Password Papers Index | Coaching Index | Mentor Index | Peer Assistance Index | Contact
Peer Bulletin Index

Peer Bulletin No. 137 (February 1, 2006)
ISSN: 1488-6774

Topics this Month:

  • Mentoring Leaves a Legacy (View)
  • Visioning: A Creative Tool for Peer Leaders and Mentors (View)
  • Four Level Evaluation System Generates Best Data (View)
  • What's New at Peer Resources (View)
  • Special Offers for PRN Members (View)
  • Attend any of 53 Peer, Mentor or Coaching Conferences or Events (View)
  • Studies and Resources to Guide Professional Practice (View)
  • Champions for Mentoring and Peer Assistance (View)
  • Funding Opportunities for Mentoring and Peer Assistance (View)
  • Tech Tips: Download Fix for Compass (View)
  • Download and Read the Latest Issue of Compass (View)
  • Access to Previous Issues of the Peer Bulletin (View)


Finding an appropriate way to end a mentoring relationship is a seldom discussed topic. In fact, one of the potential challenges in recruiting mentors for structured, formal mentoring programs is dispelling the myth that volunteering to be a mentor requires a life-time commitment with no end. In formal mentoring schemes there is typically an agreed upon time limit, after which partners may decide to continue in an informal or less structured fashion.

Informal mentoring relationships are almost by definition independent of any time limit. They often do not even have a definite beginning. But unlike formal relationships which might even have a prescription for a successful ending, informal relationships may be much more difficult to end successfully. Maybe it's because endings are just more difficult for us to deal with in general. Letting go of a relationship with someone we have learned to treasure or value is something we don't want to face.

Ending a mentoring relationship was painfully brought back to my attention when I read in the January 17, 2006 Los Angeles Times ( that the Ambassador Hotel on Wilshire Boulevard in Hollywood, California was in the final stages of being completely demolished. This 85-year-old historic building, being torn down to make room for a $270-million dollar school campus for Los Angeles Unified School District, held the famous Cocoanut Grove, a popular watering hole for people in the entertainment business.

The end to this hotel was not actually the painful part. It was the memories of three different mentors in my life that were all related to this hotel that brought sadness to my heart. As a young undergraduate, new to UCLA, I was assigned a senior student, Mike S., as my "advisor." His role was to help me make the transition to the rigorous academic demands, social protocol, and proper athlete behavior of this massive university campus.

While Mike provided assistance in all three areas, he preferred the social realm. On many an evening he would drive his '57 Chevy with me and a couple of his fraternity brothers to the Ambassador Hotel. Initially puzzled as to why we had to wear semi-formal dress on these occasions, I soon learned from him the concept of "dress for success." His goal was to help us learn to integrate ourselves into the social swirl of celebrities, movie moguls, and sports personalities who used the hotel as a headquarters. "Learn how to mingle" was the way he put it (his techniques are humorously reflected in the 2005 motion picture, Wedding Crashers). In essence, Mike was teaching me: how to "network;" how to initiate conversations with strangers; how to order a drink from the bar (as if I was of legal age); and how to make what I was studying and doing at university sound interesting to anyone outside of the academic world. Mike was the first person to introduce me to the Laws of Attraction.

MIke died when an enemy missile blew up his fighter jet in Vietnam in 1967. He was 29.

Regular visits to the Ambassador Hotel increased my familiarity with other people who were also "regulars." One person I saw there frequently was Jill S. We started dating. She attended a university that was UCLA's cross-town rival, the University of Southern California. Jill had no problem with the rivalry, and wasn't interested in athletics, but she was interested in love. So much so that she was a teaching assistant for academe's foremost authority on love, Dr. Leo Buscaglia. She convinced Leo, also known as "Dr. Hugs" to drop-in to the hotel activities.

As soon as we were introduced and he grabbed me in one of his big bear hugs, I was connected. While he wrote more than a dozen books, he was an avid listener. He was also a great story teller with an incredible sense of humor, and his stories were often about his emotional and family life. His tales were like a glue, often peppered with Italian phrasing and history. I learned from him the power of telling a story from the heart. I learned from him the importance of touch, the importance of reaching out and giving of yourself.

We met together on many occasions and I often attended his lectures (unbeknownst to the USC registrar). I learned from him the power of using presence and genuineness as a way to engage others and understand myself. I also learned from him the importance of play. What I learned from him about the role of spirit in sport helped me to transcend the despair I was experiencing as a mediocre athlete in a world of superstars.

Leo died of a heart attack near Lake Tahoe, California in 1998 at the age of 74.

The kitchen pantry at the Ambassador Hotel is the final setting for my memories of mentors. John F. Kennedy was the first person I voted for when I was old enough to vote. I read everything he wrote; I worked on his campaign; and through a variety of other circumstances I saw him as a mentor. Like millions of others I remember exactly where I was and what I was doing on that horrible day in November of 1963, when the announcement was made that he had been assassinated in Dallas, Texas. Even writing this now, I cannot choke back the same tears and anguish I felt more than 42 years ago.

Jack Kennedy taught me about hope. He taught me about determination. He taught me about the power of service. The despair I felt after his death was only tempered by the lessons I learned from him during his life. I saw in his brother, Robert Kennedy, an opportunity for a re-birth of spirit, hope and perseverance. If JFK's own brother could find a way to climb out of grief and despair, it must be possible for those who loved Jack from a distance to once again become a powerful force for change.

In 1968 at 12:23 a.m. on June 5th, Robert Kennedy was shot in the kitchen pantry of the Ambassador Hotel just after delivering his victory speech as the winner of the California Primary election. He was 42.

