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English LingQ Podcast 1.0, Eleven: Leaders of Tomorrow

Eleven: Leaders of Tomorrow

Hello.

My name is Rebecca Clapperton, and I work with the Vancouver Board of Trade`s "Leaders of Tomorrow" program. Good morning. Very nice of you to spend the time.

Thank you.

I`ve been very interested in your program, because first of all it`s new, it didn`t exist before ... And I should first of all apologize for the noise because we`re in a public area here. In fact some people are walking by and we`ll wait `til they get by here. But basically what you have done is you have gotten students to become interested in the Board of Trade.

Um hmm.

And the program introduces them to the activities of the Board of Trade but the students are in charge , is that correct?

With ... It is a very student driven program, yes that`s correct.

Okay.

Tempered with business advice and expertise.

I see. Student driven. So in fact how do they drive the program?

They drive the program by being a part of the development of the program. It`s a program which services their development so they are responsible for evaluating the program to see that it meets the objectives that they hope to accomplish.

And what are their objectives?

Well, on an individual basis they may come in for three different reasons. One they want to learn how to network and be connected to the greater community. So ...

Meaning the greater business community?

The greater business community.

Right.

And this is where the business mentors really do assist them in their own personal development. They`re partnered with an individual from the business community. They meet once a month over coffee or at a luncheon or a breakfast function which then introduces them to a number of other people. They`re able to model and reflect the acumen or the expertise of the business person at that very session. So that would be one way that they`re learning how to build their own personal networks.

Let me ask you a question. Are these students typically business students?

Typically. Right now two-thirds of the students are business students.

Business students.

Yeah.

We have more of a focus this year on recruiting those under-represented areas because the Arts and the Science and the Engineering students have as much to learn from business community contacts and access as the Business students. And often times you`ll see the Commerce and Business Faculties actually have the supportive relationships and the resources to do something similar or they`ve already had access to it.

But at the present time it`s heavy to business students and the objective, number one was networking. And you provide them with mentors, who are business people, who spend one ... meet with them once a month in an informal environment.

Right, two hours. Right.

Two hours.

Right.

And provide them advice .

Right.

And talk to them about their business. And so that would be the networking aspect. What would be the second objective? You said there were three objectives, I think.

Yeah.

Really, students come in and they`re very interested in developing their own career plan. So they may want an industry-specific partnership. Where previously we mentioned networking as a goal, or interpersonal skill development, building confidence in the business environment, the ... that could have been a partnership or a mentor match which was cross-discipline. So, you`ve got a student that`s maybe in film, studying in film, and you have a mentor that`s maybe a banker, but very well versed in networking . So, because the objective in that partnership is networking we could cross-discipline. Now if you`ve got a student in film that would like to explore the industry of film and the realities of industry here in Vancouver, well then you would look specifically for a business mentor that has been in industry and has knowledge of industry.

That`s very interesting. You used the term "partnership". So therefore the mentor and the mentoree, they form a partnership .

I think so.

And how long is that partnership for?

Eight months.

For eight months.

That`s right.

I see and then you specifically either, depending on the desire or the needs of the student, you either match them with someone that reinforces their background or someone from a different background.

Precisely.

To cross ... what did you call that? Cross-ventilate ?

It`s almost. Yeah, cross-pollinate, yeah exactly.

Cross-pollinate. Okay.

Taking off the blinders . Imagine a horse with some blinders. Right.

A student may be on a career path as a result of their academic study. A PhD in Chemistry was one of our very famous examples. So, had gone through seven years of chemistry work in a lab and realized that was not the career. They did not want to remain in the laboratory experience. So partnered with a management consultant, he learned that many of the skills, through volunteers, and that he had developed, they were transferable. And he could be a Project Manager outside of the laboratory experience in a number of different settings.

Very interesting. Now was there a third objective? Or have we more or less covered ...

A small number of students come into the program to explore some entrepreneurial aspirations. So we may specifically partner them with a business mentor that`s run a few small businesses, or been there, done that.

Okay.

You know, it`s interesting, I was reading in the Vancouver Sun the other day that a high percentage of business graduates from UBC, and Commerce graduates, are finding employment today.

Okay.

Whereas I know the job market for recent graduates has been difficult in some sectors.

That`s right.

Yes.

But it`s interesting that business graduates are getting jobs.

Um hmm.

The other interesting thing was a study that the Board ... or no, I think it was the BC Business Council did, showing what employers are looking for in employees.

Okay.

And number one was the ability to communicate.

Okay.

Absolutely.

And I think this relates to your experience here. I guess some of these students who might have an academic background, need to learn how to communicate with business people.

Absolutely.

Yeah, and it`s a confidence building exercise. Because initially, they are ... the students are asking of themselves, "Well, why would a business member want to communicate with me? Why would a business member wish to speak to me? What do I have to offer?" And so there`s a personal learning exercise in coming to know what value you bring to the conversation and what you bring to that exchange through a networking environment.

Are some of the students ... I mean in a university environment, people tend to be a little bit cynical, often, about the business community.

Sure. Absolutely it is yeah.

They`re radical, they`re manning the barricades , fighting or whatever.

You bet, part of the exercise, yeah.

And so then they come here and what sort of ... do some of them come in with a bit of an attitude?

You bet. You bet. Not as many. Many students that might have those dispositions have self-selected not to participate. And so that`s part of our public relations exercise, is connecting with those students, so that they understand. Part of what we hope to accomplish is to break down those stereotypes.

Right.

Absolutely we have some ... we have a Community Affairs Committee at the Vancouver Board of Trade that is the "conscience" of the Board of Trade, so they like to say. They are out there in the community talking about transportation issues, health, education, they`re very vested, they have a very vested interest in supporting the greater community objective, so ... and you can actually connect with one person as a business person that works in a larger organization and find out that they have a family, and they have other volunteer commitments, and they make decisions on a day-to-day basis that support their business, yes, but they do them from an individual and a global perspective that is very ethical, and you bet we`re trying to breakdown some of those stereotypes .

Do the students themselves come with some experience in volunteering as well?

Oh yes.

Or do they get involved in volunteering when they`re on the program?

They do.

Volunteering is very important to us. We believe that there`s a very positive type of learning that happens when you offer your service to the greater community . So, many of the students already ... they`ve taken the initiative to apply for the program, so many of them have also taken the initiative to volunteer through their careers. But we also see this as an opportunity to begin building that volunteer experience, because often times employers will look at your volunteer experience just as heavily as they`ll look at your previous work experience. You may not have had a chance to develop strategy for a greater business, but you may have had a chance to develop strategy for a fundraising committee on a student club for example. So there are ways for you to explore some of your talents and skills. And we put those student talents and skills, absolutely, to work, in the greater work we have to do with the program.

Now let`s get back, if we can, to a point that you made at the beginning, about how the students manage or drive the program. Obviously the mentors, the members of the Board of Trade, who take the time once a month to meet with the students, they don`t want to be involved in organizing and running this program. So it really comes back to the students running it. Although you are an employee of the Board of Trade.

That`s right.

And so you provide a sort of a coordinating function. But what kinds of things, and how ... do the students do, and how do they organize themselves to do it?

Just like any other campus club, the students develop objectives and goals. So, for example, they would like to increase the profile of the program. Let`s take a look at media relations and let`s develop a plan for how to receive exposure through the greater media. Develop relationships with specific reporters. Write press releases. Get coverage in our own local newspaper, the Sounding Board, which is the Vancouver Board of Trade`s paper. That would be media relations. Another would be event management, which everyone loves to do. Right.

Which includes everything from fundraising to logistical planning to hosting and public speaking. There`s a lot of fun ways to get involved with event planning, and students carry that through, depending on what their greater objectives are that year.

You know, you may be aware that we, in developing this language learning material, in English, were also, obviously, in contact with many of the recent immigrants here to Vancouver, many of whom are professionals, and looking at ways that they might be able to better network with the business community. And some of the things you described, I think, could also have application for that group as well. But then they would have to take the initiative.

