Learning Outcome

1. Define the working alliance and describe its main components.

Description of Experience (including reading samples)

1. Defining a working alliance

Gage Canadian Dictionary. (2000). Toronto: Canadian Publishing Corporation.

"Alliance." Encyclopedia Britannica Retrieved January 25^th, 2003 from Encyclopedia Britannica Premium Service.

19XX - 19XX: Developmental years, raised in the bush at the XX^th parallel.

Brant, C.C. (August, 1990). Native ethics and rules of behavior. Canadian Journal of Psychiatry, 35, 6, 534-539.

Arviso-One Feather, V., & Whiteman, H. (1985). American Indian and Alaska native career development youth manual. Ft. Collins: Colorado State University, ERIC document ED 273419.

Learning from Experience

1. A working alliance is defined as:

". . . a relationship where two or more parties, having compatible goals, form an agreement to do something together" (Gage, 2002).

The main components of a working alliance are:

  Shared authority

  Joint investment of resources

  Mutual benefits, shared risk, responsibility and accountability

Shared Authority

Raised in the far north, I was taught the value of alliance when survival depended upon everyone's contribution to daily living (Abel, 1993). Traditional Native teachings of being a good worker, honesty, kindness and self-sacrifice for others were fundamental. Through these qualities, I learned that when responsibilities were met, self-worth and independence are natural outcomes. The strength that came from the development of this "independent self" was then balanced with the value of acting together for the whole of the family or the community. In this way, the power of the individual was reinvested back into the power of working for the alliance (family or community).

I now understand how traditional Native childrearing practices taught me the fundamental values of cooperation (One-Feather, 1980). Over the last 30 years, I have learned to incorporate this philosophy into my work with alliances across Canada and the United States.

Joint Investment of Resources

"Partnership . . . should add value to each partner's respective services, products, or situations" (Frank & Smith, 1997).

In Detroit I attended night school where I learned the connection between economic development and human nature. This allowed me to couple my existing value of cooperative effort with a new business concept that revealed the importance of structured communication in a working alliance.

"Partnerships are based on identifiable responsibilities, joint rights and obligations and are often founded on legalities, shared governance or regulations" (Frank & Smith, 1997).

The value of alliances became personal when a teacher saw me struggling financially and referred me to the ***** agency in hopes that I could gain part time employment while still a

Supporting Documentation of Prior Learning

B3 Attestation:

University of *****, Centre for Health Promotion Studies

*****, *****

Centre Coordinator

C1 Letter of Affirmation:

*****

Learning Outcome

1. Define the working alliance and describe its main components.

2. Describe the relationship between a working alliance and counselling.

Description of Experience (including reading samples)

19XX-19XX: ***** School of *****. Enrolled in a two-year course at *****.

Frank, F., & Smith, A. (1997). The partnership handbook. Ottawa: Human Resources Development Canada.

19XX-19XX: *****, employed in the auto industry in the promotions department.

Johnson, M.C. (1980). Mentors - The key to development and growth. Training and Development Journal, 34, 7, 55-57.

Kinlaw, D.C. (1995). Coaching for commitment: managerial strategies for obtaining superior performance. San Diego: Pfeiffer.

Lewin, K. (1951). Field theory in social science. New York: Harper & Row.

Warr, P. (Ed.) (2002). Psychology at work. (5^th ed.). London: Penguin Books.

Learning from Experience

student. The agency required immersion in their training program, which included an in-depth understanding of professional ethics, confidentiality, legal and financial responsibilities, corporate allegiance, professionalism, being stable and responsible, taking initiative, a good attitude, deportment and professional attire.

Additionally, I learned a deeper sense of professional responsibility and allegiance through their process of evaluation. During my first year, my work was monitored on a daily basis and I received constructive feedback bi-monthly. As a new employee, I did not realize how valuable this feedback was until much later in life. Constructive feedback offered me an opportunity to experience a new concept of work alliances between employer and employees at a time when most evaluations were still based on criticism (Lewin, 1951). This positive experience allowed me to eventually develop Native staff/program evaluation and community assessment tools, which come from the same positive or "spirit-building" foundation of constructive feedback.

As a team member, I learned corporate responsibility. Working under the direction of a supervisor, I learned the value of one-on-one alliances; however, I also learned the value of teamwork through interdependence, co-operation, active participation and good communication (Warr, 2002). The language used in our work environment, such as "our team/company" and "we" created an atmosphere of comradeship and unity. These qualities, coupled with the development of corporate allegiance, served to build a strong sense of commitment to the position and to the organization, within me. I have learned to utilize these same tools to build alliances with universities, medical professionals, government agencies, programs and First Nations communities today.

2. The relationship between a working alliance and counselling:

In my addictions training, I learned that the alliance and counselling relationship is based on "mutual trust and respect." This relationship may involve individuals, pairs, or groups and tends to be fairly short term and problem oriented.

We utilized the Gestalt therapy model, where I learned that the word "Gestalt" means, "organized whole" or "complete pattern"; in other words, "the whole is greater than the sum of its parts" (Perls, 1969). This concept addresses the whole individual, including thoughts, feelings, emotions, body and perceptions. I learned that the counsellor who uses these techniques believes in the individual's innate ability to organize, express and utilize these techniques to get their needs met. This process is recognized as a person's ability to make complete patterns or "Gestalts" in his or her life. Still, this ability is sometimes interrupted; hence, a large portion of counselling is to resume the completion process by identifying and working through these interruptions.

Supporting Documentation of Prior Learning

D2 Attestation:

*****

E2 ***** Institute,

Graduation:

Certificate and Photo

Learning Outcome

2. Describe the relationship between a working alliance and counselling.

3. Explain how client and counsellor characteristics influence the working alliances.

Learning from Experience

I learned that in a working alliance, all things are interconnected and changes within the environment or individuals themselves can affect the whole. Integrating this foundation of Gestalt counselling with other theories of counselling is highly beneficial for facilitating staff, organizational development, program management and community development.

More specifically, I discovered that developing a trust relationship in the working alliance and counselling demands authenticity. With the ultimate goal of counselling being self-awareness for the client, a relationship of trust is essential for utilizing a process of building and resolving issues discovered through exploration of self (Antone, Miller & Meyers, 1986). ***** training also taught me that the counsellor must take into consideration a person's environment, that as a counselor, I must develop parameters for working alliances based on the individual or community's unique cultural foundations (Dickason, 1979).

3. Client-counsellor characteristics that influence the working alliance. Working as a ***** facilitator with ***** across Canada, I learned that all members of an alliance bring "self" to the counselling relationship. In order to obtain successful results in counselling alliances, the following additional characteristics are necessary:

a) Counselling requires a commitment in both time and effort on the part of both parties. In order for counselling to be effective, the members of a working alliance must first reach a point of readiness or willingness to accept the assistance of the counsellor. To resist is to defeat the purpose of counselling. Alliance members might demonstrate their willingness to participate by arriving on time and participating fully in the counselling process. The counsellor must illustrate the same willingness and commitment to work with the alliance.

b) Effective counselling is a two way process based on honesty and respect. The client must be as open and honest as possible with the counsellor, in terms of what they are seeking assistance with. Even though this requires the client to move beyond his or her comfort zone, the more the client shares with the counsellor, the more they both have to work with. Together, they can explore new perspectives, form strategies, set goals and develop action plans.

c) Speaking to addiction workers at the ***** Conference, I addressed the need for alliance members to encourage a sense of interest about feelings, thoughts and internal processes with their clients. Occasionally, people come to counselling expecting the medical doctor-patient model, where the doctor tells the patient what is wrong and prescribes a treatment. This is not how counselling in a working alliance functions. In counselling, through the aid of the counsellor, progress is made through the alliance's understanding of self and others (Kennedy & Charles, 2001).

d) The counsellor relationship has professional integrity. Goals are established and evaluation occurs throughout the process. However, the final evaluation measures the congruency between the specific goals and values of the alliance members.

Supporting Documentation of Prior Learning

F2 ***** Federation of ***** Centres:

Letter

  Curriculum Development, *****, Policy Director

G3 ***** Institute on Addictions Studies Conference:

Plenary Session

  Letter and Brochure

  *****, Director

Learning Outcome

3. Explain how client and counsellor characteristics influence the working alliances.

4. Describe the strategies for enhancing the working alliance that address issues of a) motivation.

Description of Experience (including reading samples)

a) Dickason, O.P. (1979). Europeans and Amerindians: Some comparative aspects of early contact. Canadian Historical Association, 182-202.

3. How client and counsellor characteristics influence the working alliance

***** of ***** Centers: Curriculum Development:

a) Contributed to the development of curriculum for culture-based alcohol and drug worker programs.

Cook, E.P. (1993). Women, relationships and power: Implications for counselling. Alexandria: American Counselling Association, 1-10, 13-14.

Kennedy, E. & Charles, S.C. (2001). On becoming a counsellor: A basic guide for nonprofessional counsellors and other helpers. (3^rd ed.). New York: The Crossroad Publishing Company.

Learning from Experience

The counsellor must have a strong sense of his or her own identity and ethical base before entering into a counselling relationship with a working alliance (Bond, 1993). Even when feeling secure, situations may arise that challenge the counsellor's belief system and the counsellor may suddenly find him or her self in a moral dilemma. In the end, each counsellor must merge professional ethics with a strong foundation of personal morals, integrity and skill.

I have learned that most professional fields work from a theory, the condensed wisdom of ancestors and further exploration of contemporary practitioners. This is known as a worldview, or a philosophy of life, as it relates to the work world. The more accurate our worldview is, the more effective our actions are likely to be. This cumulative heritage of knowledge is what allows each profession to develop with its own unique characteristics (Corey, 1996). The counsellor's most important tools are his or her own personality, a theoretical base that is congruent with personal values and a theory that identifies self-awareness as a major focus. The Medicine Wheel holds the tools necessary for me to develop my own "world view" (Nabigon & Mawhiney, 1996). From a spiritual perspective, I integrate a humanistic model geared towards personal growth.

The main element of my worldview is the resonance of simple truths, one which requires a dual-consciousness of both Native and non-Native philosophies (Gudykunst & Kim, 1997). Synthesizing counselling theories, I have learned how to couple my own worldview with that of the modern/multicultural world around me. Of great importance to me, in a long process of work and experience, is my continued growth as a human being and as a woman. Collectively, my professional skills have contributed to subtle changes within my worldview and perspectives as a facilitator.

4. Strategies for enhancing the working alliance that address motivation.

Motivation is ordinarily about two things: (a) a person's interest or reason for being involved in a partnership and (b) the amount of energy or enthusiasm that person brings to the partnership. Motivation, or the lack of it, can be a big concern in partnerships (Herzberg, Mausner & Snyderman, 1959). I have discovered that it is much more difficult to get staff re-motivated after burning out/losing interest than it is to consider investing in it from the start.

Individuals come to an alliance with intrinsic (internal) or extrinsic (external) motivation. In "Becoming a Person," Carl Rogers showed the importance of being very clear about what is motivating each person's involvement in the partnership. I have found this allows everyone in the partnership to know and understand the direction from which each person is coming.

Supporting Documentation of Prior Learning

H2 Publish - ***** University:

Social Work Text - Acknowledgement

  Letter, Professor *****

  Text, ***** and *****, (19XX).

Learning Outcome

4. Describe the strategies for enhancing the working alliance that address issues of a) motivation.

Description of Experience (including reading samples)

Walter, J.L., & Peller, J. (1992). Becoming solution-focused in brief therapy. New York: Brunner/Mazel.

Bond, T. (1993). Standards and ethics for counselling in action. London: Sage.

Corey, G. (1996). Theory and practice of counselling and psychotherapy. Pacific Grove: Brooks/Cole Publishing Company.

19XX, ***** University:

Contributed to Social Work Text with Author *****.

A counsellor preparation program for the facilitation of career counselling for Aboriginal youth: Facilitator's Manual. (1993). Continuing Education Division: The University of Manitoba.