The news of the demolition of this famous hotel acted as a catalyst for me to reflect on some of the greatest mentoring relationships of my life, the meaning these relationships had and still have for me, and how I've dealt with (and denied) their endings. In each of the relationships I've described here, the mentoring never came to a formal or agreed upon end. Meeting and seeing each other on a regular basis came to an end before death intervened, but the influence each mentor had on me lived on as if we had never stopped meeting.

This kind of informal mentoring does not have the same ending signposts that are typically associated with formal mentoring. Yet the need to acknowledge, recognize and honor the experience is likely the same. What will never end is the impact the relationship has on our spirit and the life we bring forward to others.

"Death is a challenge. It tells us not to waste time...It tells us to tell each other right now that we love each other."

~ Leo Buscalia (1924-1998) ~

By Bruce Elkin

At some point, in any conversation with a peer assistant, mentor or coach the dialogue will focus on what matters most. Whether this discussion comes early in the conversation or later, it is an essential element to the success of the helping relationship.

This article outlines what is involved in such a conversation and provides examples of dialogue to illustrate how such a conversation can empower a client, peer or partner.

The place to start creating anything you truly want is at the end with a clear, compelling vision of the result you want to create. However, knowing what you want is not always easy. "Learning what to want," said Sir Geoffrey Vickers, author of Freedom in a Rocking Boat, "is the most radical, the most painful, and the most creative act in life."

Crafting clear, compelling visions of what matters can be so painful that many of us never do it. Is it any wonder that we go through life doing what is second, third, or tenth most important to us, and reacting and responding to problems and circumstances that confront us?

Part of the difficulty stems from confusion around the word "vision." It is often used interchangeably with words such as "purpose," "goal," or "mission." Although there are similarities between these terms, it is important to sort out their specific meanings. Here's how the Concise Oxford Dictionary defines them:

Purpose: an object to be attained, a thing intended.
Mission: a particular task or goal assigned to a person or a group.
Goal: the object of ambition or effort, a destination, an aim.
Vision: a thing or idea perceived vividly in the imagination.

Imagine a couple interested in creating a simple, ecological responsible and successful business. "Our purpose," they say, "is to create a simple yet rich life, in harmony with the systems that sustain all life, and to help others do the same."

"Our mission is to make simple, affordable, eco-friendly housing available to everyone in our bio-region."

"Our goals are: to design and build an eco-friendly home; to develop a business to help others; to write a book; and to offer workshops on eco-housing."

Purpose answers the question "why?" Mission specifies the strategy or "way" this couple chooses to live their purpose. Goal refers to specific "hows," to the actions and results needed to complete their mission and realize their purpose.

All three words describe results that the couple wants to produce — the "what" of "what matters?" These results form a hierarchy of values and desires that ranges from big to little, primary to secondary, and from things they want for their own sake to things that support more important things.

Vision can be applied to purpose, mission, and goals. It asks the questions, "What would it look like if I successfully produced the result I want?" "What would it look like if I achieved my purpose; achieved my mission; achieved my specific goals?" A vision is a clear mental picture of a result you want to create. It's a compelling image, an idea perceived vividly in your imagination. Shaped into vision, results become more do-able. A clear, compelling vision of a desired result generates energy. It inspires you to greater effort. It helps you see where you are relative to where you want to be.

However, it's not just vision that generates power. It's the creative tension that arises out of the gap between vision and reality that generates the energy of creating. To set up creative tension, start by crafting a clear, compelling vision of the results you want.

Getting Started: An Example
Three questions can help you clarify a vision of what you want to create.

Try this yourself. Choose a simple, tangible result you want to create. Write the result at the top of a sheet of paper. Below it, write two short paragraphs. In the first, list the reasons why you want to create this result. This will help you discover whether this is a creation you want for its own sake, or something that supports a more important result. It will help you decide if this is something that matters or a passing fancy.

In the second paragraph, describe what the result would look like if you created it. Be specific. How big is it? What colour is it? What features does it have? What makes it unique? If the result is something non-physical, such as a job or relationship, describe the aspects and qualities that make it what you want. Describe the result as if you had completed it.

Here's an example of how a client (an engineer) answered these questions for a specific result he wanted to create:

A vision acts as an attractor. It draws you forward. When held in tension with current reality, it generates the energy needed to organize decisions and action in support of what matters. A vision provides a clear picture and a set of criteria against which to measure progress and eventual success. Always use "vision" as the short form of "a vision of a desired end result."

A vision is not a thing in itself. It is not an affirmation you put out to the universe and passively expect to receive results in return. It's a clear, compelling description of a result that you care enough about to choose to create.

Vision is a unifying force. A clear, compelling vision helps you focus your values and organize your actions. Some visions, such as a vision of your life or a career, will be large and all encompassing. Others, such as a vision of a cottage by water, or a book you want to write, will be smaller. Some, such as an organic garden, or a birthday party for your child, will be smaller yet. You need a vision for each result you want to create.

A vision is also an impelling force. A vision motivates and empowers you. It helps you persevere in the face of difficult circumstances and adversity. It enables you to stretch beyond limits and produce extraordinary results.

Over time, the results you create will naturally and organically accumulate into the life you envisioned so vividly in your mind. The rest of your life could turn on a vision you craft today, tomorrow, or over the next few weeks.

After he built his mountain bike, Richard the bike builder radically refocused his life. His success prompted him to build more bikes, which he sold to friends. Emboldened by that further success, he quit his engineering job, down sized to a smaller house, opened a shop, and began living a simple, yet rich, and fully engaged life as a custom bike builder. "I am very happy now," he says. "Happier by far than when I was engineering with a large firm and never had time to get out on the trails with my friends. Now people pay me to take them out riding. It is wonderful."

