learning journal · mindfulness is simply the act of staying in touch with the fullness of your ......
TRANSCRIPT
Learning Journal
educator internship program
2 | table of contents
table of contents
Aveda Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
Introduction Wellness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
“To Do” list . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Lesson #1: Connection to Internship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Wellness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
“To Do” list . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
Lesson #2: Mission Alignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
Presentation & Facilitation SkillsWellness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
“To Do” List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Lesson #1: The Role of the Presenter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Lesson #2: Book Study: Presenting With Pizzazz . . . . . . . . . . . . . . . . . . .22
Lesson #3: The Role of Facilitator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
Lesson #4: The Role of Coordinator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
Lesson #5: Safety Net . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53
Technical MasteryWellness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
“To Do” list . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Lesson #1: Technical Mastery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
© Aveda Corporation Revised 6-15-2012
table of contents | 3
4MAT™
Refer to the 4MAT™ Teaching Methodology Workbook
Effective Classroom ManagementWellness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
To Do List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Lesson #1: Effective Classroom Management . . . . . . . . . . . . . . . . . . . . . . .4
Effective Clinic ManagementWellness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
To Do List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Lesson #1: Clinic Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Effective Study Skills & Test Preparation
Wellness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
To Do List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Lesson #1: Effective Study Skills & Test Preparation . . . . . . . . . . . . . . . . .4
© Aveda Corporation Revised 6-15-2012
i4 | introduction
the aveda mission
“Our mission at Aveda is to care for the world we
live in, from the products we make to the ways in
which we give back to society . At Aveda, we strive
to set an example for environmental leadership
and responsibility—not just in the world of beauty,
but around the world .”
© Aveda Corporation Revised 6-15-2012
introduction | 5
This program was designed to give an Educator Intern a structured learning
experience, regardless of whether they are learning on their own or learning
in a group situation . The program is flexible enough to adapt to group size,
state requirements and Educator skill level .
This program will give an Educator Intern the opportunity to learn and dem-
onstrate skills through technical workshops, distributor classes,
observation, reflection, reading assignments and projects . The program
is designed to include options for delivering to one learner or to a group
of learners .
You begin with the module titled, “Introduction .” After this initial
module, you can schedule the remaining modules in any order, based
on convenience of scheduling .
Introduction
Presentation and Facilitation Skills
Technical Mastery
4MAT™
Effective Classroom Management
Effective Clinic Management
Effective Study Skills & Test Preparation
Productivity, Connect Aveda and Inspired Coaching will all be covered
through your Institute .
overviewThe Aveda Institute Educator Internship program provides a path for developing the skills
necessary to become an inspiring and masterful Aveda Institute Educator . The content of the
program focuses on three elements of mastery: technical skill, teaching ability and alignment
to the Aveda Mission .
© Aveda Corporation Revised 6-15-2012
6 | introduction
© Aveda Corporation Revised 6-15-2012
introduction | 1
Introduction
© Aveda Corporation Revised 6-15-2012
2 | introduction
© Aveda Corporation Revised 6-15-2012
introduction | 3
Wellness
Mindfulness: The Art of Conscious LivingWhat is Mindfulness?
Mindfulness is a simple concept . Mindfulness means paying attention, being
in the present moment, and focusing on the one thought in your mind, or the
one action of your body that occupies the now .
Mindfulness is being aware of the activity regardless of the activity .
Whether eating breakfast, climbing a flight of stairs, working with a student,
attending a team meeting, it’s staying focused on your objective and giving
all your attention to the task at hand .
Mindfulness is simply the act of staying in touch with the fullness of your
being through the systematic process of self-observation, self-inquiry and
mindful action .
While it is simple to practice being with the self, it is not necessarily easy .
Mindfulness requires effort and discipline for the mere reason that our habit-
ual self automatically launches into thoughts and actions whenever
we attempt to sit with one thought . To apply mindfulness you need to sit
in silence daily . Commune with nature and allow yourself to be rather than
judge, fix or change .
Activity:
Stop, relax, and become aware of your breath . Let go of full anticipation
of the present moment, including how you are feeling and what you are
perceiving to be happening . For these moments, don’t try to change
anything at all, just breathe and let go . Give yourself permission to let
this moment be exactly as it is, and allow yourself to be exactly as you are .
Debrief questions:
Was it difficult to keep your mind from wandering?
How do you feel after taking a conscious break?
During a normal work day, when would it be a good time to practice a
mindfulness break?
Which physical and emotional feelings or triggers might tell you it’s time
to take a conscious break?
© Aveda Corporation Revised 6-15-2012
4 | introduction
Lesson #1: Orientationconnect | “the little boy”
It was the little boy’s first day of school . He was very excited and couldn’t
wait to start leaning new things . He was having a lovely day, and after
recess his teacher said, “Children, now we are going to do some drawing .”
Good! Thought the little boy . He loved drawing . He got out his pencils and
was about to start drawing out a fantastic story about tigers and dragons,
when the teacher said, “Wait! Today, we are going to draw some flowers .”
Good!, thought the little boy, he loved flowers, and he began to draw all
different-sized flowers with beautiful shapes and colors . He drew some of
the beautiful flowers his mom grew in their garden .
But then, the teacher said, “Wait!, let me show you how to
draw a flower . A good flower has five petals, with a green
stem . You can color the petals red .” Okay, thought the little
boy, I can draw a flower like that . So, he drew a flower with
five red petals and a green stem .
“Well done,” said the teacher, pleased with the little boy’s second drawing .
The next day, after recess, the teacher once again announced that they
were going to do some drawing .
Good!, thought the little boy, eager to draw something exciting . But before
he had a chance to begin, the teacher said, “Wait!, today, we will draw
a house .” Great!, thought the little boy, and he began by drawing the
backyard of his house, with his dog inside the fence .
But before he got far, the teacher said, “Wait!, let me show
you how to draw a house . You can use a square for the main
part, with a triangle for the roof . The door can be a rectangle
and the windows some more squares .” The little boy placed
his first attempt in the rubbish bin when he realized it was not what the
teacher wanted . He then set to work on a square house with a triangular
roof . When the little boy showed the teacher she said, “Beautiful work!”
Good!, thought the little boy .
perform
refine
inform
image
attend
connect
extend
practice
To Do List:• Develop written commitments
related to your role as an
Aveda Institute Educator .
© Aveda Corporation Revised 6-15-2012
introduction | 5
As time went on, months in fact, the little boy realized each day after
recess was the time for drawing . He learned to sit quietly and wait for the
teacher to tell the class what to draw and how to draw it . The teacher was
always very pleased with his work, as he listened very carefully to what she
wanted .
Then one day, something happened . The little boy’s father got a job far
away, so the little boy had to leave his school and go to a new one near his
father’s new job .
The little boy liked his new school, and his new teacher was very nice . On
his first day, the teacher said to the class, “Please get out some paper, it’s
time for some drawing .” Good!, thought the little boy, and he sat patiently,
waiting to be told what to do next .
He waited for awhile, then his teacher came up to him and said, “Why
haven’t you started your drawing?” “Because you haven’t told us what we
are going to draw,” replied the little boy . “If I told you what to draw,” said
the teacher, “then everyone’s picture would look the same and I wouldn’t
be able to tell them apart . The room would look fairly boring, don’t you
think?” “Oh,” said the little boy, with a confused look on his face . Then
the teacher said with a smile, “You can draw whatever you like .” The little
boy’s face lit up . “Anything?,” asked the little boy .