Gudykunst, W.B. & Kim, Y.Y. (1997). Communicating with strangers: An approach to intercultural communication. (3^rd ed.). New York: McGraw-Hill.

Learning from Experience

When facilitating workshops that seek to develop a working alliance, the first step is to explore the individual and his or her personal motivation. For example: "Who am I?" "What do

I need in order to be productive in my position or a working alliance?" "Am I afraid of change or risks?" "What would success look like?" "How can I build a support system for myself?" "What do I need to do to stay motivated?" These questions are important for a number of reasons. The counselling component for individuals within an alliance stems from their

responses to these questions and sharing these questions in group discussions builds relational trust among members (Kinlaw, 1995). As well, this process allows the counsellor/facilitator to assess the cumulative experience of the individuals. The counsellor is then able to gain the information necessary to develop strategies and motivate the alliance team.

A point of reference I often explore in working with Native addictions counsellors is traditional foods. Identifying these at personal, family and community levels, traditional food serves as a rallying point that assists in the formation of a co-operative working alliance.

All individuals need to feel worth; however, in a working alliance, partnership worth is of equal value. My experience in developing Native organizations and programs has taught me how crucial it is to involve all members in the "worth of the program."

Today, many people think motivation is found in immediate gain - a raise or reward for production. These are short term. Real motivation, much like a good attitude, is infectious. If employees are given the opportunity to gain a sense of control and foster a feeling of responsibility for the outcome of the work, they will be empowered and long-term motivation will be established (Whitworth, Kimsey-House & Sandahi, 1998).

I have learned to utilize this same philosophy when working with First Nations teams who are getting "burnt out" at the community level. Motivating participants to re-commitment at a community level necessitates: a) developing a common vision of caring and co-operation, b) building on individual strengths, c) networking and sharing resources and d) providing opportunities to learn new skills and carry new roles and responsibilities.

Program motivation strategies may include:

(i) Establishing an organization based on honesty and kindness,

(ii) Developing a good team climate with food, fun and companionship,

(iii) Equality,

(iv) Modeling,

(v) Encouragement through listening and acting and

(vi) Support through coaching and mentoring.

Supporting Documentation of Prior Learning

I4 ***** Health and Social Services:

Facilitator

  Newspaper Article

  Evaluations, ***** Community Wellness Director

J1 ***** University, ***** Studies

Public Lecture Series - "title"

  Letter, Dr. *****, Chair & Associate Professor, Department of ***** Studies

Learning Outcome

4. Describe the strategies for enhancing the working alliance that address issues of b) Client Resistance

Description of Experience (including reading samples)

4a. Strategies for enhancing the working alliance: Motivation

Herzberg, F., Mausner, B., & Snyderman, B.B. (1959). The motivation to work. New York: John Wiley & Sons.

Rogers, C.R. (1995). On becoming a person: A therapist's view of psychotherapy. Boston: Houghton Miffin Company.

20XX, ***** & Social Services, *****:

Provided facilitation for ***** alcohol and drug awareness workers and community members from the ***** communities in a Basic Addictions Awareness Workshop.

Alberta Health. (1995). Strengthening the circle: What Aboriginal Albertans say about their health. Aboriginal Health Strategy for Alberta Health. Edmonton: Alberta Health Publications.

Learning from Experience

Utilizing these strategies motivates individuals and alliances by addressing a person's needs for a) interesting work, b) good wages, c) appreciation of work accomplishments, d) job security, e) equality, f) good working conditions, g) promotions and growth, h) loyalty, i) tactful discipline and j) sympathetic responses to need (Gordon, 2001).

4b. Client Resistance

Motivation is a forward motion, but often there are barriers that must be overcome. Maslow's need-hierarchy theory identifies five levels of need: physiological, safety, social, ego and self-actualization (Maslow, 1943). This theory argues that lower level needs (i.e. physiological) must be satisfied before subsequent higher levels will motivate employees. Each step is vital to the natural process of development, for if the progression is broken, life-long damage can occur and resistance may arise. When this happens, motivation can be difficult.

Negative motivation is equally real and it is usually caused by fear, guilt or pressure. In Native culture, this is defined as a "hole inside your Spirit" (Osennontin & Skonaganleh, 1989). Thirty years ago, Elders taught me that no human being could live with the pain of this emptiness. They taught that at a heartfelt level, humans will always seek to protect themselves, filling the void with work-aholism, addictions, inflated egos, superior attitudes and avoidance or denial. Alliance members who resist change are motivated from this "hole," portraying their behaviors through the veil of fear. Masked in different faces, fear may be exhibited through the shy person who does not participate, the procrastinator who stalls and resists engagement, or the arrogant show-off who bolsters his or her courage with a loud or angry voice.

The non-Native counsellor may confront resistance by saying "I sense you are uncomfortable when I talk about this because of the way you are clenching your jaw and making fists." Traditional Native techniques to deal with resistance would be less aggressive or intrusive. A Native counsellor would listen to the client fully and completely, while being aware of any subtle facial, body or behavioral changes that indicate emotional distress. Native intervention would be more oblique in nature, with the counsellor perhaps stopping the process to offer a smudge. Both parties would find a measure of comfort in the ceremony as well as have a chance to move away from volatile emotions. This "stopping to do a ceremony," becomes a means to ease stress and bring back a sense of peace (Tijerina-Jim, 1993). Once the ceremony is completed, they might drink some tea or sit comfortably in silence until the client indicates a readiness to continue.

In a native counselling situation such as this, the counsellor might also personalize his/her own experience with these emotions and invite the client to add to his/her thoughts and feelings. This shared experience serves to establish an atmosphere of trust and opens up the

Supporting Documentation of Prior Learning

K1 ***** University, Institute for ***** Studies

Public Lecture Series - "*****" (title)

  Poster - "*****" (title)

L1 ***** Health Authority

Facilitator

  Letter, *****

s

Learning Outcome

4. Describe the strategies for enhancing the working alliance that address issues of b) resistance

Description of Experience (including reading samples)

Whitworth, L., Kimsey-House,

H., & Sandahl, P. (1998). Co-active coaching: New skills for coaching people toward success in work & life. Palo Alto: Davis-Black Publishing.

20XX, ***** University:

Guest speaker with the Institute for ***** Studies, Public Lecture Series co-sponsored by ***** College and the ***** Department.

Gordon, D. (2001). Teamwork. Cincinnati: South-Western Educational Publishing.

4b. Strategies for enhancing the working alliance: Client Resistance.

Maslow, A.H. (1943, July). A theory of human motivation. Psychological Review, 370-396

Osennontin & Skonaganleh. (1989). Our world. Canadian Woman Studies, 10, 2-3, 14-15.

Learning from Experience

possibility for further exploration in terms of emotions, behaviors and motivators. As well, the process allows an individual to move from a place of being willful to one of willingness/being open to new possibilities. When client resistance dissolves, the counsellor can begin to implement solution-based strategies for change (Tepstra, 1979).

*Note - being open to new possibilities does not mean that the client has to do things that they do not wish to do. In the case of client resistance, the facilitator needs to address the issue, while still concentrating on the motivation and forward movement of the greater working alliance (Hall, Otazo & Holenbeck, 1999).

Counsellors utilize a variety of psychological principles and research methods to understand human behavior in different types of organizations (McDaniels, 1989). When dealing with a working alliance they may draw from organizational psychology, an applied field relevant to virtually all work settings, or the theory of industrial psychology (personal psychology), which seeks to improve the effectiveness and fairness of human resource management decisions.

In developing national and community-based programs, I have learned that resistance to change can be a key factor in the development or maintenance of successful partnerships. How we respond to, cope with or handle change is known as managing transition. When this transition is not managed properly, I have learned that either damage to the partnership or to specific individuals may occur.

Managing external and internal transitions requires a relationship of trust and strong communication skills. One way to address client resistance is to mirror the client's comments back to the client. The counselling aim is to direct the client towards a fuller self-awareness and/or new possibilities (Young & Wiesenberg, 1989).

On a larger scale, resistance at a community level might be addressed through team-development. Team building activities must be designed to suit the specific team, offer necessary learning opportunities and be enjoyable to all (Frank & Smith, 1997).

As a keynote speaker at the ***** Conference, I was invited to facilitate a workshop with teachers and staff, who were frustrated and angry, in what they viewed as a powerless situation in their school. Utilizing ceremony and a traditional talking circle, I was able to establish a trust relationship through respectful listening. Once established, staff members began to share their frustration openly and described the situation as they viewed it. The next step was an assessment of the problem. I included the teachers and school staff, the student-body, the community, the school's philosophy, school programs and routines, teacher education and experience in Native communities, as well as specific staff concerns (Nabigon & Waterfall, 1995).

Supporting Documentation of Prior Learning

M1 ***** School

Facilitator

  Letter, *****, Principle

N2 Health *****: National Advisory Committee on *****

Membership, *****

O5 Lecture

Developing a national framework for action on FAS, *****

P2 ***** Elementary & Secondary

Attestation, *****, Principle

Learning Outcome

4. Describe the strategies for enhancing the working alliance that address issues of b) resistance.

Description of Experience (including reading samples)

20XX - *****:

Provided basic addictions worker training for National Native Alcohol and Drug Abuse Program workers from XX First Nations in the ***** area.

Tijerina-Jim, A. (1993). Three native women speak about the significance of ceremony. Women & Therapy, 14, 1-2, 33-39.

A counsellor preparation program for the facilitation of career counselling for Aboriginal youth: Facilitator's Manual. (1993). Continuing Education Division, The University of *****.

Tepstra, D.E. (1979). Theories of motivation: Borrowing the best. Personal Journal, 58, 376.

Dufrene, P.M. & Coleman, V.D. (1992). Counselling Native Americans: Guidelines for group process. The Journal for Specialists in Group Work, 17, 4, 229-234.

Learning from Experience

Utilizing a brainstorming process, we identified resources for a working alliance. Asset mapping is a very important first step because it allows the group to objectively explore and understand causation factors. From this knowledge, collective solutions for change begin to emerge (Frank & Smith, 1997).

After determining the needs of both the children and the staff, the team was able to design new strategies for meeting these needs and overcoming barriers. A wonderful example of this was the problem of students who would become confused or distracted and "get lost" on their way to the washroom during class. After reviewing some of the techniques offered by Kleinfeld and Wescott (1993), in Fantastic Antone Succeeds! Experiences Educating Children with FAS, the teachers made a decision to strip the hallway of students' artwork, signs and photos to eliminate distractions. The halls were repainted beige and at the children's eye level, a large arrow was painted on the wall. The arrow pointed the way to the washroom door and flowed onto the other side of the hall to move the children directionally back to their classroom. The plan worked so well that it has become a model for schools in the ***** District. I learned that when teachers work as a team and find creative solutions to counter `client resistance', everyone can win!

My two-year relationship with ***** School began when I had teachers commit to the development of a respectful working relationship with their students through the implementation of a traditional ceremony. Each morning, the children would sit on the floor and participate in a ceremony with their homeroom teacher. The ceremony included lighting of a candle, which symbolized listening, sharing a Sweetgrass smudge, the symbol of kindness and passing an eagle feather or a rock around the circle to allow each child to share any thoughts or feelings they were having. This served three vital purposes. First, it allowed the children to express themselves in a non-competitive manner, an inherent quality of ***** People (Abel, 1993). Second, through the sharing process, any issues a child might be having at home or at school, were brought to the attention of the teacher, providing an opportunity to deal with the children's issues at a later time in a confidential manner (NNATD, 1989). Lastly, the program allowed students to be heard and in the process, find a place of inner peace before they began their day.

Utilizing skills I learned in mental health, I facilitated ***** workshops with the teens in the school, based on traditional Native teachings of respect and kindness. Interactive and experiential learning models allowed the teens to form supportive relationships among themselves. As well, it provided tools to deal with alcohol, drugs, teen pregnancy and violence and suicide, from a peer group perspective. I merged teams by bringing parents, teachers and community members together, allowing them to build trust, form new alliances and establish new directions as a group of adults who were connected by children.

