learning journal · mindfulness is simply the act of staying in touch with the fullness of your ......

Learning Journal

educator internship program

2 | table of contents

table of contents

Aveda Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii

Introduction Wellness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

“To Do” list . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Lesson #1: Connection to Internship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Wellness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55

“To Do” list . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56

Lesson #2: Mission Alignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56

Presentation & Facilitation SkillsWellness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

“To Do” List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Lesson #1: The Role of the Presenter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Lesson #2: Book Study: Presenting With Pizzazz . . . . . . . . . . . . . . . . . . .22

Lesson #3: The Role of Facilitator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

Lesson #4: The Role of Coordinator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46

Lesson #5: Safety Net . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53

Technical MasteryWellness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

“To Do” list . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Lesson #1: Technical Mastery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

© Aveda Corporation Revised 6-15-2012

table of contents | 3

4MAT™

Refer to the 4MAT™ Teaching Methodology Workbook

Effective Classroom ManagementWellness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

To Do List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Lesson #1: Effective Classroom Management . . . . . . . . . . . . . . . . . . . . . . .4

Effective Clinic ManagementWellness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

To Do List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Lesson #1: Clinic Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Effective Study Skills & Test Preparation

Wellness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

To Do List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Lesson #1: Effective Study Skills & Test Preparation . . . . . . . . . . . . . . . . .4


i4 | introduction

the aveda mission

“Our mission at Aveda is to care for the world we

live in, from the products we make to the ways in

which we give back to society . At Aveda, we strive

to set an example for environmental leadership

and responsibility—not just in the world of beauty,

but around the world .”


introduction | 5

This program was designed to give an Educator Intern a structured learning

experience, regardless of whether they are learning on their own or learning

in a group situation . The program is flexible enough to adapt to group size,

state requirements and Educator skill level .

This program will give an Educator Intern the opportunity to learn and dem-

onstrate skills through technical workshops, distributor classes,

observation, reflection, reading assignments and projects . The program

is designed to include options for delivering to one learner or to a group

of learners .

You begin with the module titled, “Introduction .” After this initial

module, you can schedule the remaining modules in any order, based

on convenience of scheduling .

Introduction

Presentation and Facilitation Skills

Technical Mastery

4MAT™

Effective Classroom Management

Effective Clinic Management

Effective Study Skills & Test Preparation

Productivity, Connect Aveda and Inspired Coaching will all be covered

through your Institute .

overviewThe Aveda Institute Educator Internship program provides a path for developing the skills

necessary to become an inspiring and masterful Aveda Institute Educator . The content of the

program focuses on three elements of mastery: technical skill, teaching ability and alignment

to the Aveda Mission .


6 | introduction


introduction | 1

Introduction


2 | introduction


introduction | 3

Wellness

Mindfulness: The Art of Conscious LivingWhat is Mindfulness?

Mindfulness is a simple concept . Mindfulness means paying attention, being

in the present moment, and focusing on the one thought in your mind, or the

one action of your body that occupies the now .

Mindfulness is being aware of the activity regardless of the activity .

Whether eating breakfast, climbing a flight of stairs, working with a student,

attending a team meeting, it’s staying focused on your objective and giving

all your attention to the task at hand .

Mindfulness is simply the act of staying in touch with the fullness of your

being through the systematic process of self-observation, self-inquiry and

mindful action .

While it is simple to practice being with the self, it is not necessarily easy .

Mindfulness requires effort and discipline for the mere reason that our habit-

ual self automatically launches into thoughts and actions whenever

we attempt to sit with one thought . To apply mindfulness you need to sit

in silence daily . Commune with nature and allow yourself to be rather than

judge, fix or change .

Activity:

Stop, relax, and become aware of your breath . Let go of full anticipation

of the present moment, including how you are feeling and what you are

perceiving to be happening . For these moments, don’t try to change

anything at all, just breathe and let go . Give yourself permission to let

this moment be exactly as it is, and allow yourself to be exactly as you are .

Debrief questions:

Was it difficult to keep your mind from wandering?

How do you feel after taking a conscious break?

During a normal work day, when would it be a good time to practice a

mindfulness break?

Which physical and emotional feelings or triggers might tell you it’s time

to take a conscious break?


4 | introduction

Lesson #1: Orientationconnect | “the little boy”

It was the little boy’s first day of school . He was very excited and couldn’t

wait to start leaning new things . He was having a lovely day, and after

recess his teacher said, “Children, now we are going to do some drawing .”

Good! Thought the little boy . He loved drawing . He got out his pencils and

was about to start drawing out a fantastic story about tigers and dragons,

when the teacher said, “Wait! Today, we are going to draw some flowers .”

Good!, thought the little boy, he loved flowers, and he began to draw all

different-sized flowers with beautiful shapes and colors . He drew some of

the beautiful flowers his mom grew in their garden .