“Anything,” said the teacher . “Good!,” thought the little boy
happily, “I can do that!”
And, he began to draw a flower, with five red petals and a
green stem .
How does the teacher’s behavior encourage or discourage the ability to
reach his potential?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Author Unknown Source: elth.flinders.edu.ac/ education
© Aveda Corporation Revised 6-15-2012
6 | introduction
perform
refine
inform
image
attend
connect
extend
practice
attend | teaching experiences
Think about your most powerful experience of teaching . Describe that
experience .
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
What elements of this experience make it unique and memorable?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Share with your partner .
“One of the primary goals
of learning is to support
potential .”
© Aveda Corporation Revised 6-15-2012
introduction | 7
image | visualizing your potential
Your facilitator will share directions for this activity .
potential
imageimageimage
image
imageimage
© Aveda Corporation Revised 6-15-2012
8 | introduction
perform
refine
inform
image
attend
connect
extend
practice
inform | difference between education, training & development
Education: The knowledge or skill obtained or developed by a learning process .
Training: The process of making one proficient with specialized instruction and practice .
Development: Act of improving by expanding, enlarging or refining .
The Aveda Institute Educator Internship Program
The Aveda Institute Educator Internship Program is designed to empower
Aveda Institute Educators in three distinct domains: Aveda Mission
Leadership, Teaching Skills and Technical Skills . These three competency
domains serve as a strong foundation for teaching success .
Visualize the model as a three-legged stool . When all three legs are
equally developed, there is a strong foundation . If one leg is under-
developed, or weak, the foundation is unstable .
Skill Components
Aveda Mission Leadership• Awareness and belief in the Aveda Mission
• Lives the Aveda Mission
• Ability to inspire others to live the Aveda Mission
Teaching Skill• Understanding of different learner styles
• Ability to customize learning for different learner styles
• Ability to mentor others in developing teaching skill
Technical Skill• Awareness of the Aveda technical standards
• Ability to execute standard Aveda Technical Foundations
• Ability to teach others the Aveda Technical Methodology
Teac
hing
Ski
lls
Mis
sion
Lea
ders
hip
Tech
nica
l Ski
lls
Skill Components
© Aveda Corporation Revised 6-15-2012
introduction | 9
practice | assessing your strengths
Complete the Learning Type Measure™ provided by your facilitator .
Once you complete your assessment, review the learner descriptions found
on the back page of the Learning Type Measure™ booklet . Reflect on the
following questions:
1 . How might your learner style affect your approach to teaching?
2 . Do you notice a connection between your “favorite educators” and your
learner style .
© Aveda Corporation Revised 6-15-2012
10 | introduction
inform | educator internship overview
IntroductionThe concepts are Potential and Alignment.
Overview
• Content of the Aveda Institute Educator Internship
• Role of the Educator as Leader
• Intern Development Schedule
Mission
• Living the Aveda Mission
• Your Mission as an Aveda Institute Educator
• Connect Aveda: research and development, packaging, manufacturing,
experience, lifestyle
• Your Global Footprint
• History of Aveda, Mission, Vision, Values and Belief statements.
Milady Master Educator
• History of Teaching
• The Profile of a Master Educator
Your Aveda Institute
• Policies and Procedures
• Time Management
• Roles in the Institute
Educator Development
• Leadership
• Personal Mission
• Educator Career Path Opportunity
• Mind Mapping
perform
refine
inform
image
attend
connect
extend
practice
© Aveda Corporation Revised 6-15-2012
introduction | 11
Presentation and Facilitation SkillsThe concept is Energy.
Three roles of an educator: presenter, facilitator and coordinator
• Coordinating effective classroom learning activities
• Keeping the learner involved
• Questioning techniques
• Responding techniques
• Reading non-verbal learner feedback
• Facilitating dialogue
• Dynamic presentation skills
Milady Master Educator Student Course Book
• Educator relationships
• Creating and using educational aids
• Teaching and Presentation skills
Technical MasteryThe concept is Distinctions.
• The Aveda Institute Educator Technical Certification Program
• To support you in your continued developmment of technical mastery
• Create consistency and technical excellence in the delivery of the
Aveda Institute curriculum
4MAT™ Teaching MethodologyThe concept is Connection.
• Learning styles and the natural cycle of learning
• Your learning style and your teaching style
• Weaving concepts throughout learning
• 4MAT™ in action, the complete 4MAT™ process
© Aveda Corporation Revised 6-15-2012
12 | introduction
Effective Classroom ManagementThe concept is Perception.
• Managing group behavior
• Communication skills and feedback
• Learning types as communicators and coaches
• Five key focus areas
Milady Master Educator
• Industry needs
• Student Evaluation and Testing Methods
• Teaching to Diverse Learning Styles
• Results-Oriented Classroom Management
Effective Clinic Management–Connect AvedaThe concept is Practice.
• The Aveda Service Wheel
• The Student Service Wheel Delivery
• Three Points of Contact
• Inspired Coaching
Effective Study Skills & Test PreparationThe concept is Prepare.
Milady Master Educator
• Test Preparation
• Study Strategies
perform
refine
inform
image
attend
connect
extend
practice
© Aveda Corporation Revised 6-15-2012
introduction | 13
practice | assessing your strengths
Educator Intern OrientationReview the topics of study on the Module Overview . List content areas
that represent your strengths . List content areas that represent your
opportunities for growth .st
reng
ths
oppo
rtun
itie
s
© Aveda Corporation Revised 6-15-2012
14 | introduction
inform | maxwell’s levels of leadership1
POSITION
PERMISSION
PRODUCTION
PEOPLE DEVELOPMENT
PERSONHOOD
Level One: POSITIONThe basic entry level of leadership . The only influence you have is that
which comes with a title . This level is often gained by appointment rather
than ability . Share an example of position leadership . (For example, a
parent tells a child to do something, the child doesn’t want to do it and
asks the parent “Why?” Parent replies “because I am the parent, that’s
why .” This is positional leadership .)
This only works to an extent . If you get stuck in this level, you risk the need
for more rules and consequences . This can result in students in protest .
Level Two: PERMISSIONThis is where people say “I’ll do more for you because I like you
and you seem to care about me .” On this level, people will lead by
interrelationships . You can’t skip a level of leadership, you need to show
people you care and invest in them before you can move to the next level .
If you get stuck here, the leadership is relationship-based . This can lead to
students being uninspired, unchallenged, and less rigorous assessment .
perform
refine
inform
image
attend
connect
extend
practice
1Maxwell, John C. Developing the Leader Within You (Nashville: Thomas Nelson, Inc, 1993) pp 5-11.2Maxwell, John C. Developing the Leader Within You (Nashville: Thomas Nelson, Inc. 1993) p 13.
© Aveda Corporation Revised 6-15-2012
introduction | 15
Level Three: PRODUCTIONOn the results level, people come together to accomplish a purpose . Often
this is where a leader brings experience, because they have “done it” and
they can “walk the walk .” If you become stuck in this level, a symptom
might be the attitude of “I don’t know what would happen if I weren’t here . . .
I have to do it all .”
Level Four: PEOPLE DEVELOPMENTHere the educator has evolved to a focus on the students’ growth . At level
two, the student loves the educator . At level three, the student admires the
educator . And, at level four, the student is loyal to the educator .
