peo intern handbook
TRANSCRIPT
INTERN
INTERN
Professional Engineers Ontario: intern handbook 3
internGuides make a differenceGuides provide:• guidanceonthelicensingrequirements;• insightintoethicalpractices;• anunderstandingofanengineer’sresponsibilitytothepublic;
• integrationintotheengineeringcommunity;
• leadershipdevelopment.
Licensure Assistance–Our Vision:
LicensureAssistancecontributestodevelopingprofes-
sionalswhoadheretothehigheststandardsofengi-
neeringpractice,andarecapableofassumingleader-
shiproleswithintheircompaniesandcommunities.
MembersofthepublicrelyonProfessionalEngineers
Ontario(PEO),thelicensingandregulatingbodyfor
professionalengineeringinOntario,toensurethatpro-
fessionalengineersinOntariomeethighstandardsof
qualification,ethicalpracticeandprofessionalconduct.
PEOisdedicatedtoencour-
agingqualifiedindividuals
tobelicensedasprofession-
als.Formally,enablingan
engineering intern to re-
ceiveguidanceandsupport
fromanexperiencedprofessionalengineerhelpsmeet
thismandate.Licensureassistanceisameanstoperpetu-
atethehighstandardsoftheprofessionandraisethe
profileoftheassociation.
1. Welcome and introduction
Content and materials previously owned by Professional engineers on-tario (Peo), and or created specifically for Peo, remain ©2010, Professional engineers ontario.
Content and materials previously owned by Sage Mentors inc. and provided here for use by Peo, remain ©2007, 2010 Sage Mentors inc., www.sagementors.com.
Sage Mentors inc. grants Professional engineers ontario a non-exclusive right to use of its materials for participants of Peo’s licensure assistance program. Sage Mentors inc. maintains the rights to the materials. these workbooks cannot be re-sold or given to another organization without the written permis-sion of Sage Mentors inc. Sage Mentors grants the right to Peo to update and tailor the program materials for specific audiences from time to time.
intern
intern
4 intern handbook: Professional Engineers Ontario
these materials may not be copied or emailed to multiple sites other than those owned by Peo or posted to a list serve (such as: Google™, Facebook™, Linked-in™, Plaxo™, Yahoo™, and all others) without the copyright holder’s express written permission. however, users may print, download, or email for their own individual use.
Printed in Canada
Contact us:Professional engineers ontario (Peo) 101-40 Sheppard avenue W., toronto, on M2n 6k9www.peo.on.ca
this intern handbook contains materials created by: Sage Men-
tors inc. for the use of Professional engineers ontario.
Professional Engineers Ontario: intern handbook 5
6 intern handbook: Professional Engineers Ontario
Contents Welcome and Introduction .................................................................................................................. 3BeforeYouStart:HowtoUseThisHandbook................................................................................... 8StagesoftheLicensureAssistanceRelationshipandSupportingTools......................................... 10TheIntern’sandGuides’sCommitment............................................................................................ 11PEOandtheLicensureProcess.......................................................................................................... 12AboutPEO.......................................................................................................................................... 13WhyLicensureAssistanceisImportanttoPEO................................................................................. 14HowLicensureAssistanceSupportstheIntern................................................................................. 15TheImportanceofConfidentiality.................................................................................................... 16BeinganIntern–HowtoWorkWithYourGuide............................................................................. 16
Licensure Assitance Techniques ........................................................................................................ 17NotesforInternsonThingstodotoBuildaLicensureAssistanceRelationship........................... 17Building Trust..................................................................................................................................... 18ManagingExpectations..................................................................................................................... 18DynamicListeningTechnique............................................................................................................ 19ThreeCommonConversationsTechnique........................................................................................ 20Feedback............................................................................................................................................ 21HowtoWorkThroughIssuesWithYourGuide............................................................................... 21ExampleofIssueExploration:Debrief.............................................................................................. 22IssueIdentificationWorksheet.......................................................................................................... 23WhattodoiftheRelationshipisnotWorking................................................................................ 24
Other Useful Tips ............................................................................................................................... 25TheWrittenWord:EmailEtiquette.................................................................................................. 25OnlineLicensureAssistanceRelationships........................................................................................ 26OnlineRelationshipGuide................................................................................................................. 27TelephoneandVoiceMailEtiquette................................................................................................. 29
Managing Diversity ........................................................................................................................... 30Cross-culturalAwarenessandHowtoManageDifferences............................................................ 30LicensureAssistanceasaMatureEngineer...................................................................................... 31LicensureAssistancewithBoomers................................................................................................... 32
Professional Engineers Ontario: intern handbook 7
internin
ternCareer Development Tools ................................................................................................................ 334. Self-ExplorationLifelineReviewandIdentifyingmyCoreStrengths...................................... 345. ValuesExploration....................................................................................................................... 376. InternSelf-Assessment:PreparednessForLicensure................................................................. 387. InternLicensureProcessSkillsScan............................................................................................ 398. InternLearningCompetencyScan.............................................................................................. 409. CreatingLearningGoalsUsingSMART...................................................................................... 4110. FinalizingaLearningPlan........................................................................................................... 4211. LearningPlan............................................................................................................................... 43
Licensure Assistance Meeting Planning & Journal .......................................................................... 4512.FirstMeetingAgenda............................................................................................................ 46-4713.SecondMeetingAgenda........................................................................................................ 48-4914.ThirdMeetingAgenda........................................................................................................... 50-5115.Journal..................................................................................................................................... 52-54
Licensure Assistance Orientation and Launch Worksheets ............................................................ 5516.Worksheet:GettingtoKnowEachOther.................................................................................. 5617.Risk&RiskMitigationStrategies................................................................................................ 5718.CodeofConductandProgramOperatingPrinciples................................................................ 5819. LicensureAssistanceAccord........................................................................................................ 5911. LearningPlan(duplicate)............................................................................................................ 60
AppendixSources&Resources........................................................................................................................... 61TheFiveElementsofEngineeringExperienceforLicensing........................................................... 61
8 intern handbook: Professional Engineers Ontario
before You Start–how to Use this handbook
Internsarenotexpectedtoreadthehandbookcover-to-cover(unlesstheyreallywantto!),butrathertousethetoolstheyneed,whentheyneedthem,toaddressthemattersathand.Thehandbookisnotatrainingmanualwhereyouareexpectedtofollowexercisesinsequence.
Thehandbooksareresourcestosupportyourrelation-ship,notdrivetherelationship.
Alicensureassistanceoverviewchart,calledStages of the Licensure Assistance Relationship and Supporting Tools (page10),isprovidedinthisWelcome and Introduction to Licensure Assistance section.Thislicensureassistance“at-a-glance”identifieswhattoexpectateachstageoftherelationshipwithyourguideandprovidesaselectionoftoolsyoucanusetohelpwithyourdevelopment.
Atthelaunchoftherelationship,youwillfinditusefultohavebackgroundinformationonPEOandhowlicen-sureassistancesupportsyourdevelopmenttowardyourlicence.YouwillfindthisinformationintheWelcome and Introduction to Licensure Assistancesection.TofindnecessarytoolsforthePEOexaminationprocess,youcancheckthelistprovidedintheAppendix(page61).
Allthetoolsinthisguideareidentifiedbynameandnumber.TheToolssection(page33)containscareerassessmenttoolsforyoutouseasapre-cursertoset-tingyourlearninggoalsfortheprogram.Thissectioncontainssuchtoolsas#4 Self-Exploration Lifeline Re-view, #5 Values Exploration, #9 Creating Learning Goals Using SMART, #2 Guide Licensure Process Skills Scan,and #19 Licensure Assistance Accord,tonameseveral.Alltoolsareavailableforindividualuse,asdownloadsfromthePEOwebsite.
Thesecareerassessmentandgoal-settingtoolsarereplicatedintheGuide Handbook.Theyaredesignedinseveraldifferentformats,sincelearningstylesvary.Selectthetoolyoufindthemostusefulforgeneratingtheinformationneededforeffectiveplanning.
Thishandbookisa“workingnote-book”.Ithasbeendesignedasaresource,toolkitandmeetingnote-book,allinone.Itcontainsinforma-tion,modelsandtechniquestohelpyoumaximizethelearningrelation-shipwithyourguide.
Thishandbookandthecorrespond-ing Guide Handbookhavebeenwrittenwithinterns’needsinmind.Thetools,tips,andtechniquesarehighlypractical,easytoreferenceanduse,andonepageinlength.Brieftheoreticalframeworksandmodelsareprovidedforcontextand,again,arewrittentobeacces-sibleandonepagelong.
Professional Engineers Ontario: intern handbook 9
ThesectiononTechniques(page17)providesaselectionofcoachingprocessesthatwillbehelpfulforthemanydifferentconversationsyouwillhave.Theseprocessesincludehowtoworkwithaguide,typesofconversa-tions,listeningskillsandhowtobringissuesforwardforexploration.Taketimetoreviewthesetechniquessothatwhenyouhaveaneedforatechniqueorprocess,youknowitisatyourfingertips.
TheTechniquessectionalsoprovidesOther Useful Tips (page25)forthosewhowillusetechnologytosupporttheirrelationship.Tipsonhowtouseemailandthetelephoneareprovided.ThesetipsarealsointheGuide Handbook.
IfyouareaninternationalengineeringgraduatenewtoCanada,orareanewgraduate,youhaveparticularneedsandpressures.ThesectiononManaging Diversity (page30)providesinsightsandtipsonhowtoworkef-fectivelywithyourguide.
TheLicensure Assistance Meeting Planning and Journal (page45)providesagendasformeetings,andideasofwhattodoinyourrelationshipandjournalpagestocapturelearning,ideasandnotestobringforwardatsubsequentmeetings.Thesearetohelpyoumanageyourrelationshipandprovidestructure.Manypairsfindhavingastructureusefulforkeepingtrackofprogress.Usewhatyouneed,orcreateyourownmethodofman-aginganagendaandlearningjournal.
TheLicensure Assistance Orientation Worksheets (page 55)sectioncontainsseveralexercisesguidesandinternswillworkthroughattheorientationsession.Thissectionincludestwoofthemostimportantdocumentsyouwillneedthroughoutyourrelationship,the#19 Licensure Assistance Accord(page59)andthe#11 Learning Plan (page60isaduplicate).Ifyouoryourguidemissedthe
orientationsession,pleasetakethetimetocompleteyourLicensure As-sistance Accord and Learning Plan at theonsetofyourrelationship.