Yes.

To organize, to perhaps, in committee, decide on events that they wanted to have, perhaps publicize the fact that they are here, they do exist ...

Yeah, absolutely.

... they want to connect with the broader community. And yeah, I see some real parallels there. I guess it would be a matter of getting some "keeners". Like, how important is it ... like obviously you cannot pull these students if they aren`t coming with you.

Umm.

So there have to be some very motivated people in the student group. Is that the case? Do you have some very keen people, or are you having to kind of orchestrate this thing for them?

No, when I say student-driven, I do mean that I have the pleasure to work with people that are personally very driven to develop their career paths, to develop their own skills, and they do so by committing themselves to greater community initiatives. So we`ve had the fortune to involve them in our activities or they see benefit in their personal commitment . So they see benefit in, (1) developing their network through the work that they`re doing, (2) having some practical experiences to apply to their resume. And it just grows and builds from there.

I know that you`ve indicated a willingness to spend some time with a ... you know if we do get a group of these recent professional immigrants who want to develop a similar program that you would be willing to provide some advice.

Right.

Darcy Rezac, who is the Managing Director, has also indicated that he would support such an effort and make some special memberships available to some of these immigrant professionals. Obviously a big obstacle is language.

Okay.

Because all of the students of course are ... most of them would be native speakers of English?

Absolutely, yeah.

Even if they were immigrants themselves, they`d been in the school system for 10 years or whatever.

Or so. Yeah.

Or so, yeah. So therefore that would be one of the obstacles. Hopefully though, if our group can improve their English skills, then they could organize something similar, tailored to their specific needs. And some of the things you said are quite interesting. For example, someone with an IT background might be partnered with someone in a totally unrelated background, which would help, perhaps, broaden their perspective .

Absolutely.

One question, of course, is how does one best recruit the mentors? Because obviously you have to find people that are going to spend the time.

Um hmm.

Because ... oh, and maybe I should ask this question. What is the commitment from the mentor? He has to spend ... he or she has to spend the two hours a month.

Um hmm.

Is there anything beyond that, or is it just the two hours a month of time?

Right now that`s the basics.

Right.

That`s the basics.

And what is the motivation on the part of the mentor? Why are they willing to do this?

Well, you`re a business person.

Um hmm.

You`ve run several successful companies. You`re an entrepreneur. From your perspective what would attract you to participating in this program?

I guess ... that`s a good question, for you to turn the tables on me . I think there`s always the sort of human interest thing to meet someone. I mean, if I were, as a business person, to meet rather a recent immigrant, or a young student, to see what their perspective on life is, you know it`s always ... it`s broadening and interesting from a human interest point of view.

Second of all, you never know, you might find someone there that could be helpful to your business ...Um hmm.

... it`s a ... I would say a way, without any commitment ...

Um hmm.

... that you can meet people.

And the third thing, I think, is if you think genuinely that you`re helping someone, then that`s always gratifying, to feel that you`re doing something to help someone else. So I mean just right off the bat ...

Exactly.

... I can think of three reasons. Exactly.

... that it would interest me to do something ...

And those three ...

Yeah.

... reasons are really key to our recruitment exercise. I think that the period of transition , whether you`re working with recent immigrants or whether you`re working with recent graduates, transition is a very exciting time to assist people through, and to have the greatest impact on their personal development.

So how do you recruit mentors then? Do you ...

We`ve had ...

... mail everybody in the Board of Trade? Or ...?

No, no.

No.

We`ve had the fortune to be a program established as a Vancouver Board of Trade program, and I would say for the most part, a trend among other mentoring programs is that their greatest challenge is recruiting mentors, and we haven`t had that challenge, because we`ve built up credibility in being a Board of Trade program. We had the fortune to develop relationships with business members.

Um hmm.

So it`s been relationship driven and referral driven, and each year retention gets higher and higher, and certainly " word of mouth " has been fabulous for us. Now, is it very important, then that the, I don`t know if the term is "mentorees", but the students then, perform ... Mentee.

Mentee.

That they perform well.

Should.

In other words, if you have a lot of students who are, to use the word "duds", in other words, they`re not interested, they`re not interesting, they`re not ... they don`t ... because to some extent they have to give something ...Yeah. ... to the mentor.

Right.

And so, what is normally ... what is expected of the mentee, of the student, what ... do you give them some advice on how to make this "partnership", as you call it, successful? Um hmm.

We hope that they, at the very beginning of the year, can articulate what they wish to get out of the program. That way, both student and mentor can evaluate to see whether they`ve achieved those established goals as a partnership.

I guess it`s important, too, that the student not have the approach that somehow he`s going to get a job out of this, because it`s very much not that way, it`s ...

It`s not the objective of the program.

Okay.

And so I guess in terms of the recent immigrants, I guess, the big thing is to make sure that their English, those that we do select for the program, that their English skills are up to the mark.

Um hmm.

Otherwise there could be some frustration, or dissatisfaction, or disappointment on the part of the mentor. Have you ... let me ask you this, have you had some comments from mentors, where they have not been happy with their mentee, and if so, what are some of the criticisms?

I think that happens in any interpersonal development program. Evaluation is key to your continuous improvement. So you will find that in our first year - we`re headed into our fourth year now - and in our first year of programming, the selection process for students wasn`t as honed as it might be now, nor was the demand for the program. So now we have a greater number of students to pull from, or to select from, whereas initially, in building the program, it was almost an ... each applicant that came forward was accepted into the program.

But, what would, just ... I mean perhaps this could be our final point. What are the things to watch to for ? What kind of people make poor mentees? What kinds of problems would be ... you know, would impact on the reaction of the mentors?

Expectation levels of what is ... what the program will deliver, and certainly commitment level to what they can accomplish.

Um hmm.

Or commitment level to their personal goals.

Um hmm.

Their personal goals need to be within what we promise.

Right.

And if they wish to meet the most senior level people within the business community, we can`t promise that to each and every individual in our program.

Yeah.

So we need to bring it back to the individual goals of the student, but within our global programming, and then support them through that. And then they need to have the personal initiative to make it happen , because we will not monitor to the point, or provide specific support. You need to know how to tap into the insight of your mentor , and you need to volunteer to build your networks .

So therefore the ... it`s very important that the mentee, the student, or if it`s a recent immigrant, be interested in the mentor. You can`t go there with the attitude as, "Here I am", you know, "Do something for me". It has to be one of "I`m a person, you`re a person, here`s what I ... my background. What is your background? What are your interests?" And there has to be a two-way level of communication there.

Two-way is quite key, I think. It`s been interesting for us to note that mentors learn as much from the program as the students do, but both members do need to be committed to the relationship, which means that we, as a program, need to facilitate proper fit and rapport building, and if the fit isn`t there very early on, we need to re-establish a new relationship.

Right, okay. Well, you know, we`ve covered a lot of ground.

Yeah.

I think it`s been very, very interesting, and I thank you very much for taking the time.

Thanks very much.


Eleven: Leaders of Tomorrow Mười một: Lãnh đạo của Ngày mai

Hello. Salut. Merhaba. Xin chào.

My name is Rebecca Clapperton, and I work with the Vancouver Board of Trade`s "Leaders of Tomorrow" program. Je m'appelle Rebecca Clapperton et je travaille avec le programme « Leaders of Tomorrow » du Vancouver Board of Trade. Mi chiamo Rebecca Clapperton e lavoro con il programma "Leaders of Tomorrow" del Board of Trade di Vancouver. 私の名前はレベッカクラッパートンです。バンクーバーの商務省の「明日の指導者」プログラムで働いています。 Meu nome é Rebecca Clapperton e trabalho com o programa "Leaders of Tomorrow" da Junta Comercial de Vancouver. Меня зовут Ребекка Клэппертон, и я работаю с программой "Лидеры завтрашнего дня" Совета по торговле Ванкувера. Tên tôi là Rebecca Clapperton và tôi làm việc với chương trình "Những nhà lãnh đạo của ngày mai" của Hội đồng Thương mại Vancouver. Good morning. Buổi sáng tốt lành. Very nice of you to spend the time. C'est très gentil à vous de passer du temps. Muito gentil de sua parte passar o tempo. Очень мило с вашей стороны провести время. Rất vui vì bạn đã dành thời gian.