(This article was excerpted with permission from Bruce Elkin's book, Simplicity and Success: Creating the Life You Long For. To read more, go to: Bruce is available for keynotes, seminars, or workshops for your organization or team. Contact Bruce at 141 Seaview Road, Saltspring Island, British Columbia V8K 2V8; or call (250) 537-1177.)

"Your vision will become clear only when you can look into your own heart. Who looks outside, dreams; who looks inside awakes."

~ Carl Jung (1875-1961) ~


Most mentoring and peer programs or services include some type of formal, anecdotal, or informal evaluation. But often the method chosen to conduct the evaluation only measures a small portion of what occurs as a result of the mentoring and peer intervention strategies.

In an effort to create a systematic approach to evaluation that would provide more powerful information, Donald Kirkpatrick created in 1975 a model that has become known as the "Kirkpatrick Model" or the four-level evaluation model. This model is easy to understand and apply and allows for great diversity. Here are the four levels.

Level 1: Reaction
This is probably the most commonly used element of this model. Here the goal is to evaluate the reactions of participants to a training program. Questions are posed to the participants at the completion of the program regarding their feelings, thoughts, ideas, or opinions of what they just experienced. This level is sometimes called the smiley-face or happy-face level of assessment. This description should not be used to think of this level as being worthless or any less important than the other three levels. For example, this level of evaluation can provide valuable information about the relevance of training objectives, the degree to which participants maintained interest in the training, the participant's experience of the amount of time or types of course interaction, and the participant's perceived value of the ways in which the training will be of value to them for some future or on-going activity.

This is probably the most popular form of evaluation because it is relatively easy and inexpensive to administer.

Level 2: Learning Results
What did the participants actually learn? What impact did the training have on the participants in terms of their skills, knowledge and attitude? At this level, participants are asked about what they actually learned. It may turn out there is a gap between what the participants really learned and what the course designers had expected them to learn. In this type of evaluation, there is a close match between the content of the questions asked of participants and the content of the learning objectives for the course or training.

This is also a commonly used approach and often is demonstrated through a Pre-Post assessment instrument.

Level 3: Behavior
Here the focus is on the degree to which participant learning is applied in the real world (workplace, school environment). In essence, are the participants able to put into practice what they learned in the initial training? Is what they learned being transferred? And is the learning maintained over time or does it have a fatigue or drop-off? Is there a match between what the peer mentors learned to do in their training workshop and what they actually do when interacting with their peer mentoring partners?

While there is often a strong desire to learn about "on-the-job" transfer of learning, it receives less attention because it often requires follow-up from three to six months after the initial training has been completed, or is best determined through actual observations or supervisory reporting. In addition, contacting the people who interact with the peer mentor to determine the impact can require some creative ways to deal with confidentiality and tracking.

Level 4: Results
At this level the goal is to determine what impact the training/course has on the organization. Did the training add to the value/vision/mission of the organization? What changes in productivity and results were observed in the organization? Return on investment (ROI) measures would fall here. While this level might appear to be more complex to assess because many factors (in addition to or possibly even in conflict with the training/course) can contribute to the growth of the organization. However, anecdotal information or data normally collected as part of the operation of the organization can be useful. For example, overall grade point average, dropout or retention rates, completion of studies rates, visits to crises center, use of tutoring, and such could be measures relevant to the impact of peer mentoring on the organization resources. (Note that both an increase or decrease in visits to a crisis center could indicate the value of a peer mentoring service.)

One of the best resources for learning more about this model is

"Your talent is God's gift to you. What you do with it is your gift back to God."

~ Leo Buscalia (1924-1998) ~



A number of mentoring and peer mentoring services have been added to the Peer Resources' Mentor Programs Database and four new coaching schools have been added to the Coaching Schools Directory, including:

The Helix Institute offers a proprietary curriculum for certification as a Wellness Coach. Their program is based on the idea of "stress resiliency," which holds that stress is a normal part of life. Learning how to optimize mind, body and spirit in order to overcome stressful events and lead creative, productive and healthy lives is a key goal of wellness coaching. Their program includes a six-month foundations course, covering a variety of topics, delivered via teleconference, written support materials, a group discussion list, and 12 one-hour coaching labs. Certification requires advanced courses and a proficiency examination. Continuing Education Units are available through the National Association of Social Workers. Tuition is $1995.00.

The University of Cincinnati, The University of Louisville, and Kent State University have all agreed on standards for training and certification of executive coaches. All three will offer the Sherpa Coach training curriculum leading to certification as a Certified Sherpa Coach beginning in Spring, 2006. Sherpa is expanding their curriculum to other universities across the U.S.A.

Best Buddies Mentoring Program in Cambridge, Massachusetts is a chapter at Harvard University that matches Harvard volunteers with developmentally delayed and learning disabled kids and adults from Cambridge Rindge and Latin High School, the King Elementary School, and a Specialized Housing Group Home near the Quad. Volunteers make their own schedules for visiting their Buddies each week. The goal of the program is to form friendships that are rewarding both for volunteers and for Buddies. In its ten years at Harvard, Best Buddies has grown to include nearly thirty committed members.

Healthy Babies Alliance in Pasadena, California, pairs mentors with moms and grandmothers caring for small children. They train community women to be peer leaders and volunteer mentors in the Sister-Friends/Mother-Friends outreach program. The Birthing Project recruits and trains women to mentor expectant mothers as young as 12. The Sister-Friend program offers personal attention and emotional support during pregnancy until the baby's first birthday. When necessary, mentors remind mothers of important doctor's appointments, provide transportation and offer assistance. As of 2001, there are 25 mentors to new mothers, three advisors to grandmothers, and 28 women who benefit from their assistance.