But then, the teacher said, “Wait!, let me show you how to

draw a flower . A good flower has five petals, with a green

stem . You can color the petals red .” Okay, thought the little

boy, I can draw a flower like that . So, he drew a flower with

five red petals and a green stem .

“Well done,” said the teacher, pleased with the little boy’s second drawing .

The next day, after recess, the teacher once again announced that they

were going to do some drawing .

Good!, thought the little boy, eager to draw something exciting . But before

he had a chance to begin, the teacher said, “Wait!, today, we will draw

a house .” Great!, thought the little boy, and he began by drawing the

backyard of his house, with his dog inside the fence .

But before he got far, the teacher said, “Wait!, let me show

you how to draw a house . You can use a square for the main

part, with a triangle for the roof . The door can be a rectangle

and the windows some more squares .” The little boy placed

his first attempt in the rubbish bin when he realized it was not what the

teacher wanted . He then set to work on a square house with a triangular

roof . When the little boy showed the teacher she said, “Beautiful work!”

Good!, thought the little boy .

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To Do List:• Develop written commitments

related to your role as an

Aveda Institute Educator .


introduction | 5

As time went on, months in fact, the little boy realized each day after

recess was the time for drawing . He learned to sit quietly and wait for the

teacher to tell the class what to draw and how to draw it . The teacher was

always very pleased with his work, as he listened very carefully to what she

wanted .

Then one day, something happened . The little boy’s father got a job far

away, so the little boy had to leave his school and go to a new one near his

father’s new job .

The little boy liked his new school, and his new teacher was very nice . On

his first day, the teacher said to the class, “Please get out some paper, it’s

time for some drawing .” Good!, thought the little boy, and he sat patiently,

waiting to be told what to do next .

He waited for awhile, then his teacher came up to him and said, “Why

haven’t you started your drawing?” “Because you haven’t told us what we

are going to draw,” replied the little boy . “If I told you what to draw,” said

the teacher, “then everyone’s picture would look the same and I wouldn’t

be able to tell them apart . The room would look fairly boring, don’t you

think?” “Oh,” said the little boy, with a confused look on his face . Then

the teacher said with a smile, “You can draw whatever you like .” The little

boy’s face lit up . “Anything?,” asked the little boy .

“Anything,” said the teacher . “Good!,” thought the little boy

happily, “I can do that!”

And, he began to draw a flower, with five red petals and a

green stem .

How does the teacher’s behavior encourage or discourage the ability to

reach his potential?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Author Unknown Source: elth.flinders.edu.ac/ education


6 | introduction

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attend | teaching experiences

Think about your most powerful experience of teaching . Describe that

experience .

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

What elements of this experience make it unique and memorable?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Share with your partner .

“One of the primary goals

of learning is to support

potential .”


introduction | 7

image | visualizing your potential

Your facilitator will share directions for this activity .

potential

imageimageimage

image

imageimage


8 | introduction

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inform | difference between education, training & development

Education: The knowledge or skill obtained or developed by a learning process .

Training: The process of making one proficient with specialized instruction and practice .

Development: Act of improving by expanding, enlarging or refining .

The Aveda Institute Educator Internship Program

The Aveda Institute Educator Internship Program is designed to empower

Aveda Institute Educators in three distinct domains: Aveda Mission

Leadership, Teaching Skills and Technical Skills . These three competency

domains serve as a strong foundation for teaching success .

Visualize the model as a three-legged stool . When all three legs are

equally developed, there is a strong foundation . If one leg is under-

developed, or weak, the foundation is unstable .

Skill Components

Aveda Mission Leadership• Awareness and belief in the Aveda Mission

• Lives the Aveda Mission

• Ability to inspire others to live the Aveda Mission

Teaching Skill• Understanding of different learner styles

• Ability to customize learning for different learner styles

• Ability to mentor others in developing teaching skill

Technical Skill• Awareness of the Aveda technical standards

• Ability to execute standard Aveda Technical Foundations

• Ability to teach others the Aveda Technical Methodology

Teac

hing

Ski

lls

Mis

sion

Lea

ders

hip

Tech

nica

l Ski

lls

Skill Components


introduction | 9

practice | assessing your strengths

Complete the Learning Type Measure™ provided by your facilitator .

Once you complete your assessment, review the learner descriptions found

on the back page of the Learning Type Measure™ booklet . Reflect on the

following questions:

1 . How might your learner style affect your approach to teaching?

2 . Do you notice a connection between your “favorite educators” and your

learner style .


10 | introduction

inform | educator internship overview

IntroductionThe concepts are Potential and Alignment.

Overview

• Content of the Aveda Institute Educator Internship

• Role of the Educator as Leader

• Intern Development Schedule

Mission

• Living the Aveda Mission

• Your Mission as an Aveda Institute Educator

• Connect Aveda: research and development, packaging, manufacturing,

experience, lifestyle

• Your Global Footprint

• History of Aveda, Mission, Vision, Values and Belief statements.