TheStages of the Licensure Assis-tance Relationship and Supporting Tools chartonpage10capturesthemajorphasesoftherelationshipandidentifiesseveraltoolsthatmayhelpateachstage.Usewhatyouneed,whenyouneedit,forthematterathand.
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Stages of the Licensure assistance relationship and Supporting tools Stage 1: Feasibility
Stage 2: Blueprint
Stage 3: Build
Stage 4: Operations
Stage 5: the Close
Assessing your readiness–is this program for me?
Preparing to start initiating the relationship
Making it work Closing or redefining the relationship
Explore and reflect upon becoming a guide/intern–what learning do you wish to achieve?
Guide/intern registers in Licensure Assistance Program
Once matched–interns and guides participate in the orientation sessions
Guide/intern uses Career Development tools in the tools section as a means of getting to know each other and foundation for goal setting
Guide/intern sets goals and Licensure Assistance Accord for the relation-ship
Determine mode of relationship–email; telephone; in person; frequency of meeting; logistics
In the very early phase of the relationship, the intern often needs the guide to provide structure by setting the agenda for the first three meetings to launch the relationship
The greatest time and energy investment is in this stage as guide and intern get to know each other and establish the foundation for trust.
Building a trust foundation: re-view Licensure Assistance Accord, Code of Conduct and Check-List Preparing for First Meeting
Establish meeting schedule
Exchange information about self, goals, values, draft learn-ing goals
Full-engagement in licensure assistance
Interns become increas-ingly self-reliant and take more lead in the relationship by setting the agenda and bringing ex-periences to the guide for exploration and learning
Greater focus on explora-tion of complex issues
Trust is established and issues are addressed directly, with critical feedback and in-depth exploration
Where interns capture their learning in a learning journal, it helps develop insight
Review learning plan and progress
Close or new beginning
Guide and intern may agree to establish new goals and continue the relationship
Program evaluation
Acknowledge, thank and celebrate
Activities for guides and interns as the relationship evolvesReview licensure as-sistance tools
Complete your choice of guide/intern self-assessment tools to prepare the #11 Learning Plan and #19 Licensure Assistance Accord
First/second meeting: share #4 Self-Exploration Lifeline Review or Worksheet; #16 Getting to Know Each Other; or #5 Values Exploration content
Discuss personal bound-aries–draft #19 Licensure Assistance Accord
Use #12 Meeting Agenda and #15 Journal to capture insights, learning and assignments
Third meeting: finalize #19 Licensure Assistance Accord
Review #9 Creating Learning Goals Using SMART, #10 Finalizing a Learning Plan or #11 Learning Plan
Third-month review prog-ress–how is the relationship working? Assess progress on your #11 Learning Plan and #19 Licensure Assistance Accord
Explore issues and experiences: use page 23 Issues Identification Worksheet, if needed
Address problems as they arise
Fifth-month review: how has the relationship evolved? What works, what doesn’t? Is progress being made on learning goals? Is there a need to establish new #19 Licen-sure Assistance Accord or #11 Learning Plan?
Is it time to wrap-up the relationship or continue?
Provide feedback to coordinators, evaluate learning and the licensure assistance program.
Express appreciation to your guide/intern for their contribution to your personal/pro-fessional development
Unique activities for internsIdentify your learning goals
Establish and discuss the Licensure Assistance Accord
Discuss the Code of Conduct and Program Operating Principles
Set meeting schedule
Bring your experiences to the guide for discussion and learning. Think of experi-ences as any area that you wonder about–what is your question?
Continue to bring experi-ences and issues forward for exploration
Bring forward issues to explore and apply the prin-ciples and ethics of PEO
Identify a way to bring closure to the relationship and thank the guide for their contribution to your development
Thischartillustratesthetypicalstagesandflowofthelicen-sureassistancecomponentofthelearningprocess,someofthethingsthatcanbeexpect-edateachstageandseveralactivitiesthatmaybeengagedwithinthestage.
the intern’s and Guide’s Commitment
Professional Engineers Ontario: intern handbook 11
the intern’s CommitmentWithanoverallfocusonmanaging,drivinganddirectingthelearning relationship:• Meetmonthlyfortwohoursover sixmonths
• Meetinpersonorusetechnology• Bringissues,experiencesandques-tionstotheguidefordiscussionandexploration
• Practiseandlearntogether• Reviewhistoryandexperiencestolearnfromsuccessesandset-backs
• Maintainconfidentiality• ProvideregularfeedbacktoPEOontheoverallprogressoftheprogram
the Guide’s CommitmentWithanoverallfocusonsupportingthema-jorfactorsthatleadtolicensure:• Meetmonthlyfortwohoursoversixmonths• Meetinpersonorusetechnology• Beavailabletodiscussissueswiththeinternbytelephoneoremailasandwhenneeded
• Practiseandlearntogether• Reviewhistoryandexperiencestolearnfromsuccessesandset-backs
• Maintainconfidentiality• Providethecontextforunderstandingex-periencesandissuestoimprovetheoverallcalibreofdecisionmaking
• ProvideregularfeedbacktoPEOontheoverallprogressoftheprogram
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Peo and the Licensure ProcessThe relationship evolves through a natural flow of building trust, disclosure and feedback.
Thisdiagramillustrateshowthelicensureassistancerelationshipevolvesandsupportstheprocessofbecominglicensedasaprofessionalengineer.Overtime,thefocusoftherelationshipwillchange;theissuesaddressedandcontentoftheconversationswillbecomemorecomplexandricherforlearning.Ultimately,whenyouarewellsupportedinyourlearning,youhavethepotentialtodevelopahigherlevelofcapabilityandmightbecomeaguidetothenextgenerationswhofollow.
Candidate Engineering Intern Professional Engineer
Engineering Experience
Intern Volunteer as Guide
Practise as a professional engineer
Experience requirements fulfilled
Academic requirement fulfilled (and other requirements)
Professional Practice Examination completed
Experience requirements fulfilled
Professional Practice Examination completedAcademic requirement fulfilled
IEG*
CEABGrad*
*IEG–Internationally Educated Graduates CEAB–Canadian Engineering Accreditation Board
Licensure Process
Professional Engineers Ontario: intern handbook 13
about PeoProfessionalEngineersOntario(PEO)isthebodythatlicenses,regulatesandsetsstandardsforprofessionalengineeringinOntariotoserveandprotectthepublic.Itisresponsibleforlicensingprofessionalengineers,grantingtemporary,provisionalandlimitedlicencestopractiseprofessionalengi-neering,authorizingcompaniestoprovideengineeringservices,andinvesti-gatescomplaintsagainstlicensedpractitionersandcompaniesanddisciplin-ingthemiffoundguiltyofincompetenceorprofessionalmisconduct.
Theassociationalsoenforcesthelicensureandtitleprovisionsoftheactagainstindividualswhopractiseprofessionalengineeringwithoutalicenceormisrepresentthemselvesasprofessionalengineers.
TheresponsibilitiesoftheassociationaredescribedintheProfessional Engi-neers ActandRegulations,whichhavebeenestablishedbytheOntariogovernment.
PEO’sofficeislocatedinToronto,Ontario.
Theassociationlicensesover75,000professionalengineersinOntarioorganizedacross36re-gionalchapters,andauthorizesentitiestoofferandprovideengineeringservices.PEOlicensesmorethan2,000professionalengineerseachyear.
PEO’s Legislated Mandate PEOgovernslicenceandcertificateholdersandregulatesengineeringpracticesothat“thepublicinterestmaybeservedandprotected”.PEOisalsomandatedtocarryoutthefollowingadditionalobjectsundertheact:1.Establish,maintainanddevelopstandardsofknowledgeandskill;2. Establish,maintainanddevelopstandardsofqualificationandstandardsofpracticeforthepracticeofprofessionalengineering;
3.Establish,maintainanddevelopstandardsofprofessionalethics;and4.PromotepublicawarenessoftheroleofPEO.
TheactgivesPEOthepowertomakeregulationsforadministrationofPEO(suchasfixingthenumberofprofessionalengineerselectedtoCouncil),admissiontoPEO(suchasacademictrain-ing),andstandardsofprofessionalengineeringpractice(suchassettingacodeofethics).TheactpermitsPEOtomakebylawsrelatingtoitsadministrativeanddomesticaffairs,suchasdefin-ingthedutiesoftheRegistrar.
PEOisgovernedbyaCouncil,thecompositionandoperationofwhicharedictatedbytheactandregulations.MostcouncillorsareelectedbyPEO’smembers.SomecouncillorsareappointedbytheLieutenantGovernor-in-CounciloftheProvinceofOntario.Theseappointedcouncillorsmayormaynotbeprofessionalengineers.ThePEORegistrarisresponsibleforstaffimplemen-tationofPEOCouncil’sdecisionsandpolicies.
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Why Licensure assitance is important to PeoThisprogramprovidesyoutheopportunitytointeractone-on-onewithaprofessionalengineerandacquireinsightintoprofessionalpracticesandethicaldecisionmaking.Youhavetheopportunitytogainperspectiveonthereasonsengineeringisalicensedprofessionanditsroleinsociety.You
furtherbenefitbyhavingaccesstoawealthofknowledgeandprovenacu-meninidentifyingandmakingwiseprofessionalcareerchoices.Theinspira-tionandmotivationthataguidecanprovideisinvaluabletoanyoneatthebeginningofacareerorstartinganewinCanada.
Guidancefromanexperienced,licensedindividualinriskmanagementcanputyouyearsaheadofacounterpartwhodoesnothavethesameaccesstothisknowledgeandexpertise.Thishelpsprepareyouonhowtopreventorsuc-cessfullynavigatepotentiallydamagingsituations.
Yourguidelearnsaswell.Guidesgainanawarenessofthechallengesnewgraduatesfaceandthedifficultiesinternationallytrainedgraduatesmustovercomeontheirwaytolicensure.Guidesfinditisanopportunitytoac-quireknowledgeofnewtechnologiesandterminologyandareenergizedtosetandachievetheirownprofessionalcareergoals.
Asenseofsatisfactioniswaiting!
Participationinlicensureassistancedis-playsacommitmenttomaintainingandpromotingthehigheststandardsoftheprofession.