Level Five: PERSONHOODPeople seek this person out because they make a difference in peoples’
lives . People follow this leader because of who they are and what they
represent . This step is reserved for leaders who have spent years growing
people and organizations . Few make it, but those who do are bigger than life .
Each level stands upon the previous one and will crumble if the lower level
is neglected . In order to create the environment of excellence in our schools,
we have to be strategic in our thinking and base that thinking on the values
and culture of Aveda .
© Aveda Corporation Revised 6-15-2012
16 | introduction
inform | the mind map2
The Mind Map is an expression of Radiant thinking and is therefore a
natural representation of how the brain functions . It is a powerful graphic
technique, which provides a universal key to unlocking the potential of the
brain . The Mind Map can be applied to every aspect of life where improved
learning and clearer thinking will enhance human performance .
The Mind Map has Four Essential Characteristics:
1 . The core idea or subject is represented in the middle, with an image .
2 . The main themes of the subject radiate from the central image as branches .
3 . Branches comprise a key image or key word printed on an associated line .
Topics of lesser importance are also represented as branches attached to
higher-level branches .
4 . The branches form a connected structure .
For more information on Mindmapping, visit www .buzanworld .com .
perform
refine
inform
image
attend
connect
extend
practice
2Source: Buzan, T. and Buzan, B. The Mind Map Book, New York, New York; Penguin, Inc., 1994.
main theme
main theme
main theme
topics
topics topics topics
sub-to
pics
topics topics
core idea
© Aveda Corporation Revised 6-15-2012
introduction | 17
easy to read
easy to do
a non-linear note-taking technique
the way the brain stores information
colors help separate ideas
visual interest
images are key
graphics
title is in the CENTER
central idea
main them
e
details branch off main points radiate out
clockwise from 1:00
who? and what?
memory and study skills courses
peter russell
tony buzan
have
it y
our w
ayno
arti
stic
ski
ll ne
eded
are you willing?
to experiment?
to have fun?
Mind Map The Content
© Aveda Corporation Revised 6-15-2012
18 | introduction
practice | mind map “potential”
After reflecting on the theory of mindmapping, revisit the Mind Map-type
image you created in the Image exercise on page 7 . Go back and branch
off the main branches and add areas you would like to focus on to fully
develop your potential .
You may also want to preview Success Factors outlined on page 20 .
perform
refine
inform
image
attend
connect
extend
practice
© Aveda Corporation Revised 6-15-2012
introduction | 19
Performance and Development
Welcome to the Aveda Performance and Development System . This is a
competency-based conversation that will facilitate and document your
success as an Aveda team member, and make it easier for you to control
the course and direction of your career . During your performance and
development conversation with your leadership, you will review feedback
from your team, leadership and, where applicable, students . You will also
explore your personal goals . A personal growth plan will be created that
includes the support you will need to reach your goals .
In your various roles as an Aveda team member, your most important
responsibilities will always be:
1 . To contribute your time, energy, knowledge and skills toward the
success of your Institute
2 . To improve yourself by learning from your experiences and taking
advantage of opportunities
3 . To return something of value to the environment, community and
world in which you live
As you continue to develop your career in the Institute, this system will help
you to maximize the effectiveness of your efforts to fulfill these important
responsibilities . The benefits made possible from using the system are
significant . They include:
• Knowing more fully what is expected in a particular job
• Identifying the skills needed for advancement or promotion
• Providing team leaders with accurate, objective information for good
decision making
• Identifying the best resources for acquiring needed skills and
experience
In the Aveda Performance Management and Development System, you will
participate in self assessment and developmental planning for the purpose
of enhancing professional development . You will work closely with your
Team Leader, who will be providing input to your goals and professional
development .
© Aveda Corporation Revised 6-15-2012
20 | introduction
Success Factors You will be assessing yourself against Aveda’s Success Factors defined
for your position . The Success Factors are the skills and behaviors
demonstrated by team members with high performance in an educator role,
while also embracing Aveda’s Mission, Vision and Core Beliefs . They are:
• Adaptability
• Continuous Learning
• Decision Making
• Desire to Serve Others
• Diversity Appreciation
• Entrepreneurship
• Living and Growing the Aveda Mission
• Nurturing Relationships
• Oral Communication
• Persuasion and Influence
• Results Orientation
• Teamwork/Team Orientation
• Technical/Functional Knowledge
perform
refine
inform
image
attend
connect
extend
practice
Success Factor EducatorManaging Educator Director
1 Adaptability 2 3 5
2 Continuous Learning 2 4 3
3 Decision Making 1 3 4
4 Desire to Serve Others 2 4 4
5 Diversity Appreciation 2 3 3
6 Entrepreneurship 1 3 3
7 Living and Growing the Aveda Mission 1 3 3
8 Nurturing Relationships 2 4 3
9 Oral Communication 2 3 4
10 Persuasion and Influence 1 3 3
11 Results Orientation 2 3 3
12 Teamwork/Team Orientation 1 3 3
13 Technical/Functional 2 4 4
Success Factors levels expected by position, on a scale from 1-5
© Aveda Corporation Revised 6-15-2012
introduction | 21
AdaptabilityMaintaining composure, flexibility, a positive attitude and common sense
while embracing change and solving difficult challenges brought on by
designed change or unforeseen circumstances .
Level 1
• Display general positive attitude
• Acknowledge an ever-changing environment
• Control emotion
• Project openness, helpfulness and a willingness to adapt/change
Level 2
• Accept new assignments and challenges with a positive attitude
• Seek creative solutions to challenges, avoiding a defeatist position
• View changes and problems as challenges and new opportunities for
growth
• Contribute positively when experiencing disruption or stress
• Remain flexible and resilient in response to constraints and adversity
Level 3
• Change processes and practices within own area of responsibility
• Remain in emotional control in ever-changing situations
• Influence others to remain flexible
• Anticipate conditions that require flexibility and adjustment to
established plans
• Act with a sense of controlled urgency
• Solicit ideas/feedback for changes and improvements from others
Level 4
• Defuse heated and volatile situations
• Influence others to have a positive attitude
• Propose alternative ways to accomplish goals and objectives
• Manage tight deadline projects well and inspire teamwork with a
sense of calm
• Identify early adopters and enlist their help in overcoming
resistance to change
© Aveda Corporation Revised 6-15-2012
22 | introduction
Level 5
• Adjust system/plan according to all departments in the organization
• Adapt plans to strategic company needs
• Promote and integrate large-scale changes that improve
performance and profitability
• Align changes with the Aveda mission
• Ensure organizational learning from prior plans, decisions
and solutions
• Recognize and address the impact of changes on all departments
and on the organization, as a whole
Notes
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
perform
refine
inform
image
attend
connect
extend
practice
© Aveda Corporation Revised 6-15-2012
introduction | 23
Continuous Learning The ability to learn quickly and easily, to apply newly gained knowledge,
skills, and abilities to positive, productive actions . All skill levels in this
competency require an individual to take personal ownership of individual
learning and skills development .