The Missouri Volunteer Resource Mothers (MVRM) in Columbia, Missouri is a mentoring program for pregnant and parenting teens that was piloted, field tested and evaluated in numerous communities in Missouri. The goals of the pilot project were to: (1) improve the health of the teen mother and her infant, (2) reduce child abuse potential, (3) reduce parenting stress, and (4) support positive decision-making. Communities are encouraged to set specific goals that relate to local needs, including increasing school completion, reducing low-birth-weight babies, reducing smoking and substance abuse, and supporting adolescent fathers. Pregnant teens are matched with trained volunteer mentors who agree to spend a specified amount of time each week providing information, support and friendship until the baby is at least one year old. Teens are referred to the program by various organizations and service providers in the community. Once referred to MVRM, teens receive a home visit by a MVRM staff member in order to assess their interest in the program and their specific needs. Potential mentors are recruited by word of mouth and local media. Teens and mentors are interviewed separately and then matched on their interests, preferences, lifestyles and schedules. Compared to a matched group of teens who did not receive mentoring, the MVRM teens showed: (a) significantly reduced child abuse potential, (b) significantly reduced feelings of distress and social isolation, (c) fewer hospital visits for their infants, (d) more commitment to breast feeding, and (e) fewer repeat pregnancies.

GlaxoSmithKline in Research Triangle Park, North Carolina, is a pharmaceutical research company committed to fostering diversity in its workplace and the community and has formed a foundation to support community, educational and health interests. The Women in Science Scholars Program matches women from 24 area schools in unique internships and mentoring experiences at GlaxoSmithKline. Students work closely with GlaxoSmithKline mentors and these women scientists provide support and insight on issues such as working in the industry and applying to graduate school. Mentors also benefit from the arrangement.

"A vision is not just a picture of what could be; it is an appeal to our better selves, a call to become something more."

~ Rosabeth Moss Kanter ~


1. The Ten-Year Emeritus Member.
Any Peer Resources Network member who has 10 years of continuous membership will now be granted "Emeritus" membership status. This means no more yearly dues, no more fee notices, no fee increases, and a continuation of all services and benefits.

2. Two-Year Renewal Offer.
Any Peer Resources Network individual or institutional rate member who renews for a two-year period, will receive a 15 percent discount on the fee for the second year. Renew at

3. Gain an Extra Month of Membership Through The Peer Bulletin Quiz.
Last month's quiz: "In the latest issue of Compass: A Magazine for Peer Assistance, Mentorship and Coaching (Vol 18, No. 1) there is a photograph of a famous event on the back cover. What is the name of the structure behind the speaker in the photo? And who is the speaker shown in the photo?" Peer Resources Network members accurately identified the structure ("The Brandenburg Gate") and the speaker (Former US President, Ronald Reagan) and gained two additional months of membership in the Peer Resources Network as a result of their answers.

This month's quiz: "In a recent motion picture starring Owen Wilson and Vince Vaughn and mentioned in an article in this month's Peer Bulletin, what is the name of the actress who plays the role of Mrs. Kroeger?"

Any Peer Resources Network member who submits the correct answer prior to the publication of the March 1 Peer Bulletin will have one month added to his or her membership. And since last month's bonus question generated such a large response, the bonus question for this month is: "In the same movie what is the name of the actor whose last name is the same as the country from which this newsletter is published?"

4. Refer a Member.
Current Peer Resources Network members who refer another person for membership and the person becomes a member will have three months added to their own membership for each person referred. A place is available on the Peer Resources Network application form where a new member can include the name of the referring member.

"Vision is not enough, it must be combined with venture. It is not enough to stare up the steps, we must step up the stairs."

~ Václav Havel ~


Events listed in this section of the Peer Bulletin are typically national or regional conferences. Additional events that are typically workshops or seminars offered (1) by leaders in coaching are listed at; (2) by leaders in peer assistance are listed at; and (3) by leaders in mentoring are listed at

Setting Up a Mentoring System in an Organization
February 2, 2006
Perrone-Ambrose, 161 N. Clark Street, Chicago, Illinois
(800) 648-0543 extension 551

Mentoring Programme Coordinators Workshop
February 1-2, 2006
Burnham, Buckinghamshire, UK
+44 (0)1628 661667

Power Coaching® Fundamentals
February 3-5, 2006
Fairmont Empress Hotel, Victoria, British Columbia
(866) 254-4357 or (250) 652-5390

California Association of Peer Programs 2006 Adult Institute
February 4, 2006
Valley Presbyterian Church, Portola Valley, California
(626) 564-0099 or (760) 749-4712

International Coaching Week
February 5-11, 2006

Mentor Leadership Training
February 15-16, 2006
The Club Willow Wells, Waterloo, Ontario
(800) 567-3700 or (250) 595-3503

Pomona Peer Resources Middle School Conference
February 16, 2006
Pomona First Baptist Church, Pomona, California
(909) 397.5060 x 3723

Training Institute for School-Based Mentoring
February 21-23, 2006
Kauffman Foundation, Kansas City, Missouri
(816) 842-7082

Pomona Peer Resources High School Conference
February 23, 2006
Pomona First Baptist Church, Pomona, California
(909) 397.5060 x 3723

College of Executive Coaching Intensive Training Institute
February 27 to March 4, 2006
Phoenix, Arizona
(888) 764-8844

Executive Coaching MasterClass
February 28-March 2, 2006
(781) 402-5555

Coaching: A Strategic Tool for Leadership
March 1-3, 2006
150 York Street, Toronto, Ontario
(877) 262-2560

Executive Coaching MasterClass
March 6-8, 2006
Brussels, Belgium
(781) 402-5555

National Conference of Business Mentoring
March 14-15, 2006
Orebro, Sweden
0046 19 17 48 00

Setting Up a Mentoring System in an Organization
March 16, 2006
Holiday Inn Select, Alexandria, Virginia
(800) 648-0543 extension 551