Milady Master Educator

• History of Teaching

• The Profile of a Master Educator

Your Aveda Institute

• Policies and Procedures

• Time Management

• Roles in the Institute

Educator Development

• Leadership

• Personal Mission

• Educator Career Path Opportunity

• Mind Mapping

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introduction | 11

Presentation and Facilitation SkillsThe concept is Energy.

Three roles of an educator: presenter, facilitator and coordinator

• Coordinating effective classroom learning activities

• Keeping the learner involved

• Questioning techniques

• Responding techniques

• Reading non-verbal learner feedback

• Facilitating dialogue

• Dynamic presentation skills

Milady Master Educator Student Course Book

• Educator relationships

• Creating and using educational aids

• Teaching and Presentation skills

Technical MasteryThe concept is Distinctions.

• The Aveda Institute Educator Technical Certification Program

• To support you in your continued developmment of technical mastery

• Create consistency and technical excellence in the delivery of the

Aveda Institute curriculum

4MAT™ Teaching MethodologyThe concept is Connection.

• Learning styles and the natural cycle of learning

• Your learning style and your teaching style

• Weaving concepts throughout learning

• 4MAT™ in action, the complete 4MAT™ process


12 | introduction

Effective Classroom ManagementThe concept is Perception.

• Managing group behavior

• Communication skills and feedback

• Learning types as communicators and coaches

• Five key focus areas


• Industry needs

• Student Evaluation and Testing Methods

• Teaching to Diverse Learning Styles

• Results-Oriented Classroom Management

Effective Clinic Management–Connect AvedaThe concept is Practice.

• The Aveda Service Wheel

• The Student Service Wheel Delivery

• Three Points of Contact

• Inspired Coaching

Effective Study Skills & Test PreparationThe concept is Prepare.


• Test Preparation

• Study Strategies

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introduction | 13

practice | assessing your strengths

Educator Intern OrientationReview the topics of study on the Module Overview . List content areas

that represent your strengths . List content areas that represent your

opportunities for growth .st

reng

ths

oppo

rtun

itie

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14 | introduction

inform | maxwell’s levels of leadership1

POSITION

PERMISSION

PRODUCTION

PEOPLE DEVELOPMENT

PERSONHOOD

Level One: POSITIONThe basic entry level of leadership . The only influence you have is that

which comes with a title . This level is often gained by appointment rather

than ability . Share an example of position leadership . (For example, a

parent tells a child to do something, the child doesn’t want to do it and

asks the parent “Why?” Parent replies “because I am the parent, that’s

why .” This is positional leadership .)

This only works to an extent . If you get stuck in this level, you risk the need

for more rules and consequences . This can result in students in protest .

Level Two: PERMISSIONThis is where people say “I’ll do more for you because I like you

and you seem to care about me .” On this level, people will lead by

interrelationships . You can’t skip a level of leadership, you need to show

people you care and invest in them before you can move to the next level .

If you get stuck here, the leadership is relationship-based . This can lead to

students being uninspired, unchallenged, and less rigorous assessment .

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1Maxwell, John C. Developing the Leader Within You (Nashville: Thomas Nelson, Inc, 1993) pp 5-11.2Maxwell, John C. Developing the Leader Within You (Nashville: Thomas Nelson, Inc. 1993) p 13.


introduction | 15

Level Three: PRODUCTIONOn the results level, people come together to accomplish a purpose . Often

this is where a leader brings experience, because they have “done it” and

they can “walk the walk .” If you become stuck in this level, a symptom

might be the attitude of “I don’t know what would happen if I weren’t here . . .

I have to do it all .”

Level Four: PEOPLE DEVELOPMENTHere the educator has evolved to a focus on the students’ growth . At level

two, the student loves the educator . At level three, the student admires the

educator . And, at level four, the student is loyal to the educator .

Level Five: PERSONHOODPeople seek this person out because they make a difference in peoples’

lives . People follow this leader because of who they are and what they

represent . This step is reserved for leaders who have spent years growing

people and organizations . Few make it, but those who do are bigger than life .

Each level stands upon the previous one and will crumble if the lower level

is neglected . In order to create the environment of excellence in our schools,

we have to be strategic in our thinking and base that thinking on the values

and culture of Aveda .


16 | introduction

inform | the mind map2

The Mind Map is an expression of Radiant thinking and is therefore a

natural representation of how the brain functions . It is a powerful graphic

technique, which provides a universal key to unlocking the potential of the

brain . The Mind Map can be applied to every aspect of life where improved

learning and clearer thinking will enhance human performance .

The Mind Map has Four Essential Characteristics:

1 . The core idea or subject is represented in the middle, with an image .

2 . The main themes of the subject radiate from the central image as branches .