Level 1
• Retain information when shown a job
• Identify areas in which there is room to learn
• Commit to a continuous learning process
• Value the experience and aptitude of others
• Acknowledge responsibility for personal development
Level 2
• Identify mentors to aid in development
• Learn from others and practice what is learned
• Solicit honest feedback from others
• Ask questions when needed, take extra effort to fully understand a
task or project
• Seek knowledge and expertise of seasoned peers, subordinates
and upper level managers
• Integrate learning into daily work
Level 3
• Accept risks and see mistakes as learning opportunities
• Identify and plan own training needs and take initiative in seeking
resources for improvement
Level 4
• Teach continually, recognizing that “when you teach, you learn”
• Foster an environment in which learning is encouraged and rewarded
• Develop programs to help others improve and grow
• Demonstrate self-awareness and take action to improve character and
competence daily
• Encourage and coach others to learn while continuing personal
learning
© Aveda Corporation Revised 6-15-2012
24 | introduction
Level 5
• Set standards for continuous learning
• Elicit and encourage others’ commitment to the philosophy of
continuous learning and personal growth
• Provide subject matter expertise and participate in the development
of education and training for others
Notes
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
perform
refine
inform
image
attend
connect
extend
practice
© Aveda Corporation Revised 6-15-2012
introduction | 25
Decision Making The process of identifying and clarifying issues, thoroughly exploring all
options, and making decisions that serve the best interests of Aveda and its
stakeholders .
Level 1
• Verify facts before making judgments
• Analyze the situation before taking action
• Define criteria to make each decision
• Identify alternatives
Level 2
• Use appropriate processes to collect data for decision making
• Evaluate the pros and cons of each alternative and make
recommendations
• Consider the impact of decisions or actions on other areas or people
• Consider personal and organizational values that influence decisions
Level 3
• Seek advice of stakeholders before making decisions
• Keep long-term consequences in mind when considering alternatives
• Elevate decision making to the appropriate level of skill and authority
• Identify the benefits and costs of alternative solutions
• Select the most cost-effective solution
• Recommend actions/solutions for identified challenges
Level 4
• Accept responsibility (accountability) for outcome of a group
decision, solution or plan
• Evaluate decisions of team members and provide feedback that will
guide the team in the future
• Coach team members in analysis and decision-making skills
• Make decisions that may be difficult or unpopular in the short term,
but have significant long-term benefits
• Teach/coach problem solving/decision making and analytical concepts
and techniques
• Communicate decisions clearly, including benefits and risks, to others
involved in and affected by it
• Engage teams in decision making, focusing on process, as well as,
content
© Aveda Corporation Revised 6-15-2012
26 | introduction
Level 5
• Lead others or remove obstacles in solving difficult situations
• Establish the standards for effective problem solving/decision making
• Model effective decision-making techniques
• Identify strategic challenges and encourage others to approach
decision making from a strategic perspective
• Communicate organizational strategy to decision makers
• Make decisions based on a strategic perspective supporting
company growth
• Maintain position on decision made in light of extreme divergent
pressures, as long as, individual and company integrity and values
are not compromised
Notes
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
perform
refine
inform
image
attend
connect
extend
practice
© Aveda Corporation Revised 6-15-2012
introduction | 27
Desire to Serve Others Serving from the heart and putting others first . Building constructive working
relationships with internal and external customers through positive attitude,
collaboration and willingness to help them meet or exceed their expectations .
Level 1
• Identify your customers (internal and external, consumers, salons,
spas, stores and schools)
• Interact with customers in a respectful, courteous and professional
manner
• Recognize how individual service affects the company overall
• Listen to customers to discover their needs
• Treat each customer (internal and external) with genuine care
• Provide customer solutions, rather than excuses
• Seek ways to delight customers with service
Level 2
• Maintain a sense of urgency when dealing with customers, internal
and external
• Identify the resources needed to resolve customer issues
• Represent customer interests to the organization
• Seek customer feedback
• Seek continuous input from customers on how to best meet their
needs and wants
Level 3
• Identify areas where customer service can be improved and seek to
take action
• Arrange follow-up calls to internal and external customers to ensure
that service has been satisfactory and to anticipate future needs
• Initiate contact with other Aveda personnel working with customers
to provide total solutions
• Implement solutions that add value to the customer
Level 4
• Coach other employees on effective customer-service methods
• Develop and use measures to evaluate customer service, at all
levels
• Partner with customers to help them achieve their goals
• Focus on retaining customers
• Create processes, services and products with the end-user in mind
© Aveda Corporation Revised 6-15-2012
28 | introduction
Level 5
• Ensure a structure and vehicle that allows for communication of
customer-service ideas and needs upwards through the organization
• Enable all employees to raise customer-service issues and make
recommendations
• Foster a culture in which customer focus is the driver of innovation
of new products and services
• Ensure that company attitudes, systems and structures make it easy
and rewarding for a customer to do business with Aveda and receive
excellent service
• Disseminate customer-service philosophy throughout the
organization as an integral part of Aveda’s mission
• Demonstrate effective service skills to others
• Find and keep customers who align with the Aveda culture
Notes
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
perform
refine
inform
image
attend
connect
extend
practice
© Aveda Corporation Revised 6-15-2012
introduction | 29
Diversity Appreciation Channeling the best that is in everyone into creation of the best that Aveda
can become .
Level 1
• Respect, value and celebrate the differences in others (age, race,
gender, religion, personality, etc .)
• Recognize and appreciate cultural differences
• Focus on similarities rather than differences
• Avoid stereotyping or making assumptions about others
• Accept differences in style, preferences, etc.
Level 2
• Recognize the authentic value of each individual and seek out a
connection
• Advocate the benefits of diversity
• Seek relationships outside of immediate work and customer groups
• Take initiative to learn about other cultures and traditions
• Look at situations from others’ points of view
Level 3
• Demonstrate understanding and appreciate different and opposing
perspectives on an issue
• Encourage participation and contribution of others
• Integrate all ideas or suggestions into solutions, processes, projects
and decision making
• Ensure that unusual or unconventional ideas are given adequate
“air time”
• Make optimum use of others’ strengths
Level 4
• Share alternative wisdom and practices
• Seek to integrate and conciliate different viewpoints
• Seek out diverse opinions to challenge existing beliefs
• Coach others in recognizing the value of differences
• Acknowledge and discuss tension between the need to value diverse
views and behaviors and the desire for shared organizational values
• Recruit and hire others who will bring new talents, ideas, and
experiences to Aveda
© Aveda Corporation Revised 6-15-2012
30 | introduction
Level 5
• Create an environment where diverse people and ideas can thrive
• Foster the philosophy within Aveda that diversity is key to building
success in a global economy
• Create products and services for diverse ethnic groups
• Recruit indigenous experts to teach and discover ways to support
and preserve the Aveda mission
• Teach others to use diversity to enhance job performance, strive
for diversity within all environments
• Ensure that development opportunities and career growth are
available to all
Notes
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
perform
refine
inform
image
attend
connect
extend
practice
© Aveda Corporation Revised 6-15-2012
introduction | 31
Entrepreneurship Participating at an Aveda Institute, as if an owner of the business, including
hard work, creativity and innovation, appropriate care and use of resources,
passion for the company’s mission, and capitalizing on opportunities to
significantly increase Aveda stakeholder benefit and satisfaction .