Mentoring System and Coaching Skills for Managers
March 17, 2006
Holiday Inn Select, Alexandria, Virginia
(800) 648-0543 extension 551

19th Annual International Mentoring Association Conference
March 15-18, 2006
Chicago Marriott Downtown, Chicago, Illinois

Registered Corporate Coach Training
March 21-22, 2006
Villa Petrea, Bucine (Tuscany Region), Italy
(630) 293-0210 or (800) 657-5904

The Effective Mentor
March 22-23, 2006
The Regency Hotel, South Kensington, London (UK)
01628 504919

Mentoring: Building Employee Relationships and Increasing Productivity
March 23-24, 2006
Canadian Management Centre, 150 York Street, Toronto, Canada
(877) 262-2519

Association for Coaching International Conference
March 24, 2006
Victoria Park Plaza, London (UK)
+44(0)1932 886570

European Valorisation Conference on Peer Mentoring and Peer Support
March 29-31, 2006
Colonia Sant Jordi, Mallorca

The Art of Mindful Coaching
April 3-5, 2006
Bend of Ivy Lodge, Asheville, North Carolina
(828) 254-2021

Mentoring Programme Coordinators Workshop
April 5-6, 2006
Burnham, Bucks, United Kingdom
Tel: 01628 661667

Coaching Psychology Research Conference
April 10, 2006
Northampton Suite, City University, London (UK)
Tel: 01344 319544

New Frontiers in Mentoring: Partnering to Reach Across Boundaries
April 10-12, 2006
Anchorage, Alaska
(503) 275-9609 or (800) 547-6339 x135

Setting Up a Mentoring System in an Organization
April 20, 2006
Courtyard by Marriott, Jersey City, New Jersey
(800) 648-0543 extension 551

Mentoring System and Coaching Skills for Managers
April 21, 2006
Courtyard by Marriott, Jersey City, New Jersey
(800) 648-0543 extension 551

Life and Wellness Coaching: A New Powerful Profession
April 21, 2006
Franconia Heritage Center, Franconia, Pennsylvania
(215) 703-3743

The Effective Coach
April 24-25, 2006
The Regency Hotel, South Kensington, London (UK)
01628 504919

Essential Coaching Skills
April 27-28, 2006
Atlanta, Georgia
(781) 402-5555

Advanced Coaching Leaders Workshop
May 1-2, 2006
New York, New York
(781) 402-5555

Coaching: A Strategic Tool for Leadership
May 1-3, 2006
150 York Street, Toronto, Ontario
(877) 262-2560

Mentors Train-the-Trainer Program
May 3-5, 2006
Perrone-Ambrose, 161 N. Clark Street, Chicago, Illinois
(800) 648-0543 extension 551

5th Annual CoachVille Conference
May 10-12, 2006
Crown Plaza Chicago O'Hare, Rosemont, Illinois
(847) 928-3722

Coaching: A Strategic Tool for Leadership
May 15-17, 2006
Canadian Management Centre, Calgary, Alberta
(877) 262-2560

ICF European Coaching Conference
May 18-20, 2006
Bedford Hotel, Brussels, Belgium
Call for Papers

Setting Up a Mentoring System in an Organization
June 6, 2006
Perrone-Ambrose, 161 N. Clark Street, Chicago, Illinois
(800) 648-0543 extension 551

Mentoring System and Coaching Skills for Managers
June 7, 2006
Perrone-Ambrose, 161 N. Clark Street, Chicago, Illinois
(800) 648-0543 extension 551

Oxford School of Coaching and Mentoring 8th Annual Conference
June 14-15, 2006
Oxford, United Kingdom

Coaching Skills for the Human Resources Professional
June 21-22, 2006
Perrone-Ambrose, 161 N. Clark Street, Chicago, Illinois
(800) 648-0543 extension 551

Advanced Training for Peer Trainers (Level II)
July 8-9, 2006
University of Victoria, Victoria, British Columbia
(800) 567-3700

Diversity Peer Program Development for Trainers (Level I)
July 10-14, 2006
University of Victoria, Victoria, British Columbia
(800) 567-3700

Executive Coaching MasterClass
July 25-27, 2006
(781) 402-5555

The Effective Coach
August 3-4, 2006
The Regency Hotel, South Kensington, London (UK)
01628 504919

Essential Coaching Skills
August 3-4, 2006
New York, New York
(781) 402-5555

Mentoring: Building Employee Relationships
September 11-12, 2006
Canadian Management Centre, 150 York Street, Toronto, Ontario
(877) 262-2560

The Effective Mentor
September 26-27, 2006
The Regency Hotel, South Kensington, London (UK)
01628 504919

2nd National Congress on Coaching
October, 2006
Madrid, Spain

The Art of Mindful Coaching
October 16-18, 2006
Bend of Ivy Lodge, Asheville, North Carolina
(828) 254-2021

International Coach Federation Conference
November 1-4, 2006
Renaissance Grand Hotel, St. Louis, Missouri
(Call for contributions to the November 1 Research Symposium
Deadling for submission: April 3, 2006)

European Mentoring and Coaching Council (EMCC) Conference
November, 2006
Cologne, Germany

National Association of Peer Programs Annual Conference
November 8-10, 2006 (Training Institute)
November 10-12, 2006 (Conference)
Sheraton Hotel, Providence, Rhode Island
(877) 314-733

The Effective Coach
November 20-21, 2006
The Regency Hotel, South Kensington, London (UK)
01628 504919

"Management is efficiency in climbing the ladder of success; leadership determines whether the ladder is leaning against the right wall."

~ Stephen R. Covey ~


Peer Resources continually scans the professional and popular literature for articles, books, videos and other useful reference materials. They provide a brief synopsis of the work as well as citation details and summaries in a searchable format on their site at Each month the Peer Bulletin includes some of the many citations added every week.

