The achievement of Master Worker certification relies on the acquisition
of the 16 competencies observed by facilitators. It is the student's
responsibility over the course of the project to demonstrate these
competencies. Periodically the students are interviewed by a two-person
facilitation team, which gives them the opportunity to receive objective
feedback and to formally justify areas where facilitators have not
We "carefront" students with the truth as we see it, in the moment,
and only after receiving their permission. Then we communicate the
feedback with care and compassion, making it clear that it is simply
our perspective. We discuss the effectiveness of current behaviors
and the prospect of alternative behaviors. We also encourage and
facilitate the students' practice of this technique, offering them
opportunities to build more effective relationships.
"Master Worker Inc." Business Meetings
A business simulation called, "Master Worker, Inc." is conducted
to allow students to experience problems involved in conducting
their own business and experiencing an employer's perspective on
workplace challenges. The class controls several sessions to experience
the evolution of their own organizational structure, leadership,
teamwork, planning, project management skills, and to design their
own learning experiences.
Students are charged with the responsibility of creating a portfolio
that they individualize, to their own goals, experiences, and strengths.
It is a major tool used in the certification interview process before
Learning Temperament Types
The Myers-Briggs Personality Inventory is used to help facilitators
adjust program delivery to the learning styles of each particular
class, as well as to assist students in understanding themselves
Learning to quickly recognize and effectively resolve strong emotional
reactions is a key component of the Master Worker Project that we
call, "emotional mastery." We facilitate emotional mastery in and
outside the classroom by helping students continually enhance their
ability to take responsibility for their feelings, to release judgments
of self and others, and to seek equanimity when dealing with inner
or outer conflict. The tool of journaling and a focus on the self-nurturing
process are important keys.
We are implementing one-on-one "Coaching" with each student on
a weekly basis as an adjunct to regular classroom participation.
This process is significantly enhancing and accelerating individual
personal growth called for in this "Intensive" format.
We are experimenting with distance learning technologies to support
this personal development process. Students are required to e-mail
personal journals to a Journal Facilitator once a week. The facilitator
conducts "Cyber Coaching"-two-way email consulting-with students
motivated to go deeper in their personal development). Also, the
Learning Facilitation Team meets once a week using a telephone "Bridge"
line to review coaching caseloads, and to plan for future class
Humanizing the Facilitator
It is difficult to move students from the tradition of "pleasing
the teacher" to taking the power into their own hands. They have
been conditioned for a lifetime to defer to authority figures in
the classroom. This issue is amplified when dealing with the challenges
of underrepresented populations. Therefore, it is important to encourage
students to carefront the facilitators. This may require facilitators
to be generous about regularly sharing, displaying, and admitting
their mistakes and weaknesses and to clearly show the students that
we are human too. This goes a long way to providing the safety and
trust needed for students to open up and take charge of their own