Level 1
• Think “outside the box”
• Accept personal responsibility for own performance
• Seek the most cost-effective solution
• Describe the ways in which others’ ideas and innovations can help
you succeed
• Question status-quo thinking and assumptions
Level 2
• Experiment with new ideas processes
• Question current assumptions and practices used to achieve the
company’s goals
• Focus creativity and risk taking on improving Aveda business
• Continually pursue opportunities for improvement
• Examine challenges from multiple perspectives by gathering
information and ideas from a wide range of resources and
disciplines
• Value “hunches” and integrate intuition with reason
• Value the learning from mistakes
Level 3
• Review and improve existing processes
• Devise new methods for providing products and services to internal
and external customers
• Measure results of process changes
• Encourage flexibility and adaptability to new ideas and changing
conditions
• Integrate appropriate risk-taking into daily activities
• Maintain an expectation of continuous innovation
• Brainstorm and build on others’ ideas to create new approaches
• Look behind conventional approaches to create new solutions
• Question the rationale underlying established policies and
procedures
© Aveda Corporation Revised 6-15-2012
32 | introduction
Level 4
• Ensure that all ideas and suggestions are welcome and receive
appropriate response
• Learn from results of actions and plan for improvement based on
those results
• Overcome roadblocks that prevent the process from reaching its goal
• Raise appropriate objections when individual or group actions do
not align with the Aveda mission
• Convert ideas into practical business reality
• Create environments in which creativity is stimulated and acted upon
• Coach others in focusing creative energies on realistic, practical
solutions
• Encourage others’ attempts at creativity and innovation
• Facilitate creative interaction among team members
Level 5
• Plan growth based on global impact
• Model and develop methods for being innovative, creative and
entrepreneurial
• Develop a company culture that fosters, recognizes and rewards
innovation, creativity and entrepreneurship
• Create a climate of risk taking
• Study other companies with innovative approaches and look for
ways to apply those approaches to Aveda
• Encourage and promote a culture of creativity and well-considered
risk taking, giving people both freedom and accountability for
experimentation
• Provide innovators with opportunities to network and learn what
other creative people are doing (seminars, workshops, professional
meetings, etc .)
Notes
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
perform
refine
inform
image
attend
connect
extend
practice
© Aveda Corporation Revised 6-15-2012
introduction | 33
Living and Growing the Aveda Mission Passionate immersion in the Aveda mission and culture .
Level 1
• Project enthusiasm about all aspects of life, including work,
hobbies and relationships
• Memorize the Aveda mission
• Describe the benefits and points of difference of the natural, organic
ingredients of Aveda products
• Demonstrate interest in the world of beauty
• Project Aveda lifestyle through non-verbal communication (hair,
makeup, fashion and aroma-all Aveda)
• Acknowledge balance as a part of success
Level 2
• Introduce others to Aveda and its mission
• Make decisions using the Mission as a guide
• Take action to become more environmentally responsible
• Be involved in Aveda activities which contribute to the quality of life
in communities where we serve
• Seek out most current mission-related information
• Ensure that all actions are in alignment with the mission statement
• Endorse responsible environmental practices
• Describe how living the Aveda mission leads to change
Level 3
• Enroll the team in projects which support the mission
• Lead by example in balancing between work and personal life
• Seek out information and practices that support our environmental
mission and apply appropriate knowledge and practices to your
workplace
• Represent and model Aveda’s culture in interactions with customers
Level 4
• Commit to the Aveda mission and encourage others to embrace it
• Encourage and celebrate balance in people’s lives
• Integrate wellness into daily activities
• Foster commitment, rather than compliance
• Recruit candidates sensitive to the Aveda mission
• Initiate team effort to participate in environmental and charity
fund-raising and educational programs
© Aveda Corporation Revised 6-15-2012
34 | introduction
Level 5
• Advance the company’s global leadership in environmental
responsibility
• Guide the development of projects that continually push the
boundaries
• Influence change in the world and other businesses by
demonstrating that profit and environmental responsibility are
mutually achievable
• Share environmental best practices with other businesses and ven-
dors
• Focus the organization on Aveda’s mission
• Energize employees by celebrating and leveraging success
• Act as a change agent by promoting the Aveda’s mission
• Partner with suppliers and business partners to develop “green”
technology
Notes
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
perform
refine
inform
image
attend
connect
extend
practice
© Aveda Corporation Revised 6-15-2012
introduction | 35
Nurturing Relationships Building constructive working relationships through positive attitude,
collaboration and willingness to meet their expectations and needs .
Level 1
• Be approachable and friendly
• Treat others with courtesy, kindness and respect
• Keep promises
• Align actions with words
• Demonstrate trustworthiness
• Seek to understand others
• Admit mistakes
• Relate well to people at all levels in the organization
Level 2
• Praise and recognize others
• Respect confidentiality
• Project positive attitude
• Express gratitude
• Communicate to ensure that mutual expectations are established
and understood
• Give full attention to others during interactions
• Manage personal conflict with a win-win perspective
• Seek creative solutions where there is mutual benefit
Level 3
• Tell the truth with compassion, communicating directly and kindly in
difficult situations
• Establish a relationship of trust, respect and communication with others
• Recognize and reward team members in ways that are meaningful to
them
• Adjust personal style to optimize interactions with others
Level 4
• Mediate conflicts
• Foster a spirit of fun
• Validate others’ strength and use them to complement your own in
achieving mutual goals
• Coach others how to resolve conflicts and tensions
• Encourage others to be nurturing
© Aveda Corporation Revised 6-15-2012
36 | introduction
• Coach others in relationship-building skills
• Create an atmosphere of positive reinforcement in which team
members willingly support each other
• Facilitate and enhance the effective interaction of all team members
• Build bridges and partnerships with others across functional,
organizational and global boundaries
Level 5
• Foster a cooperative, helpful environment among Business Partners
• Ensure that sound, interpersonal skills are a standard factor in the
conduct of company business
• Form strong working relationships and foster cooperation and
respect throughout the organization
• Promote an atmosphere of personal caring, in which each employee
feels valued as a contributor
Notes
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
perform
refine
inform
image
attend
connect
extend
practice
© Aveda Corporation Revised 6-15-2012
introduction | 37
Oral Communication The exchange of meaningful information, translating thought into words for
purposes of learning, teaching and influencing .
Level 1
• Check for understanding in all communications
• Ask appropriate questions and seek clarification
• Communicate ideas with background and reasoning
• Listen with the intent to understand
• Verbalize the need for support when necessary
• Articulate ideas in a logical fashion
• Interact respectfully with others
Level 2
• Deliver information in a way that is relevant to the audience
• Read and interpret others’ non-verbal cues
• Encourage balanced and diverse participation of all team mem-
bers
• Enroll others in conversation
• Communicate with purpose, intent and clarity
• Answer questions first, then support with relevant information
• Use visual techniques when presenting information
Level 3
• Incorporate interaction and wellness experience into presentations
• Communicate Aveda’s mission with confidence
• Seek feedback
• Explain tasks and directions clearly, defining desired outcome
• Act as an effective ambassador for Aveda
• Communicate confidently throughout all levels of the organization
• Respond to challenges, questions and requests in a direct,
respectful manner
• Adjust communications to meet the needs of different groups
© Aveda Corporation Revised 6-15-2012
38 | introduction
Level 4
• Facilitate high-level meetings
• Foster open communication
• Recognize and address communication needs within group
• Establish communication process for team members
• Articulate specialized or complex information in a clear,
understandable way to groups
• Coach others in improving communication skills
• Use humor to stimulate engagement and group interaction
• Present relevant, concise information that engages the audience
most effectively
• Inspire, educate and stimulate audiences
Level 5
• Provide communication support (e.g. technology, training, materials,
protocols) to all levels
• Develop a cohesive communication plan that informs, persuades
and influences a valued target audience
• Lead consensus building in a highly complex environment
• Establish communication methods and standards for the organization
• Establish organizational standards for oral presentations
• Set standards for people who represent Aveda to the public
Notes
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
perform
refine
inform
image
attend
connect
extend
practice
© Aveda Corporation Revised 6-15-2012
introduction | 39
Persuasion and Influence Passionately and credibly advocating what you think is right for Aveda .