PEOexpectspeopleareparticipatingoftheirownfreewillandwillactingoodfaith.PEOdoesnotmonitortheindividualrelationships.
attributes of an effective Guide• Adesiretohelpanotherindividualsucceed intheprofession
• Abilitytolistenactively• Goodrapportbuildingskills–abilityto empathizewithanother
• Abilitytoinspireandencourage• Commitmenttomeetingwithaninternon
a regular basis• Abilitytosetandmeetmeasurablegoals• Abilitytoprovidecorrectivefeedbackwith-outdiscouragingtheintern'senthusiasm
• Adesiretopromotetheprofession
attributes of a Successful intern• Enthusiasm• Abilitytolistenactively• Initiative• Followsthrough• Seekswaystospeeduplearning• Willingnesstoacceptcorrectivefeedback• Bringsexperiencesandquestionsforwardforexplorationanddiscussionwiththeguide
• Adesiretolearnfromexperiences
Professional Engineers Ontario: intern handbook 15
how Licensure assistance Supports the internLicensureassistanceplaysakeyroleinhelpingyouachievesuccessbeyondwhatyoumighthaveachievedotherwise.Withintheworldofworkanddevelopingtheskillsforlicensure,guidesplayauniqueandvalu-ablerole.Guides:• allowandprovidethetimeneededtodiscussandexplorethecontextforthe“howandwhy”ofanex-perience(forexample:whythingsaredoneacertainway;howanactivitywillhaveanimpactonothers);
• provideanunderstandingofthecontextofan experience;
• provideacontextforhowdecisionsaremade;• focusonthedevelopmentofyouasawholeperson;• provideguidanceinriskmanagement;• provideinsightintoyourcorestrengths,valuesandoverallpotential;
• provideasoundingboardforunderstandinginter-personalrelationships,improvingyourabilitytoproblem-solvepotentialconflictsituations;and
• exploreethicsissues,risksandmitigationprocesses,enhancingyourabilitytomakeeffectivedecisions;
TheLicensureAssistanceProgramisnotintendedto:• helpyougetajob;• promoteyouforjobs/assignments;• superviseyourworkassignments;• findaP.Eng.refereeforyou.
Summary of the PEO Guide Role Requirements Theprogram’sobjectivesaretolinkengineeringinterns(interns)withprofessional engineers (guides) to enable interns to:• receiveguidanceonmeetingtheassociation’slicensingre-quirements;
• gaingeneralinsightintoethicalpracticeanddecisionmaking;
• developasoundunderstandingoftheirresponsibilitytothepub-licaswellastotheengineeringprofession;and
• receiveguidanceonassimilatingintotheengineeringcommu-nityandbusinessclimatewithinOntario.
Internswillhavetheopportunitytoplananddevelopcareerstrategiesandreceiveassistanceonhowtoachievelife-skillsbalance.However,thelicensureassistanceprogramisnotajobfindingvehicle,andguidesarenottobeapproachedaboutfindingworkoractingasexperiencereferences.
16 intern handbook: Professional Engineers Ontario
the importance of ConfidentialityInkeepingwiththePEOcodeofethics,managingconfi-dentialitybuildstrust.Tothatend,participantsmaynotsharesensitiveorproprietaryinformationregardingtheirworkand/orcompany,withoutwrittenpermissionfromtheirsupervisorandseniorcompanyofficial.
Maintainingconfidentialityisofutmostimportance.Itcan-notbeemphasizedenoughtheimportanceofyouandyourguidemaintaining,atalltimes,confidencesshared–evenbeyondparticipationintheprogram.Anybreachofconfi-dencewillhurtindividualsandruintheprogramforeveryone.
Guides are not to provide technicalguidanceonwork-relatedactivitiestotheirinterns.Ininstanceswhereaguideisaskedtomonitoranintern’sworkwiththeintentofbeingareferee,agreementsmustbemadewiththeintern’semployer.Guideswill-ingtoactasanintern'smonitormustmeetalltherequirementsasoutlinedinPEO'sGuide to the Required Experience for Licensing.
being an intern–how to Work With Your GuideItisimportanttobuildasolidrelationshipwithyourguide.Yourguidehasmanyideas,insights,andinformationthatcanbesharedwithyou.
Thekeytomakingthemostofyourrelationshipistobringexperiencestoexploreandquestionstoask.Anexperienceandaquestionmightbeanythingthatraisesa“Iwonder….why,how,where,when,what…?”
Thefollowingtipswillhelpyoubuildasolidlearningrela-tionship:• Gettoknowyourguide.Findoutabouttheguide’sback-ground,howtheguidechoseengineeringasaprofes-sion,whattheguidelikesaboutwhattheguidedoes,whatsomeoftheirchallengeshavebeenandhowtheyovercamethosechallenges.
• Askyourguidehowtheybuilttheirnetworksovertheircareer.Whatdidtheybecomeinvolvedwiththathelpedthemthemost?
• Shareyourexperiencesfromotheremployers,summerjobs,work-terms,andexperiencesinothercountriesasameansofexploringforyourownlearning.Bysharing,yourguidewilllearnfromyou.
• Askquestionsthatwillshowhowwork-lifebalanceissupportedindifferentorganizations.
• Buildunderstandingandawarenessofwhatisimportanttobesuccessfulintheworkplace,aswellastoprepareforthelicensingprocess.
• Beforthright!Yourguideistheretohelpyoulearn–takefulladvantageoftheopportunity.
• Enjoyyourrelationship!
Professional Engineers Ontario: intern handbook 17
2. techniques
notes for interns on things to do to build an effective relationship Gettingtherelationshipofftoagoodstartinthefirsttwotothreemeetingsiscriticalforsuccess.Thefollow-ingareideasforexploration:• Practiseandgetfeedbackonapresentation.• Getfeedbackonmanagingrelationships.• Getfeedbackonplans,strategies,proposals.• Getfeedbackonpersonalleadershipstyle.• Co-chairameeting.• Attendameetingtoseehowtheguidehandlessitu-ations,relationships,issues;haveadiscussionaboutobservations.
• Attendaluncheonorconferencetogether,discussideasanddeterminetheirapplicabilitytoanissueorprojectyouareworkingon.
• Doacasestudytogethertobuildanalyticalandcriti-calthinkingskills.
• Buildandcultivatenewalliancesandnewnetworks.• Workthrougharealproblemorissuefacedintheworkplace.
• Learnhowtogainsupportforanewinitiative.• Learnandpractisethedynamicsofinterpersonalrelationships.
• Practiseyourpresentationskills.• Practiseforaninterview.• Workoncareerandlifegoalstogether.
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building trustEffectiverelationshipsarebuiltonafoundationoftrust.Establish-ingandmaintainingthistrustisasignificantfactorintheeffective-ness,satisfactionandsuccessoftherelationship.
Trustisbuiltonanongoingdemon-strationofintegrity,competence,consistency,loyaltyandopenness.Youneedtobelievethatyourguide’sinputandinsightiswellconsidered,basedonexperienceandprovidedinanefforttohelpyousucceed.
The responsibility for building trust is shared • Youmustopenlysharetheissuesthatconcernyouandbeawareofyourownvulnerability.
• Guidesmustopenlysharethelearninglessonsfromtheirownhistory–includingtheirownstrug-gles,failuresandvulnerability.
• Together,youmustworktosup-portyourcommitmenttorespecteachother.
Elements of trust• Trustisearnedovertime.• Trustgrowswithgenuineinterestintheotherperson.
• Trustinvolvestakingrisks–itbuildsbytakingonesmallriskatatime.
• Trusttakesalongtimetobuild,andcaneasilybedestroyed.
What can we do to build trust in our relationship?
Managing expectationsOftenyouandyourguideentertherelationshipwithexpectationsofeachotherthatneedclarificationanddiscussion.Clarifyingexpectationswillenhancethedevelopmentoftrustandreducetheriskoffrustrationanddisappointment.
• Therearemoregenerationsintheworkplacetodaythaneverbefore.Differentgenerationsapproachtheworldofworkwithdifferentexpectations,anddifferentpersonalandworkvalues.Takethetimetofindthesimilaritiesandthedifferencesinhowprob-lemsaresolvedanddecisionsmade.
• Spendingtimewithyourguideworkingonissues,problemsandprojects,orsittingoncommitteesto-getherhelpsbuildtrust.
• Youneedtobepreparedtoshareyourgoalsanddreams.Guideshavegoalsaswell.Learnaboutyourguide’sgoals.Youcansupporteachother’seffortstoachievegoals.
• Youownyourowndevelopment.Itisuptoyoutoidentifythegoalsofyourrelationshipandtorequesttheinformationandhelpyouneed.
• Youneedtobeopentothefeedbackthatyouhaverequested.Therewillbetimeswhenthefeedbackwillnotgointhedirectionyouwouldprefer,yetitmayhelpyouconsiderably.
• Nothingisautomatic.Theremustbetimeinvestedintherelationshipfortherelationshiptobefruitful.Setascheduletomeet,andkeeptoyourschedule.Dis-cussandplanforthescheduleyouneed.Therewillbetimesanagendaisusefulandothertimesamorerelaxedapproachworkswell.Takethetimetodiscussyourmutualneeds.
“no one who
achieves success does
so without the help of others. the
wise and confident
acknowledge this help
with gratitude.”AlfredNorth
Whitehead
dynamic Listening techniqueThefivestepsofdynamiclisteningforeffectivefeedbackandproblemresolutionare:
Step 1: being presentBeingpresentmeansIamhere,attentiveandengagedintheconversation.Imaintainmyfocusontheotherindividualineveryway:howtheyareemotionally,theirtoneofvoiceandspokenwords.IdemonstratethatIcareabouttheconversation.
Step 2: recognizing and working with interdependenceMyefforthereistomakesuretheconversationisgoodforbothofus.Iwillmakeanefforttobesupportiveoftheotherperson.
Step 3: suspending judgmentAstheotherpersonspeaks,Imustsuspendthenaturaljudgment(theyareright/wrong/interest-ing/boring,orformulatingmyresponsebeforetheyarefinished),andopenmymindtocontinu-allylistenandgathermoreinformation.
Step 4: asking questionsHereIwillpractiseusing“what,when,where,who,how”questionstofindoutmoreinforma-tion.Iwanttofindoutthehiddenissuesandwhatmightbegoingonbehindthebehaviour,attitudesandexperiencesthatoftenhidethemostimportantissues.
Step 5: reflecting for insightHereIwilltakethetimetoreflectonthecon-versation,theideasgenerated,andfeedbackreceived.WhatdidIlearnasaresultoftheexperience?
Professional Engineers Ontario: intern handbook 19
20 intern handbook: Professional Engineers Ontario
1 2 3How to do it• Askquestionstoidentifyandunderstandtheprocess.
• Gatherdetailedanddescriptiveinformationrelatedtotheissue.
• Getdescriptivefeedbackandknowledgetobuildskillsin“howto…”.