Thank you. Obrigado.

I`ve been very interested in your program, because first of all it`s new, it didn`t exist before ... And I should first of all apologize for the noise because we`re in a public area here. Ich habe mich sehr für Ihr Programm interessiert, weil es zuallererst neu ist, es vorher nicht gab ... Und ich sollte mich zunächst für den Lärm entschuldigen, weil wir hier in einem öffentlichen Bereich sind. J'ai été très intéressé par votre programme, car tout d'abord il est nouveau, il n'existait pas avant... Et je dois d'abord m'excuser pour le bruit car nous sommes ici dans un espace public. 私はあなたのプログラムに非常に興味を持っています。何よりもまず新しいプログラムであり、以前は存在していなかったからです。 Fiquei muito interessado no seu programa, porque antes de mais nada, ele não existia antes ... E antes de tudo, peço desculpas pelo barulho, porque estamos em uma área pública aqui. Мене дуже зацікавила ваша програма, тому що, по-перше, вона нова, її раніше не було... І передусім я повинен вибачитися за шум, тому що ми тут у громадському місці. Tôi đã rất quan tâm đến chương trình của bạn, vì trước hết nó là mới, nó chưa từng tồn tại trước đây ... Và trước hết tôi nên xin lỗi về sự ồn ào vì chúng tôi đang ở một khu vực công cộng ở đây. In fact some people are walking by and we`ll wait `til they get by here. Tatsächlich gehen einige Leute vorbei und wir warten, bis sie hier vorbeikommen. En fait, certaines personnes passent et nous attendons jusqu'à ce qu'elles arrivent par ici. In effetti alcune persone stanno camminando e aspetteremo che arrivino qui. 実際、何人かの人が通りかかっており、ここを通り過ぎるまで待っています。 De fato, algumas pessoas estão passando e vamos esperar até que cheguem aqui. На самом деле некоторые люди проходят мимо, и мы будем ждать, пока они не пройдут здесь. Насправді деякі люди проходять повз, і ми почекаємо, поки вони пройдуть сюди. Trên thực tế, một số người đang đi ngang qua và chúng tôi sẽ đợi cho đến khi họ đến đây. But basically what you have done is you have gotten students to become interested in the Board of Trade. Aber im Grunde haben Sie Studenten dazu gebracht, sich für das Board of Trade zu interessieren. Mais fondamentalement, vous avez incité les étudiants à s’intéresser à la Chambre de commerce. しかし、基本的にあなたがやったことは、あなたが学生に貿易委員会に興味を持つようになったことです。 Ale w zasadzie to, co zrobiłeś, to zachęcenie studentów do zainteresowania się Radą Handlu. Mas basicamente o que você fez foi fazer com que os alunos se interessassem pela Junta Comercial. Но в основном то, что вы сделали, это заставили студентов заинтересоваться Советом по торговле. Ama temelde yaptığınız şey, öğrencilerin Ticaret Kurulu'na ilgi duymalarını sağlamaktı. Але в основному ви зробили, що ви зацікавили студентів Радою торгівлі. Nhưng về cơ bản những gì bạn đã làm là bạn đã thu hút được sinh viên quan tâm đến Ban Thương mại.

Um hmm.

And the program introduces them to the activities of the Board of Trade but the students are in charge , is that correct? Und das Programm führt sie in die Aktivitäten des Board of Trade ein, aber die Studenten sind verantwortlich. Ist das richtig? Et le programme les initie aux activités de la Chambre mais ce sont les étudiants qui s'en chargent, n'est-ce pas ? E il programma li introduce alle attività del Board of Trade ma gli studenti sono responsabili, è corretto? そして、プログラムは彼らを貿易委員会の活動に紹介しますが、学生が担当しています、それは正しいですか? E o programa os apresenta às atividades da Junta Comercial, mas os alunos estão no comando, está correto? И программа знакомит их с деятельностью Совета по торговле, но студенты отвечают, это правильно? Và chương trình giới thiệu các em về hoạt động của Ban Thương mại mà các em phụ trách, như vậy có đúng không?

With ... It is a very student driven program, yes that`s correct. Mit ... Es ist ein sehr studentisches Programm, ja das ist richtig. Avec ... C'est un programme très axé sur les étudiants, oui c'est correct. で...それは非常に学生主導のプログラムです、はいそれは正しいです。 Com ... É um programa muito orientado para os alunos, sim, está correto. Với ... Đó là một chương trình hướng đến sinh viên, vâng, đúng vậy.

Okay.

Tempered with business advice and expertise. Tempéré avec des conseils d'affaires et de l'expertise. Marah dengan nasihat dan keahlian bisnis. Temperato con consulenza aziendale e competenza. ビジネスのアドバイスと専門知識で和らげられます。 Zahartowany doradztwem biznesowym i wiedzą ekspercką. Temperado com consultoria e experiência em negócios. Закаленный с деловыми советами и экспертизой. Được nhiệt tình với lời khuyên kinh doanh và chuyên môn. 与商业建议和专业知识相结合。

I see. Student driven. Étudiant conduit. Orientado pelo aluno. Sinh viên lái xe. So in fact how do they drive the program? Alors, en fait, comment dirige-t-on le programme? Quindi, in effetti, come guidano il programma? Więc tak naprawdę, jak sterują programem? Então, de fato, como eles dirigem o programa? Так на самом деле, как они управляют программой? Vậy trên thực tế, chúng điều khiển chương trình như thế nào?

They drive the program by being a part of the development of the program. Ils dirigent le programme en participant à son développement. 彼らは、プログラムの開発に参加することでプログラムを推進しています。 Eles dirigem o programa fazendo parte do desenvolvimento do programa. Họ điều khiển chương trình bằng cách trở thành một phần của sự phát triển của chương trình. It`s a program which services their development so they are responsible for evaluating the program to see that it meets the objectives that they hope to accomplish. Es ist ein Programm, das ihre Entwicklung unterstützt, sodass sie für die Bewertung des Programms verantwortlich sind, um sicherzustellen, dass es die Ziele erreicht, die sie erreichen möchten. C’est un programme qui sert leur développement de façon à ce qu’ils soient responsables de l’évaluer pour s’assurer qu’il atteint les objectifs qu’ils espèrent atteindre. È un programma al servizio del loro sviluppo, quindi sono responsabili della valutazione del programma per verificare che soddisfi gli obiettivi che sperano di raggiungere. 開発に役立つプログラムであるため、プログラムを評価して、達成したい目標を満たしているかどうかを確認する責任があります。 É um programa que atende ao seu desenvolvimento e, portanto, é responsável por avaliar o programa para garantir que ele atenda aos objetivos que eles esperam alcançar. Это программа, которая обслуживает их разработку, поэтому они несут ответственность за оценку программы, чтобы убедиться, что она соответствует целям, которые они надеются достичь. Đây là một chương trình phục vụ cho sự phát triển của họ, do đó họ có trách nhiệm đánh giá chương trình để xem rằng nó đáp ứng các mục tiêu mà họ hy vọng sẽ đạt được.

And what are their objectives? そして、彼らの目的は何ですか? E quais são seus objetivos? Và mục tiêu của họ là gì?

Well, on an individual basis they may come in for three different reasons. まあ、個人ベースで、彼らは3つの異なる理由で入るかもしれません。 Bem, individualmente, eles podem aparecer por três razões diferentes. Chà, trên cơ sở cá nhân, họ có thể đến vì ba lý do khác nhau. One they want to learn how to network and be connected to the greater community. Zum einen möchten sie lernen, sich zu vernetzen und mit der größeren Gemeinschaft verbunden zu sein. Uno che vogliono imparare a fare rete e ad essere connesso alla grande comunità. 彼らは、より大きなコミュニティにネットワークを構築し、接続する方法を学びたいと思っています。 Um deles querem aprender como se conectar e se conectar à comunidade maior. Один они хотят научиться общаться и быть на связи с большим сообществом. So ... Assim ...