3 . Branches comprise a key image or key word printed on an associated line .

Topics of lesser importance are also represented as branches attached to

higher-level branches .

4 . The branches form a connected structure .

For more information on Mindmapping, visit www .buzanworld .com .

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2Source: Buzan, T. and Buzan, B. The Mind Map Book, New York, New York; Penguin, Inc., 1994.

main theme

main theme

main theme

topics

topics topics topics

sub-to

pics

topics topics

core idea


introduction | 17

easy to read

easy to do

a non-linear note-taking technique

the way the brain stores information

colors help separate ideas

visual interest

images are key

graphics

title is in the CENTER

central idea

main them

e

details branch off main points radiate out

clockwise from 1:00

who? and what?

memory and study skills courses

peter russell

tony buzan

have

it y

our w

ayno

arti

stic

ski

ll ne

eded

are you willing?

to experiment?

to have fun?

Mind Map The Content


18 | introduction

practice | mind map “potential”

After reflecting on the theory of mindmapping, revisit the Mind Map-type

image you created in the Image exercise on page 7 . Go back and branch

off the main branches and add areas you would like to focus on to fully

develop your potential .

You may also want to preview Success Factors outlined on page 20 .

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introduction | 19

Performance and Development

Welcome to the Aveda Performance and Development System . This is a

competency-based conversation that will facilitate and document your

success as an Aveda team member, and make it easier for you to control

the course and direction of your career . During your performance and

development conversation with your leadership, you will review feedback

from your team, leadership and, where applicable, students . You will also

explore your personal goals . A personal growth plan will be created that

includes the support you will need to reach your goals .

In your various roles as an Aveda team member, your most important

responsibilities will always be:

1 . To contribute your time, energy, knowledge and skills toward the

success of your Institute

2 . To improve yourself by learning from your experiences and taking

advantage of opportunities

3 . To return something of value to the environment, community and

world in which you live

As you continue to develop your career in the Institute, this system will help

you to maximize the effectiveness of your efforts to fulfill these important

responsibilities . The benefits made possible from using the system are

significant . They include:

• Knowing more fully what is expected in a particular job

• Identifying the skills needed for advancement or promotion

• Providing team leaders with accurate, objective information for good

decision making

• Identifying the best resources for acquiring needed skills and

experience

In the Aveda Performance Management and Development System, you will

participate in self assessment and developmental planning for the purpose

of enhancing professional development . You will work closely with your

Team Leader, who will be providing input to your goals and professional

development .


20 | introduction

Success Factors You will be assessing yourself against Aveda’s Success Factors defined

for your position . The Success Factors are the skills and behaviors

demonstrated by team members with high performance in an educator role,

while also embracing Aveda’s Mission, Vision and Core Beliefs . They are:

• Adaptability

• Continuous Learning

• Decision Making

• Desire to Serve Others

• Diversity Appreciation

• Entrepreneurship

• Living and Growing the Aveda Mission

• Nurturing Relationships

• Oral Communication

• Persuasion and Influence

• Results Orientation

• Teamwork/Team Orientation

• Technical/Functional Knowledge

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Success Factor EducatorManaging Educator Director

1 Adaptability 2 3 5

2 Continuous Learning 2 4 3

3 Decision Making 1 3 4

4 Desire to Serve Others 2 4 4

5 Diversity Appreciation 2 3 3

6 Entrepreneurship 1 3 3

7 Living and Growing the Aveda Mission 1 3 3

8 Nurturing Relationships 2 4 3

9 Oral Communication 2 3 4

10 Persuasion and Influence 1 3 3

11 Results Orientation 2 3 3

12 Teamwork/Team Orientation 1 3 3

13 Technical/Functional 2 4 4

Success Factors levels expected by position, on a scale from 1-5


introduction | 21

AdaptabilityMaintaining composure, flexibility, a positive attitude and common sense

while embracing change and solving difficult challenges brought on by

designed change or unforeseen circumstances .

Level 1

• Display general positive attitude

• Acknowledge an ever-changing environment

• Control emotion

• Project openness, helpfulness and a willingness to adapt/change

Level 2

• Accept new assignments and challenges with a positive attitude

• Seek creative solutions to challenges, avoiding a defeatist position

• View changes and problems as challenges and new opportunities for

growth

• Contribute positively when experiencing disruption or stress

• Remain flexible and resilient in response to constraints and adversity

Level 3

• Change processes and practices within own area of responsibility

• Remain in emotional control in ever-changing situations

• Influence others to remain flexible

• Anticipate conditions that require flexibility and adjustment to

established plans

• Act with a sense of controlled urgency

• Solicit ideas/feedback for changes and improvements from others

Level 4

• Defuse heated and volatile situations

• Influence others to have a positive attitude

• Propose alternative ways to accomplish goals and objectives

• Manage tight deadline projects well and inspire teamwork with a

sense of calm

• Identify early adopters and enlist their help in overcoming

resistance to change


22 | introduction

Level 5

• Adjust system/plan according to all departments in the organization

• Adapt plans to strategic company needs

• Promote and integrate large-scale changes that improve

performance and profitability

• Align changes with the Aveda mission

• Ensure organizational learning from prior plans, decisions

and solutions

• Recognize and address the impact of changes on all departments

and on the organization, as a whole

Notes

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introduction | 23

Continuous Learning The ability to learn quickly and easily, to apply newly gained knowledge,

skills, and abilities to positive, productive actions . All skill levels in this

competency require an individual to take personal ownership of individual

learning and skills development .