Level 3: strategic conversationThislevelischaracterizedbytheguidebringingabroaderperspec-tivetotheissueraised–forexam-ple,situatingyourjobwithinthecontextofbeinganinternationallyeducatedgraduatenewtoCana-dianworkplacecultureandhowtointegrateeffectively.
Toengageinthislevelofconversa-tion,youneedtofeeladeepleveloftrusttoshareyourgoals,dreams,andvulnerabilities.Thisrequiresself-knowledgetobeabletoexploreanddiscoverina“helpmeunder-standwhy…”wayoflearning.
Attimesthefeedbackwillbedif-ficulttoacceptasitmaychallengedeeplyheldpersonalvalues,prin-ciplesandassumptions.Thisconver-sationisonepeoplevaluethemostasitallowsfortheexplorationofnewapproachesthatmaynothavebeenconsideredinthepast,open-ingnewopportunities.
Asthetrustinarelationshipdevelops,thetypesofconversationsyouandyourguidehavewillchange.Theseconversationswillbemoreopen,acceptingand“deep”.Thesethreeconversationscanbeseenasflow-ingthroughthreelevels:
Level1:relationshipbuildingconversations Level2:technicalconversations Level3:strategicconversations
Thefollowingareexamplesandprocessestomovetheconversationfromfriendlyrelationshipbuildingtoastra-tegicconversation–wherereallearningcantakeplace.
Level 1: relationship building conversationThisleveliswherewebeginallnewrelationships.Itisimportanttotherelationshiptostartwiththistypeofsocialconversation–don’trushthisstageasitbuildstrustandcomfort,andsetsthefoundationforthedeepconversationsthatwillcomelater.
How to do it• Beinterestedintheotherperson–whotheyare,whatisimportanttothem,whattheyliketodo–atwork,inthecommunityandintheirleisuretime.
• Lookforthings/interests/areasyouhaveincommon.• Beopentosharingandtalkingaboutyourownback-ground.
• Beopenandnon-judgmentalabouttheirstrengthsandweaknesses.
• Bethoughtfulinhowfeedbackisprovidedsoasnottoharmtherelationship.
• Discusswhatyouarehopingtogainorlearnasaresultofbeinginthelicensureassistanceprogram.
Level 2: technical conversationsThislevelischaracterizedbyallthe“how-to”informa-tion:forexample,howtogetsomethingdone;howtoaccessresourcesyouneedforintegratingintotheCa-nadianworkplace;howtoexplorehowadesignchangecanbeimplementedinamanufacturingprocess;howtobecomeinvolvedinassociationsandasavolunteer;howtoconductyourselfinameeting.
“i have learned that always there are a lot of things inside myself.”Intern
three Common Conversations technique
Professional Engineers Ontario: intern handbook 21
Feedback Feedbackthatresultsinchangeisasignofaneffectivecoachingrela-tionship.Sometimes,feedbackwillbedifficulttohearandsometimesfeedbackwillbuildyourconfidenceandesteem.
Thekeyistokeepinmindthatfeedbackisgiventohelpyoubesuccessful.
Recognizethatfeedbackbelongstothebehaviour,nottowhoyouareasaperson.
“It is not about who you are; it is about the behaviour that needs to change.”
Whenlearningfromfeedback,consider:• WhatdoIneedtodomoreof?• WhatdoIneedtodolessof?• WhatdoIneedtokeep?• WhatdoIneedfromothersto knowthatthechangeIam makingisontherighttrack?
how to Work through issues with Your GuideTheguide’sroleistofacilitateaprocessofexploringtheconcernsandissuesyoubringtotherelationship.SeeIs-suesIdentificationWorksheet,page23.
Inthisprocess,youwillbringyourexperiencesforwardtoexplore.Yourguidewillprobeandaskquestionstohelpyouunderstandthebroadercontext(exploringthedifferentareasthatcouldbeinfluencingthedecisionthatwasmade)orforreasoningthroughaproblemthatneedstobesolved.Oneexamplefollowsonthenextpage.
Issues Identification Worksheet
Presenting issue/description of the event:
Step 1: Describe the facts of what occurred.
Identify (with the guide) key points of context, such as: What is going on in the environment that makes this issue important?
Step 3: Identify the areas where the guide may add the most value in questioning and explaining the context of what was experienced.
Associated behaviours experienced with self and others:
Step 2: Describe the various emo-tions experienced at the event or as a result of the event. This may include emotions, attitudes, moods and behaviours that the other party may have displayed or experienced.
Key questions to explore with my guide:
Step 4: Formulate several ques-tions to find out why (this is a back and forth process with step 3), or to identify what can be done as a next step in resolving the issue.
22 intern handbook: Professional Engineers Ontario
example of issue exploration: debriefThischartisanexampleofaproblemdebriefprocess.Thiswillhelpbuildunderstandingofthehiddenbehaviouraspectsofwhatmaybeinfluencinganintern’ssuccess.Theoutcomeisthedevelopmentofgreaterinsightintohowto“read”asituationtoimproveperformance.
Presenting issue/description of the event:
The intern:
• Iattendedameetingwithmymanagerandoffered a new idea to solve a problem that I thought was a better idea than his.
• Mymanagercutmeoffinthemeetingandwasvisibly angry.
Identify (with the guide) key points of context, such as: What is going on in the environment that makes this issue important?
The guide and intern discuss:
• theexperienceoffrustrationforboththemanagerand the intern;
• thedetailsofprocess:• Didtheinternpreparethemanagerforthe
new idea?• Whatwasthenatureofthemeeting–to
explore the problem and establish a problem solving strategy; explore complexities of the problem; make a decision?
• Whatwasthetimingandsequencingofevents?
Associated behaviours experienced with self and others:
The intern stated:
• Ithinktheideawassoundandwouldhavesolved the problem.
• Idon’tunderstandwhymymanagergotupset.After all, we were there to problem solve this issue in the first place.
• Theotherpeopleinthemeetingwantedtohearmore about my idea, but my manager stopped the process.
• Ifindthisfrustrating,whywouldn’tmymanagerwant to listen?
Key questions to explore with my guide:
The intern asks:
• HowcanIpositionasolutiontoaproblem?
• HowcanIimprovetherelationshipwithmymanager?
• HowcanIgetusefulfeedbackfrommymanageron how I am doing?
Professional Engineers Ontario: intern handbook 23
issues identification WorksheetStep 1:Describethefactsofwhatoccurred.
Step 2:Describethevariousemotionsexperiencedattheeventorasaresultoftheevent.Thismayincludeemotions,feelings,moods,attitudes,andbehavioursthattheotherpartymighthavedisplayedorexperienced.
Step 3: Identifytheareaswheretheguidemightaddthemostvalueinquestioningandexplainingthecontextofwhatwasexperienced.
Step 4:Guideandinternworktogethertoformulateseveralquestionstofindoutwhy(seestep3),ortoidentifywhatcanbedoneasanextstepinresolvingtheissueunderdiscussion.
1. Present issue/description of the event: 3. Identify (with the guide) key points of context, such as: What is going on in the environment that makes this issue important?
2. Associated behaviours experienced with self and others: 4. Key questions to explore with my guide:
24 intern handbook: Professional Engineers Ontario
What to do if the relationship is not WorkingNotallrelationshipswillbeperfect,allthetime.Thisistobeexpected.Inanynewrelationship,thereisaninitialperiodofdiscoverythatmaybeawkward.Itisimportanttoworktogethertofindwhatiscausingthediscomfort.Tobuildorrepairarelationship,followthesesteps:1.Reviewyourrelationshipexpectations.2.Reviewyourvaluesandthevaluesofyourguide.Istheissuerelatedtoafundamentaldifferenceinyourvaluessystemsthatcannotbebridged?
3.Reviewthelogisticsandcommitment.Isitatiming/availability/locationissuethatcanbeworkedout?
4.ReviewtheLearningGoalsandLicensureAssistanceAccord.Havethelearninggoalsorotherelementsoftherelationshipchangedinsuchawaysoastoimpacttherelationship?
Dissolving the relationshipShouldyoubothdecidetobringtherelationshiptoaclose,makecontactwiththelicensureassistancepro-gramcoordinatorandoutlineatransitionplan.
What to do next• Contactyourlicensureasssistancecoordinatortoestablishatransitionplanandrequestanewmatch.
• Takethetimetothankyourguidefortheguide’sef-forts.
• Beclearaboutyourneeds,toassistthelicensureassis-tancecoordinatorwithfindinganewmatchforyou.
• Beginthenewrelationshipasafreshstartandenjoylearning.
Professional Engineers Ontario: intern handbook 25
Thissectionprovidespracticaltipsonbuildingandmanagingrelationshipswiththesupportoftechnology–online,emailandtelephone.
the Written Word: email etiquetteEmail,telephoneand“chat”areallusedinrelationshipswheredistanceandcon-veniencepresentanobstacletospend-ingtimeinperson.Thereareseveralconcernstobemanaged:• Confidentiality:EmailisNOTcon-fidential.Beawarethatwhatyousendinanemailcanbeforwardedtoothers;companyemailsystemstrackallincomingandoutgoingemail;wirelessuserscanandwillpickupunsecuredemail.Bethoughtfulaboutwhatyouwriteinyouremail.
• Writing style:Takethetimetocon-veyyourthoughtsclearly.Treatemailasabusinessletter.Useproperwords(not“u”foryou)andspellcheckyourdocument.Usegrammarcorrectly.
• Use the “subject” linetoidentifythekeypointorrequest(seesampleprovided).
• Requests for information:Keeptherequestsimpleandfocusedononeareaatatime.
• Place your request in your opening line followed by abackgroundparagraph.
• Allow 24 to 48 hours to respondorforaresponse.• Provide your contact information in your “signa-
ture”,phonenumberandemailaddress.• Use the telephone when information is sensitive. Anymessagethatisanexpressionoffeelingsandemotionsisbestpresentedinpersonoroverthetelephone.
3. Other Useful tips
From: [email protected]
Subject: Introduction and request for
information Bio-Engineering
in Mississauga
Date: March10,2010
DearMs.Mark:
IaminneedofinformationonaQual-
ityControlprocessforabio-engineering
productIamworkingon.
JoeSmithatABCsuggestedyoumaybe
abletoprovidemewithinformationon…
ThankyouforyourtimeandIlookfor-
wardtohearingfromyou.