Supporting Documentation of Prior Learning

Q1 ***** Association of *****

Membership, *****

R1 *****: ***** Branch

FAS Community Based Projects

  Letter, Dr. *****

Learning Outcomes

5a. Describe the potential problems, including role conflict and role ambiguity, associated with a working alliance that involves a boss and a subordinate.

5b) Outline strategies for dealing with these problems.

6. Describe a taxonomy of communication skills for creating a working alliance.

Description of Experience (including reading samples)

Hall, D.T., Otazo, K.L., & Hollenbeck, G.P. (1999, Winter). Behind closed doors: What really happens in executive coaching. Organizational Dynamic, 27, 3, 39-53.

McDaniels, C. (1989). The changing workplace: Career-counselling strategies for the 1990's and beyond. San Francisco: Jossey-Bass.

Young, B., & Wiesenberg, F. (1989). Career counselling the Native. Edmonton: Centre for Career Development Innovation.

Frank, F., & Smith, A. (1997). The partnership facilitator's guide. Ottawa: Human Resources Development, Canada.

20XX, ***** School:

Working with school, community and leadership to address concerns with regards to their youth.

Learning from Experience

This Native solution-based team building gave members the motivation they needed to look collectively at their situation with new eyes, try new skills and rethink their own roles in finding solutions for the problems within the school.

5a. Potential Problems.

I have learned that individuals with needs enter into an agreement with an employer to provide services in exchange for what they need. In 30 years of work experience, I have discovered that role conflict and role ambiguity are most often driven by managers, who are more interested in the employee's performance than the employee's needs. Management tends to describe employee behavior as "how" someone is motivated. Their primary concern is often the worker's inability to meet their own expectations for performance. Seldom are the real issues behind the individual's actions addressed. In terms of the subordinate's behavior in this equation, Maslow argued that thwarting self-esteem produces feelings of inferiority or

powerlessness. When people are unable to express themselves fully, they will suffer for it

and it is these "human needs" that must be recognized in order to avoid role conflict and ambiguity in working alliances.

5b. Strategies.

A good manager leads by change. This "top down" process values the worth and input of their employees by creating an ethical organization that creates and implements principled decisions (O'Neill, 2000). This includes: recognizing and honoring employee needs, involving employees in management decisions, increasing communication with employees, offering employees value and appreciation and supporting employee fairness. Potential problems associated with a boss and a subordinate, including role conflict and role ambiguity, are often avoided if roles, responsibilities and lines of authority are clearly defined and communicated in the Job Description and Personal Policy.

Facilitating staff development with ***** staff in 19XX, I learned that when an issue arises, it must be recognized and dealt with as soon as possible. Actions could range from simple verbal communication to termination. Between these two extremes are a variety of options that depend on the nature of the problem, the severity of the problem and the work history of the employee. Utilizing the Native concept of discipline, which means teaching rather than punishment, the conflict must be confronted, the issues explored and decisions made about how to handle the situation in a respectful manner. I have learned that confrontation need not be done at the expense of the employee's sense of self-worth; instead, it can be handled with the skillful use of communication tools. Counselling intervention tools that I have found useful for resolving issues are: "I feel ..., When you ..., I need you to ..." This allows for honesty, kind communication and open discussion in a forthright manner.

Supporting Documentation of Prior Learning

S2 ***** Nation

Staff Development Facilitator

  Letter, *****

  Photo, ***** Staff Development, 19XX

Learning Outcome

7a. Describe the characteristics of an effective collaboration:

Description of Experience (including reading samples)

Kleinfeld, J. & Wescott, S. (1993). Fantastic Antone succeeds! Experiences educating children with FAS. Fairbanks: University of Alaska Press.

*****: University of *****.

National Association of ***** Directors. (1989). In the spirit of the family. Native Alcohol & Drug Counsellor's Family Systems Treatment Intervention Handbook. Calgary: National Native Association of Treatment

Directors.

Clark, S. (1992). First Nations family violence prevention report: Part I, II, III, IV. Victoria: Ministry of Aboriginal Affairs.

Nelson, R.E., & Galas, J.C. (1994). The power to prevent suicide: A guide for teens helping teens. Minneapolis: Free Spirit Publishing Inc.

5a. Role Conflict and Ambiguity

Learning from Experience

6. A taxonomy of communication skills.

(The candidate provided a demonstration of a taxonomy of communication skills, as well as a working knowledge of each.)

7a. The characteristics of an effective collaboration.

To collaborate means to work together. "Collaborative partnerships are formed to share resources, risks and decision-making." In The Partnership Handbook, Frank and Smith

(1997) define the characteristics of an effective collaboration as:

  Developing a shared understanding about what a partnership is,

  An agreement of common interests and concerns,

  Understanding a partnership environment - not everything that is done collaboratively is a partnership

  Understanding what a partnership involves - each partner should clearly understand what the function and overall purpose is, as well as the commitment that will be required,

  Bring your own skills, knowledge and resources to the partnership, while at the same time, not being "married" to your own way. This means each partner must have a willingness to do things differently - motivated by the greater good rather than personal need or desire.

Being involved in corporate structures has given me the opportunity to see industry and organizational management change from the concept of nuclear departments to collaborative efforts among players (Appley & Wilder, 1978). I have learned that instead of working against each other, or suffering ineffectiveness due to isolation, groups that join forces in collaboration are the ones that make huge strides in social development and business.

Concern & Environment:

Mutual concern and understanding are two characteristics of effective collaboration. The formation of the ***** Commission in 19XX was a measure of success for ***** in their continuing battle for self-government (Nabigon, 1993). Designed to facilitate the transfer of control of Indian Health Services from Health Canada's Medical Services Branch to the jurisdiction of individual Bands in *****, XX bands entered into collaboration.

Roles:

Understanding the roles and contributions of others are important factors in effective collaboration. Employed with the ***** Commission from 19XX - 19XX, I simultaneously filled

the positions of *****, ***** and *****.

Keenly aware of the fact that collaborative efforts in business, education and social development were proving to be more beneficial than an isolationist concept, I looked forward to working at the *****. Collaboration benefits the individual, the organization and the greater

Supporting Documentation of Prior Learning

BB3 Published:

***** (Title)

  ***** Press

  Table of Contents

CC1 *****

Attestation

Learning Outcome

7a. Describe the characteristics of an effective collaboration:

7b. Describe the purpose of an effective collaboration.

Description of Experience (including reading samples)

Maslow, A. H. (1943, July). A theory of human motivation.

Psychological Review, 370-396.

Iverson, I.H. (1992). Skinner's early research: From reflexology to operant conditioning. American Psychologist, 47, 318-328.

5b. Strategies for dealing with the problems.

O'Neil, M.B. (2000). Executive coaching with backbone and heart: A systems approach to engaging leaders with their challenges. San Francisco: Jossey-Bass.

19XX - 20XX, ***** First Nations:

Provided Chief and Council Leadership Training Sessions as well as Band Management Training Seminars and Administrative Staff Development.

Lovejoy, P. (1997). Traditional knowledge: Traditional methods in the workplace. Winds of change, 12, 1, 56.

Learning from Experience

population as well (Brant, 1984). Working under the direction of an all-Native Board of Directors. I had an opportunity to learn how to work collaboratively in new partnerships with ***** employees, *****, *****and *****.

Purpose:

Over the years, I was granted many opportunities to learn from skilled medical professionals. Some of the skills I was able to learn were:

a) To design and conduct community assessment surveys,

b) Brainstorm new concepts for training materials to utilize on reserve,

c) Map resource assets,

d) Identify areas of need in both reserve and urban populations,

e) Design systems to respond to community needs,

f) Write proposals and lobby government agencies and

g) Participate in a joint-interview process and conduct employee appraisals.

Involved with 6 on-reserve demonstration projects throughout *****, I learned how to work collaboratively in the negotiation of contracts between federal-provincial governments, First Nations, educational and medical professionals. Treaty rights, health issues and fiduciary responsibility, environmental health, housing and sanitation, immunization and infectious disease, community wellness and health promotions were all issues we collaborated on.

7b. The benefits of such a collaboration.

  Creative solutions from differing perspectives,

  Profit or margin increases, (jobs and/or training opportunities are created and wealth is generated),

  Improved relationships between diverse groups,

  Strong communities with the participation and inclusion of many (partnerships are a good way to enhance existing strengths and activities),

  When collaborations make effective use of limited resources, they can be a good response to funding and program requirements,

  Holistic approaches to community or organizational issues through discussion and the shared finding of solutions,

  Improved or enhanced communication,

  Collaborations often involve people and organizations who might not otherwise participate and

  They are a powerful vehicle to support change and transition.

Supporting Documentation of Prior Learning

DD1 ***** Commission

Evaluation, Dr. *****

Learning Outcome

7b. Describe the purpose of an effective collaboration.

7c. Suggest key skills for developing effective collaboration.

Description of Experience (including reading samples)

7a. The characteristics of an effective collaboration.

Frank, F., & Smith, A. (1997).

Appley, D.G., & Winder, A.E. (1978). An evolving definition of collaboration and some implications for the world of work. The Journal of Applied Behavioral Science, XIII, 3, 288.

Cardinal, H. (1997). The unjust society: The tragedy of Canada's Indians. Edmonton: Hurtig Press.

Capon, N. (1987). Corporate strategic planning. New York: Columbia University Press.

Nabigon, H. (1993). Reclaiming the spirit for First Nations self-government. In A. Mawhiney (Ed.), Rebirth. Toronto: Dundurn Press.

Learning from Experience

I learned these benefits:

With the Commission I had many opportunities to learn more about the benefits of

  working with community and government partners. This included learning how to do community-based assessments and develop creative solutions such as ***** conferences and health promotions videos.

  Involved with ***** and reserve management, I had the opportunity to learn the development of personal policy, which included interviewing, hiring, goal setting, training/education, motivation, performance appraisals, personal evaluations and grievance processes. Qualified staff meant our "wealth" was Native people living healthier lives.

  I learned to work collaboratively with diverse groups of local and government staff. The formation of Indian Boards of Health, who would take responsibility for the issue of local governance of health in their own communities, brought ownership and self-worth to the people.

  Working in collaboration with ****** and the *****, I learned program requirements. This included planning, implementation, review analysis and evaluation, all of which resulted in the acquisition of funds for community projects.

  With *****, I learned how to build on Native qualities of co-operation and collective power to establish and maintain local control through an Indian Board of Health (Bender, 1997). From Elder ***** of ***** Nation, I learned that the maintenance of a program is most successful when the principles that it is developed on can be identified in the existing culture of the People.

  I engaged Elders to learn how culture could serve to define a more holistic model of health based on honesty, kindness, traditional roles and responsibilities, good workmanship/professionalism, caring and sacrifice (Dumont, 1989).

  Working collaboratively with an assembly of Native and non-Native people, I learned: a) how to integrate and communicate solution-based planning, b) organizational management skills, c) how to motivate agencies and d) share knowledge and resources (Ivey & Ivey, 1999). Ultimately, these collaborations contributed to improved health standards for native people, which in turn aided the transition towards self-determination and self-government.

7c. Key skills for developing effective collaboration.

The key skills for developing an effective collaboration are:

1. Understanding - Each partner in the collaboration must understand the defining parameters of the collective group. This includes power, self-interest and resources (Kinlaw, 1995).

Supporting Documentation of Prior Learning

EE3 Attestation

*****

Learning Outcome

7c. Suggest key skills for developing effective collaboration.

Description of Experience (including reading samples)

Brant, C.C. (1984). Program for Native Indian community health. In Community Mental Health Action: Primary Prevention Programming in Canada. (1^st ed.).

19XX - 19XX: ***** Commission.

  Executive Director

  Director of Training

  Director of Urban Indian Health Care Program

Saunders, R.C. (1983). Indian rights in Canada: What the rest of us should know about them. St. Albert.

7b. The benefits of such a collaboration:

Frank, F., & Smith, A. (1997).

Harvey, D., & Brown, D. (1995). An experiential approach to organizational development. New York: Prentice Hall.