Level 1

• Retain information when shown a job

• Identify areas in which there is room to learn

• Commit to a continuous learning process

• Value the experience and aptitude of others

• Acknowledge responsibility for personal development

Level 2

• Identify mentors to aid in development

• Learn from others and practice what is learned

• Solicit honest feedback from others

• Ask questions when needed, take extra effort to fully understand a

task or project

• Seek knowledge and expertise of seasoned peers, subordinates

and upper level managers

• Integrate learning into daily work

Level 3

• Accept risks and see mistakes as learning opportunities

• Identify and plan own training needs and take initiative in seeking

resources for improvement

Level 4

• Teach continually, recognizing that “when you teach, you learn”

• Foster an environment in which learning is encouraged and rewarded

• Develop programs to help others improve and grow

• Demonstrate self-awareness and take action to improve character and

competence daily

• Encourage and coach others to learn while continuing personal

learning


24 | introduction

Level 5

• Set standards for continuous learning

• Elicit and encourage others’ commitment to the philosophy of

continuous learning and personal growth

• Provide subject matter expertise and participate in the development

of education and training for others

Notes

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introduction | 25

Decision Making The process of identifying and clarifying issues, thoroughly exploring all

options, and making decisions that serve the best interests of Aveda and its

stakeholders .

Level 1

• Verify facts before making judgments

• Analyze the situation before taking action

• Define criteria to make each decision

• Identify alternatives

Level 2

• Use appropriate processes to collect data for decision making

• Evaluate the pros and cons of each alternative and make

recommendations

• Consider the impact of decisions or actions on other areas or people

• Consider personal and organizational values that influence decisions

Level 3

• Seek advice of stakeholders before making decisions

• Keep long-term consequences in mind when considering alternatives

• Elevate decision making to the appropriate level of skill and authority

• Identify the benefits and costs of alternative solutions

• Select the most cost-effective solution

• Recommend actions/solutions for identified challenges

Level 4

• Accept responsibility (accountability) for outcome of a group

decision, solution or plan

• Evaluate decisions of team members and provide feedback that will

guide the team in the future

• Coach team members in analysis and decision-making skills

• Make decisions that may be difficult or unpopular in the short term,

but have significant long-term benefits

• Teach/coach problem solving/decision making and analytical concepts

and techniques

• Communicate decisions clearly, including benefits and risks, to others

involved in and affected by it

• Engage teams in decision making, focusing on process, as well as,

content


26 | introduction

Level 5

• Lead others or remove obstacles in solving difficult situations

• Establish the standards for effective problem solving/decision making

• Model effective decision-making techniques

• Identify strategic challenges and encourage others to approach

decision making from a strategic perspective

• Communicate organizational strategy to decision makers

• Make decisions based on a strategic perspective supporting

company growth

• Maintain position on decision made in light of extreme divergent

pressures, as long as, individual and company integrity and values

are not compromised

Notes

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introduction | 27

Desire to Serve Others Serving from the heart and putting others first . Building constructive working

relationships with internal and external customers through positive attitude,

collaboration and willingness to help them meet or exceed their expectations .

Level 1

• Identify your customers (internal and external, consumers, salons,

spas, stores and schools)

• Interact with customers in a respectful, courteous and professional

manner

• Recognize how individual service affects the company overall

• Listen to customers to discover their needs

• Treat each customer (internal and external) with genuine care

• Provide customer solutions, rather than excuses

• Seek ways to delight customers with service

Level 2

• Maintain a sense of urgency when dealing with customers, internal

and external

• Identify the resources needed to resolve customer issues

• Represent customer interests to the organization

• Seek customer feedback

• Seek continuous input from customers on how to best meet their

needs and wants

Level 3

• Identify areas where customer service can be improved and seek to

take action

• Arrange follow-up calls to internal and external customers to ensure

that service has been satisfactory and to anticipate future needs

• Initiate contact with other Aveda personnel working with customers

to provide total solutions

• Implement solutions that add value to the customer

Level 4

• Coach other employees on effective customer-service methods

• Develop and use measures to evaluate customer service, at all

levels

• Partner with customers to help them achieve their goals

• Focus on retaining customers

• Create processes, services and products with the end-user in mind


28 | introduction

Level 5

• Ensure a structure and vehicle that allows for communication of

customer-service ideas and needs upwards through the organization

• Enable all employees to raise customer-service issues and make

recommendations

• Foster a culture in which customer focus is the driver of innovation

of new products and services

• Ensure that company attitudes, systems and structures make it easy

and rewarding for a customer to do business with Aveda and receive

excellent service

• Disseminate customer-service philosophy throughout the

organization as an integral part of Aveda’s mission

• Demonstrate effective service skills to others

• Find and keep customers who align with the Aveda culture

Notes

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introduction | 29

Diversity Appreciation Channeling the best that is in everyone into creation of the best that Aveda

can become .