Yourstruly,
JaneGrant
(416) 999-2222
26 intern handbook: Professional Engineers Ontario
online Licensure assistance relationshipsEmail,telephone“chat”areallmodesofestablishingarelationshipwheredistanceandconveniencepresentanobstacletospendingtimeface-to-face.Tobuildatrustingrelationship,therearepracticalconcernstobemanaged.
Themostsignificantare:• Confidentiality:EmailisNOTconfidential;someorganizationsdonotsupportpersonaluseofemail;itisveryeasyforordinarycomputeruserstoinnocentlypickupprivatemessagesthroughwirelesstransmissions.Aknowledgeablehackercanmonitorandpublishasensitiveemailfroma“secure”line.
• Writing styles:Howapersoncommunicatesdependsontheperson’sabil-itytoconveythoughtsandfeelingsinwrittenformat.Thoughtfulwritingwillmissspontaneityandpoorwritingcanresultinmisunderstandingsandconflict.Therewillbetimeswhenprovidingadefinitionofwordsandtermswillbeimportanttohowyouconveyyourmessage.
• Responsiveness:Howlongonetakestorespondandhowtimingisperceivedimpactrelationshipdevelopment.
• Trust:It canbeachallengetodeveloptrusttothere-quiredlevelforalearningrelationshiptotakehold.Somefindanonlineenvironmenteasier;othersfinditmoredifficult.
• Textvs.face-to-facecues:Itisachallengetocapturethenuancesandfineemotioncommunicatedinfractionsofasecondbyamovementofthebody.Atextmessagereceiverwilloftentransfertheirownemotionstocreatethemissingmeaninginthewordstheyreceive–forexample,ifthereceiverishavingadifficultday,themessagemaybeinterpretedasinfusedwithnegativemeaning.
• Issuesandproblemexploration:Welldefined,focusedissuesthathavetimingleewayforexplora-tion,thoughtandreflectionaresuitedtoemail.Complex,multi-dimensional,andrelationalissuesarebestsuitedtoface-to-faceortelephonediscus-sionandexploration.
• Learningreinforcement:Follow-uptoaprogramorcoursediscussionthatbeganinaface-to-faceexplorationisaneffectivemeansofusingelec-tronicmeanstosupportyourrelationship.
Professional Engineers Ontario: intern handbook 27
online relationship Guide• Gettoknoweachother:o Shareinformationaboutyourselfasafirststep.ExchangeyourGet-
ting to Know Each Other worksheet.Gettingtoknoweachotherona personal level will go a long way to building rapport and trust for yourrelationship.
• Havealearningplan:o Writeaboutyourcareerhistory.o Identifywhyyouenteredthelicensureassistanceprogram.o Considerthateachofyouisalearner.Clearlyoutlinethegoalsyouhavefortherelationship,whatyouhopetogainandtooffer.SharetheSMART Goalsworksheet,orLearning Plan and Licensure Assistance Accord.
• Establishclearguidelines:o Howoftenwillyoucommunicate?Somepeoplearehighlyproficientwithtechnologyanduseemailasasignificantmodeofkeepingintouch;othersareoccasionalusersandmaynotbeasfamiliarwithcur-rentcommunicationprotocols.
o Identifytheacceptabletimeforresponses;somepeopleexpectfre-quentmessages,otherslikeafewdaystoreflectbeforeresponding.• Allow24to48hourstorespond.• Agreethatifonehasnotrespondedbyanagreedtime,themes-sagewillbere-sentsincetheotherisassumednottohavereceivedthemessage.
• Giveeachotherthebenefitofthedoubt;theotherpartymayhaveasystemfailure,spammed-out,addresschange,orchangeinlifecircumstances.
• Don’ttakealackofresponsepersonally;itfrequentlyisn’tpersonalatall.
o Usetoolstoidentifyissues.UsetoolssuchastheIssues Identification worksheetandMeeting Agenda.
o Identifywhatwillbediscussedbytelephoneandwhatwillbeex-ploredviaemail.Earlyrelationshipdevelopmentmeritsasmuchper-sonalcontactaspossible–ideallyface-to-face.Youmayplantomeetataconferenceoranassociationevent.Wheredistanceandtimedon’tsupportface-to-face,takethetimetoconnectoverthephoneearlyintherelationshiptoacceleratethebuildingoftrust.
o EstablishConfidentialityandtheLicensureAssistanceAccord• UsetheLicensure Assistance Accordasthefocusforthecontentofrelationships.
• Keeptooneissueatatimeinmessages.• UsetheIssues Identification worksheetandMeeting Agendamod-elstoprovideastructuretomessages.
• Keepmessagesbriefforeaseofreading.
28 intern handbook: Professional Engineers Ontario
o Establishhowyouwillhandlesensitiveissues.• Youmaydeterminesensitiveissuesarenotappropriateforemail-basedrelationshipsandsetatimetomeetoverthetelephoneorinperson.
o Establishhowyouwilladdressethicaldilemmas.• FollowPEO’sguidelinesforethicalissues.• Spendsometimeidentifyingotherrisksthatmayariseandhowyoumightaddressthem.
o Discusswritingstyles.• Thequalityofarelationshipmaydependonthequalityofthewrit-ing.Thebettersomeoneisabletoexpressthemselvesinwords,themoretherelationshipwilldeepen.Somepeopleareeloquentandtakegreatprideandjoyinusingwordstoexpresstheirthoughts,feelingsandideas.Somewillsaytheypreferandfindanonlinerelationshipmorerewardingthanface-to-face.Otherpeoplehavedifficultyexpressingthemselvesintextandmaybemisunderstood.
• Stylealsoimpactstherelationshipdevelopment.Concrete,abstractoremotionalexpression,complexityofvocabularyandsentencestructure,howthoughtsareorganizedandflow,theseallreflectyourpersonalitystyleandinfluencehowothersreacttoyou.
• Takethetimetoconsiderhowtocommunicatethefinernuancesofyourexperience.
• Whereemotionischarged,taketimetoreflectandlettimebealev-elinginfluence.Don’trespondemotionallytoanemotionalsituation.
• Themismatch:o Itispossibleyoudeterminethereisamismatchandarenotinaposi-tiontoassistthelearningoftheother.Inthisevent,agreeona“no-fault”retiringoftherelationship.• Reflectonwhatyoulearnedaboutyourselfintherelationship;• Determinewhatguide/internselectioncriterionneedstochangetocreateamoreeffectivematch;
• Thanktheotherfortheirtimeinvestment.
• Establishfrequencyofcontact:o Successfulrelationshipsneedfrequentcontactandcommitmenttobuildtrust.Whentrustisestablished,reallearningandimportantis-suesarebroughtforwardforexplorationandfeedback.
o Setaguidelineforcontactofonceaweek.
Professional Engineers Ontario: intern handbook 29
telephone and Voice Mail etiquetteUsingthetelephoneisoneofthemostimportantaspectsofhowapositive(ornegative)impressionismadeinbuildingrelationships–forestablishingarelationship,orgenerallyintheworkplace.
Six tips1.Stateyournameslowlyandclearly.Voicemailandansweringmachinesdistortsound;pleasestateyournameslowly.
2.Spellyourname.Ifyouhaveacomplicatedname,oronethatcanbespelledmanydifferentways,takethetimetospellitfortheotherparty.
3.AnswerthephonewithaclearHELLO.
4.Inabusinesssetting,itisappropriatetoanswerthephone:o Hello,youhavereachedCatherine,howmayIhelpyou?o Hello,youhavereachedAbdulinEngineering,howmayIhelpyou?
5.Leavingavoicemailmessage,speakslowlyandclearly:o Hello,John,thisisAbdul,fromEngineering,myphonenumberis: 416-111-2222.
o IwouldliketospeakwithyouaboutthemeetingagendaforFriday.o PleasecallmebackonWednesday.o Again,mynameisABDULandmynumberis416-111-2222.o Thankyou.
6.Yourpersonalvoicemailmessageneedstobeclear.Speakslowly:o Hello,youhavereachedGretchenat416-222-1111.o Iamnotavailabletoansweryourcallrightnow.o PleaseleaveamessageandIwillreturnyourcallwithinonebusinessday.o Thankyou.
30 intern handbook: Professional Engineers Ontario
Thissectionprovidesseveraltipsonsupportingdiverseindividualsinarelationship.Beingopentoexploringandlearningabouttheotherperson’sneedsaddsrich-nesstotherelationship.
4. Managing Diversity“throughout the centu-ries there were men who took first steps, down new roads, armed with nothing but their own vision.”AynRand
Internsandguidesareaskedtobuildare-lationship–onethatfocusesontheintern’sdevelopmentalneeds.Partofthoseneedswillbeadiscussionofvalues,beliefsandpersonalstyles.Whenaguideandinternhaveanaturalalignment,itiseasiertobuildandmaintainarelationship.When a guide and intern have different values, beliefs and per-sonal styles, the differences can be a valuable source of learning or roadblocks to forming an effective relationship.
Therearetimeswhenitishighlydesirabletoseekoutorbematchedwithaguidewhoisconsiderablydifferentfromyou.Differenceswillcauseyoutotakeastepbackandreflectonyourownvalues,beliefsandstyle.Thisre-flectiveprocesswilldeepenandbroadenyourperspective.Todealwithdifferencesthatformroadblockstoarelationship,amodelforbuildingcommunicationandunderstandinginvolves awareness, knowledge,andskills to adjust.Forexample:
Awareness–Whensomeoneisspeakingorbe-havingcontrarytoyourexpectations,itmaysimplybeduetotheirownculturalnormsofbehaviourandlanguageinterpretation.Itisimportanttoaskquestionstoclarifywhatthebehaviourandlanguagemeans.
Knowledge–Whenyouapplysomeofyourownunderstandingofculturalandinterpretive
differences,knowledgecomesintoplay.Youcandescribeandcomparehowthingsworkedintheothercultureyoulivedandworkedin.
Skills to adjust–Yourawarenessthatculturaldifferencesexistandyourknowledgethatyoueachmaybeactinginaculturallyspecificwaygiveyoutheskillstoadjust.Youwillneedtodetermineifaculturallyspecificwayofactingiscreatingaroadblocktosuccessandcreateapathtoovercomethisroadblock.Applyskillsinopencommunicationandnon-judgmentallisteningtoworkthroughtheissues.
Areas to explore• Themeaningoftimeandhowtimeismanaged
• Whatisconsideredconflictandhowitneeds to be addressed
• TheroleofhierarchyandwhatthatmeansintheCanadiancontext
• Howdecisionsaremade• Whatisaccountability;whoisaccountableforwhat,andwhen?