BCorbett, K.A. (2006). A day in the life: Results from the global Sherpa Coaching Survey. (Available from Sasha Corporation, PO Box 417240, Cincinnati, Ohio 45241; Tel: (513) 403-0346.)

Four hundred executive and personal coaches as well as 130 HR personnel, mostly from US locations, completed an online survey prepared by Sherpa Coaching in partnership with a business newspaper and local university. Some of the results described in this paper include: (1) value and credibility of coaching is highly rated; (2) a discrepancy exists between what coaches say they charge and what HR personnel actually pay; (3) coaching is used for people in transition, leadership development, and individuals with specific problems; (4) while training and certification is important for coaches new to the field, a large number of coaches and HR professionals reject the International Coach Federation as the most qualified to train and certify coaches; (5) one-third of those surveyed deliver in-person coaching, while another one-third delivery coaching by phone and one-quarter use email, yet, the majority of HR personnel believe in-person is more likely to effective; (6) "as needed" coaching appears more popular than regularly scheduled sessions; (7) veteran coaches believe coaching typically requires six months or more, whereas novice coaches say coaching should require six months or less; (8) businesses that hire coaches typically rate experience as the most important qualification; (9) hourly rates and yearly earnings depend on amount of experience and coaching focus; and (10) formal monitoring of coaching outcomes is rare. The study concludes with some comments about certification, the role of academic institutions, and a specific suggestion about how to unite the coaching industry.

Dancer, J.M. (2003). Mentoring in healthcare: theory in search of practice? Clinician in Management, 12, 21-31.

Mentoring has been a confused and often misunderstood activity, which has been introduced somewhat haphazardly to date in the healthcare sector. The general principles are outlined in an effort to clarify the mentoring process, and the Egan Skilled Helper Model is described as a suitable framework which can be adopted and adapted for a developmental style of mentoring applicable to healthcare professionals, both clinical and non-clinical. Examples of existing schemes are described, together with the issues, including benefits and disadvantages, which require further consideration. It is acknowledged that the benefits of the mentoring process are difficult to quantify, but it is to be hoped that improved understanding of the process, together with an appreciation of modern knowledge-based management theory, will lead to a greater concerted effort on the part of senior management to provide an adequately coordinated, skilled and resourceful mentoring service for all who would benefit. (A copy of this study is available to Peer Resources Network members by contacting Rey Carr at

Dembkowski, S., and Eldridge, F. (December, 2004). The nine critical success factors in individual coaching. The International Journal of Mentoring and Coaching, 2, 2, (not paginated).

The authors believe a positive result in the eyes of a client is essential for the future development of the coaching profession and the establishment of quality criteria and standards. They explore findings from an empirical study in Germany, Switzerland and Austria that set out to identify success factors in individual executive coaching. The success factors include: qualifications of the coach (experience, education, expertise), trust in the relationship, clarity of roles, selectivity of who to coach, autonomy of the coachee, creation of rapport, availability of a 'tool box' of methods, and the (lowest factor) testing, observation, and feedback from management. The authors build on the results of this study with their own insights from their international executive coaching practice.

Gullo Bogner, R. and Wagner, M. (Fall/Winter, 2005-06). Western New York State peer helping/empowerment program survey results. Perspectives in Peer Programs, 20, 1, 3-11.

A 41-item telephone interview (provided in the appendix of this article) was used to survey personnel from 137 schools in 44 school districts in the eight counties of Western New York to learn about types of student peer programs being used, which school personnel were facilitating peer programs, the benefits of peer programs to the peer helper and student body, and the type of training used to train the peer helpers. Results showed that the majority of schools at the elementary, middle and high school levels had one or more peer helping/empowerment programs. Ninety-four percent of high schools had at least one peer program. Peer mediation and peer tutoring were the most prevalent type of program, however, peer mediators typically received one-day of training, and peer tutors rarely received training. Other peer programs included peer leadership (35% of schools), peer counseling/listening (21% of schools), peer mentoring (21% of schools), and peer education (19% of schools). In the majority of schools, counselors were identified as program leaders, but in one-third of the schools leadership of the peer programs could not be determined. Using external consultants as leaders was rare. Very few programs had any evaluation data nor conducted needs assessments, but administrative support was described as essential for program longevity. The authors make a number of recommendations most of which focus on increasing knowledge about standards and principles of peer work.

Smith, L.S., McAllister, L.E., and Crawford, C.S. (2001). Mentoring benefits and issues for public health nurses. Public Health Nursing, 18, 2, 101-107.

New public health nurses (PHNs) move from novice to expert status with enormous expectations from their organization, their peers, and themselves. These expectations lead to stress that may be beyond the level of endurance. Mentoring is an important answer to this problem. Mentoring is the greatest gift PHNs can give to each other, especially for PHNs who self-identified themselves as minority cultural group members. This article describes definitions, roles, benefits, and responsibilities of mentors and mentees and includes mentoring concerns, current and proposed mentoring programs, and mentoring issues for gender and race. Organizational mentoring programs can be created that will facilitate the development of mentoring relationships. These programs help experienced PHNs bridge the gap between the theory and reality of nursing for themselves and inexperienced colleagues.

Weiss, B., Caron, A., Ball, S., Tapp, J., Johnson, M., and Weisz, J.R. (December, 2005). Iatrogenic effects of group treatment for antisocial youths. Journal of Consulting and Clinical Psychology, 73, 6, 1036-1044.

Critics of group treatment of antisocial adolescents have argued that such treatment may increase rather than decrease conduct problems. One reason for this outcome is "deviancy training," wherein during group sessions deviant peers reinforce each other's antisocial actions and words. A treatment that in itself creates problems is described as iatrogenic. While such "deviancy training" treatment sessions may worsen adolescent behavior, it is less significant than the more extensive peer influences outside treatment. Deliberate peer programs in schools and communities have more power for helping teens to reduce their deviant thinking and behavior.