Level 1

• Respect, value and celebrate the differences in others (age, race,

gender, religion, personality, etc .)

• Recognize and appreciate cultural differences

• Focus on similarities rather than differences

• Avoid stereotyping or making assumptions about others

• Accept differences in style, preferences, etc.

Level 2

• Recognize the authentic value of each individual and seek out a

connection

• Advocate the benefits of diversity

• Seek relationships outside of immediate work and customer groups

• Take initiative to learn about other cultures and traditions

• Look at situations from others’ points of view

Level 3

• Demonstrate understanding and appreciate different and opposing

perspectives on an issue

• Encourage participation and contribution of others

• Integrate all ideas or suggestions into solutions, processes, projects

and decision making

• Ensure that unusual or unconventional ideas are given adequate

“air time”

• Make optimum use of others’ strengths

Level 4

• Share alternative wisdom and practices

• Seek to integrate and conciliate different viewpoints

• Seek out diverse opinions to challenge existing beliefs

• Coach others in recognizing the value of differences

• Acknowledge and discuss tension between the need to value diverse

views and behaviors and the desire for shared organizational values

• Recruit and hire others who will bring new talents, ideas, and

experiences to Aveda


30 | introduction

Level 5

• Create an environment where diverse people and ideas can thrive

• Foster the philosophy within Aveda that diversity is key to building

success in a global economy

• Create products and services for diverse ethnic groups

• Recruit indigenous experts to teach and discover ways to support

and preserve the Aveda mission

• Teach others to use diversity to enhance job performance, strive

for diversity within all environments

• Ensure that development opportunities and career growth are

available to all

Notes

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introduction | 31

Entrepreneurship Participating at an Aveda Institute, as if an owner of the business, including

hard work, creativity and innovation, appropriate care and use of resources,

passion for the company’s mission, and capitalizing on opportunities to

significantly increase Aveda stakeholder benefit and satisfaction .

Level 1

• Think “outside the box”

• Accept personal responsibility for own performance

• Seek the most cost-effective solution

• Describe the ways in which others’ ideas and innovations can help

you succeed

• Question status-quo thinking and assumptions

Level 2

• Experiment with new ideas processes

• Question current assumptions and practices used to achieve the

company’s goals

• Focus creativity and risk taking on improving Aveda business

• Continually pursue opportunities for improvement

• Examine challenges from multiple perspectives by gathering

information and ideas from a wide range of resources and

disciplines

• Value “hunches” and integrate intuition with reason

• Value the learning from mistakes

Level 3

• Review and improve existing processes

• Devise new methods for providing products and services to internal

and external customers

• Measure results of process changes

• Encourage flexibility and adaptability to new ideas and changing

conditions

• Integrate appropriate risk-taking into daily activities

• Maintain an expectation of continuous innovation

• Brainstorm and build on others’ ideas to create new approaches

• Look behind conventional approaches to create new solutions

• Question the rationale underlying established policies and

procedures


32 | introduction

Level 4

• Ensure that all ideas and suggestions are welcome and receive

appropriate response

• Learn from results of actions and plan for improvement based on

those results

• Overcome roadblocks that prevent the process from reaching its goal

• Raise appropriate objections when individual or group actions do

not align with the Aveda mission

• Convert ideas into practical business reality

• Create environments in which creativity is stimulated and acted upon

• Coach others in focusing creative energies on realistic, practical

solutions

• Encourage others’ attempts at creativity and innovation

• Facilitate creative interaction among team members

Level 5

• Plan growth based on global impact

• Model and develop methods for being innovative, creative and

entrepreneurial

• Develop a company culture that fosters, recognizes and rewards

innovation, creativity and entrepreneurship

• Create a climate of risk taking

• Study other companies with innovative approaches and look for

ways to apply those approaches to Aveda

• Encourage and promote a culture of creativity and well-considered

risk taking, giving people both freedom and accountability for

experimentation

• Provide innovators with opportunities to network and learn what

other creative people are doing (seminars, workshops, professional

meetings, etc .)

Notes

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introduction | 33

Living and Growing the Aveda Mission Passionate immersion in the Aveda mission and culture .