• Howproblemsareidentifiedandhowtheyare solved
• Howpeopleareapproachedwhenaprob-lemorissuearisesthathaspotentialtobecontentiousorleadtoconflict
• Howpraiseisofferedandwhatitmeans
Cross-cultural awareness and how to Manage differences
Professional Engineers Ontario: intern handbook 31
Licensure assistance as a Mature engineerEngineersarrivinginOntariofromothercountriesandprov-incesbringadifferentsetofneedstoarelationship.Theymaybringparticularexperiencesandawealthofunder-standingofhowthingsworkedandtheprinciplesofopera-tionsfromotherplaces.Itisquitepossibleaninternationallyeducatedgraduatemaybematchedwithaguidewhoisyoungerthantheyareorfromadifferentculturalbackground.Youwillbelearningfromeachother.
ExploringyourdifferenceswillenhanceyourlearningandbevaluableasyouworktointegrateeffectivelyinCanada.
• Questionandexploredifferencesindepthtounderstandtheunderlyingreasonsthingsaredoneacertainway.
• Questionandexplorethedifferencesinhowtimeismanagedandtheimplicationsforeffectivedecisionmaking.
• Questionandexplorethedifferencesinapproachestoethics.• Questionandexplorehowrelationshipsaremanaged.• Questionandexplorethelifeandcareerimpactofbecomingaprofes-sionalengineerinOntario.
• Learnaboutdifferentprocesses,innovationsandwaysofthinkingfromotherpartsoftheworldandCanada.
• Engageindiscussionsabouthowtomanageconflictanddifferencesofopin-ionintheworkplaceandhowtoaddressissuesinmeetingsandinprivate.
• Exploreworkplaceintegrationissuessuchthatyoubecomeaneffectivememberofyourworkplaceteam.
• Askforguidanceinhowtobuildstrongrelationshipswithcustomers,colleaguesandsuperiorsintheworkplace;findoutwhatisimportanttobesuccessful.
“Peo became an in-stitution that is aware about the difficulties professional immigrants are facing when com-ing to Canada and that has taken a step to help them realize their dreams and integrate them into the society”ChristianChivoiu(Intern)
32 intern handbook: Professional Engineers Ontario
Licensure assistance with boomersThebaby-boomgeneration,nowaged48to67,rep-resentsthelargestpoolofpotentialguidesintheworkforce.Theygrewupwithastrongworkethicandhavebeendescribedasagroupwitha“doitfortheteam”attitudetobesuccessful.Successintheircareerswasimportantandtheyhavetherewardsandtoystodemonstrateit:houses,cottages,cars,ATVs,vacations,providingthebesteducationfortheirchildren(themil-lennials)andthelistgoeson.
Manydescribeboomersasthe“livetowork”genera-tion(wheremillennialshavebeendescribedasthe“worktolive”generation).Evenasboomersneartheirtraditionalretirementyears,theyhavenoplanstoslowdown–adventurevacations;activevolunteering;an-otherdegree;second,thirdandfourthcareersareallintheirplans.Anythingispossibleandtheyknowhowtoworktogetit.Theypavedthewayofsocialchange,economicchange,culturalawarenessandglobalization,andbuilttheplatformsofallthetechnologythenewergenerationsareembracingwithgusto.Theyhavetriedmanythings,hadmanyexperiences,andhavelearnedlessonsalongtheway.
Theyvaluenewfriends,learning,anddoingworkandvolunteeringconnectedtoalifepurpose.
Theyhavealottooffer,andtheywanttheirinternstotapintothewealthoftheirexperienceandtolearnfromthem.
Internsneedtotakeanactiverole,throughsettingschedules,bringingquestionstoexploreandregularfollow-up.Yourguidewantsyoutotaketheinitiative–call,ask,explore;itisallthereforyou.
Taketimeto:• explorehowyourguidehasexperiencedworkplacechangeovertheircareer;
• findoutaboutthehiddenrulesoftheworkplaceandhowtogetthingsdone;
• findouthowtobuildnetworksandrelationshipsthataremean-ingful and will serve you well throughtheentiretyofyourca-reer;getbeyondsocialnetwork-ingwebsites;
• findoutwhyorganizationsfunc-tionthewaytheydo;
• buildunderstandingofrelation-shipdynamicsandpowerstruc-turesinorganizations;
• focusonbuildingyourcommuni-cationskills.Developprofessionalbehaviour.Learnhowtoprepareforandbehaveinmeetingsandbuildalliancesacrossprojects;
• learnthatsuccessis“allaboutthecustomer”.Learningearlyinyourcareertheimportanceofunderstandingcustomerneedssetsastageforlong-termcareersuccess.
Professional Engineers Ontario: intern handbook 33
5. Career Development tools for Guides and interns
Thissectionprovidescareerassessmentandlearningplanningtools.Youmaywishtouseseveralorallthetoolstosupportformulatingyourlearninggoals.Usewhatyouneed,whenyouneedit,toaddressthematterathand.Theguide’stoolsarenotprovidedintheIntern Handbook,sothenumber-ingoftoolsbeginswith#4.
Note on using the tools.Havinganappreciationforwhoyouareisessentialforbuildingtrust,exploring,problemsolving,givingandreceivingfeedback,andprepar-ingtheLearning Plan and Licensure Assistance Accord(page59).
Thetoolsaredesignedtomeettheneedsofdifferentlearningpreferencesandmaysupplementothercareerassessmentandper-formancedevelopmenttoolsyoumightbeusinginyourworkplace.Youandyourguidemaychoosetouseanytooltoassistyouwithset-tingandachievingyourlicensureassistancelearninggoals.
ToolsareidentifiedasToolsforGuidesandInterns,andToolsforInterns.
Alltoolsarenumberedandmaybedownloadedfromthewebsite.
34 intern handbook: Professional Engineers Ontario
tools for Guides and interns4. Self-Exploration Lifeline Review and Identifying My Core
StrengthsTakingthetimetothinkthroughyourhistory,knowingyourneedsandcreatinggoalsareimportantforyoursuccess.
Becomingclearonyourneedsmayinvolveseveralsteps:
1.GuideCompetencyScan2.Self-ExplorationLifelineReview3.IdentifyingCoreStrengthsandClarifyingWhatIWouldLiketoDevelop4.ValuesExploration5.CreatingLearningGoalsUsingSMARTorLearningPlan
Step1:LifelineReviewDrawalineacrossthepageasarepresentationofyourlifefromyourearli-estmemoryasachilduntiltodayandprojectintothefuture.
Ononesideoftheline,markthesignificantpointsofyourlifealongtheline–thesepointsneedtobemeaningfultoyouandsignifysuchthingsasaccomplishments(suchasgettingperfectinyourfirstspellingtest,beingselectedforthesoccerteam,purchasingyourfirsthome,savingthecompa-nymoney,contributingtoapatent,etc.);disappointments(havingtomoveandleavingyourbestfriend,lossofabigcontract);significant eventsthathadanimpactonorshapedwhoyouaretoday(marriage,divorce,gettingajobinanothercityandhavingtomove,movingtoCanada);important relationships(thebirthofachild,lossofagrandparent).
Ontheoppositesideoftheline,marktheskillsandabilitiesyouusedthathelpedyouaccomplishwhatyouaccomplished,orhelpedyoumanagethedifficultiesalongtheway.
Identifythepeoplewhohelpedyouinyourlifejourney–thesepeopleareofteninformalguides.
Whathaveyoulearnedaboutyourself?
Continuethetrajectory(lineofyourlife)andforecastintothefuture–wheredoyouseeyourselfheadedandidentifyyourgoals.
Professional Engineers Ontario: intern handbook 35
Drawyourlifelinehere
36 intern handbook: Professional Engineers Ontario
Step2:IdentifyingCoreStrengthsReviewyourlifelinefromStep1;identifythestrengthsyouhavedevelopedoveryourlife.
Reviewyourwork/volunteer/career history;identifythestrengthsyouhavedevelopedandwriteastatementthatdemonstrateshowyouhaveappliedthisstrengthinyourwork.
Reviewyoureducation and professional development;identifyadditionalstrengthsyouhavedevelopedandwriteastatementthatdemonstrateshowyouhaveappliedthesestrengthsinyourwork/career.
Step3:ClarifyingWhatIWouldLiketoDevelopReviewyourlifelineagain,andreflectonthoseareasyouwouldliketodevelop.
ContinueinthenextsectiononValuesExploration,priortoestablishingyourgoals.
Life Strengths Summary of Core StrengthsWork/Volunteer/Career
Strengths
education & ProfessionalDevelopment Strengths
to Develop How Can Being an internHelp Me Develop?
Professional Engineers Ontario: intern handbook 37
5. Values ExplorationChoosethetopsixtoeightvaluesthatareimportanttoyouandinfluenceyourdecisions.
Value Definition Describe How i Live that Demonstrates this Value (or would like to but aren’t at present)
Considerate Sensitive to the needs of others
Identity Sense of belonging to a group, service, community
Tolerance Accepting others as they are
Academic Standing Highregardforscholasticandprofessional designations
Integrity Honestyandstandingupforone’sownbelief
Financial Independence
Being informed about business conditions; being free to choose in financial/lifestyle
Risk Being able to take risks
Routine Havingaclearideaofwhatisrequiredeveryday
Variety Havingsomethingdifferenttodoeveryday
Power Havinginfluenceoverone’sownfuture
Logic Rational, orderly, objective
Sociability Social interaction, companionship
Self-respect Liking who you are
Health Being healthy and leading a healthful lifestyle
Lifestyle Making choices that are meaningful to you; balance
Recognition Being recognized for accomplishments
Competition Havingtheopportunitytocompete
Achievement Setting and achieving goals
Adventure Trying and doing things differently
Personal Development
Being the best you can be
Creativity Thinking and acting creatively; trying new ideas
Independence Freedom to make decisions
Trust Believing in and supporting a relationship
Accountability Being responsible for one's own behaviour
Others:
38 intern handbook: Professional Engineers Ontario
tools for interns6. Intern Self-Assessment–Preparedness for LicensureNoteforinterns:theintentofthisactivityistogiveyouanideaofyourstrengthsandneeds. Ithelpsyoutoprepareaquicksummaryofyourselftodiscusswithyourguide.