Meaning the greater business community? Bedeutet das die größere Geschäftswelt? Vous voulez dire la grande communauté des affaires? Vuoi dire la più grande comunità imprenditoriale? より大きなビジネスコミュニティを意味しますか? Significando a maior comunidade empresarial?

The greater business community. Большее деловое сообщество.

Right.

And this is where the business mentors really do assist them in their own personal development. Und hier unterstützen die Business-Mentoren sie wirklich bei ihrer persönlichen Entwicklung. Et c’est là que les mentors commerciaux les assistent réellement dans leur développement personnel. E é aí que os mentores de negócios realmente os ajudam em seu próprio desenvolvimento pessoal. They`re partnered with an individual from the business community. Collaborano con un individuo della comunità imprenditoriale. 彼らは、ビジネスコミュニティの個人と提携しています。 Eles são parceiros de um indivíduo da comunidade empresarial. Они сотрудничают с людьми из бизнес-сообщества. They meet once a month over coffee or at a luncheon or a breakfast function which then introduces them to a number of other people. Sie treffen sich einmal im Monat beim Kaffee, beim Mittagessen oder beim Frühstück, um sie dann einer Reihe anderer Menschen vorzustellen. Ils se rencontrent une fois par mois autour d'un café, d'un déjeuner ou d'un petit-déjeuner qui les présente ensuite à plusieurs autres personnes. 彼らは月に一度、コーヒーを飲みながら、昼食会や朝食会で集まり、その後、他の多くの人々に紹介します。 Eles se reúnem uma vez por mês, tomando café, em um almoço ou em uma função de café da manhã, que os apresenta a várias outras pessoas. They`re able to model and reflect the acumen or the expertise of the business person at that very session. Sie sind in der Lage, den Scharfsinn oder das Fachwissen des Unternehmers in genau dieser Sitzung zu modellieren und zu reflektieren. Ils sont capables de modéliser et de refléter la perspicacité ou l'expertise de l'homme d'affaires lors de cette session Mereka mampu membuat model dan mencerminkan ketajaman atau keahlian pelaku bisnis pada sesi tersebut. Sono in grado di modellare e riflettere l'acume o l'esperienza degli uomini d'affari in quella stessa sessione. Ze zijn in staat om het inzicht of de expertise van de zakenman op diezelfde sessie te modelleren en weer te geven. So that would be one way that they`re learning how to build their own personal networks. Auf diese Weise lernen sie, wie sie ihre eigenen persönlichen Netzwerke aufbauen können. Donc, ce serait une façon pour eux d’apprendre à créer leurs propres réseaux personnels. Então essa seria uma maneira de aprenderem a construir suas próprias redes pessoais.

Let me ask you a question. Are these students typically business students? Sind diese Studenten normalerweise Business-Studenten? Esses alunos são tipicamente estudantes de negócios?

Typically. Typischerweise. Right now two-thirds of the students are business students. Derzeit sind zwei Drittel der Studenten Business-Studenten. In questo momento i due terzi degli studenti sono studenti d'affari.

Business students.

Yeah.

We have more of a focus this year on recruiting those under-represented areas because the Arts and the Science and the Engineering students have as much to learn from business community contacts and access as the Business students. Wir konzentrieren uns in diesem Jahr mehr auf die Rekrutierung dieser unterrepräsentierten Bereiche, da die Studenten aus den Bereichen Kunst und Wissenschaft sowie Ingenieurwissenschaften aus den Kontakten und dem Zugang der Geschäftswelt ebenso viel lernen können wie die Studenten aus der Wirtschaft. Cette année, nous mettons davantage l'accent sur le recrutement de personnes sous-représentées, car les étudiants en arts, en sciences et en génie ont autant à apprendre des contacts de la communauté des affaires que les étudiants en commerce. 今年我们更多地关注招聘那些代表性不足的领域,因为艺术、科学和工程专业的学生与商科学生一样,可以从商业社区的联系和访问中学到很多东西。 And often times you`ll see the Commerce and Business Faculties actually have the supportive relationships and the resources to do something similar or they`ve already had access to it. Und oft werden Sie feststellen, dass die Handels- und Geschäftsfakultäten tatsächlich über die unterstützenden Beziehungen und die Ressourcen verfügen, um etwas Ähnliches zu tun, oder dass sie bereits Zugriff darauf hatten. Et souvent, vous verrez que les facultés de commerce et d’affaires ont en fait les relations de soutien et les ressources nécessaires pour faire quelque chose de similaire ou qu’elles y ont déjà eu accès.

But at the present time it`s heavy to business students and the objective, number one was networking. اما در حال حاضر برای دانشجویان تجارت سنگین است و هدف ، شماره یک شبکه بود. Mais à l’heure actuelle, c’est lourd pour les étudiants en commerce et l’objectif numéro un était le réseautage. Ma al momento è pesante per gli studenti di affari e l'obiettivo, il numero uno era il networking. And you provide them with mentors, who are business people, who spend one ... meet with them once a month in an informal environment. Und Sie stellen ihnen Mentoren zur Verfügung, die Geschäftsleute sind, die einen ausgeben ... und sich einmal im Monat in einem informellen Umfeld mit ihnen treffen. Et vous leur fournissez des mentors, qui sont des hommes d’affaires, qui en passent un ... rencontrez-les une fois par mois dans un environnement informel.

Right, two hours. Right.

Two hours.

Right.

And provide them advice . И дать им совет.

Right.

And talk to them about their business. And so that would be the networking aspect. И так это будет сетевой аспект. What would be the second objective? You said there were three objectives, I think.

Yeah.

Really, students come in and they`re very interested in developing their own career plan. Vraiment, les étudiants arrivent et sont très intéressés par l’élaboration de leur propre plan de carrière. So they may want an industry-specific partnership. Ils peuvent donc souhaiter un partenariat spécifique à l’industrie. Таким образом, они могут хотеть отраслевого партнерства. Where previously we mentioned networking as a goal, or interpersonal skill development, building confidence in the business environment, the ... that could have been a partnership or a mentor match which was cross-discipline. Là où nous avons précédemment mentionné la mise en réseau comme objectif, ou le développement des compétences interpersonnelles, le renforcement de la confiance dans le milieu des affaires, la ... cela aurait pu être un partenariat ou un jumelage de mentors interdisciplinaires. Trường hợp trước đây chúng ta đã đề cập đến mạng lưới như một mục tiêu, hoặc phát triển kỹ năng giữa các cá nhân, xây dựng lòng tin trong môi trường kinh doanh, ... có thể là một mối quan hệ đối tác hoặc một trận đấu cố vấn mang tính xuyên kỷ luật. 之前我们提到网络作为目标,或人际交往能力发展,建立对商业环境的信心,……这可能是跨学科的伙伴关系或导师匹配。 So, you`ve got a student that`s maybe in film, studying in film, and you have a mentor that`s maybe a banker, but very well versed in networking . Donc, vous avez un étudiant qui est peut-être en cinéma, qui étudie le cinéma, et vous avez un mentor qui est peut-être un banquier, mais qui connaît très bien le réseautage. Итак, у вас есть студент, который может быть в кино, учится в кино, и у вас есть наставник, который, возможно, банкир, но очень хорошо разбирающийся в сетях. So, because the objective in that partnership is networking we could cross-discipline. Таким образом, поскольку целью этого партнерства является создание сетей, мы могли бы междисциплинарным. Now if you`ve got a student in film that would like to explore the industry of film and the realities of industry here in Vancouver, well then you would look specifically for a business mentor that has been in industry and has knowledge of industry.