Learning from Experience

The Commission was mandated to assist XX First Nations in ***** with the transfer of Indian health services to local control. My role required me to assist in the development of collaborative relationships between Indian Health Boards on-reserve and federal departments of Medical Services Branch. This involved a clear definition of power, self-interest and resources for both parties.

2. Assessment - There must be a good fit between the goals, interests and values of each organization and the commitments and requirements of the collaboration (Warr, 2003).

I learned that each participant/organization must undergo a process of self-assessment to ascertain their readiness to participate. Possible questions may include:

(i) What is my vested interest in getting involved?

(ii) Will that need be met? If so, by what measure?

(iii) How much time, money, or human resources will it involve (Smith, 1994)?

(iv) Does it cost me anything to get involved (including risk)?

(v) How well do we work together as a team?

(vi) What might interfere with our ability to participate or be successful (i.e.: personal, legal, financial, or historical)?

(vii) Can these issues be sorted out beforehand, or do we need to decline to participate until we are able to?

(viii) What personal or professional opportunities might we gain by being involved?

(ix) What if I am in conflict with an individual or group?

(x) What if the group gets in conflict?

(xi) How would I usually handle it? How would I like to handle it?

(xii) What are the guidelines for conflict?

(xiii) What if I reach a stalemate, what is my resource (Rogers, 1946)?

(xiv) What will I not do or be a part of?

(xv) What or who will I answer to?

(xvi) How will I communicate directions effectively?

(xvii) What does success mean to me?

(xviii) How do I know when I have completed what I have wished to accomplish?

(xix) How will I release myself from the collaboration in a professional manner?

3. Leadership - is a skill nurtured and developed through life experience. Good leaders are motivated and have the skills to initiate development of the collaborative process. They must be committed, visionary and have the ability to motivate a team. "Long term effectiveness is dependent on building strong leadership capacity throughout the process" (Frank & Smith, 1997).

Supporting Documentation of Prior Learning

FF1 Publication - University of *****

Monograph on FAS

  Letter, *****, Centre Coordinator

GG2 ***** Health Services

Resource - Letter, *****, Chief Executive Officer

Learning Outcome

7c. Suggest key skills for developing effective collaboration.

8a. Outline a model for problem solving and decision-making.

Description of Experience (including reading samples)

Saunders, R.C. (May, 1973). Indian boards of health: Community workshop materials. AIHCC.

Alberta Indian Health Care Commission. (June 6^th, 1983). The Alberta Indian health board leadership handbook. AIHCC.

Bender, P.U. (1997). Leadership from within. Toronto: Stoddard Publishing Company.

Dumont, J. (1989). Culture, behavior and the identity of the Native person. Course manual for NATI2105EZ. Sudbury: Centre for Continuing Education, ***** University.

Ivey, A.E., & Ivey, M.B. (1999). Intentional interviewing and counselling: Facilitating client development in a multicultural society. (4^th ed.). Pacific Grove: Brooks/Cole.

Learning from Experience

I have learned the essential elements of leadership throughout my life:

  As a child, I was surrounded by adults who pitted themselves against the world in order to survive. Ruthless in their teachings of independence, I was trained to be responsible in completing tasks. Later in life, the auto industry taught me professional responsibility and corporate allegiance - foundational skills for the type of leadership necessary in collaborative alliances.

  Coming back to Canada, I learned leadership working with Chiefs & Council, Board

members of the ***** Society, *****, *****, *****and ***** Commission. I also had the unique opportunity to learn about a very specialized style of leadership from Elders across Canada and the United States (Hildebrandt, Carter & First Rider, 1996). They taught by example to listen and to be caring and respectful in working alliances with all people (Meili, 1992). I had the opportunity to utilize these teachings when I was invited to provide a series of Cultural Awareness workshops for medical professionals. Charged with the responsibility of providing comprehensive health services for the citizens of Northern Alberta, I used an experiential process, where participants were able to learn a civilized form of leadership taught by Native Elders. They left the workshop with the tools of real leadership - listening, caring, feeling, relationship and respect.

  As well, the Elders taught me about the qualities of a good leader, which are humility and a willingness to be non-judgmental and accepting of others. The manner in which they conducted their lives, with honesty and kindness, served to teach me how to maintain personal power, through a strong belief system and a commitment to principles. The great worth of these invaluable assets empowered Native people in a process of reclaiming their power (Nabigon, 1993).

  Frank and Smith (1999) identify leadership commitment as a necessary skill for the development of collaborative alliances. I learned this working under the direction of an all-Native Board of directors at ***** Institute. In the new area of Indian alcoholism, the ***** Institute initiated the issue of Native addictions in Canada by creating partnerships for financial support at provincial and national levels and developing community-based partnerships on-reserve. Working with the *****, I learned how to form collaborations with the Federal government, Universities and the private sector (Penner, 1983). An integral piece of the battle for Native self-government was the power of committed leadership from community workers.

4. Communication - Good communication is essential for success and should be emphasized inside and outside the collaborative group, regardless of its size or scope.

From Native Elders, I learned communication that was always completed with tremendous strength and dignity. Their silence often spoke louder than their words (Brant, 1990). I

Supporting Documentation of Prior Learning

HH2 ***** Tribe

Attestation, ***** Attorney at Law

Learning Outcome

8a. Outline a model for problem solving and decision-making.

8b. Identify the purpose of each step and the skills associated with each.

Description of Experience (including reading samples)

Health Canada. (1999). First Nations and Inuit regional health study: National report 1999. Minister of Supply and Services.

7c. Key skills for developing effective collaboration.

Kinlaw, D.C. (1995). Coaching for commitment: Managerial strategies for obtaining superior performance. San Diego: Pfeiffer.

Warr, P. (Ed.) (2002). Psychology at work. (5^th ed.). London: Penguin Books.

Yellowhead Tribal Council Education Program. (1999). Stepping into the new millennium. Edmonton: The Authors.

Smith, G.P. (1994). Motivation. In W. Tracey (Ed.). Human resource management & development handbook. (2^nd ed.). U.S., New York.

Learning from Experience

learned how to listen fully and completely, to hear holistically, to take the "teaching" from the

story and apply it to a personal level. I learned to consider the power of my words and the importance of choosing them wisely before speaking. I learned to practice civility/politeness/ manners, to deal with conflict in a civilized manner and to seek to understand and respect all people. From these teachings, I have learned how the historical course of events for Native people could be changed through the use of traditional tools for behavior, including protocol, ceremony, relationships and communication.

8a. A model for problem solving and decision-making.

Frank & Smith's problem solving method in the Partnership Handbook (1997):

  Define the problem,

  Understand the problem and who is involved,

  Identify possible options,

  Pick one and act on it.

Problem Solving and Decision-Making

The Elders taught me a traditional Native model of problem solving and decision-making

based on the Medicine Wheel. This model has 6 parts rather than 4, as outlined by Frank & Smith. I have used this process for personal issues, working with groups, administering a multi-million dollar industry and curriculum development. This model was particularly useful because the ***** required culturally appropriate curriculum that respected diverse Aboriginal cultures. The value of this design is that it is applicable to any culture in the world, along with the fact that it addresses the human element in a more concentrated form than those offered by Frank & Smith.

Step 1: Values - an ethical base is the foundation for principled decision-making.

Step 2: Vision - develop a clear picture of the situation.

Step 3: Time - assessing the situation and coming up with possible solutions.

Step 4: Reason - weighing alternatives against criteria and identifying the best choice(s).

Step 5: Movement - develop a plan of action and implementing it.

Step 6: Evaluation - did the plan of action provide the solution? (Review, Revision &

Renewal)

8b. The purpose and skills associated with each step.

Supporting Documentation of Prior Learning

II1 20XX: ***** Learning Centre

Curriculum Development

  Letter, *****, ***** Coordinator

JJ9 Publication - ***** (title)

  Letter

  Cover

  Content Page

  Article

*****, Director

Learning Outcome

8b. Identify the purpose of each step and the skills associated with each.

Description of Experience (including reading samples)

Rogers, C.R. (February, 1946). The implications of nondirective therapy for the handling of social conflicts. Paper given to a seminar of the Bureau of Intercultural Education. New York city.

Frank, F., & Smith, A.

Canada. Indian Treaties & Surrenders: from 1680 to 1890 in Two Volumes: Volume 1, 1891, Ottawa: Printed by John Chamberlin, Printer to the Queen's Most Excellent Majesty. (1992). Saskatoon: Fifth House Publisher.

Hildebrandt, W., Carter, S., & First Rider, D. (1996). The true spirit and original intent of TREATY 7. Montreal & Kingston: McGill-Queen's University Press.

Meili, D. (1992). Those who know: Profiles of Alberta's Native elders. Edmonton: New West Publishers.

Nabigon, H. (1993).

Learning from Experience

Step 1: Values

a) Principles: I have learned that an ethically based organization is founded on integrity and respect for the worth of each of its members. There will always be a moment in working with human relationships when personalities get in the way. With a foundation of principles or values to come back to, the team has a base from which to seek honorable resolution.

b) Criteria: In determining, first of all, if a problem even exists, it is imperative that there are criteria in place to hold the "problem" up against. With criteria, team members are working with a clear purpose and guidelines.

Step 2: Vision

a) Attitude/Language: Visioning begins within the self. It requires an ability to see

one's own attitude and behavior. Native Elders have taught me that words have tremendous power in determining our attitude and influencing our decision-making.

When Frank & Smith speak of defining the problem - this supposes that there are problems to be faced. Through my experience in work and daily living, I have learned that when I identify issues as problems, I have already created a negative mind-set. Fortunate enough to have loving Elders who gently coached me into using positive language, I have learned to discipline myself to use words that will create a more positive attitude such as "healthy challenges or lessons granted by the Creator,"

rather than negative words such as "problem." In some instances, choosing the positive may influence the process by which I make decisions (Covington, 1994).

Raising a foster child affected with FAS taught me the wisdom of these teachings. Facing transitional moments in my life or at work, it is my own attitude that eventually grants me success or failure. I now believe that it is imperative for leadership to utilize language and communication tools to establish, nurture and maintain a positive attitude within the team.

b) Clear Vision: This may sound too simplistic; however, in my experience, I have learned that it is very important for all members of the working alliance to have the opportunity to share their thoughts and feelings about the issue at hand (Hamilton, 1998). This allows the alliance to develop, not only a clear vision of what the situation is and what alternatives are available, but also what strategies might be most effective based on the will of the people. Traditionally, this exercise was done in a "talking circle," where respect for the speaker was illustrated through non-interference with no time restrictions (Brant, 1990).

Supporting Documentation of Prior Learning

KK3 Publication - Centre for *****

Journal of *****

  Letter

  Content Page

  Article

Learning Outcome

8b. Identify the purpose of each step and the skills associated with each.

Description of Experience (including reading samples)

Frank, F., & Smith, A. (1997).

Mawhiney, A.M. (1994). Towards Aboriginal self-government. New York: Garland Publishing.

Penner, K. (1983). Report of the special committee on Indian self-government. Ottawa: Minister of Supply and Services.

Brant, C.C. (1989).

8a. A model for problem solving and decision-making.

Frank, F., & Smith, A. (1997).

2000: ***** Centre:

Curriculum Development:

  Contributed to the ***** Curriculum, providing culturally appropriate curriculum that respects diverse Aboriginal cultures.

Brant, C.C. (1989).

Learning from Experience

Step 3: Time

a) Practical Intelligence: Elders instructed me with the use of the Medicine Wheel, an ancient tool that provides a scientific way of looking at life. The medicine wheel utilizes practical intelligence and it relates to problem solving in the real world (Tamsen, 2002). Still applicable, this theory was echoed in Robin Ridington's "They Produced their World When they Coupled Will to Intelligence" (1982).

b) Analyze Information: Using the Medicine Wheel as a means of dealing with challenges, I invite teams to analyze the information shared by the participants. The second stage of assessment includes the mapping of resources to determine what further information is required. Should there be a need for additional resources; the group can be split into smaller groups of people who have a common interest. This style of allowing people to choose their own tasks, based on personal interest or

experience, has always been an integral part of Native American culture (Ridington, 1982). Small groups procure the information needed and bring it back to the larger group for further discussion.