"If there is anything more dangerous to the life of the mind than having no independent commitment to ideas, it is having an excess of commitment to some special and constricting idea."

~ Richard Hofstadter (1916-1970) ~


The Toronto Region Immigrant Employment Council (TRIEC) received $540,000 donation from the TD Bank Financial Group to help fund its mentoring service for internationally educated immigrants to Canada. TRIEC has established a mentoring partnership with many local community organizations, and as of January, 2006, they have matched 533 partners and mentors. As a result of such pairings, the mentorship program has a 70 percent success rate in job placement. The bank that made the donation has seen 32 of its own employees volunteer as mentors. (Source: Canadian HR Reporter, November 21, 2005)

R. Maude Guerrier was selected for the 2005 Professional Award of the National Association of Peer Programs (NAPP) for her creation of the Volunteer Health Advisor Program (VHAP) in Cambridge, Massachusetts. VHAP trains peers as health educators from various ethnic communities to do community health presentations, street and one-on-one outreach, and health screening. More than 200 trained peer health educators from five ethnic groups and speaking 14 different languages have provided peer support to more than 9,000 under-served people in the community. (Source: NAPP News, Fall/Winter, 2005-06)

Teen Line at Cedars-Sinai Medical Center in Los Angeles, California received the 2005 Peer Program of the Year Award from the National Association of Peer Programs (NAPP). Teen Line was created in 1981 by Dr. Elaine Leader and trains Teen Listeners to take calls dealing with drugs, gangs, pregnancy, eating disorders, rape, suicide, child abuse, sexuality, AIDS, loneliness, depression, family problems, self-esteem and other issues. Twenty Teen Listeners (out of a group of 120 trained teens) are available each night to take calls on a toll-free number. The line receives about 8,000 calls per year and also provides a community outreach service that has made presentations to about 20,000 people per year. (Source: NAPP News, Fall/Winter, 2005-06)

The American School Counselor Association (ASCA) has a position statement on peer helping programs that reinforces how peer programs enhance the effectiveness of school counseling. The position statement identifies the various roles peers can play and emphasizes the responsibility of the school counselor to ensure that any peer program is based on a needs assessment, that students selected reflect the social composition of the population served, that students receive training and supervision, and that evaluation and monitoring are essential components of any peer program. The ASCA position statement parallels the peer program standards described in Peer Resources' Peer Program Standards and Resources Brochure. (Source: Perspectives in Peer Programs, Fall/Winer 2005-06)

Angela Spiers, a Peer Resources Network member and the Coordinator for the Seneca College Student Mentoring in Life and Education (SMILE) Program was recognized by the Association of Colleges of Applied Arts and Technology of Ontario (ACAATO) as a nominee for Innovation Award for her work in launching the SMILE program in 2002. Her program pairs new Seneca College students with peer mentors. The ACAATO award is given to those individuals who have demonstrated excellence in college leadership, innovation, and partnership.

The Mentoring Leadership and Resources Network of the American Society for Curriculum Development (ASCD) has announced the creation of an awards program to honor the achievements of persons who have made advancements in the field of new teacher induction programs, and at the same time educate ASCD constituents about what constitutes quality mentoring. Individuals may nominate persons who have exhibited outstanding characteristics of what makes up a quality mentor, a new teacher who has shown growth, a model new teacher program and/or an exemplary director of a new teacher program. (Source:

"Derive happiness in oneself from a good day's work, from illuminating the fog that surrounds us."

~ Henri Matisse (1869-1954) ~


(1) AmeriCorps State and National Grant Program is now available for 2006 to initiate, improve, or expand the ability of organizations and communities to provide services to address local unmet environmental, educational, public safety (including disaster preparedness and response), or other human needs. AmeriCorps awards member positions and program operating funds to public and private nonprofit organizations with goals that are in accord with this mission. Grants support organizations that use volunteer service as a strategy for addressing national and community needs, while fostering an ethic of civic responsibility, and connecting Americans of all ages and backgrounds with opportunities to serve their communities and country. More than one million dollars is being made available. The deadline for most applications is February 14, 2006. Instructions, regulations and other relevant details are available online.

(2) The National Institute on Disability and Rehabilitation Research (NIDRR) is providing Research Fellowships for eligible persons to conduct research about the rehabilitation of individuals. One of the various ways the Fellowship can be implemented is through determining the best strategies, such as mentoring, coaching or peer support, to improve rehabilitation outcomes for under-served populations. Fellowships are valued at approximately $75,000US. The deadline for applications is January 30, 2006. Details are available online.

"Some for renown, on scraps of learning dote,
And think they grow immortal as they quote."

~ Edward Young (1683-1765) ~


The current issue of our premier publication, Compass: A Magazine for Peer Assistance, Mentorship and Coaching is now available to members of the Peer Resources Network. Members can download the latest copy at

(The download requires a PRN member's userid and password. Contact Rey Carr at or call 1.800.567.3700, if access information is required. To view or print a copy of this issue requires Adobe Acrobat Reader, which is available at no cost from Adobe.)

The Spring, 2006 issue contains the following articles:

Editorial: A TV-Reality Show Provides Good Examples of the Worst Business Practices by Rey Carr (Canada)
Images of mentoring, coaching and peer support as portrayed on a US prime-time television show contradict how businesses progress from good to great.

Peer Helping in Higher Education: The South Africa-Sweden Higher Education Peer Helper Training Project by Marina de Jager (South Africa) and Catherine Gillo (Sweden)
Expanding higher education to attract and retain students from diverse backgrounds is a priority for universities around the world. An expert describes how the peer success model at one university was adapted and integrated into the culture of a university in another country.