That`s very interesting. You used the term "partnership". So therefore the mentor and the mentoree, they form a partnership . Dus daarom vormen de mentor en de mentoree een partnerschap.

I think so.

And how long is that partnership for?

Eight months.

For eight months.

That`s right.

I see and then you specifically either, depending on the desire or the needs of the student, you either match them with someone that reinforces their background or someone from a different background. Je vois et ensuite, soit vous, soit spécifiquement, en fonction du désir ou des besoins de l’élève, soit en les associant à une personne qui renforce leur passé ou à un autre. Я вижу, а потом вы конкретно либо, в зависимости от желания или потребностей учащегося, либо сопоставляете их с кем-то, что подкрепляет их происхождение, либо с кем-то из другого происхождения.

Precisely.

To cross ... what did you call that? Pour traverser ... comment as-tu appelé ça? Per attraversare ... come lo hai chiamato? Чтобы пересечь ... как ты это назвал? Cross-ventilate ? تهویه متقاطع؟ Aérer en travers? Kruisventileren?

It`s almost. C'est presque. Yeah, cross-pollinate, yeah exactly. Sì, impollinazione incrociata, sì esattamente.

Cross-pollinate. Okay.

Taking off the blinders . Enlever les œillères. 摘下眼罩。 Imagine a horse with some blinders. Right.

A student may be on a career path as a result of their academic study. Un étudiant peut être sur un cheminement de carrière à la suite de ses études universitaires. Студент может идти по карьерной лестнице в результате учебы. A PhD in Chemistry was one of our very famous examples. Un doctorat en chimie était l'un de nos exemples les plus célèbres. So, had gone through seven years of chemistry work in a lab and realized that was not the career. Alors, après sept ans de travail en chimie dans un laboratoire, j'ai réalisé que ce n'était pas la carrière. Così, aveva passato sette anni di lavoro in chimica in un laboratorio e si rese conto che non era la carriera. They did not want to remain in the laboratory experience. Ils ne voulaient pas rester dans l'expérience de laboratoire. So partnered with a management consultant, he learned that many of the skills, through volunteers, and that he had developed, they were transferable. Alors en partenariat avec un consultant en gestion, il a appris que bon nombre des compétences, grâce à des bénévoles, et qu'il avait développées, étaient transférables. 因此与管理顾问合作,他了解到许多技能,通过志愿者,他已经开发,它们是可以转移的。 And he could be a Project Manager outside of the laboratory experience in a number of different settings. Et il pourrait être responsable de projet en dehors de l'expérience de laboratoire dans plusieurs contextes.

Very interesting. Now was there a third objective? Or have we more or less covered ... Ou avons-nous plus ou moins couvert ...

A small number of students come into the program to explore some entrepreneurial aspirations. So we may specifically partner them with a business mentor that`s run a few small businesses, or been there, done that. 因此,我们可能会专门与经营一些小企业的商业导师合作,或者曾经在那里做过这些。

Okay.

You know, it`s interesting, I was reading in the Vancouver Sun the other day that a high percentage of business graduates from UBC, and Commerce graduates, are finding employment today. Weißt du, es ist interessant, ich habe neulich in der Vancouver Sun gelesen, dass ein hoher Prozentsatz der Business-Absolventen von UBC und Commerce-Absolventen heute eine Anstellung finden. Vous savez, c'est intéressant, je lisais dans le Vancouver Sun l'autre jour qu'un pourcentage élevé de diplômés en commerce de l'UBC et de diplômés en commerce trouvent un emploi aujourd'hui.

Okay.

Whereas I know the job market for recent graduates has been difficult in some sectors. Während ich weiß, dass der Arbeitsmarkt für Absolventen in einigen Sektoren schwierig war. Alors que je sais que le marché du travail pour les nouveaux diplômés a été difficile dans certains secteurs.

That`s right. Das ist richtig

Yes.

But it`s interesting that business graduates are getting jobs. Aber es ist interessant, dass Business-Absolventen Jobs bekommen.

Um hmm. Um hmm.

The other interesting thing was a study that the Board ... or no, I think it was the BC Business Council did, showing what employers are looking for in employees. L'autre chose intéressante était une étude que le Conseil ... ou non, je pense que c'était le BC Business Council, montrant ce que les employeurs recherchent chez leurs employés. Другой интересной вещью было исследование, которое Правление ... или нет, я думаю, что это сделал Деловой совет BC, показало, что работодатели ищут в сотрудниках.

Okay.

And number one was the ability to communicate. Und Nummer eins war die Fähigkeit zu kommunizieren. Et le numéro un était la capacité de communiquer.

Okay.

Absolutely.

And I think this relates to your experience here. Et je pense que cela se rapporte à votre expérience ici. И я думаю, что это связано с вашим опытом здесь. I guess some of these students who might have an academic background, need to learn how to communicate with business people.

Absolutely.

Yeah, and it`s a confidence building exercise. Да, и это упражнение по укреплению доверия. Because initially, they are ... the students are asking of themselves, "Well, why would a business member want to communicate with me? Why would a business member wish to speak to me? What do I have to offer?" And so there`s a personal learning exercise in coming to know what value you bring to the conversation and what you bring to that exchange through a networking environment. Il s’agit donc d’un exercice d’apprentissage personnel visant à déterminer la valeur que vous apportez à la conversation et ce que vous apportez à cet échange dans un environnement de mise en réseau.

Are some of the students ... I mean in a university environment, people tend to be a little bit cynical, often, about the business community. Certains étudiants ... Je veux dire dans un environnement universitaire, les gens ont tendance à être un peu cyniques, souvent, à propos du monde des affaires.

Sure. Absolutely it is yeah.

They`re radical, they`re manning the barricades , fighting or whatever. Ils sont radicaux, ils manient les barricades, se battent ou peu importe. 他们是激进的,他们在设置路障、战斗或其他什么。

You bet, part of the exercise, yeah. Vous pariez qu'une partie de l'exercice, oui.

And so then they come here and what sort of ... do some of them come in with a bit of an attitude? Et alors, ils viennent ici et quelle sorte de ... certains d'entre eux entrent-ils avec un peu d'attitude? E così poi vengono qui e che tipo di ... alcuni di loro arrivano con un po 'di atteggiamento?

You bet. Tu paries. You bet. Tu paries. Scommetti. Obstawiasz. Not as many. Pas autant. Many students that might have those dispositions have self-selected not to participate. Beaucoup d'étudiants qui pourraient avoir ces dispositions ont choisi de ne pas participer. Wielu uczniów, którzy mogą mieć takie predyspozycje, samo postanowiło nie uczestniczyć. And so that`s part of our public relations exercise, is connecting with those students, so that they understand. Cela fait donc partie de notre exercice de relations publiques, c’est de communiquer avec ces étudiants pour qu’ils comprennent. Part of what we hope to accomplish is to break down those stereotypes. Une partie de ce que nous espérons accomplir consiste à éliminer ces stéréotypes.

Right.