IseethevalueoftheP.Eng.licenceasencompassingthefollowing:
IhaveaclearunderstandingofPEO’s requirementsforlicensureprocess Yes No Not Sure
IknowwhereIstandintheprocess Yes No Not Sure
Irequireassistanceinpreparingforthe nextstepinthelicensingprocess Yes No Not Sure
Indicatetheassistanceyourequireandyourplantogetit:___________________________________
Iwouldlikeassistanceinpreparingtowritethe ProfessionalPracticeExamination(PPE) Yes No
IanticipatedifficultyinwritingandpassingthePPE. Yes No
Iknowwhatmaterials/textbookstoacquireforstudy Yes No
Iknowwheretoobtainthisstudymaterial Yes No
Iamsatisfiedwiththelevelofengineering experienceIamacquiring Yes No
Ifno,pleaseelaborate: ___________________________________________________________________
Iwouldbenefitfromguidanceonhowtogoaboutgainingmore responsibilityintheworkplacetoenablemetoobtainthenecessary acceptableengineeringexperienceforlicensure. Yes No
Theguidanceshouldencompassthefollowing:_____________________________________________
Mylong-termcareergoalincludes:_________________________________________________________
Skillsnecessarytoachievemygoalare:_____________________________________________________
Ilack:____________________________________________________________________________________
HowIseelicensureassistancehelpingmeachievemygoals:_________________________________
Professional Engineers Ontario: intern handbook 39
7. Intern Licensure Process Skills ScanInstructions:Thefollowingskillareasarethosethatareassessedinthelicensureprocess.Rankyourlearningneedsusingthescalewhere1=lowestareaofneedtodevelop,to5=highestareaoflearningneed(Iwanttodevelopthisthemost).UsethistoolaspartofyourprocesstocreateyourLicensureAssistanceAccordandLearningPlan.
Youareresponsibleforsecuringtheresourcesyouneedtoprepareforyourlicensingprocess.
neeDS/SkiLLS POOR GOOD
knowledge of PeO’s requirements for licensure 1 2 3 4 5
i) Writing PPE - Aware of time to write exam- Aware of available study materials and how to obtain
ii) Annual EIT Experience Review-Howtopreparesummary(acceptableformat)- When and how to submit summary-HowtoprocessandrespondtofeedbackfromPEO
iii) Understanding ERC Process (Applicants in ERC Process)- Confirmatory exams- ERC Review
iv) Preparing Experience Record
v) Understanding Referee Process
A. Application of theory• Analysis• Design and synthesis• Testing methods/implementation methods
B. Practical experience•Understanding of Codes/Standards•Understanding the limitations of practical engineering•Experience in the significance of time in the engineering process
C. Management of engineering•Planning/scheduling/budgeting•Team building/ability to motivate•Handlingconflict/changes•Project control/risk management•Dealing with clients/customers
D. Communication Skills•Preparing written work•Presentations of oral reports
e. Understand the Social implications of engineering
Leadership qualitiesi) Understands and promotes the value of professional licensureii) Institutes change/motivates othersiii) Demonstrates self-confidence/initiativeiv) Able to lead/direct others
Sect
ion
1Li
cens
ing
Proc
ess
Sect
ion
2ex
peri
ence
rel
ated
Sect
ion
3Le
ader
ship
40 intern handbook: Professional Engineers Ontario
Could improve Good excellentListens actively 0 1 2 3 4 5
Takes initiative 0 1 2 3 4 5
Follows through 0 1 2 3 4 5
Learns quickly 0 1 2 3 4 5
Accepts corrective feed-back in a positive manner
0 1 2 3 4 5
8. Intern Learning Competency Scan• Listens actively:Youdemonstrateactivelisteningbyaskingrelevantquestionsattheappropriatetime.Activelylisteningconveysamessageofrespectforthecommunicatorandwhatisbeingcommunicated.Takingactionandfollowingthroughonadviceorcorrectivefeedbackdemonstratesthisquality.
• Takes initiative:Yourguidewillbemoredisposedtohelpingyouandgoingtheextramileiftheguideseesyouinitiateactivitiesandideasforassignments.
• Follows through:Thisindicatesyouvalueyourguide’sadvice.
• Learns quickly:Displayingadesiretolearnasquicklyaspossibleconveysenthusiasmandwillundoubtedlymotivateyourguidetogobeyondwhatisexpected.
• Willingness and ability to accept corrective feed-back:Givingandreceivingfeedbackisessentialinaneffectiverelationship.Theencouragementyoureceivefromyourguidewillbemorevaluableifyourguidealsoprovidesfeedback.Encouragementwithoutfeedbackwillmakeforanunrewardingandineffectiverelationship.
Takeamomenttoassessyourlevelofcompetenceineacharea.Worktodevelopthoseareasyouidentifyatthelowerendofthescales.
Professional Engineers Ontario: intern handbook 41
9. Create Learning Goals Using SMARTAfterdeterminingyourreadinesstoengageinalicensureassistancerela-tionship,taketimetoassessyourstrengthsanddevelopmentalneeds.NowyouwillbereadytocreateyourlearninggoalsusingSMART.
S–Specific.Theclearerthegoalandmoreeasilyunderstooditisforyouandothers(suchasyourguide),themorelikelyitwillbeaccomplished.Complexgoalsneedtobebrokendownintostepsorsmallergoalstoensuresuccess.
M–Measurable.Goalsneedtobemeasurablesoyouknowyouaremak-ingprogressandhaveachievedthem.Bybeingmeasurable,theprocessfordevelopingtheskillorcapabilitywillbeeasiertodefine.
A–Attainable.Toensuresuccess,goalsneedtoberealisticallyattainable.Keepinmindyouarecontinuingyourworkandotheractivitiesinyourlife.Loftygoalsthatcannotbeachievedwithinthreetosixmonthswilloftennotbeachieved.Breakthegoalsdownintostepsorsmallergoalsthatwillgenerateresultsinshorttimeframes.Thiswillhelpkeepmomentumgoingtowardachievinglargergoals.Inthissection,identifythemethodthatyouwillusetomeetthelearninggoal.
R–Results.Statethegoalintermsoftheexpectedoutcome.Outcomescanincludebothmeasurableandintrinsicoutcomes.
T–Time-bound.Settingashorttimelineformakingprogressagainstagoalwillsignificantlyincreasethelikelihoodofachievingthegoal.Atimelimitprovidesafocusforactivity.
Specific
Measurable
Attainable
results
time-bound
42 intern handbook: Professional Engineers Ontario
10. Finalizing a Learning PlanInyourfirstmeeting,youwillestablishtheLicensure Assistance Accord (Tool 19).Thissetstheparametersfortherelationshipandtheworkyouwillbedoingtogether.WhatyouwillworkontogetherformstheLearning Plan (Tool11).
TheLicensureAssistanceAccordandLearningPlanarethefoundationdocu-mentsforaneffectivelicensureassistancerelationship.
Someinternsmayspendconsiderabletimeandeffortreviewingtheirback-ground,competencies,capabilitiesandgoingthroughself-assessmentprocesses.Equally,theymayhaveafullyprepareddraftoftheirpersonallearningplanforreviewandfinalizationwiththeirguideattheirfirstmeeting.
Otherinternsmayneedtoenteralicen-sureassistancerelationshipspecificallytogainclarityandestablishmeasurablegoals.The Creating Learning Goals Using SMART(Tool9)providesaframeworkforcreatingclear,measurablegoals.
ThefirsttwomeetingsarecriticalindefiningyourgoalsandfinalizingtheLearning Plan(Tool11).YouandyourguidedevelopthegoalsandLearningPlantogether.
Immediate goal: Providesasnapshotofthelearninggoalthatcanbeeasilyunderstoodbyothers.
Interim objective and long range goal:Providesabroadercontextandde-tailthatcanbemeasuredandunderstoodbyothers.
To achieve my goal I must do the following:Themeansbywhichthelearn-ingistotakeplace.
Actions taken:Providesameansoftrackingprogressandachievement.
Relevance to PEO licensure and evidence: Providesadirectconnectiontothelicensureprocess.
Professional Engineers Ontario: intern handbook 43
11. Learning PlanName:________________________________________________________Date:______________________
ImmediateGoal:__________________________________________________________________________
InterimObjective:_________________________________________________________________________
LongRangePlan:_________________________________________________________________________
to achieve my immediate goal i must do the following:
Actions taken towards achieving goal
relevance to PeO licensureevidence
1.
2.
3.
4.
5.
to achieve my interim goal i must do the following:
Actions taken towards achieving objective
relevance to PeO licensureevidence
1.
2.
3.
4.
5.
to achieve my long range plan i must do the following:
Actions taken towards achieving goal
relevance to PeO licensureevidence
1.
2.
3.
4.
5.
44 intern handbook: Professional Engineers Ontario
notes
Professional Engineers Ontario: intern handbook 45
Thissectioncontainsworkingdocumentstosupporttheongoinglicensureassistancerelationship.Anagendatoplanformeetingswillhelpmaintainmomentum.Journalstocaptureassignments,learning,insights,ideas,andthelikeareusefulforkeepingtrackofyourprogress.
Notes for interns on the ongoing setting of the agenda Settingtheagendaisyourresponsibility.Forthebestuseofprecioustime,itisrecommendedanagendabepreparedinadvance.Takeresponsibilityforsendingyourguideacompletedagendaforyourmeetings.
Thisdoesnotmeanthereisnoroomforspontaneouslyexploringhotissues!Theagendaistoprovidefocusandmaximizethecontri-butionfromyourguide.Gainingyourguide’sviews,askingquestions,andget-tingfeedbackarevitaltotheprocess.
It is important to have a comprehensive Learning Plan and Licensure As-sistance Accord that you review with your guide at regular intervals (three months and five months). Makeadjustmentstothelearning goals and plans as youmakeprogress.
6. Licensure Assistance Meeting Planning & Journal
46 intern handbook: Professional Engineers Ontario
First Meeting: how to Get Started? discussing Learning Goals and the Licensure assistance accordEstablishingtheLicensure Assistance Accord in your firstmeetingisthepriority.Anaccordprovidesfocus,andestablishesasetofparametersofhowyoubothwouldliketherelationshiptodevelop.Insomeinstances,
theLearningPlanandLicensureAssistanceAccordwillbeintroducedatthefirstmeetingandfinalizedinthesecondorthirdmeeting.
Howquicklytheseaccordsarefinalizedwilldependonsuchfactorsastheextenttowhichyouhaveundergoneaself-assessment,howfamiliarandfaralongyouarewithyourprogressonPEOlicensure,andhowclearlydevel-opmentalgoalshavebeenarticulated.
Recommendedtime:60minutes.