Step 4: Reason

a) Identify Solutions: In Step 3, the working alliance goes through the list of possible choices highlighted in the brainstorming/assessment process and creates a wealth of information from which to choose. Step 4, with its reasoning process, is all about making choices; in other words, it is the practical application of this information (Harvey & Brown, 1995). What can we really do?

Seeking to identify solutions that fit the group's agenda for self-determination, often results in further exploration of the group's own criteria for decision-making. Including everyone's input, rational discussion gives way to solutions that gradually emerge once consensus is met. As outlined by Dufrene and Coleman (1992), in Native alliances this process would allow the leader (spokesman, facilitator) to highlight the options, while team members listen quietly. The facilitator would then invite responses from the team. There would be no-cross talk or argument and all would listen fully until the speaker has indicated that he or she has finished speaking. This does not mean that the speaker would be cold or indifferent (Hagey, 1986). On the contrary, once they have been given the right to speak, Native people will speak with great animation on a topic they feel passionate about. In truth, it is the depth of their honest expression of emotion that has the greatest power to influence the decision making process in Native working alliances.

Very different from this method, I have experienced other cultures who view Step 4 - Identifying Solutions, as the arena for debate or heated argument. Here, participants

Supporting Documentation of Prior Learning

LL1 ***** Health & Social Services

Attestation, *****

Learning Outcome

8b. Identify the purpose of each step and the skills associated with each.

9a. Outline the stages of group development.

Description of Experience (including reading samples)

Fitzgerald, M.H. (1992). Multicultural clinical interactions. Journal of Rehabilitation, 2, 38-42.

8b. The purpose and skills associated with each step.

Covington, S.S. (1994). A woman's way through 12 steps. Centre City: Hazelton Educational Materials.

20XX: Paper

  In *****, Toronto, *****

  In this article, I sought to illustrate the positive attitudes and language utilized by a FAS foster child, medical and educational professionals and wonderful Native elders - all of whom were my teachers.

Hamilton, C. (1998). The brave heart society women: From our history and for our present time. Winds of Change, 13, 4, 74-77.

Learning from Experience

are invited to push against each other intellectually in order to formulate thought or develop solutions. All members appear to enjoy the process immensely and gain a sense of achievement from the result. Acquiring the necessary cultural sensitivity is an important lesson for a counsellor when faced with a working alliance made up of various groups.

b) Prioritize: I have learned in my work with alliances that should the group come up with two or more solutions the team leader must work with the group to prioritize these in order of first importance. At the community level, this often means drafting short and long-term goals to deal with important issues (Health Canada, 2001).

Step 5: Movement

a) Plan of Action: With the course of action decided upon, the team now begins to

implement the program. Depending on the size and structure of the team, the choice might be made by consensus. Although this may be the ideal in terms of decision-making, it is sometimes difficult to achieve. At times, the alliance may find they need to vote on solutions in order to move ahead.

Who - Does What - & When: "No solution is useful unless there is a plan for putting it into effect" (Gordon, 2002). Step 5 is made up of a task analysis, which is a way of determining what each person is required to do. This is accomplished by breaking down complex actions into a sequence of simpler tasks. Once identified, I have learned that it is wisest to allow people to "volunteer" to work on specific jobs. As cited by Warr in Psychology at Work (2002), when employees choose from an area

that interests them personally; there is a higher motivation factor for eventual success (p. 282). With tasks and workers identified, implementation occurs by setting out a schedule for action (who - does what - & when).

Step 6: Evaluation

a) Benchmarks: I have learned that the best evaluation process is one that has benchmarks built into the plan of action itself (Step 5). This allows for methodical review of progress, as well as leeway to adjust the implementation process along the way, should it become necessary.

b) Review: In the stages from Vision through to Movement, the Medicine Wheel comes around to full completion. Back to Vision, the group members of the working alliances are once again invited to meet, this time to do an honest appraisal of the program (Webster & Nabigon, 1993). Reviewing their original vision that lead them to problem solving and decision-making, they are invited to "take a second look" at their original vision, reviewing the situation as it now exists after implementation of their solutions.

Supporting Documentation of Prior Learning

MM3 University of *****

Attestation, Professor *****

NN1 ***** First Nation

Photo, Community Development

Learning Outcome

9a. Outline the stages of group development.

9b. Outline factors that influence group development.

Description of Experience (including reading samples)

20XX: Journal of *****:

Acknowledgment

Interviewed by staff writer, *****, for her article, *****. The article discussed how counsellors could utilize the Medicine Wheel as a model for counselling.

Ridington, R. (1982). Technology worldview and adaptive strategy in a northern hunting society. Canadian Review of Sociology and Anthropology, 19, 4, 469-480.

Harvey, D., & Brown, D. (1995). An experiential approach to organizational development. New York: Prentice Hall.

Dufrene, P.M., & Coleman, V.D. (1992).

Counselling native Americans: Guidelines for group process. The Journal for Specialists in Group Work, 17, 4, 229-234.

20XX: ***** Health and Social Services:

Provided community development workshops over a XX-year period.

Learning from Experience

c) Evaluation: If the group is satisfied with the final result, the process is ended. If not, a strong leader would assist the working alliance to move through the quadrants of the Medicine Wheel once again, until the situation is finally resolved (Newby, 1992).

9a. The stages of group development.

Frank and Smith (1997) identify the stages of group development as:

  Stage 1: Initial Development

  Stage 2: Making it Happen and

  Stage 3: Evaluation and Setting Future Directions.

Facilitating a series of community development workshops, I have learned that there are two elements that must be addressed in group development. The first establishes an

ethical foundation for the group. Today everyone speaks loosely of building strategic alliances, utilizing terms such as networking, cooperation and collaboration, without ever defining the parameters of such relationships (Appley & Winder, 1978). Developing a group without clear definition is an ambiguous process. Working with First Nation Chief & Councils, management teams, administration staff and community members, I have learned that the foundation for any working relationship must be an expression of shared values and principles. How serious can we be about working with partners when we cannot commit at a heartfelt level to our own organization or position? I have learned that if I want to be effective as a facilitator in the process of developing a group, I must first assist individuals to explore their ethical base and personal motivation and then compile their information into the foundation of a principled and committed team.

Involved with ***** 20XX, I had the opportunity to experience the second element, which is the actual process of developing a team. This process is made up of 6 steps:

  Step 1 - Assembling the group in a talking circle, sharing thoughts and feelings, which create a clear vision of the current situation and define the will of the people.

  Step 2 - Brainstorming solutions.

  Step 3 - Assessing resources, defining further needs, prioritizing and then choosing the best solutions.

  Step 4 - Developing an action plan, which includes benchmarks for evaluation, clearly defining roles and responsibilities (who - does what - when) and implementing the program.

Step 5 - Amassing the evaluative material, analyzing and summarizing the information. At an agreed upon point in the process, the group is reassembled to share the evaluation findings, to invite the thoughts and feelings of others, (with regards to the effectiveness of the program) and summarize the information. The "effectiveness" of the program must be measured against the values and criteria the alliance was originally developed upon. Without these to guide the process, it would be impossible

Supporting Documentation of Prior Learning

OO1 *****, 20XX

Membership poster

PP2 Confederated Tribes of *****

Attestation, *****, Licensed Mental Health Practitioner

Learning Outcome

9b. Outline the factors that influence group development.

Description of Experience (including reading samples)

Hagey, R. (1986). Anishnawbe health resources and the indirect approach. Nutrition Newsletter, 7, 23-25.

Health Canada (2001). It takes a community: Framework for the First Nations & Inuit FAS & FAE initiatives. First nations & Inuit Health Branch, Health Canada.

8b. The purpose of each step and the skills associated with each.

Gordon, D. (2001). Teamwork. Cincinnati: South-Western Publications Publishing.

Warr, P. (2002).

Webster, S., & Nabigon, H. (1993). First Nations empowerment in community based research. In P. Axelrod and P. Anisef (Eds.) Transitions: Schooling & employment in Canada. Toronto: Thompson Publications.

Learning from Experience

to prioritize solutions and develop a plan of action that has integrity and will stand up under pressure.

  Step 6 - Revision of current plan of action and continuation of the program if necessary. Step 6 deals with future recommendations, which may involve an ongoing plan of action and the delegation of responsibility. On the other hand, it may involve the dissolution of the alliance with appropriate closure if the objectives have been met.

9b. Factors that influence group development.

a) Facilitation and leadership,

b) Motivation,

c) Managing transition,

d) Making good deals,

e) Marketing and promotion,

f) Recognition and celebration,

g) Staying on track,

h) Asking questions and listening,

i) Holding effective meetings and

j) Burnout.

I agree with all of Frank & Smith's factors that influence group development. Invited to work with the ***** Indians in *****, I assisted the group in developing a comprehensive community plan of action to deal with social issues. I learned that it takes time, hard work and commitment to success, to develop a group of individuals into a team. Never easy, I have also learned that the goal must be worth the effort.

Working with XX First Nations in *****, I was aware that just as no one social system is responsible for a problem; no one system alone can solve it. Fragmented communities do not need fragmented services. The more a community can work together, the greater potential for understanding complex social problems and acting on them in an atmosphere of trust, cooperation and mutual respect. I realized that in order to assist ***** in developing a plan to address their issues, I needed a clear picture of who they were as a People. This necessitated an understanding of the historical events that had brought them to this place in time. A traditional/experiential learning format with ceremony and a talking circle gave me this information; at the same time, it served to grant the building blocks for group development.

Communication - In my first visit during the talking circle, Elders and Tribal members recalled the history of their people; as well, they were able to share thoughts and feelings with regards to the social issues they were facing today. Listening to them for two days, I learned of a proud and interdependent matrilineal society in disarray due to the political manipulations of government over a one hundred year period.

Supporting Documentation of Prior Learning

QQ1 Confederated Tribes of *****

Mentoring Program

  Certificate

Learning Outcome

9b. Outline factors that influence group development.

Description of Experience (including reading samples)

Newby, T.J., & Hyde, A. (1992). The value of mentoring. Performance Improvement Quarterly, 5, 2-15.

9a. The stages of group development.

Long, D.A., & Dickason, O.P. (1996). Excerpt from "Circles of healing: Illness, healing & health among Aboriginal people in Canada." Visions of the heart; Canadian Aboriginal issues. Toronto: Harcourt Brace Canada. 246-268.

Appley, D.G., & Winder, A.E. (1978). An evolving definition of collaboration and some implications for the world of work. The Journal of Applied Behavioral Science, XIII, 3, 288.

Kanter, R.M. (1989). When giants learn to dance: Mastering the challenges of strategy, management and careers in the 1990's. New York: Simon & Schuster.

9b. Factors that influence group development.

Learning from Experience

Sharing their knowledge, for the first time as a whole community, allowed younger members to learn more about who they were as a people. This gave Elders an opportunity to feel they had something of worth to contribute. It soon became apparent that these threads from the past could be woven into the present and became the pillars on which our community programming was built.

a) Time/Trust - I have learned the importance of taking time to develop a trust relationship through respectful/active listening (Supernault, 1995). In Native culture it is considered very rude to ask a direct question, especially of an Elder. Working with ***** Elders and leaders, I utilized the more acceptable Native means of requesting additional information, with an oblique reference such as "I am not certain I understand, would you please clarify for me ..." Their elaboration of the topic sanctioned my approach and trust grew slowly as I listened and learned.

b) Transitioning - As the ***** group explored causation factors for the social problems they were currently facing, emotions rose due to historical wrongs they had suffered as a people. With anger and resentment renewed, the atmosphere in the room became very volatile. Taking a break and allowing people to refresh themselves was an essential step that "broke the mood" of the moment. As a facilitator, I was keenly aware that in order to develop the community into a cohesive team, these emotions would have to be addressed. One of the skills a group facilitator must master is the ability to take the raw emotions expressed and transition this explosive energy into positive power. This is done through understanding.

c) Understanding - It is not enough to just "think and feel" when developing a team. The facilitator must also assist the group through a process of education or new

information that enables understanding. An integral piece in understanding what brought about the social ills within the Tribe was their collective sense of powerlessness. ***** people found themselves powerless under the rule of an oppressive patriarch. Well-documented history of the ***** government's role resulted in a distrustful a dysfunctional partnership between them and the people of ***** Tribes (Waldman & Molly, 2000, pp. 215-240). The Elders have taught me that only by understanding your weakness, can you move to a place of strength. ***** people could now address social ills for they understood their sense of powerlessness created by oppression and planned genocide.