Absolutely we have some ... we have a Community Affairs Committee at the Vancouver Board of Trade that is the "conscience" of the Board of Trade, so they like to say. Absolument, nous avons quelques... nous avons un comité des affaires communautaires à la Chambre de commerce de Vancouver qui est la « conscience » de la Chambre de commerce, comme ils aiment à le dire. Absolutnie mamy trochę… mamy Komisję Spraw Społecznych przy Zarządzie Handlu w Vancouver, który jest „sumieniem” Zarządu Handlu, tak lubią mówić. They are out there in the community talking about transportation issues, health, education, they`re very vested, they have a very vested interest in supporting the greater community objective, so ... and you can actually connect with one person as a business person that works in a larger organization and find out that they have a family, and they have other volunteer commitments, and they make decisions on a day-to-day basis that support their business, yes, but they do them from an individual and a global perspective that is very ethical, and you bet we`re trying to breakdown some of those stereotypes . Sie sind da draußen in der Gemeinde und sprechen über Verkehrsthemen, Gesundheit, Bildung. Sie sind sehr engagiert. Sie haben ein großes Interesse daran, das größere Ziel der Gemeinschaft zu unterstützen. Sie können sich also tatsächlich mit einer Person als Unternehmen verbinden Person, die in einer größeren Organisation arbeitet und herausfindet, dass sie eine Familie hat und andere freiwillige Verpflichtungen hat, und sie trifft täglich Entscheidungen, die ihr Geschäft unterstützen, ja, aber sie tun dies von einer Einzelperson und Eine globale Perspektive, die sehr ethisch ist, und Sie wetten, wir versuchen, einige dieser Stereotypen abzubauen. Ils sont dans la communauté et discutent de problèmes de transport, de santé, d’éducation, ils sont très investis, ils ont tout intérêt à soutenir le plus grand objectif de la communauté, alors ... et vous pouvez réellement vous connecter avec une personne en tant qu’entreprise. Une personne qui travaille dans une organisation plus grande et découvre qu’elle a une famille et qu’elle a d’autres engagements en tant que bénévole. Elle prend des décisions au jour le jour qui soutiennent son entreprise, mais elle les prend d’une personne à une perspective globale qui est très éthique, et vous pariez que nous essayons de briser certains de ces stéréotypes. 他们在社区里谈论交通问题、健康、教育,他们是既得利益者,他们在支持更大的社区目标方面有着非常既得利益,所以......你实际上可以作为一个企业与一个人联系在更大的组织中工作并发现他们有一个家庭,他们有其他志愿者承诺的人,他们在日常基础上做出支持他们业务的决定,是的,但他们从个人和一个非常道德的全球视角,你打赌我们正在努力打破其中一些刻板印象。

Do the students themselves come with some experience in volunteering as well? Les étudiants eux-mêmes ont-ils eux aussi une certaine expérience du bénévolat? Gli studenti stessi hanno anche qualche esperienza nel volontariato? Czy sami studenci również mają jakieś doświadczenie w wolontariacie?

Oh yes.

Or do they get involved in volunteering when they`re on the program? A może angażują się w wolontariat, gdy są w programie?

They do.

Volunteering is very important to us. We believe that there`s a very positive type of learning that happens when you offer your service to the greater community . So, many of the students already ... they`ve taken the initiative to apply for the program, so many of them have also taken the initiative to volunteer through their careers. But we also see this as an opportunity to begin building that volunteer experience, because often times employers will look at your volunteer experience just as heavily as they`ll look at your previous work experience. Mais nous voyons également cela comme une occasion de commencer à bâtir cette expérience de bénévolat, car souvent les employeurs accorderont autant d'importance à votre expérience de bénévolat qu'à votre expérience de travail antérieure. You may not have had a chance to develop strategy for a greater business, but you may have had a chance to develop strategy for a fundraising committee on a student club for example. Vous n'avez peut-être pas eu l'occasion d'élaborer une stratégie pour une grande entreprise, mais vous avez peut-être eu l'occasion d'élaborer une stratégie pour un comité de collecte de fonds d'un club étudiant, par exemple. So there are ways for you to explore some of your talents and skills. And we put those student talents and skills, absolutely, to work, in the greater work we have to do with the program. Et nous mettons ces talents et compétences des étudiants, absolument, au travail, dans le travail plus important que nous avons à faire avec le programme.

Now let`s get back, if we can, to a point that you made at the beginning, about how the students manage or drive the program. Maintenant, revenons, si nous pouvons, à un point que vous avez mentionné au début, sur la façon dont les étudiants gèrent ou dirigent le programme. Obviously the mentors, the members of the Board of Trade, who take the time once a month to meet with the students, they don`t want to be involved in organizing and running this program. Offensichtlich wollen die Mentoren, die Mitglieder des Board of Trade, die sich einmal im Monat die Zeit nehmen, um sich mit den Studenten zu treffen, nicht an der Organisation und Durchführung dieses Programms beteiligt sein. Évidemment les mentors, les membres de la Chambre, qui prennent le temps une fois par mois de rencontrer les étudiants, ils ne veulent pas être impliqués dans l'organisation et le fonctionnement de ce programme. So it really comes back to the students running it. Donc, cela revient vraiment aux étudiants qui le dirigent. Although you are an employee of the Board of Trade. Bien que vous soyez un employé de la Chambre de commerce.

That`s right.

And so you provide a sort of a coordinating function. Et donc vous fournissez une sorte de fonction de coordination. But what kinds of things, and how ... do the students do, and how do they organize themselves to do it? Mais quel genre de choses, et comment... les élèves font-ils, et comment s'organisent-ils pour le faire ? Ma che tipo di cose, e come ... fanno gli studenti e come si organizzano per farlo?

Just like any other campus club, the students develop objectives and goals. Proprio come qualsiasi altro club universitario, gli studenti sviluppano obiettivi e traguardi. So, for example, they would like to increase the profile of the program. 因此,例如,他们想增加程序的配置文件。 Let`s take a look at media relations and let`s develop a plan for how to receive exposure through the greater media. Develop relationships with specific reporters. Write press releases. Schreiben Sie Pressemitteilungen. 撰写新闻稿。 Get coverage in our own local newspaper, the Sounding Board, which is the Vancouver Board of Trade`s paper. Erhalten Sie Berichterstattung in unserer eigenen lokalen Zeitung, dem Sounding Board, der Zeitung des Vancouver Board of Trade. That would be media relations. Another would be event management, which everyone loves to do. Right.

Which includes everything from fundraising to logistical planning to hosting and public speaking. Che include tutto, dalla raccolta fondi alla pianificazione logistica all'hosting e al parlare in pubblico. There`s a lot of fun ways to get involved with event planning, and students carry that through, depending on what their greater objectives are that year. Es gibt viele unterhaltsame Möglichkeiten, sich mit der Veranstaltungsplanung zu befassen, und die Schüler setzen dies durch, je nachdem, was ihre größeren Ziele in diesem Jahr sind. Il y a beaucoup de façons amusantes de s’impliquer dans la planification d’événements et les étudiants y parviennent, en fonction de leurs objectifs principaux cette année-là.

You know, you may be aware that we, in developing this language learning material, in English, were also, obviously, in contact with many of the recent immigrants here to Vancouver, many of whom are professionals, and looking at ways that they might be able to better network with the business community. Vous savez, vous savez peut-être qu'en élaborant ce matériel d'apprentissage des langues, en anglais, nous avons aussi, évidemment, été en contact avec de nombreux immigrants récents ici à Vancouver, dont beaucoup sont des professionnels, et nous avons cherché des moyens de être en mesure de mieux réseauter avec le milieu des affaires. And some of the things you described, I think, could also have application for that group as well. Et certaines des choses que vous avez décrites, je pense, pourraient également s'appliquer à ce groupe. E alcune delle cose che hai descritto, penso, potrebbero avere applicazione anche per quel gruppo. But then they would have to take the initiative. Mais alors ils devraient prendre l'initiative.

Yes.

To organize, to perhaps, in committee, decide on events that they wanted to have, perhaps publicize the fact that they are here, they do exist ... Organizzare, forse, in commissione, decidere sugli eventi che volevano avere, forse pubblicizzare il fatto che sono qui, esistono ...

Yeah, absolutely.

... they want to connect with the broader community. And yeah, I see some real parallels there. I guess it would be a matter of getting some "keeners". Ich denke, es wäre eine Frage der "Scharfsinnigen". Je suppose que ce serait une question d'obtenir des "fervents". Ik denk dat het een kwestie is van een paar "scherpers" krijgen. 我想这将是获得一些“热衷者”的问题。 Like, how important is it ... like obviously you cannot pull these students if they aren`t coming with you. Wie wichtig ist das? Offensichtlich können Sie diese Schüler nicht ziehen, wenn sie nicht mit Ihnen kommen. Comme, à quel point est-ce important ... comme évidemment, vous ne pouvez pas tirer ces étudiants s'ils ne viennent pas avec vous. 就像,它有多重要……很明显,如果这些学生不和你一起来,你就不能拉他们。

Umm.