Working with others to resolve challenges and solve disagreements, always
striving for a win-win agreement and maintaining productive relationships .
Level 1
• Meet others, as well as, own needs while creating solutions
• Seek first to understand, then to be understood
• Identify others’ needs
• Describe the basic elements of a win-win agreement
Level 2
• Describe appropriate positioning, features and benefits of Aveda
products or services
• Settle differences with minimal disruption
• Gain the trust of other parties during business interactions
• Work toward consensus and agreement
• Identify barriers to solutions
• Win concessions without damaging relationships
• Sell ideas, products or services as an integral part of growing a
business
Level 3
• Influence others to act on the best results for Aveda
• Ensure mutual understanding by communicating the negotiated out-
come orally and in writing
• Persist by using different approaches as needed to gain agreement
and commitment
• Open discussions effectively by describing expectations
• Facilitate consensus using appropriate influence strategies to gain
genuine agreement
• Recommend appropriate courses of action
• Clarify the issues to be negotiated
• Maintain level thinking and demeanor during challenging situations
and conversations
© Aveda Corporation Revised 6-15-2012
40 | introduction
Level 4
• Coach others to implement sales that support company goals
• Coach others in how to persuade and influence others
• Resolve issues arising from differences among Aveda and its
business partners
• Discover the fact-based benefits and risks, for both Aveda and
business partners, associated with potential projects or agreements
• Articulate the implications of negotiated terms and conditions
• Develop and recommend creative solutions to complex issues that
meet the needs of all stakeholders
• Balance and express both positive and negative issues in a
constructive diplomatic manner
• Exhibit self confidence while positioning the organization or
function within a negotiation process
• Define and articulate negotiation parameters
Level 5
• Participate in Aveda’s strategic planning and promote alignment
with business partner strategic needs and plans
• Conduct strategic-level discussions and negotiations with internal
and external business partners
• Create best practice negotiation process and skills within the
organization
• Foster an environment in which win-win negotiations are the norm
Notes
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
perform
refine
inform
image
attend
connect
extend
practice
© Aveda Corporation Revised 6-15-2012
introduction | 41
Results Orientation Beginning with the end in mind: committing to specific actions and timelines,
with quality execution .
Level 1
• Meet commitments and keep promises
• State clear, desired results
• Describe projects or tasks regularly
• Maintain focus on the task at hand
• Accept responsibility for desired results
• Prioritize tasks
• Focus on the important tasks rather than the urgent
• Focus on solutions rather than challenges
Level 2
• Look for ways to improve performance or do a task better
• Take action to achieve objectives
• Accept accountability for meeting objectives
• Seek ways to add value to projects
• Identify resources available for achieving goals
Level 3
• Develop project timelines with appropriate consideration of the
demands on all involved parties
• Manage results, on time, on budget and on strategy
• Link individual goals to company goals, ensure that personal
strategies are consistent with company strategies
• Create processes to achieve results and increase productivity
• Leverage available resources (individuals, processes, departments,
and tools) to complete work
• Regularly review, monitor and adjust plans and schedules
• Develop clear, measurable objectives to be achieved within
established time frames based on individual, team and company
goals
• Allocate resources to achieve desired results
• Allocate appropriate amounts of time for completing project work,
avoiding scheduling conflicts and developing timelines and milestones
• Work through designated channels/appropriate resources (individuals,
processes, departments and tools) to complete work effectively and on
time
© Aveda Corporation Revised 6-15-2012
42 | introduction
Level 4
• Guide performance of others while holding them accountable
• Model and expect optimal performance
• Ensure departmental strategies and plans of action are in concert
with Company’s interests and goals
• Encourage team to find creative solutions to achieve results or
exceed expectations
• Encourage personal ownership of projects
• Detect potential challenges and make changes/adjustments to
achieve desired results
• Coach others to attach realistic completion dates to their projects
• Set a standard of continuous improvement
• Recognize and reward individuals and teams for achieving desired
results
Level 5
• Ensure Aveda’s strategic plans reflect the input of all management
levels
• Create company plan against which all results are measured
• Ensure the creation and maintenance of a well-communicated stra-
tegic planning process
• Articulate effective communication and decision-making channels
and protocol to ensure employees leverage their most effective
resources
Notes
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
perform
refine
inform
image
attend
connect
extend
practice
© Aveda Corporation Revised 6-15-2012
introduction | 43
Teamwork/Team Orientation Building and maintaining constructive working relationships with others:
providing personal expertise, collaboration, aligning personal and group
interests, managing conflict, and seeking the expertise of others . A genuine
intention to work cooperatively with others, to be part of a team .
Level 1
• Define and communicate team goals clearly
• Communicate opinions in team situations
• Contribute openly and share best practices
• Offer thanks and recognize a job well done
• Participate in team projects
• Follow and support management direction
• Seek mutual respect among team members
• Describe the importance of teamwork in own job
• Acknowledge opinion and ideas of others
• Cooperate with team members to achieve team goals
Level 2
• Seek first to understand, then to be understood
• Celebrate team’s success
• Participate in brainstorming groups
• Ask for input from others on projects
• Accept assignments given by other team members
• Accept responsibility for team performance, as well as, individual
performance
• Assist in resolving team conflicts
• Participate in developing team goals and objectives
• Ascertain the needs and sensitivities of team members
• Manage personal conflict with win-win in mind
Level 3
• Success as team success without seeking personal spotlight or
seeking personal reward
• Empower others to take well-considered risks
• Express ideas for the team to consider
• Accept and take on a leadership role within the team when conditions
require it
• Identify roles and responsibilities, goals and objectives in group
settings
© Aveda Corporation Revised 6-15-2012
44 | introduction
• Adjust personal style to optimize interactions with others
• Engage others in becoming part of the group process
• Seek consensus in team decisions
• Help establish team ground rules based on standards and on the
nature of the team objectives and tasks
Level 4
• Delegate work and projects to recognize and/or strengthen the
skills and talents of others
• Organize teambuilding exercises
• Define clear team goals, consistent with Aveda’s mission
• Facilitate the resolution of conflict among team members
• Create an environment for members to become mentors to other
team members
• Coach others to improve the effectiveness of the team and keep
them on focus
• Set standards for continuous improvement on the team
• Build team identity and commitment
• Identify talented people to contribute to the team
• Coach team members to continually improve performance
• Prioritize initiatives for teams
Level 5
• Create a system for teaching the teamwork process at all levels of
the organization
• Establish, exemplify and communicate standards for team
decorum and “how we accomplish work together”
• Establish standards for team roles and responsibilities and a
process for defining and assigning them
• Align team with organization and common goal
• Develop new teambuilding concepts and exercises
• Intervene in highly volatile situations and maintain/regain harmony
Notes
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
perform
refine
inform
image
attend
connect
extend
practice
© Aveda Corporation Revised 6-15-2012
introduction | 45
Technical/Functional Knowledge You can excel in a position only when you are clear on your responsibilities and demonstrate high technical skill .