Contribution - From the ***** people, I learned the lesson that inequality destroys partnerships. Members need to feel that their contributions have value and that those contributions are value recognized and celebrated. This teaching came to the fore when I was informed about the power of the State over the ***** people living on-reserve. For example, if a woman loses her children to social welfare and is unable to regain custody within an eighteen-month period, the child automatically becomes a permanent ward of the State. The mother is denied all access until they are 18 years

Supporting Documentation of Prior Learning

Learning Outcome

9b. Outline factors that influence group development.

10a. Discuss what is meant by partnerships:

Description of Experience (including reading samples)

Frank, F., & Smith, A. (1997).

20XX - 19XX: Confederated Tribes of ***** Indians.

Bernard, B. (October, 1989). Working together: Principles of effective collaboration. Prevention Forum, X, 4.

Waldman, C., & Braun, M. (2000). Atlas of the North American Indian. (Revised ed.). New York: Checkmark Books.

Boldt, M. (1993). Surviving as Indians: The challenge of self-government. Toronto: University of Toronto Press.

Supernault, E. (1995). "Walking in balance." In A warrior's heart. Edmonton: Native Counselling Services of Alberta.

Walter, J.L., & Peller, J. (1992). Becoming solution-focused in brief therapy. New York: Brunner/Mazel.

Learning from Experience

of age. This is very different from the system for Natives in Canada, which allows women to repeatedly regain custody of their minor children, based on the judgment of social workers and court systems. With this information, I worked with ***** to

develop the ***** Mentorship Program, which enabled them to contribute to the

well-being of their children on both a short and long term basis.

d) On-going Motivation - Frank & Smith speak of motivation when initiating a team, as well as when staying on track. They hand much of the responsibility to leadership. I have learned that on-going motivation is far more sustainable if it comes from within the individual and is then incorporated into the group's ultimate goal. In *****, I was able to implement this concept through a series of workshops. I utilized a traditional Native format coupled with an experiential learning process to facilitate a) a mentorship program for adult mentors and youth, b) a series of ***** staff development workshops and c) a series of workshops with Tribal women in the areas of personal recovery from addictions, transition after Corrections and Treatment, family violence, abuse, personal development, and traditional parenting and growth into their traditional roles as matriarchs.

Their success at maintaining motivation is illustrated in the Mentorship Program being awarded core funding by the Tribe. It continues as a model for youth development throughout the XX Tribes and has been taken to the National ***** Youth Conference by the youth themselves and presented as a model for prevention. The ***** Women's group has also been funded to build and run a transition house for women and children. The Tribal staff continues with cultural training and team building activities such as the Annual *****.

10a. Partnerships.

Working together in partnership means creating a relationship and sharing resources in order to be more effective as a combined unit. Partnerships must be understood, developed and maintained (Frank & Smith, 1997).

Living close to the rhythm of nature, I grew up learning the concept of partnership from families who lived in symbiotic relationship for survival (Blondin, 1990). Without television, radio or theatre to bring in elements from the outside world, "visiting," sharing food, knowledge, conversation and laughter - the "human elements" of partnership were seen as important skills. My small world was a traditional one, where roles and responsibilities for relationships were clearly defined (Ray, 1996). Respect was not earned or granted, it was an integral part of the fabric of our being. These formative years taught me about leadership through independence, acquired through the mastery of skills and interdependence.

As a resource at the ***** Conference, I was able to discuss various partnership roles defined in Native culture. For example, spouses may call each other "partner" as a very intimate way

Supporting Documentation of Prior Learning

RR1 *****

***** Conference

Poster

SS1 University of *****, Faculty of *****

Letter, Professor *****

Learning Outcome

10b. Discuss the implications of partnerships in terms of applicable skills.

Description of Experience (including reading samples)

Siegel, R.J., Choldin, S., & Orost, J. (1995). "The impact of three patriarchal religions on women." In J.C. Chrisler & A.H. Hemstreet (Ed.). (1995). Variations on a theme diversity and the psychology of women. Albany: State University of New York Press. pp. 177-144.

Waldman, C., & Braun, M. (2000). Atlas of the North American Indian. (Revised ed.). New York: Checkmark Books.

MicMac Friendship Centre. (1999). Empowering our communities on FAS/FAE:

Training manual.

Ray, A.J. (1996). I have lived here since the world began. Toronto: Lester Publishing Limited & Key Porter Books.

Royal Commission on Aboriginal Peoples. (1996). Report of the Royal Commission on Aboriginal Peoples, 1. Ottawa: Minister of Supply and Services Canada.

Learning from Experience

of describing a relationship. In this instance, both are identified as partners, without gender differentiation (Abel, 1993). "My sober partner," for someone in the program of Alcoholics Anonymous, indicates someone who has shared a similar life experience in the past and is now choosing to walk the same path of sobriety. (That you speak of them in this way usually indicates you share the same level of sobriety as well.) Small boys and men call each other partners indicating friendship, although a female would never use this term to describe friendship. These definitions are building blocks for community partnerships in Native communities.

Over the last 30 years, my definition of partnership has grown and evolved. At this point in my life, partnership simply means people coming together as a cohesive unit sharing in a

common purpose. It may also mean friendship, familial relationships, common interest and/or concern, professional associations or business alliances (Colorado & Collins, 1987).

10b. The implications of partnerships in terms of applicable skills.

I have learned that partnerships are humans coming together in relationship. The following skills are the abilities needed to perform mental and physical tasks, which "move theory, knowledge and attitude, to action" (Frank & Smith, 2000, p. 48).

  Managing partnerships

  Negotiation skills

  Group process and team building

  Planning skills

  Evaluation skills

  Problem solving and conflict resolution

  Time management

  Financial management

  Managing outside help

  Recruiting and working with volunteers

  Stress and transition management

  Specific skills for community-based partnerships

For the past 8 years, I have been an associate in partnership with *****. My relationship with Professor ***** and her team has allowed me to learn how to utilize some specific partnership skills, which are:

a) The key components for managing an effective partnership are respect, honesty, commitment and integrity. Without these components, our partnership would probably dissolve over time.

Communication skills include: active listening, brainstorming, sharing, probing of initial response, paraphrasing, rephrasing, clarification, transitions and summaries.

Supporting Documentation of Prior Learning

TT1 University of *****

Associate Letter, Professor *****

Learning Outcome

10b. Discuss the implications of partnerships in terms of applicable skills.

10c. Discuss how partnerships relate to the working alliance.

Description of Experience (including reading samples)

Pfeffer, J. & Sutton, R.I. (Fall, 1999). Knowing "what" to do is not enough: Turning knowledge into action. California Management Review.

10a. Partnership

Blondin, G. (1990). When the world was new: Stories of the Sahtu Dene. Yellowknife: Outcrop The Northern Publisher.

Ray, A.J. (1996).

Abel, K.M. (1993).

Colorado, P., & Collins, D. (1987). "Western scientific colonialism and the reemergence of native science." Practice: The Journal of Politics, Economics, Psychology, Sociology and Culture, 5, 3, 50-56.

10b. The implications of partnerships in terms of applicable skills.

Learning from Experience

b) Public speaking, presentations, negotiating skills and reading and writing, are also essential. Group process and team building occur naturally from all of these (Belbin, 1981). The implication for our partnership, in terms of these skills, is that we are able to conduct ourselves as professionals. Our work is credible and we are motivated through the success of effective programs.

c) Common tools that each of us bring from our own specific areas of expertise are planning and evaluation skills. Through respectful communication, we are able to negotiate through any differences. Joining our skills, knowledge and experience, has enabled us to create something new, more creative than we might have bought individually (Sundstrom, Demeuse, & Futrell, 1990).

d) Problem solving and conflict resolution require the spirit of compromise, compassion,

and a willingness to give up control. Should we disagree on anything within our working relationship, we discuss the issue until we can all agree on a conclusion (Goleman, 1995).

e) With a combined 200+ years of professional experience, time and financial management are second nature to each of us as individuals (Covey, 1995). Coming together in a partnership such as ours requires only "double checking" to see what other team members have as expectations or guidelines. We then create our own models based on the need of our partnership group or the specific project at hand.

f) Managing, recruiting and working with volunteers are second nature since all of us have careers in the helping professions. Of particular note is the easy manner in which we offer, or are asked to mentor, young students on our team. I am currently mentoring *****, a ***** intern at ***** Centre under the direction of psychologist, *****.

I have assisted the intern in completing her FAS power point presentation for *****.

g) Stress and transition management: Awareness of stress at a personal level or sensitivity to another's need is a learned skill in a partnership environment. As seasoned professionals, if we see one of our partners overburdened or under stress for any reason, we immediately step in and offer assistance. We do not need to be told to do this and we do not wait to be asked. It is part of our passion and commitment to the partnership. If unaccepted at the moment, we always check back to see how the person is managing at a later date. Caring for one another is part of our "medicine" in maintaining the partnership. External and internal forces can cause transitions within a partnership. Financial cutbacks, windfalls, changed agendas, illnesses, death in the community and promotions or terminations are all unexpected transitions. In terms of transition management - self-awareness, personal discipline, awareness of the transition process and the ability to ask for assistance if needed, have seen us through transitions in our partnership (Vickers, 1993).

h) Community partnership skills are elements that initially drew us together as professionals. As the ***** Director of the ***** Commission, I was asked by a Native Community to review a private group of psychologists, who were providing mental

Supporting Documentation of Prior Learning

UU2 *****

FAS Power Point presentation at ***** ***** Centre.

  Attestation, *****, University of ***** Psychology Intern

VV1 University of *****

Letter, Professor *****

Learning Outcome

10c. Discuss how partnerships relate to the working alliance.

11a. Outline potential conflicts in partnerships.

Description of Experience (including reading samples)

Choo, C.W. (1998). The knowing organization: How organizations use information to construct meaning, create knowledge and make decisions. Oxford University.

Frank, F., & Smith, A. (1997).

Brant, C.C. (1982). Valiant group for native mental health workers. University of Manitoba Medical Journal, 52, 2.

Belbin, R.M. (1981). Management teams: Why they succeed or fail. London: Heinemann.

Sundstrom, E., DeMeuse, K.P., & Futrell, D. (1990). Work teams: Applications & effectiveness. American Psychologist, 45, 120-33.

Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books.

Learning from Experience

health services to the reserve. The final results revealed less than adequate services for the dollars expended. Searching for a professional group to provide replacement mental health services, I met ***** and her team. From this meeting, our goals, intent, commitment, integrity, honestly and respect were the cornerstones of a partnership that expanded to involve XX Native communities. Our relationship over the past eight years has allowed me to refine my partnership skills and determine the difference between workable partnerships and ones that excel.

10c. Relating partnerships to the working alliance and collaborations.

A partnership is defined as "a relationship where two or more parties, having compatible goals, form an agreement to do something together (Frank & Smith, 2000)." It implies the

sharing of resources, work, risk, responsibility, decision-making, power, benefits and burdens and it may be consultative or advisory, contributory, operational or collaborative. Alliances are groups with similar structures who decide to join interests. Collaboration means "working together," and is usually made up of participants from different organizations or structures who agree to join their collective resources to work co-operatively for the benefit of a community or organization.

Since the 1990's, partner, collaboration and alliances have all become commonplace words in education, economic development, health, organizations and management. Even members of the "old boy" network such as the auto, manufacturing and oil industries have had to change their concept of one-man leadership to partnerships, in order to be competitive in a changing world (Hackman, 1987). Partnerships, strategic alliances and collaborative

relationships have become the new vehicles for success.