Level 1

• Project enthusiasm about all aspects of life, including work,

hobbies and relationships

• Memorize the Aveda mission

• Describe the benefits and points of difference of the natural, organic

ingredients of Aveda products

• Demonstrate interest in the world of beauty

• Project Aveda lifestyle through non-verbal communication (hair,

makeup, fashion and aroma-all Aveda)

• Acknowledge balance as a part of success

Level 2

• Introduce others to Aveda and its mission

• Make decisions using the Mission as a guide

• Take action to become more environmentally responsible

• Be involved in Aveda activities which contribute to the quality of life

in communities where we serve

• Seek out most current mission-related information

• Ensure that all actions are in alignment with the mission statement

• Endorse responsible environmental practices

• Describe how living the Aveda mission leads to change

Level 3

• Enroll the team in projects which support the mission

• Lead by example in balancing between work and personal life

• Seek out information and practices that support our environmental

mission and apply appropriate knowledge and practices to your

workplace

• Represent and model Aveda’s culture in interactions with customers

Level 4

• Commit to the Aveda mission and encourage others to embrace it

• Encourage and celebrate balance in people’s lives

• Integrate wellness into daily activities

• Foster commitment, rather than compliance

• Recruit candidates sensitive to the Aveda mission

• Initiate team effort to participate in environmental and charity

fund-raising and educational programs


34 | introduction

Level 5

• Advance the company’s global leadership in environmental

responsibility

• Guide the development of projects that continually push the

boundaries

• Influence change in the world and other businesses by

demonstrating that profit and environmental responsibility are

mutually achievable

• Share environmental best practices with other businesses and ven-

dors

• Focus the organization on Aveda’s mission

• Energize employees by celebrating and leveraging success

• Act as a change agent by promoting the Aveda’s mission

• Partner with suppliers and business partners to develop “green”

technology

Notes

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introduction | 35

Nurturing Relationships Building constructive working relationships through positive attitude,

collaboration and willingness to meet their expectations and needs .

Level 1

• Be approachable and friendly

• Treat others with courtesy, kindness and respect

• Keep promises

• Align actions with words

• Demonstrate trustworthiness

• Seek to understand others

• Admit mistakes

• Relate well to people at all levels in the organization

Level 2

• Praise and recognize others

• Respect confidentiality

• Project positive attitude

• Express gratitude

• Communicate to ensure that mutual expectations are established

and understood

• Give full attention to others during interactions

• Manage personal conflict with a win-win perspective

• Seek creative solutions where there is mutual benefit

Level 3

• Tell the truth with compassion, communicating directly and kindly in

difficult situations

• Establish a relationship of trust, respect and communication with others

• Recognize and reward team members in ways that are meaningful to

them

• Adjust personal style to optimize interactions with others

Level 4

• Mediate conflicts

• Foster a spirit of fun

• Validate others’ strength and use them to complement your own in

achieving mutual goals

• Coach others how to resolve conflicts and tensions

• Encourage others to be nurturing


36 | introduction

• Coach others in relationship-building skills

• Create an atmosphere of positive reinforcement in which team

members willingly support each other

• Facilitate and enhance the effective interaction of all team members

• Build bridges and partnerships with others across functional,

organizational and global boundaries

Level 5

• Foster a cooperative, helpful environment among Business Partners

• Ensure that sound, interpersonal skills are a standard factor in the

conduct of company business

• Form strong working relationships and foster cooperation and

respect throughout the organization

• Promote an atmosphere of personal caring, in which each employee

feels valued as a contributor

Notes

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introduction | 37

Oral Communication The exchange of meaningful information, translating thought into words for

purposes of learning, teaching and influencing .

Level 1

• Check for understanding in all communications

• Ask appropriate questions and seek clarification

• Communicate ideas with background and reasoning

• Listen with the intent to understand

• Verbalize the need for support when necessary

• Articulate ideas in a logical fashion

• Interact respectfully with others

Level 2

• Deliver information in a way that is relevant to the audience

• Read and interpret others’ non-verbal cues

• Encourage balanced and diverse participation of all team mem-

bers

• Enroll others in conversation

• Communicate with purpose, intent and clarity

• Answer questions first, then support with relevant information

• Use visual techniques when presenting information

Level 3

• Incorporate interaction and wellness experience into presentations

• Communicate Aveda’s mission with confidence

• Seek feedback

• Explain tasks and directions clearly, defining desired outcome

• Act as an effective ambassador for Aveda

• Communicate confidently throughout all levels of the organization

• Respond to challenges, questions and requests in a direct,

respectful manner

• Adjust communications to meet the needs of different groups


38 | introduction

Level 4

• Facilitate high-level meetings

• Foster open communication

• Recognize and address communication needs within group

• Establish communication process for team members

• Articulate specialized or complex information in a clear,

understandable way to groups

• Coach others in improving communication skills

• Use humor to stimulate engagement and group interaction

• Present relevant, concise information that engages the audience

most effectively

• Inspire, educate and stimulate audiences

Level 5

• Provide communication support (e.g. technology, training, materials,

protocols) to all levels

• Develop a cohesive communication plan that informs, persuades

and influences a valued target audience

• Lead consensus building in a highly complex environment

• Establish communication methods and standards for the organization

• Establish organizational standards for oral presentations

• Set standards for people who represent Aveda to the public

Notes

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introduction | 39

Persuasion and Influence Passionately and credibly advocating what you think is right for Aveda .