Level 1
• Explain Technical/Functional area process
• Describe your job responsibility in your Technical/Functional area
• Recognize successful performance within your Technical/
Functional knowledge
Level 2
• Apply your Technical/Functional knowledge to produce acceptable
results with assistance of others
• Assist others in completing activities within your Technical/
Functional area
Level 3
• Produce results using your Technical/Functional knowledge and
abilities with little or no assistance
• Utilize existing Technical/Functional area work process in
producing results
Level 4
• Teach others the aspects of the Technical/Functional area and its
associated activities
• Delegate Technical/Functional area activities to your work team
• Manage day to day responsibilities as they relate to this
Technical/Functional area
Level 5
• Establish new procedures/guidelines within the Technical/
Functional area
• Foster an environment where the Technical/Functional knowledge/
activities are understood and fully adhered to
• Model Technical/Functional expertise in performing Technical/
Functional related activities
Notes
_______________________________________________________________
_______________________________________________________________
© Aveda Corporation Revised 6-15-2012
46 | introduction
extend | building the intern schedule
You will now build a detailed schedule that includes modules, observation
and project assignment due dates . The next pages include a sample
schedule and blank schedule, for your use .
refine | 360° Feedback
Review 360° Feedback Form page 52. Use the Success Factors as a guide for
refining your own performance and gauging your progress .
perform
refine
inform
image
attend
connect
extend
practice
© Aveda Corporation Revised 6-15-2012
introduction | 47
perform | commitments
Share your commitments to the learning process:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
© Aveda Corporation Revised 6-15-2012
48 | introduction
(Example)Educator Internship Schedule (week 1-6)
Educator Introduction
Tour of the Institute
Begin Internship Introduction Lesson Plan
Educator Introduction Lesson Plan (continued)
Review format of Classroom and Clinic floor observation
AM-Guided Classroom Observation
PM-Guided Clinic Floor Observation
Guided Client check-in procedure and Clinic Floor Observation
Educator Orientation
New Class Begins
Attend New Student Orientation
Introduction Lesson Plan
Classroom ObservationIntro 1 Classroom Educator
Introduction
Classroom ObservationIntro 1 Classroom Educator
Introduction
Classroom ObservationIntro 1 Classroom Educator
Classroom ObservationIntro 1 Classroom Educator
Educator Orientation
Orientation lesson Plan (continued)
Orientation lesson Plan (continued)
Orientation lesson Plan (continued)
AM-Guided Classroom Observation
PM-Guided Clinic Floor Observation
Guided Client check in procedure and Clinic Floor Observation
Aveda Curriculum
Technical Mastery Lesson Plan
Classroom/Clinic Observation time spent in Intro II
Classroom/Clinic Observation time spent in Intro II
Classroom/Clinic Observation time spent in Intro II
Classroom/Clinic Observation time spent in Intro II
Aveda Curriculum
Work on Projects
Classroom/Clinic Observation time spent in Alpha I
The Aveda CurriculumTechnical Training Lesson Plan (continued)
Classroom/Clinic Observation time spent in Alpha I
The Aveda CurriculumTechnical Training Lesson Plan (continued)
Classroom/Clinic Observation time spent in Alpha I
The Aveda CurriculumTechnical Training Lesson Plan (continued)
Classroom/Clinic Observation time spent in Alpha I
The Aveda CurriculumTechnical Training Lesson Plan (continued)
Clinic floor participation and feedback
Classroom/Clinic Observation time spent in Alpha I
Presentation and Facilitation
Presentation and Facilitation Skills Lesson Plan
Classroom/Clinic Observation time spent in Alpha II
Presentation and Facilitation Skills Lesson Plan (continued)
Classroom/Clinic Observation time spent in Alpha II
Presentation and Facilitation Skills Lesson Plan (continued)
Classroom/Clinic Observation time spent in Alpha II
Presentation and Facilitation Skills Lesson Plan (continued)
Classroom/Clinic Observation time spent in Alpha II
Presentation and Facilitation Skills Lesson Plan (continued)
Classroom/Clinic Observation time spent in Alpha II
© Aveda Corporation Revised 6-15-2012
introduction | 49
(Example)Educator Internship Schedule (week 7-12)
Classroom Management
Begin Classroom Management Lesson Plan
Classroom/Clinic Observation time spent in Beta I
Classroom Management Lesson Plan (continued)
Classroom/Clinic Observation time spent in Beta I
Classroom Management Lesson Plan (continued)
Classroom/Clinic Observation time spent in Beta I
Classroom Management Lesson Plan (continued)
Classroom/Clinic Observation time spent in Beta I
Classroom Management Lesson Plan (continued)
Classroom/Clinic Observation time spent in Beta I
Classroom Management
Classroom/Clinic Observation time spent in Beta II
Classroom/Clinic Observation time spent in Beta II
Classroom/Clinic Observation time spent in Beta II
Classroom/Clinic Observation time spent in Beta II
Classroom/Clinic Observation time spent in Beta II
Clinic Management
Begin Clinic Management Lesson Plan
Classroom/Clinic Observation time spent in Gamma
Clinic Management Lesson Plan (continued)
Classroom/Clinic Observation time spent in Gamma
Clinic Management Lesson Plan (continued)
Classroom/Clinic Observation time spent in Gamma
Clinic Management Lesson Plan (continued)
Classroom/Clinic Observation time spent in Gamma
Clinic Management Lesson Plan (continued)
Classroom/Clinic Observation time spent in Gamma
Clinic Management
4MAT™ Teaching Methodology
Classroom/Clinic Observation time spent in Salon Life
4MAT™ Teaching Methodology
Classroom/Clinic Observation time spent in Salon Life
4MAT™ Teaching Methodology
Classroom/Clinic Observation time spent in Salon Life
4MAT™ Teaching Methodology
Classroom/Clinic Observation time spent in Salon Life
Work on refining lesson plans
Classroom/Clinic Observation time spent in Salon Life
4MAT™
4MAT™ Teaching Methodology Lesson Plan
Continue 4MAT™ Teaching Methodology Lesson Plan
Project completion and lesson plan preparation
Continue 4MAT ™Teaching Methodology Lesson Plan
Project completion and lesson plan preparation
Continue 4MAT™ Teaching Methodology Lesson Plan, as needed
Project completion and lesson plan preparation
Continue 4MAT™ Teaching Methodology Lesson Plan, as needed
Project completion and lesson plan preparation
Study Skills/ Test Preparation
Begin Study Skills & Test Preparation Lesson Plan
Project completion and lesson plan preparation
Continue Lesson Plan Continue Lesson Plan Mock State Board Exam Refine Mock Exam Results
© Aveda Corporation Revised 6-15-2012
50 | introduction
Topic
Internship schedule
© Aveda Corporation Revised 6-15-2012
introduction | 51
Topic
Internship schedule
© Aveda Corporation Revised 6-15-2012
52 | introduction
© Aveda Corporation Revised 6-15-2012
introduction | 53
© Aveda Corporation Revised 6-15-2012
54 | introduction
© Aveda Corporation Revised 6-15-2012
Wellness
Aligning your ChakrasThe chakras are centers of energy that emanate from within our body
and extend out into the world . Your chakras are visible through special
photography, called Kirlian photography. The seven chakras are each
associated with specific body areas and connected qualities and ideas .
Meditation for aligning chakra energy:
Imagine the chakra in each area of the body as a wheel that is turning .
Notice the color and the speed that each wheel is turning . Beginning at the
root chakra, notice the color and how fast or slow the energy is moving .