Built on a developmental strategy, it is imperative that the distinctions between these agreements are clearly defined. I learned how partnerships relate to working alliances and collaboration while working at the ***** Commission. The board and staff formed a working partnership as the individuals each brought a variety of resources to the group. Cooperating as a group with a vested interest in a common cause, we were bound together as a legal entity. Working with the ***** First Nations community in *****, the ***** became part of a working alliance, which acted in a consultative or advisory capacity, contributing skills, knowledge and information when requested by the community. Joining our collective resources, we coupled with *****, the 3 elements forming a collaborative relationship. It was here, where I learned that collaboration is the highest level of working with others; as well, it is the most difficult.

In this phase, I found ***** fighting for control of their own health and ***** fighting to "protect" what had been under their control since the first Medicine Chest Clause in *****. One of the most difficult pieces was to act as an arbitrator at times when there was little trust in the

Supporting Documentation of Prior Learning

WW1 ***** University, Institute for ***** Studies

Public Lecture Series, "title"

  Letter, Professor *****, Interim Director of ***** Studies

XX1 Centre for *****

Membership, ***** Coordinator

Learning Outcome

11a. Outline potential conflicts in partnerships.

11b-c.Outline the steps involved in solving conflicts in partnerships and the skills.

Description of Experience (including reading samples)

Covey, S.R. (1989). The seven habits of highly effective people: Restoring the character ethic. New York: Simon & Schuster.

Johnson, M.C. (1980). "Mentors - The key to development and growth." Training and Development Journal, 34, 7, 55-57.

Judge, T.A., & Watanabe, S. (1993). Another look at job satisfaction - life satisfaction relationship. Journal of Applied Psychology, 78, 939-948.

Roxburgh, S. (1996). Gender differences in work and well-being: Effects of exposure and vulnerability. Journal of Health and Social Behavior, 37, 265-277.

Warr, P.B. (1990b). The measurement of well-being and other aspects of mental health. Journal of Occupational Psychology, 63, 193-210.

Learning from Experience

group process. I learned that collaboration means entering in for the long term, having an ability to focus on a wide variety of issues and a willingness to share, develop, implement

and evaluate resources together. In working with groups such as ***** University, I continue to find that the real challenge of genuine collaboration is time, hard work and a commitment to success.

11a. Potential conflicts in partnerships.

Frank and Smith, (1997) suggest that conflict is most often caused by unresolved problems, which typically stem from one or more of the following six factors:

1. Power struggles,

2. Low trust,

3. Loss of focus,

4. Lack of leadership or authority,

5. Picking the wrong people,

6. In-fighting about goals or processes.

In 19XX, I became involved with the newly formed ***** as the only Aboriginal board member. The center coordinated health services for inner city multi-cultural women, dealing with women's groups, hospitals, nursing homes, dental and health care clinics, family planning and sexually transmitted diseases, as well as support services with inner city shelters and food banks.

The 6 issues identified above could have easily risen to the fore and become problematic in a

newly formed organization that served a multicultural group of women, if not for the leadership of our Chairwoman, *****. *****, who saw the tremendous need for comprehensive health service delivery for urban women. Our first gathering looked like a meeting of the United Nations: a woman of every color. That could have been problematic. We could have had power struggles and low trust, perhaps, even in-fighting about goals or processes due to our diverse backgrounds.

Instead, *****'s agenda for the first board meeting granted us the opportunity to share a measure of intimate pain we had suffered personally as females. Discovering that we all shared her passion to help women, each board member committed to working together in partnership to become agents for change. We left the meeting knowing that our hearts were beating in the same rhythm. At ** years of age, in the space of 5 hours, I learned that effective partnerships require a firm sense of self-worth and a willingness to share resources. I also learned how personal passion and commitment are strong motivators.

11b-c. The steps and skills involved in solving partnership conflict.

Supporting Documentation of Prior Learning

Learning Outcome

11b-c.Outline the steps involved in solving conflicts in partnerships and the skills.

Description of Experience (including reading samples)

Vickers, P. (1993). Self-care: School program for use of counsellors in First Nation's schools. Department of Psychological Foundations, University of Victoria.

Health Canada (1997). It takes a community.

10c. Relating partnerships to the working alliance and collaboration.

Frank, F., & Smith, A. (2000).

Hackman, J.R. (1987). The design of effective work teams. In J.W. Lorsch (Ed.). Handbook of Organizational Behavior. Englewood Cliffs: Prentice-Hall.

Gibson, C.B. (1999). Do they do what they believe they can? Group efficacy and group effectiveness across tasks and cultures. Academy of Management Journal, 42, 138-152.

Saunders, R.C. (1983).

Learning from Experience

a) Power struggles - I have learned that although the term "power struggle" implies ego and arrogance, it often is a cover-up for inferiority and fear. The best way to deal with this issue is to allow participants, involved in the struggle, to share their thoughts and feelings (Bender, 1997). Should a person's need for ego be greater than the ultimate goal of partnership, the end result may be someone terminating his or her role. This however, is not the intent of the sharing exercise.

b) Low trust - In 30 years of counselling, I have heard "lack of trust" more often than anything else. Sadly enough, trust cannot be "granted." The obvious development skill to resolve this conflict would appear to be "trust building." However, I have learned that when people are not trustworthy, doing trust building exercises does little to inspire trust or confidence (Covey, 1989). If trust is missing in a partnership, I have learned that the best way to handle the situation is to call in a professional to facilitate team development that has a focus on communication, shared vision and expectations, asset mapping, capacity building, goal clarification and role identification.

c) Loss of focus - On a drive to the mountains, an accountant will count the fence posts, while the president of the company is the first to see the snow capped peaks. This does not mean that one is greater and one lesser; it simply means that they are different (Peters &Waterman, 1982). In a partnership, the same principles apply. Getting lost in a partnership is usually a consequence of different perspectives. When initiating a partnership, it is important for people to identify their commitment, values, roles, goals, objectives and personal responsibilities. If an individual becomes confused later on, he or she can come back to these values and principles to refocus.

d) Lack of leadership or authority - I have learned that "lack" of leadership comes in many forms. It might be a leader absent in mind, body, or spirit. I have sat in partnerships where the Chairman takes good notes, writes excellent reports and is unfailingly nice; however, people leave frustrated because there are interruptions and agenda items that are neglected. I have learned that leadership evolves over the course of a lifetime and it is refined through the mastery of healthy challenges (Northouse, 2001). A strong leader is one who is knowledgeable, honest, civil, fair and decisive.

e) Picking the wrong people - At times, people volunteer, are chosen, or are assigned tasks when they really do not want to participate. A long career in counselling, facilitation and working within partnerships, has allowed me to see this occurrence many times. I have learned that rather than commanding people to participate, it is wiser to hold up the vision and invite people to participate (Brant, 1984). Naming the vision allows people to choose to be in a partnership based on interest and passion.

In-fighting about the goals or processes - As suggested by Frank and Smith (2000), this may occur when people cannot see success in the future. I would have to agree; team members need to see a sense of success, both personally and collectively (Saunders, 1973). Still, human "dynamics" may also be a cause of in-fighting. On the surface, the issue may appear to be about goals or processes, whereas in fact, it could

Supporting Documentation of Prior Learning

Learning Outcome

12a-b. Outline your plan for the first meeting of a potential partnership including the issues you would address and the skills you would use; justify your decisions.

Description of Experience (including reading samples)

11a. Potential conflicts.

Goldberg, M.C. (1990). Women's friendships - women's groups. In "A relational approach to understanding women's lives and problems." Psychiatric Annuals, 20, 7, 398-401.

Chandler, M.C., & Mason, W.H. (1995). Solution focused therapy: An alternative approach to addictions nursing. Perspectives in Psychiatric Care, 31, 1, 8-12.

11b. The steps and skills involved in solving conflicts in partnerships.

Bender, P.U. (1997).

Covey, S.R. (1989).

Peters, T., & Waterman, R. (1982). In search of excellence. London: Harper Row.

Northouse, P. (2001). Leadership: Theory & practice. (2^nd ed.). London: Sage.

Learning from Experience

be a very personal issue. In this case, the individual may have a need to be right, or to be recognized or acknowledged. This stems from a poor sense of self- worth and the need for emotional release must be addressed (Satir, 1976).

How to resolve it - Personal issues are handled best by a skilled leader or facilitator. There are times when a strong leader must step in and stop the emotional exchange. At this point, in Native organizations, a ceremony such as smudging with sweet grass or sage is introduced. This allows for a measure of peace to be restored before resuming. The chair would re-state the goals or outline the process and invite dissenters to speak to it individually. After listening fully and completely to each person, the leader must make a decision about how to best proceed. It has been my experience that if the dissenter is unable to accept this decision at an emotional level, they will "fade away," often resigning from the partnership. Within Native cultures, this is a totally acceptable behavior, for each person has the right to his or her own view of the world, as well as the right to participate in a manner that is acceptable to him or her. From a cultural perspective, this is a "win-win" manner of handling the situation, for although the membership of the partnership may change, both parties are able to continue with their integrity intact (Brant, 1989).

12a-b. Planning the first meeting of a potential partnership - the issues addressed, the necessary skills and the reasons to support the outline.

  Purpose,

  Membership,

  Protocol,

  Commitment/intent,

  Creating a vision,

  Developing goals and objectives,

  Project planning and implementation,

  Evaluation and revision,

  Summary and recommendations,

  Closure of partnership.

Purpose - I utilized my knowledge of partnerships when the ***** Council invited me to develop and facilitate their 4-year Annual ***** Conference.

Membership - Tasked to "motivate" ***** youth to pursue higher education, I knew I needed the assistance of an elder, so I invited Elder ***** to work on the project with me.

Protocol - Our partnership began when I approached an Elder in the traditional manner with tobacco, asking for his assistance on a specific project. When he accepted my tobacco, he agreed to work with me. This ancient way of asking for assistance and committing to giving it.

Supporting Documentation of Prior Learning

YY2 College of *****

Attestation, *****, Director, ***** Institute

Learning Outcome

12a-b. Outline your plan for the first meeting of a potential partnership including the issues you would address and the skills you would use; justify your decisions.

Description of Experience (including reading samples)

Brant, C.C. (1984). Programming for Native Indian mental health. In Community mental health action: Primary prevention programming in Canada. (1^st ed.). Primary prevention Committee of the Canadian Mental Health Association.

Saunders, R.C. (May, 1973). Indian boards of health: Community workshop materials. Edmonton: AIHCC.

Satir, V. (1976). Peoplemaking. Palo Alto: Science & Behavior Books.

Brant, C.C. (August, 1990). Native ethics and rules of behavior. Canadian Journal of Psychiatry, 35, 6, 534-539.

12a. The first meeting of a potential partnership, the issued to be addressed and the skills needed.

Learning from Experience

forms an unbreakable bond.

Today many young people think the tobacco ceremony is a mere formality (U of M, 1983). These are the same people who think feathers and beads define culture. In truth, the commitment in this ceremony is not between two humans, but instead it is between the one who accepts the tobacco and the Creator. With this sacred trust, we entered into a partnership agreeing to assist the ***** Council, the leaders and parents of youth, the youth themselves and the ***** affiliates. A mighty task made easier for me, as it became "we" instead of "I" carrying all of the responsibility.

Commitment/Intent - Defining our role in the partnership included conference calls with leaders of the ***** Council, *****and *****. Sharing their concerns for the youth, they outlined how the ***** was committed to the youth. We then outlined our intent and commitment, sharing what we felt we could reasonably provide and from this commitment began the planning process.

Creating a Vision - In order to create a vision for where we want to go in a partnership, it is necessary to take an honest look at where we have come from. This piece of the puzzle can be very difficult. It may take great courage to be ruthlessly honest in identifying the issues that need to be dealt with.

Realizing we needed this information in order to create a vision for the youth conferences, I designed and facilitated a planning workshop in *****. Involved in the workshop were: ***** Directors, members of the *****, adult representatives from each reserve and administrators and faculty members from the University of *****.