Forthefirstmeeting:• confirmagenda/objectivesformeeting;• provideyourguidewithbackgroundinformation, suchasarésuméorprofile;
• preparelearninggoals/SMARTgoals;• discusshowyouwouldliketoworktogether;
• discusswhatisnotdiscussable;• settimescheduleformeetings (email,telephone,face-to-face);
• setnextmeeting;• setthenextAgenda.
1.
Professional Engineers Ontario: intern handbook 47
12. Meeting #1 AgendaUse this agenda to keep track of your notes
Date/time: Location:
Agenda items:• Check-in• Getting to know each other• Review each other’s backgrounds• Establish the Learning Plan• Create Licensure Assistance Accord• Check-out
Key topics:
Issues addressed:
Notes to follow up before the next meeting:
Next meeting:
48 intern handbook: Professional Engineers Ontario
Second Meeting: exploring each other’s historyRecommendedtime:30-60minutes.
Forthesecondmeeting:
• confirmagenda/objectivesformeeting;• provideyourguidewithbackgroundinforma-tion,suchasarésuméorprofile;
• finalizetheLicensureAssistanceAccord;• explorehowbackgroundexperiencessupportorwillsupportlearninggoals;
• beginaddressingissues;• discussandfine-tunehowyouwouldliketoworktogether;
• setnextmeetingAgenda.
2.
Professional Engineers Ontario: intern handbook 49
13. Meeting #2 AgendaUse this agenda to keep track of your notes
Date/time: Location:
Agenda items:
Key topics:
Issues addressed:
Notes to follow up before the next meeting:
Next meeting:
50 intern handbook: Professional Engineers Ontario
third Meeting: Finalizing the Learning Plan and Licensure assistance accordRecommendedtime:60min.
Forthethirdmeeting:
• confirmagenda/objectivesformeeting;• bringforwardissueforexploration;• finalizetheLearningPlan;• finalizeLicensureAssistanceAccord;• assigninter-session“homework”orassignments andfollow-upprocessinaLearningJournal;
• confirmnextmeeting;• setAgendafornextmeeting.
3.
Professional Engineers Ontario: intern handbook 51
14. Meeting #3 AgendaUse this agenda to keep track of your notes
Date/time: Location:
Agenda items:
Key topics:
Issues addressed:
Notes to follow up before the next meeting:
Next meeting:
52 intern handbook: Professional Engineers Ontario
15. Journal
Thoughts
Ideas
Assignments
Insights
Professional Engineers Ontario: intern handbook 53
15. Journal
Thoughts
Ideas
Assignments
Insights
54 intern handbook: Professional Engineers Ontario
Thoughts
Ideas
Assignments
Insights
15. Journal
Thissectioncontainsmaterialandwork-sheetsthatsupportthelaunchofthelicen-sureassistancerelationship.Criticaldocu-mentsfordiscussionandsignature,suchastheLicensureAssistanceAccordandConfi-dentialityAgreement(partoftheLicensureAssistanceAccord)andaduplicateoftheLearningPlan,arehere.
Professional Engineers Ontario: intern handbook 55
7. Licensure Assistance Orientation & Launch Worksheets
56 intern handbook: Professional Engineers Ontario
16. Worksheet: Getting to Know Each OtherWhenguidessharetheirbackgroundwiththeirintern,theybuildtheneededtrusttolearnfromeachother.Thefollowingexerciseisprovidedtoassistyoutobeginestablishingarelationshipwitheachother.
Shareanddiscuss:Whataresomeofthehighlightsofmypersonallifethatwouldbeusefultoshare,asitispartofwhoIam?
Whataresomeofthehighlightsfrommyworkandeducationhistorythatwouldbeusefultoshare,asthesesetthefoundationfortheworkIdo?
WhataresomeofthehighlightsofmyexperiencesintheCanadianworkenvironmentthatwouldbeusefultoexploreinpreparationforguidinginternationallyeducatedprofessionals(forexample:understandingthenu-ancesofthehiringprocess;howtobeaneffectivememberofateam)?
Howhaveguidesorrolemodelsmadeadifferencetomeinmycareerinthepast?
WhataresomeofthehopesIhaveforthisprogram?
Professional Engineers Ontario: intern handbook 57
17. Risk and Risk Mitigation Strategies
Risk Risk Mitigation Strategies
58 intern handbook: Professional Engineers Ontario
18. Code of Conduct and Program Operating PrinciplesProgramDesignPrinciples• Meettheneedsofadiverseandgeographicallydispersedmembership.• Guidesandinternsarevolunteers.• Licensureassistancerelationshipsarebuiltoutsidetheworkplace.• Licensureassistancerelationshipinteractionscanbebyemail,phone,orface-to-face.
• PEOchaptersplayanimportantroleinpromotinglicensureassistance,matchingandpreparingguidesandinternsfortheirrelationship.
RelationshipPrinciples• GuidesandinternscreateaLicensureAssistanceAccordfortheirrelationship–length,time,frequency,intensity,mode,etc.
• Bothpartieshavetherighttoendtheirlicensureassistancerelationshipatanytime.
• Itisaprofessionalrelationshipbasedontrustandconfidence,alldiscussionsareconfidential–informationsharedistobedeterminedbybothparties.
• Internstaketheleadinschedulingandplanningformeetingsinadvance.• Internsbringtopicsandissuesforwardfordiscussion.• Bothpartiesarelearnersandcontributors.
AdultLearningPrinciples• Adultsneedtobeinvolvedinplanningandevaluatingtheirprofessionaldevelopment.
• Experience,includingmistakes,providesthebasisforlearningactivities.• Adultsaremostinterestedinlearningaboutsubjectsthathaveimmedi-aterelevancetotheirjobsorpersonallives.
• Adultlearningisproblem-centredratherthancontent-oriented.• Internsandguidesfindmaintainingalearningjournalisausefulmeansofachievinginsight.
Guide/InternRulesofEngagementandEthicalConduct• Guideandinternhavetherighttodeclinethematch.• Therelationshipisprofessional.• Confidentialityisparamountforbuildingtrust.• Internsareresponsiblefortimemanagement:planningmeetings,follow-up,beingprepared,andstartingandendingontime.
Professional Engineers Ontario: intern handbook 59
19. Licensure Assistance Accord
We,theundersigned,agreetoenterintoalicensureassistance/learningrelationship.Asalicen-sureassistancerelationship,theinternisresponsiblefortheintern’sownlearningasonecompo-nentoftheintern’sexperienceandeducationjourneytobecomingaprofessionalengineerwithalltherightsandresponsibilitiesassociatedwiththeprofessionaldesignation.Itisunderstoodtheguideisalearningresourceforexploration,sharingofexperiencesandassistingtheinternwithachievinginsightandlearningfromexperiences.
Intern name: Date:
Guide name:
Intern general learning goals:
Specific soft skills to practise and develop:
Expertise (qualifications and credentials) to develop:
Intern needs and expectations:
Guide needs and expectations:
Howwillwedealwithconflictsastheyoccur?
Howwillwebringourrelationshiptoaclose?
Howwillwemeetandmanageourrelationship(onceamonthforsixmonths:inperson,email,phone…)?
Confidentiality: In signing below, we agree not to divulge any confidential information we may share with each other during the course of our licensure assistance relationship, or any other time thereafter. release: We acknowledge that PEO’s role is simply to facilitate the forming of licensure assistance relationships and we release PEO from any liability that might be claimed from the use of these materials or from the licensure assistance relationship.
_______________________________________ _______________________________________Intern signature Guide signature
60 intern handbook: Professional Engineers Ontario
11. Learning Plan (duplicate)Name:________________________________________________________Date:______________________
ImmediateGoal:__________________________________________________________________________
InterimObjective:_________________________________________________________________________
LongRangePlan:_________________________________________________________________________
to achieve my immediate goal i must do the following:
Actions taken towards achieving goal
relevance to PeO licensureevidence
1.
2.
3.
4.
5.
to achieve my interim goal i must do the following:
Actions taken towards achieving objective
relevance to PeO licensureevidence
1.
2.
3.
4.
5.
to achieve my long range plan i must do the following:
Actions taken towards achieving goal
relevance to PeO licensureevidence
1.
2.
3.
4.
5.
Professional Engineers Ontario: intern handbook 61
appendix: Sources and resourcesProfessional Engineers Ontario (PEO): http://www.peo.on.ca
The Ontario Society of Professional Engineers (OSPE): www.ospe.on.ca
EngineersCanada:www.engineerscanada.ca/e/
P.Eng.licenceapplicationform: www.peo.on.ca/sites/default/files/2019-07/LicensingGuide%26Application.pdf
OSPE onlineapplication:http://ospe.site-ym.com/general/register_ member_type.asp?
Clutterbuck,D.,andG.Lane.The Situational Mentor: An International Review of Competencies and Capabilities in Mentoring,GowerPublishing:2004,ISBN0-566-08543-7.
Megginson, D.,andD.Clutterbuck,B.Garvey,P.Stokes,R.Garrett-Harris.Mentoring In Action,Kogan Page:2006,ISBN0-7494-4496-7.
Mossop, C.Cascade to Wisdom: A Field Guide for Mentors, SageMentorsInc.:2008,ISBN978-0-9680623-1-9.
Mossop, C.Cascade to Wisdom: A Field Guide for Protégés,SageMentorsInc.:2008,ISBN
978-0-9680623-1-9.
the Five elements of engineering experience for Licensing The five elements of satisfactory engineering experience for licensing purposes are:
• Application of theory:analysis,design,synthesis,testing,interpretationandimplementation.• Practical experience and the limitations of real systems:visitstoengineeringworksorequip-ment,aspartofalargersystem.
• Management of engineering:planning,thesignificanceoftime,allocationofresources,iden-tificationoflabourmaterialsandoverhead,teambuilding,monitoringofexpendituresandschedules,andriskassessment.
• Communication skills:writtenwork,oralpresentations,andpresentationstothepublic.• Social implications of engineering:awarenessofpotentialconsequences,bothpositiveandnegative,ofaproject,recognitionofvaluetothepublic,safeguardstomitigateadverseimpacts,roleofregulatoryagencies,andresponsibilitytoguardagainstconditionsdangerousorthreateningtolife,limb,propertyortheenvironment.
62 intern handbook: Professional Engineers Ontario
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Professional Engineers Ontario: intern handbook 63
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64 intern handbook: Professional Engineers Ontario
notes
Professional EngineersOntario
40 Sheppard Avenue WestSuite 101Toronto, OntarioM2N 6K9
Tel: 416 224-1100 or 1-800-339-3716
Enforcement Hotline: 416 224-9528 Ext. 1444
Website: www.peo.on.ca