Experience
functions/years
Page 16/17
Date:
Mentors Name:..
Signature:
Mentees Name:...
Signature:.
Page 17/17
The Entrepreneurial
Linguist:
The Art of RelationshipBuilding with Direct Clients
By Judy A. Jenner
As linguists,
we excel in our
understanding of the humanities and
have in-depth knowledge of translation, both in theory and in practical
application. However, what many of
us have not thought about too much is
how to build relationships with repeat
customers, especially direct clients. It
is quite resource-intensive to build
and nurture these relationships, but
they are worth the effort, both financially and from a professional satisfaction standpoint. This article will
address ways to build relationships
and secure repeat business with
existing direct customers.
12
July 2009
July 2009
Competitive Edge
It is important to find your competitive advantage. What are you really
good at? What are you better at than
your colleagues?
Tell your potential customers what
you excel at or what makes your
translation services unique and desirable. This is your competitive advantage. Many translators posting their
services on large translation websites
say fast, reliable, good. These really
are not selling points, but only the bare
minimum of what every purchaser of
translation services should expect. If
your customer sees 20 postings with
these three adjectives, how will they
choose? You guessed itprobably randomly. So what points will help you sell
your services? Examples of competitive
advantages include 24-hour service,
working as a translation and editing
team, and offering translation services
on holidays.
13
The Entrepreneurial Linguist: The Art of Relationship-Building with Direct Clients Continued
business, you might surely realize that
turning in a great product is not enough.
Here are some more tips on how to
enhance your clients experience.
Follow up with a customer within a
few days of turning in a project to
see if he or she has any additional
questions or if there is anything else
you can do. It is surprising how many
contractors do not follow up on their
work. Your clients will be delighted
that you checked to see if there were
any problems integrating your work
into the final product, whatever it may
be. Offer your assistance if there are
any issues.
If you know your customer is under
time pressure, you could also deliver
large projects in smaller batches,
thus making the end processing
easier on the customer. This might
not be that convenient for you,
because in latter stages of the project
and upon final revision you might
change some terminology, but think of
yourself as a customer.
Check in with your favorite clients at
the beginning of the month, asking
them about the status of their projects so you might reserve adequate
time for them. This is not only a very
proactive way to handle your business,
but it also potentially gives you more
control over your project flow.
Become a customer concierge. Keep
information about your contact persons
handy (e.g., is someone getting married
or having a baby?). Just like any good
hotel knows its customers preferences
for breakfast, pillows, and even entertainment, you need to learn enough about
your customers to show them you care
about them on a personal level. Consider
sending holiday cards, baby shower gifts,
14
1. You are selling your services. Therefore, you are a business. Behave like one.
2. Think of yourself as a customer. If you were a customer, what would you want?
3. Find your competitive advantage.
4. Develop good marketing materials.
5. Look at the time you invest in client acquisition as a long-term investment.
6. Go the extra mile for your clients. How can you add value to their businesses?
7. Allocate your time wisely.
are happy with your services, it is infinitely less expensive for them to rely
on your services again instead of
searching for another vendor.
Building a Brand
You will not be able to get repeat
customers if they cannot remember
your name or are unable to find you.
Ideally, you want to be the first name
that comes to mind when decisionmakers are ready to hire a freelance
translator. You can achieve this by
building a brand and by making continuous contact. Here is your to-do list:
Create a website and use an associated e-mail address. With Google
Sites, you can build your own template-based site and host it for $10 per
year. (It may not be top-of-the-line,
but it will establish your online presence.) Choose a memorable business
name and URL address that is easy to
remember and non-generic.
July 2009
July 2009
Useful Links
Google Sites
www.google.com/apps/intl/en/group/
index.html
(Includes custom e-mail, such as
office@spanishwizards.com.)
VistaPrint
www.vistaprint.com
(Buy the premium business cards)
15