So there have to be some very motivated people in the student group. Es müssen also einige sehr motivierte Leute in der Studentengruppe sein. Il faut donc qu'il y ait des personnes très motivées dans le groupe étudiant. Quindi ci devono essere alcune persone molto motivate nel gruppo di studenti. Is that the case? Est-ce le cas? Do you have some very keen people, or are you having to kind of orchestrate this thing for them? Avez-vous des gens très enthousiastes ou devez-vous en quelque sorte orchestrer ce truc pour eux? Hai delle persone molto appassionate o devi orchestrare questa cosa per loro?

No, when I say student-driven, I do mean that I have the pleasure to work with people that are personally very driven to develop their career paths, to develop their own skills, and they do so by committing themselves to greater community initiatives. Nein, wenn ich studentisch sage, meine ich, dass ich das Vergnügen habe, mit Menschen zusammenzuarbeiten, die persönlich sehr motiviert sind, ihre Karrierewege zu entwickeln, ihre eigenen Fähigkeiten zu entwickeln, und sie tun dies, indem sie sich zu größeren Gemeinschaftsinitiativen verpflichten. Non, quand je dis axé sur les étudiants, je veux dire que j'ai le plaisir de travailler avec des gens qui sont personnellement très motivés à développer leur cheminement de carrière, à développer leurs propres compétences, et ils le font en s'engageant dans de plus grandes initiatives communautaires. So we`ve had the fortune to involve them in our activities or they see benefit in their personal commitment . So they see benefit in, (1) developing their network through the work that they`re doing, (2) having some practical experiences to apply to their resume. Ils voient donc un avantage à (1) développer leur réseau grâce au travail qu'ils font, (2) avoir des expériences pratiques à appliquer à leur CV. And it just grows and builds from there. Et ça grandit et se construit à partir de là. E cresce e costruisce da lì.

I know that you`ve indicated a willingness to spend some time with a ... you know if we do get a group of these recent professional immigrants who want to develop a similar program that you would be willing to provide some advice. Je sais que vous avez indiqué votre volonté de passer du temps avec un... vous savez, si nous recevons un groupe de ces immigrants professionnels récents qui souhaitent développer un programme similaire, vous seriez prêt à donner des conseils.

Right.

Darcy Rezac, who is the Managing Director, has also indicated that he would support such an effort and make some special memberships available to some of these immigrant professionals. Obviously a big obstacle is language.

Okay.

Because all of the students of course are ... most of them would be native speakers of English?

Absolutely, yeah.

Even if they were immigrants themselves, they`d been in the school system for 10 years or whatever.

Or so. Yeah.

Or so, yeah. So therefore that would be one of the obstacles. Ce serait donc l'un des obstacles. Hopefully though, if our group can improve their English skills, then they could organize something similar, tailored to their specific needs. And some of the things you said are quite interesting. For example, someone with an IT background might be partnered with someone in a totally unrelated background, which would help, perhaps, broaden their perspective . Par exemple, une personne ayant une formation en informatique pourrait être associée à une personne dont l'expérience n'a aucun rapport, ce qui aiderait peut-être à élargir sa perspective .

Absolutely.

One question, of course, is how does one best recruit the mentors? Bien sûr, une question se pose: comment recruter au mieux les mentors? Because obviously you have to find people that are going to spend the time. Parce qu'évidemment il faut trouver des gens qui vont passer le temps.

Um hmm.

Because ... oh, and maybe I should ask this question. What is the commitment from the mentor? Quel est l'engagement du mentor? He has to spend ... he or she has to spend the two hours a month.

Um hmm.

Is there anything beyond that, or is it just the two hours a month of time?

Right now that`s the basics.

Right.

That`s the basics.

And what is the motivation on the part of the mentor? Why are they willing to do this?

Well, you`re a business person.

Um hmm.

You`ve run several successful companies. Hai gestito diverse aziende di successo. You`re an entrepreneur. From your perspective what would attract you to participating in this program? De votre point de vue, qu'est-ce qui vous inciterait à participer à ce programme ?

I guess ... that`s a good question, for you to turn the tables on me . Je suppose que… c’est une bonne question, pour vous de renverser la situation. Immagino ... questa è una buona domanda, per te che mi ribalti. Chyba ... to dobre pytanie, abyś odwrócił się przeciwko mnie . I think there`s always the sort of human interest thing to meet someone. I mean, if I were, as a business person, to meet rather a recent immigrant, or a young student, to see what their perspective on life is, you know it`s always ... it`s broadening and interesting from a human interest point of view.

Second of all, you never know, you might find someone there that could be helpful to your business ...Um hmm. Deuxièmement, vous ne savez jamais, vous pourriez y trouver quelqu'un qui pourrait être utile à votre entreprise.

... it`s a ... I would say a way, without any commitment ... ... c'est un ... je dirais un moyen, sans aucun engagement ...

Um hmm.

... that you can meet people.

And the third thing, I think, is if you think genuinely that you`re helping someone, then that`s always gratifying, to feel that you`re doing something to help someone else. Et la troisième chose, je pense, c'est que si vous pensez sincèrement que vous aidez quelqu'un, alors c'est toujours gratifiant de sentir que vous faites quelque chose pour aider quelqu'un d'autre. So I mean just right off the bat ... Quindi intendo proprio la mazza ... 所以我的意思是马上...

Exactly.

... I can think of three reasons. Exactly.

... that it would interest me to do something ... ... que ça m'intéresserait de faire quelque chose ...

And those three ... Et ces trois...

Yeah.

... reasons are really key to our recruitment exercise. ... les raisons sont vraiment essentielles à notre exercice de recrutement. I think that the period of transition , whether you`re working with recent immigrants or whether you`re working with recent graduates, transition is a very exciting time to assist people through, and to have the greatest impact on their personal development. Je pense que la période de transition, que vous travailliez avec des immigrants récents ou avec des diplômés récents, la transition est une période très excitante pour aider les gens à traverser et avoir le plus grand impact sur leur développement personnel.

So how do you recruit mentors then? Do you ...

We`ve had ...

... mail everybody in the Board of Trade? Or ...?

No, no.

No.

We`ve had the fortune to be a program established as a Vancouver Board of Trade program, and I would say for the most part, a trend among other mentoring programs is that their greatest challenge is recruiting mentors, and we haven`t had that challenge, because we`ve built up credibility in being a Board of Trade program. Nous avons eu la chance d'être un programme établi en tant que programme de la Chambre de commerce de Vancouver, et je dirais que pour la plupart, une tendance parmi les autres programmes de mentorat est que leur plus grand défi est de recruter des mentors, et nous n'avons pas eu cela défi, parce que nous avons acquis une crédibilité en tant que programme de la chambre de commerce. We had the fortune to develop relationships with business members.

Um hmm.

So it`s been relationship driven and referral driven, and each year retention gets higher and higher, and certainly " word of mouth " has been fabulous for us. C’est donc une question de relation et d’aiguillage, et chaque année, la rétention est de plus en plus importante, et le "bouche à oreille" a été fabuleux. Quindi è stato guidato dalle relazioni e dai riferimenti, e ogni anno la fidelizzazione diventa sempre più alta, e certamente il "passaparola" è stato favoloso per noi. Het is dus relatie- en verwijzingsgedreven geweest, en elk jaar wordt de retentie hoger en hoger, en zeker "mond-tot-mondreclame" is fantastisch voor ons geweest. 所以它是由关系驱动和推荐驱动的,每年留存率越来越高,当然“口耳相传”对我们来说非常棒。 Now, is it very important, then that the, I don`t know if the term is "mentorees", but the students then, perform ... Nu, is het dan erg belangrijk dat de, ik weet niet of de term "mentorees" is, maar de studenten presteren dan ... Mentee.

Mentee.

That they perform well. Qu'ils fonctionnent bien.

Should.