Making Use of Humour in Coaching and Mentoring by David Clutterbuck (United Kingdom)
While laughter and humour are considered to be essential aspects of healthy living, they are often missing in coaching and mentoring. Timing, relevance, and learning potential dictate their effective use.

Coaching Opportunities in China by Sally Glover (Canada)
Readiness for coaching is considered an essential factor for the success of any coaching engagement; but what happens when demand for coaching exceeds one billion requests?

A Coach Approach for Conflict Management Training by Cinnie Nobel (Canada)
The high cost of litigation can be avoided if managers use a coach-like approach to dispute resolution.

The Spiritual Journey: A Path to Self Awareness for Mentors by Wayne Stewart (Canada)
Developing and maintaining a servant attitude is not just the key to being an effective mentor, but it also includes a focus on continuous self-assessment.

Peer Mentor Roles in a Collaborative On-line Research and Learning (CORAL) Course by Thomas Treadwell, Donna Ashcraft, Troy Teeter, and Karyn Ritchie (USA)
A peer support strategy that ensures maximum benefits for all students requires deliberate and persistent attention to a variety of factors.

Coaching Enriches Lives at Butterball Farms by Joseph Begalla (USA)
The credibility of coaching in the workplace relies exclusively on the value it has for each employee. In this case example at a world famous workplace, employees report on how coaching makes a difference in what they can do.

Narrative Mediation: An Exercise In Question Asking by Angela Nagao and Norman Page (USA)
Asking powerful questions is a common theme in mentoring, peer assistance and coaching. Mediators show how this skill can be applied to resolving disputes successfully.

Peer Mediation: Standards that Can Save a Life by Rey Carr (Canada)
Tragic outcomes are possible unless peer leaders attend to well-researched standards for effective peer programs.

The Mentor's Spirit by Rey Carr (Canada)
Being exiled to Canada became the source for a mentor to bring an end to the Cold War.

Plus book reviews, details about new resources, summaries of research and a list of Nationally Certified Peer Coach Trainers.

Compass Magazine is the only peer-reviewed publication that is advertising-free and includes articles on peer assistance, mentorship and coaching.

"The simplest toy, one which even the youngest child can operate, is called a grandparent."

~ Sam Levinson ~


Calling Anywhere with No Charges
We've been using Skype, the peer-to-peer telephone system that allows computer users to have voice conversations with each other with a quality that exceeds normal telephone and cell phone calls. The software for this service can be downloaded at no cost and within a couple of minutes no-fee calls can be placed to anyone else who has already downloaded Skype. The software works with virtually any operating system.

Recent developments in Skype now enable users to call the telephone number of a person anywhere in the world who does not have Skype installed and the charge is only two cents per minute. Voicemail is also available. To download this remarkable service go to To try it out, call "reycarr" (Rey Carr's Skype userid - without the quote marks). If voicemail answers, leave your Skype userid for a call back.

Downloading Compass: A Magazine for Peer Assistance, Mentorship and Coaching
Selecting the link to download Compass ( yields a request for PRN member's userid and password. When the correct information is entered, the download begins and the PDF file is sent to your computer.

However, some PRN members have reported that they couldn't accomplish this procedure. The two most common reasons for this are: the latest version of Adobe Acrobat is not available on your computer. Before downloading, go to and download the latest free version (Adobe Reader 7.0) of this software.

The second problem seems to center around an error message that includes the phrase "no dict object." In discussing this error with Adobe Support, they suggest the following fix: (1) right click and "save locally;" (2) in the "Internet" option of the Adobe Preferences (in the "Edit" of the menu bar) for Acrobat Reader, turn off or un-check "Allow fast web view" and turn off or un-check "Display PDF in browser." Click "OK."

If you still have difficulty, email Rey Carr ( with as much detail as possible. If we cannot find the solution, we will send you the file via SendthisFile, which allows us to send you large files without crowding your email.

"Computers make it easier to do a lot of things, but most of the things they make it easier to do don't need to be done."

~ Andy Rooney ~


Previous issues of the Peer Bulletin are all available in an HTML version and are located in the password protected area of the Peer Resources web site. Your PRN userid and password are required to access previous issues.

If you want to reply to any of the items in this Bulletin, send your reply to the e-mail address listed in the item or to: Do not reply to this list.

The Peer Bulletin is distributed once a month by e-mail only to members of the Peer Resources Network. All content in the Peer Bulletin is covered by copyright held by Peer Resources. Permission to reproduce or redistribute any items within the Peer Bulletin is given only to members of the Peer Network. When material is reproduced or copied it should include the following acknowledgment: "Reproduced with permission by Peer Network member (name). Membership in the Peer Network is available on a fee basis from Peer Resources at"

Purchase of books or other resources through links in the Peer Bulletin that connect with (Canada), (United Kingdom) or (USA and other international locations) yield commissions to Peer Resources. All commissions are donated to a local charity for homeless youth.

Happy Groundhog Day (February 2nd)
In the movie, Groundhog Day (1993), Rita (played by Andie MacDowell) asks Phil Connors (played by Bill Murray) "Have you ever had deja vu?" Phil replies, "Didn't you just ask me that?"

Happy St. Valentine's Day (February 14th)
"If you find it in your heart to care for somebody else, you will have succeeded."
~ Maya Angelou ~

"I don't understand why Cupid was chosen to represent Valentine's Day. When I think about romance, the last thing on my mind is a short, chubby toddler coming at me with a weapon."
~ Grey Owl ~

Password Papers Index | Coaching Index | Mentor Index | Peer Assistance Index | Contact
Peer Bulletin Index

This page has been visited times since February 8, 2006.