Utilizing a traditional experiential model that included ceremony and a talking circle format, we posed questions that allowed us to understand the dynamics of Native youth and their resistance to higher education located off-reserve. Working in journals, then in a traditional Native talking circle, members voiced their own thoughts and listened to others.

The information we gleaned from this process profiled addictions, lateral violence, teen pregnancy, family break-up, high drop out rates, gang activities, illegal gambling and firearms, high incarceration rates and teen suicides as causation factors. I learned that the vision we were creating must be far greater than simply addressing the motivation of Native youth to post-secondary education. In truth, our vision had to answer to a collective community of young people in pain, as well as the adults, both Native and non-Native, who felt powerless to help them.

The group helped me to understand the collective resistance in Native people of *****.

Supporting Documentation of Prior Learning

ZZ1 ***** Resource Council

***** Youth Conference

  Photo

Learning Outcome

12a-b. Outline your plan for the first meeting of a potential partnership including the issues you would address and the skills you would use; justify your decisions.

Description of Experience (including reading samples)

***** Indian Resource Council: 4^th Annual Indian Youth Conferences:

Invited by the ***** Indian Resource Council to design, develop and facilitate their 4-year Annual ***** Youth Conference. I received direction from the ***** Board to "motivate" the youth to higher education.

A counsellor preparation program for the Facilitation of Career Counselling for Aboriginal Youth: Facilitator's Manual. (1993). Continuing Education Division.

Harpaz, I. (1990). The importance of work goals: An international perspective. Journal of International Business Studies, 21, 75-93.

Gudykunst, W.B. & Kim, Y.Y. (1997).

Waldman, C., & Braun, M. (2000).

Learning from Experience

Granting me lessons in ***** Native history, they shared their sense of defeat in terms of diminishing Native rights, loss of traditional land, culture and language, spiritual concerns, as well as pandemic health, social and environmental issues (Wright, 1993). I learned how historical and social factors could affect the collective self-worth of an alliance and result in a resistance to change. I discovered the separation between Native and non-Native cultures in ***** that stems from historical oppression, which sadly enough, is still alive today (Waldman, 2000). Understanding these dynamics allowed me to be aware of and sensitive to the youth group's resistance to post-secondary education off the reserve.

Developing Goals & Objectives - Our goals and objectives had to unfold in such a way as

to answer to the resistance of the youth. Memory granted me the gift of an Elder's teachings on how to address this.

In 19XX, I listened to Elder ***** speak at a community feast in ***** (Meili, 1992). Eighty-five years of age, he was struggling to raise two small grandchildren, under the age of 6, on his own. Small and frail, he rose to his feet. His voice filled the room when he said, "I see that we give all of our money to people who are doing bad. We give it to the ones that commit crimes and go to jail. I see that we pay more to keep them in there, than we pay a man who works hard for his family in his own community." (Reflected in Long & Fox's report in 1996, at the time the cost to incarcerate a man for one year in ***** Correctional Institute was $65,000 and the average wage in ***** was $11,000 per year.) "I see that a man can drink alcohol and not

take care of his wife and children and there is always lots of money to help him learn how to be a human again. Our children see these things. They see that if you do good things, no one will notice you. But if you go out and do bad things, then everyone will give you their time and all the money from their work. I am an old man and I see the children watching, then they start to do bad things so people will notice them too. What I cannot understand is why there is never any money for the children and families that are struggling to live their life in a good way. If children could see people doing good things, they would learn to do good things too." He sat down to a room filled with stunned silence. In the traditional ***** way, no one responded.

The Elder's words shook me to the core, for I was one of those caught up in "fixing the bad." For many years, I had been an advocate for addictions programs, women's shelters, Native foster care, tenaciously fighting for the dollars to run them. I was trained as a counsellor to assist people to become responsible for their own lives based on the goodness within. How had I missed this important element? It was then I realized that I needed to put as much time, energy and resources into acknowledging and supporting those who are doing well. With the old man's wisdom clearly in mind, I proposed a balance between the strengths of ***** youth, who were doing well and the needs portrayed by youth in crisis, to the newly formed partnership that was concerned about the future of their young people. With clear vision and

Supporting Documentation of Prior Learning

AAA3 ***** Resource Council

***** Youth Conference

  Letter

Learning Outcome

12a-b. Outline your plan for the first meeting of a potential partnership including the issues you would address and the skills you would use; justify your decisions.

Description of Experience (including reading samples)

Wright, R. (1993). Stolen continents: The "New World" through Indian eyes. Toronto: Penguin Books Canada.

Waldman, C., & Braun, M. (2000).

Meili, D. (1992). Those who know: Profiles of Alberta's Native elders. Edmonton:

Long, D.A. & Fox, T. (1996).

Development of Aboriginal counselling. A brief submitted to the "Royal Commission on Aboriginal Peoples" by Dr. *****, University of *****, presented Thursday, *****, at *****, Canada.

Bernard, B. (October, 1989).

Dufrene, P.M., & Coleman, V.D. (1992).

Campbell, D. (August, 1991). A guide to student evaluation of teaching. Faculty of Education.

Learning from Experience

solid commitment, we collectively chose a success-based model to counteract the results of historical genocide and its resulting resistance to "white man's" post secondary education.

Using this philosophy of success, the board announced that in order to qualify for a seat at the conference, students needed a 75% grade average, they could not be on probation and they needed to be involved as volunteers on their reserve. A letter of recommendation from their leadership, two letters of reference from community members and a letter of intent, were also needed to gain a seat at the conference. As well, the youth had to maintain their grade point average in order to assure qualification for subsequent conferences. This was the first time I had ever seen students who had shown strength and initiative, being handed a healthy challenge to succeed. A sharp contrast to previous ***** youth conferences I had been involved with, where "bad kids were sent to get fixed." From this experience I learned how goals and objectives, based on success rather than failure, could give young people who were in need, something to reach for.

Project Planning & Implementation - Our first conference focused on team building. We utilized events such as a "team treasure hunt" on the first evening, tribal group work daily, team sports in the afternoons and private counselling sessions each evening (Dufrene, 1992). Having students work in groups allowed them a variety of opportunities to interact and learn from many different youth, team leaders, resource people, university staff and professors. Building on this inherent value of co-operation in alliances, we were able to involve the youth in a traditional process of experiential learning, which included instruction

in Native communication skills of respect and civility, active listening, paraphrasing, giving positive feedback, public speaking, report and creative writing. Mastering these allowed the youth to break down their resistance to new ideas and motivated them to change attitudes about learning and education.

Evaluation & Revision - As a working alliance, we developed a formal evaluation process for the ***** Youth Conference, which included four levels of information: a) reactions and feelings, b) learning (enhanced attitudes, perceptions or knowledge), c) changes in skills (learning to enhance behaviors) and d) effectiveness (improved performance because of enhanced behaviors).

Students' recorded daily thoughts in journals, feedback from group work throughout the week and evaluations from teachers/professors/trainers at the week's end. Students and chaperones completed a final evaluation form at the end of each conference, which needed to be returned in order to obtain a certificate of attendance. The information from the forms was complied, summarized and sent out to the committee members within six weeks, to be utilized in planning sessions for the next conference.

We then analyzed the quantitative and qualitative data. Starting from a review of the

Supporting Documentation of Prior Learning

BBB1 ***** Resource Council

***** Youth Conference

  Certificate

Learning Outcome

12a-b. Outline your plan for the first meeting of a potential partnership including the issues you would address and the skills you would use; justify your decisions.

Description of Experience (including reading samples)

Health Canada. (August, 1996). Guide to project evaluation: A participatory approach. Population Health Directorate.

Benton-Banai, E. (1988). The Mishomis book: The voice of the Ojibway. St. Paul: The Red School House.

Cordingley, P., & Benington, J. (1995). Managing organizational and cultural change in local authorities. Luton: Local Government Management Board.

Armstrong, R., Kennedy, J., & Oberle, P. (1990). University education and economic well-being: Indian achievement and prospects. Ottawa: Indian and Northern Affairs, Canada.

20XX: University of *****:

Invited as a visiting minority scholar, addressed students and staff in social work, women studies, nursing, religious studies and American Indian studies.

Learning from Experience

evaluation goal, we found that the first evaluation was lengthy and revisions for the next year's conference seemed endless. However, with each passing year, our experience working within a partnership enabled us to successfully meet our annual goals, refine the process and improve each conference.

Summary & Recommendations - Our final report was a collaborative effort with all members of the partnership. The recommendations adopted by both the University of ***** and the ***** Council were included in their long-range goals of recognizing, supporting, assisting and educating ***** Native youth.

Closure of Partnership - Finalizing the contract and dissolving the formal partnership with the ***** Council was carried out with little fanfare as all parties were experienced with this business formality.

The Elder and I returned home and engaged in our own closing ceremony. Building a fire in the bush, we sat companionably in silence. Reaching into his pocket, he took out the well-worn pouch of tobacco I had given him four years earlier when I asked for his assistance with the ***** youth conferences. Holding it gently in his hands, he spoke at great length about the journey we had walked together during that time. He spoke of the people we had met in *****, the youth we had the opportunity to work with, the role he had played, the manner in which he saw me behaving and lastly, how I had treated him.

Rising to his feet, he held the tobacco to the sky and completed his 4-year old commitment to the Creator. Singing softly, he knelt and softly scattered the tobacco into the heart of the fire. We sat for at least an hour in silence, each of us lost in our own memories and thoughts. Sensing his movement, I rose and offered him tea and berries. We sat by the fire long into the summer night. Speaking only of himself - he taught me how to be a better human being. I listened without interruption and learned.

The formal closing took 20 minutes, a pen and 3 sheets of paper. Closing with an Elder, took 9 hours, a fire, nourishment and the ability to learn through listening. Neither closing was lesser or greater, they were only different (Benton-Banai, 1988).

Upon further reflection, although I was the one tasked with affecting change in ***** youth, perhaps I was the one that learned the most. Valuable lessons on understanding young ***** people's resistance to post secondary education came from listening to the ***** board, mentors and the youth themselves. As well, it involved partnership with the University of ***** faculty and staff.

Supporting Documentation of Prior Learning

CCC1 ***** Resource Council

***** Youth Conference

  Newsletter - Law Enforcement

Outcome

12a-b. Outline your plan for the first meeting of a potential partnership including the issues you would address and the skills you would use; justify your decisions.

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Description of Experience (including reading samples)

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Learning from Experience

From the ***** Police and ***** representatives, I learned the importance of supportive role modeling. I saw law enforcement officers give defensive driving lessons during the day, coach Native youth sports in the afternoon and teach personal safety in the evenings. Creating an environment of shared learning, when I saw 6 Native youth chose law enforcement as a career at the end of the four year period, I knew that I had watched policemen with heart - break down walls of racism (Herring, 1998).

Working with University professors and staff at ******, I learned the importance of Native people sharing authority, resources and responsibilities in order to create solid linkages with the institution. The outcome of a shared partnership such as this could assist in shaping and molding a positive future for Native youth. I have been able to take these teachings and utilize them to assist other communities.

We concluded our contract with the ****** Council; however, I have stayed in close contact with ****** directors, community members and youth who have grown into young adults. I have also had the opportunity to continue my working alliance with the University of ******. In 2000, I was invited by ***** as a visiting minority scholar to address:

a) The status of Canadian Indian health,

b) Culture in social work,

c) Cultural foundations in health care,

d) Indian alcoholism and treatment,

e) Indian families and poverty,

f) Native empowerment,

g) Holistic concept for community based programs,

h) Traditional medicine & healing

i) Indian child welfare policy.

I was also invited to conduct a healing ceremony for students and staff in *****and I was privileged to dance in the Grand Entry of the Annual University of ***** *****. For me, working alliances are relationships/entities that grow and evolve over time.

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Supporting Documentation of Prior Learning

DDD3 University of *****

Visiting Minority Scholar

  Letter

  Schedule

  Poster

*****, Assistant *****

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