In other words, if you have a lot of students who are, to use the word "duds", in other words, they`re not interested, they`re not interesting, they`re not ... they don`t ... because to some extent they have to give something ...Yeah. En d’autres termes, si vous avez beaucoup d’élèves qui utilisent le mot "ratés", c’est-à-dire qu’ils ne sont pas intéressés, qu’ils ne sont pas intéressants, qu’ils ne le sont pas ... ils ne le sont pas. .. parce que dans une certaine mesure, ils doivent donner quelque chose ... Ouais. In altre parole, se ci sono molti studenti che lo sono, per usare la parola "tizi", in altre parole, non sono interessati, non sono interessanti, non sono ... non lo fanno. .. perché in una certa misura devono dare qualcosa ... Sì. Met andere woorden, als je veel studenten hebt die, om het woord "duds" te gebruiken, met andere woorden, ze zijn niet geïnteresseerd, ze zijn niet interessant, ze zijn niet ... ze doen niet . .. omdat ze tot op zekere hoogte iets moeten geven ... Ja. ... to the mentor.

Right.

And so, what is normally ... what is expected of the mentee, of the student, what ... do you give them some advice on how to make this "partnership", as you call it, successful? Et donc, qu'est-ce qui est normalement... qu'est-ce qu'on attend du mentoré, de l'étudiant, qu'est-ce que... tu leur donnes des conseils pour réussir ce "partenariat", comme tu l'appelles ? E quindi, cosa è normalmente ... cosa ci si aspetta dall'allievo, dallo studente, cosa ... dai loro qualche consiglio su come realizzare questa "partnership", come la chiami, successo? Um hmm.

We hope that they, at the very beginning of the year, can articulate what they wish to get out of the program. Nous espérons qu'ils pourront, au tout début de l'année, exprimer ce qu'ils souhaitent retirer du programme. That way, both student and mentor can evaluate to see whether they`ve achieved those established goals as a partnership. De cette façon, l'étudiant et le mentor peuvent évaluer s'ils ont atteint les objectifs établis en tant que partenariat.

I guess it`s important, too, that the student not have the approach that somehow he`s going to get a job out of this, because it`s very much not that way, it`s ... Je suppose qu'il est également important que l'étudiant n'ait pas l'impression qu'il va d'une manière ou d'une autre trouver un emploi, car ce n'est vraiment pas comme ça, c'est ...

It`s not the objective of the program.

Okay.

And so I guess in terms of the recent immigrants, I guess, the big thing is to make sure that their English, those that we do select for the program, that their English skills are up to the mark. Et donc je suppose qu'en ce qui concerne les immigrants récents, je suppose, le plus important est de s'assurer que leur anglais, ceux que nous sélectionnons pour le programme, que leurs compétences en anglais sont à la hauteur.

Um hmm.

Otherwise there could be some frustration, or dissatisfaction, or disappointment on the part of the mentor. Have you ... let me ask you this, have you had some comments from mentors, where they have not been happy with their mentee, and if so, what are some of the criticisms?

I think that happens in any interpersonal development program. Evaluation is key to your continuous improvement. So you will find that in our first year - we`re headed into our fourth year now - and in our first year of programming, the selection process for students wasn`t as honed as it might be now, nor was the demand for the program. Vous constaterez donc qu'au cours de notre première année - nous nous dirigeons maintenant vers notre quatrième année - et au cours de notre première année de programmation, le processus de sélection des étudiants n'était pas aussi perfectionné qu'il pourrait l'être maintenant, pas plus que la demande pour le programme. 所以你会发现在我们的第一年——我们现在已经进入第四年——在我们编程的第一年,学生的选择过程没有像现在这样磨练,对学生的需求也没有程序。 So now we have a greater number of students to pull from, or to select from, whereas initially, in building the program, it was almost an ... each applicant that came forward was accepted into the program. Nous avons donc maintenant un plus grand nombre d’étudiants à choisir ou à choisir, alors qu’au départ, lors de la création du programme, c’était presque… chaque candidat qui avait été retenu avait été accepté.

But, what would, just ... I mean perhaps this could be our final point. Mais, qu'est-ce que, juste... Je veux dire, peut-être que cela pourrait être notre dernier point. What are the things to watch to for ? Quelles sont les choses à surveiller ? 需要注意哪些事项? What kind of people make poor mentees? Quel genre de personnes font des menteurs pauvres? What kinds of problems would be ... you know, would impact on the reaction of the mentors? 什么样的问题会……你知道,会影响导师的反应吗?

Expectation levels of what is ... what the program will deliver, and certainly commitment level to what they can accomplish. Les niveaux d'attente de ce qui est ... ce que le programme offrira, et certainement le niveau d'engagement à ce qu'ils peuvent accomplir. 什么是......该计划将提供什么的期望水平,以及对他们可以实现的目标的承诺水平。

Um hmm.

Or commitment level to their personal goals.

Um hmm.

Their personal goals need to be within what we promise. Leurs objectifs personnels doivent être conformes à ce que nous promettons.

Right.

And if they wish to meet the most senior level people within the business community, we can`t promise that to each and every individual in our program. Et s'ils souhaitent rencontrer les personnes les plus expérimentées au sein de la communauté des affaires, nous ne pouvons pas le promettre à chaque individu de notre programme.

Yeah.

So we need to bring it back to the individual goals of the student, but within our global programming, and then support them through that. Nous devons donc revenir aux objectifs individuels de l’élève, mais dans le cadre de notre programmation mondiale, et les soutenir ensuite. Quindi dobbiamo riportarlo agli obiettivi individuali dello studente, ma all'interno della nostra programmazione globale, e quindi supportarli attraverso quello. Dus we moeten het terugbrengen naar de individuele doelen van de student, maar binnen onze globale programmering, en hen daar dan doorheen ondersteunen. And then they need to have the personal initiative to make it happen , because we will not monitor to the point, or provide specific support. Et puis il faut qu'ils aient l'initiative personnelle d'y arriver, car nous n'allons pas surveiller jusqu'au bout, ni apporter un soutien spécifique. You need to know how to tap into the insight of your mentor , and you need to volunteer to build your networks . Vous devez savoir comment exploiter les connaissances de votre mentor et vous devez vous porter volontaire pour créer vos réseaux.

So therefore the ... it`s very important that the mentee, the student, or if it`s a recent immigrant, be interested in the mentor. Alors donc le... c'est très important que le mentoré, l'étudiant, ou s'il s'agit d'un immigrant récent, s'intéresse au mentor. You can`t go there with the attitude as, "Here I am", you know, "Do something for me". Vous ne pouvez pas y aller avec l'attitude "Me voici", vous savez, "Fais quelque chose pour moi". It has to be one of "I`m a person, you`re a person, here`s what I ... my background. Il doit s'agir de "Je suis une personne, tu es une personne, voici ce que je... mon parcours". What is your background? What are your interests?" And there has to be a two-way level of communication there.

Two-way is quite key, I think. It`s been interesting for us to note that mentors learn as much from the program as the students do, but both members do need to be committed to the relationship, which means that we, as a program, need to facilitate proper fit and rapport building, and if the fit isn`t there very early on, we need to re-establish a new relationship. Il est intéressant de noter que les mentors apprennent autant du programme que les étudiants, mais que les deux membres doivent s’engager dans la relation, ce qui signifie que nous, en tant que programme, devons faciliter bâtiment, et si l’ajustement n’est pas au rendez-vous très tôt, nous devons rétablir une nouvelle relation. 有趣的是,我们注意到导师从项目中学到的东西和学生一样多,但两个成员都需要致力于这种关系,这意味着我们作为一个项目,需要促进适当的配合和融洽建立,如果不合适,我们需要重新建立新的关系。

Right, okay. Well, you know, we`ve covered a lot of ground. Eh bien, vous savez, nous avons couvert beaucoup de terrain.

Yeah.

I think it`s been very, very interesting, and I thank you very much for taking the time.

Thanks very much.