Breathe deeply and imagine the color becoming brighter and extending
out from your body . Continue this process for each chakra, moving up your
body . When you reach your crown chakra, imagine all seven of the energy
centers in your body moving in sync . Visualize the light emanating from your
body, reaching out into the world .
For more information on chakras, you may want to read Horst Rechelbacher’s
book titled Rejuvenation: A Wellness Guide for Women and Men .
introduction | 55
© Aveda Corporation Revised 6-15-2012
Chakra Related Body Area Qualities & Ideas
Crown Pineal Gland, brain and central nervous system
Inspiration and spirituality
Brow “third eye”
Pituitary gland, nose and ears Intuition, imagination and creativity
Throat Thyroid gland, hypothalamus, throat and mouth
Communication and speaking truthfully
Heart Heart, lungs, thymus, lungs, arms, hands, circulatory system
Unconditional love, compassion and harmony
Solar Plexus
Stomach, pancreas, liver, gallbladder, muscles, nervous system, adrenal glands
Willpower, confidence, physical energy
Sacral Spleen, womb, ovaries, genitals, bladder
Sexual desire, pleasure, change
Root Kidneys, colon, spinal column, legs, bones
Survival, passion, courage
56 | introduction
Lesson #2: Mission Alignment
The Concept is AlignmentOverview: In this module, you will explore the Aveda mission and belief
statements . You will also have an opportunity to reflect upon your personal
mission, as an Aveda Institute Educator .
Main Entry: align1
1 : to bring into line or alignment .
2 : to array on the side of or against a party or cause .
“Our mission at Aveda is to care for the world we live in, from
the products we make to the ways in which we give back to society .
At Aveda, we strive to set an example for environmental leadership
and responsibility—not just in the world of beauty, but around
the world .”
perform
refine
inform
image
attend
connect
extend
practice
1Source: www.webster.com
To Do List:• Learn the Aveda Mission by
memory .
• Develop your personal
educator mission statement .
• Develop an Aveda Mission
PowerPoint® presentation .
© Aveda Corporation Revised 6-15-2012
introduction | 57
connect | alignment
When have you experienced being truly aligned? Perhaps, it was a sense
of being in the flow or being on the right path? Perhaps, it was when your
actions truly mirrored your beliefs? Or, when you were part of a great team?
Think of a time when you experienced alignment . Write your story .
attend | your alignment experience
Share your story . What contributed to alignment? How did it feel?
© Aveda Corporation Revised 6-15-2012
58 | introduction
perform
refine
inform
image
attend
connect
extend
practice
Source: Senge, Peter. The Fifth Discipline, The Art and Practice of the Learning Organization, (New York: Doubleday Dell Publishing Group, Inc.) 1990, pp 234-235.As referenced: This diagram appeared originally in C. Kiefer and P. Stroh, “A New Paradigm for Developing Organizations,” in J. Adams, editor, Transforming Work (Alexandria, VA: Miles Riler Press), 1984.
image | aligned energy
“…a collection of individuals with different degrees of “personal power”
(ability to accomplish intended results) headed in different directions in
their lives, the picture might look something like this:”
“ . .when a team becomes more aligned, a commonality of direction
emerges, and individuals’ energies harmonize .”
© Aveda Corporation Revised 6-15-2012
introduction | 59
inform | aligning beliefs and actions
When our actions mirror our beliefs, we create alignment . This alignment
unleashes energy to impact our lives, our world and others . The greater the
alignment, the greater the energy available to impact change and generate
results .
Our Being Our Doing
-our beliefs -our actions
-our thoughts -our contributions
-our intentions -our work
-our attitudes -our activity
-our perceptions -our results
“I have found that great
people do have in common an
immense belief in themselves
and in their mission . They
also have great determination
as well as an ability to work
hard . At the crucial moment of
decision, they draw on their
accumulated wisdom . Above
all, they have integrity .”
–Yousuf Karsh quotes
© Aveda Corporation Revised 6-15-2012
60 | introduction
inform | connect aveda lesson 1 aveda mission
You will have an opportunity to experience the Connect Aveda program .
This program is designed to share the important elements and operations
of Aveda that contribute to the Aveda Point of Difference .
Have the interns complete Connect Aveda, Lesson 1 Aveda Mission .
After you experience the Connect Aveda program, reflect on the following
questions:
1 . What do you believe are three key Aveda Points of Difference?
2 . How do you see the role of an Aveda Institute educator contributing to the
Aveda Points of Difference?
perform
refine
inform
image
attend
connect
extend
practice
© Aveda Corporation Revised 6-15-2012
introduction | 61
practice | aveda beliefs gallery stroll
In the Connect Aveda Lesson 1, you learned how the Aveda Beliefs and
Mission are aligned with the choices and actions of its stakeholders . How
will you align your beliefs, the Aveda beliefs and your actions?
You will find the Aveda Belief statements posted on flip charts around the
room. Under each statement, write how your actions, as an educator, will
align with each Aveda Belief . Your facilitator will give you further directions .
The Aveda Belief Statements1 . We believe in treating ourselves, each other, and the planet with care
and respect .
2 . We believe social responsibility is our responsibility .
3 . We believe ecological and profit goals are mutually achievable .
4 . We believe our authenticity and experience are our points of difference .
5 . We believe in inspiring and educating people to integrate wellness and
beauty in their lives .
6 . We believe in the power of oneness: from our global image to a focused
network .
7 . We believe learning never ends .
8 . We believe in encouraging innovation and empowered decision-making .
9 . We believe our actions, products and services should always embody
excellence .
10 . We believe personal and organizational balance is the key to
sustainable success .
11 . We believe true leadership is delivered with passion and by example .
“If you want to take your
mission in life to the next
level, if you’re stuck and you
don’t know how to rise, don’t
look outside yourself . Look
inside .”
–Bruce Jenner
© Aveda Corporation Revised 6-15-2012
62 | introduction
extend | my personal mission statement
Your mission statement is designed to articulate your purpose and direct
your actions and thinking . A mission expresses your intention . It is an ideal
that brings you satisfaction and fulfillment in your work and life .
Here is an exercise to get you started in the process of articulating your
mission .
1 . Make a list of 10 unique personality traits you possess (i .e ., sense of
humor, ability to learn, patience or commitment) .
2 . Make a list of 10 unique ways you enjoy expressing these (i .e ., teaching,
talking or writing) .
3 . Write a brief statement of your vision of a perfect world (i .e ., clean air
and water, peace, abundance and joy for every individual) .
4 . Write a sentence using your responses from the previous three steps:
“My mission is to use my _________________, ___________________,
____________________ and ____________________, by ________________,
so that (or to create) ______________________________ .
perform
refine
inform
image
attend
connect
extend
practice
© Aveda Corporation Revised 6-15-2012
introduction | 63
An example of a completed mission statement:
My mission is to use my creativity, empathy, risk-taking and tenacity by
teaching, writing, presenting and promoting others so that everyone will
feel free to express themselves creatively .
refine | share your educator mission statement
Create a PowerPoint® to share with and engage others in the Aveda
Mission . Include your personal Educator mission in the PowerPoint® .
perform | mission powerpoint®
Share your PowerPoint® with your Institute Team .
“Every person above the ordinary has a certain mission
that they are called to fulfill .” –Johann Wolfgang von Goethe
© Aveda Corporation Revised 6-15-2012
Soy ink on 100% post-consumer paper . Mixed paper recycling is limited .
Please contact your local recycling program .
©Aveda Corp . Minneapolis, MN 55449-7106