Working with others to resolve challenges and solve disagreements, always

striving for a win-win agreement and maintaining productive relationships .

Level 1

• Meet others, as well as, own needs while creating solutions

• Seek first to understand, then to be understood

• Identify others’ needs

• Describe the basic elements of a win-win agreement

Level 2

• Describe appropriate positioning, features and benefits of Aveda

products or services

• Settle differences with minimal disruption

• Gain the trust of other parties during business interactions

• Work toward consensus and agreement

• Identify barriers to solutions

• Win concessions without damaging relationships

• Sell ideas, products or services as an integral part of growing a

business

Level 3

• Influence others to act on the best results for Aveda

• Ensure mutual understanding by communicating the negotiated out-

come orally and in writing

• Persist by using different approaches as needed to gain agreement

and commitment

• Open discussions effectively by describing expectations

• Facilitate consensus using appropriate influence strategies to gain

genuine agreement

• Recommend appropriate courses of action

• Clarify the issues to be negotiated

• Maintain level thinking and demeanor during challenging situations

and conversations


40 | introduction

Level 4

• Coach others to implement sales that support company goals

• Coach others in how to persuade and influence others

• Resolve issues arising from differences among Aveda and its

business partners

• Discover the fact-based benefits and risks, for both Aveda and

business partners, associated with potential projects or agreements

• Articulate the implications of negotiated terms and conditions

• Develop and recommend creative solutions to complex issues that

meet the needs of all stakeholders

• Balance and express both positive and negative issues in a

constructive diplomatic manner

• Exhibit self confidence while positioning the organization or

function within a negotiation process

• Define and articulate negotiation parameters

Level 5

• Participate in Aveda’s strategic planning and promote alignment

with business partner strategic needs and plans

• Conduct strategic-level discussions and negotiations with internal

and external business partners

• Create best practice negotiation process and skills within the

organization

• Foster an environment in which win-win negotiations are the norm

Notes

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introduction | 41

Results Orientation Beginning with the end in mind: committing to specific actions and timelines,

with quality execution .

Level 1

• Meet commitments and keep promises

• State clear, desired results

• Describe projects or tasks regularly

• Maintain focus on the task at hand

• Accept responsibility for desired results

• Prioritize tasks

• Focus on the important tasks rather than the urgent

• Focus on solutions rather than challenges

Level 2

• Look for ways to improve performance or do a task better

• Take action to achieve objectives

• Accept accountability for meeting objectives

• Seek ways to add value to projects

• Identify resources available for achieving goals

Level 3

• Develop project timelines with appropriate consideration of the

demands on all involved parties

• Manage results, on time, on budget and on strategy

• Link individual goals to company goals, ensure that personal

strategies are consistent with company strategies

• Create processes to achieve results and increase productivity

• Leverage available resources (individuals, processes, departments,

and tools) to complete work

• Regularly review, monitor and adjust plans and schedules

• Develop clear, measurable objectives to be achieved within

established time frames based on individual, team and company

goals

• Allocate resources to achieve desired results

• Allocate appropriate amounts of time for completing project work,

avoiding scheduling conflicts and developing timelines and milestones

• Work through designated channels/appropriate resources (individuals,

processes, departments and tools) to complete work effectively and on

time


42 | introduction

Level 4

• Guide performance of others while holding them accountable

• Model and expect optimal performance

• Ensure departmental strategies and plans of action are in concert

with Company’s interests and goals

• Encourage team to find creative solutions to achieve results or

exceed expectations

• Encourage personal ownership of projects

• Detect potential challenges and make changes/adjustments to

achieve desired results

• Coach others to attach realistic completion dates to their projects

• Set a standard of continuous improvement

• Recognize and reward individuals and teams for achieving desired

results

Level 5

• Ensure Aveda’s strategic plans reflect the input of all management

levels

• Create company plan against which all results are measured

• Ensure the creation and maintenance of a well-communicated stra-

tegic planning process

• Articulate effective communication and decision-making channels

and protocol to ensure employees leverage their most effective

resources

Notes

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introduction | 43

Teamwork/Team Orientation Building and maintaining constructive working relationships with others:

providing personal expertise, collaboration, aligning personal and group

interests, managing conflict, and seeking the expertise of others . A genuine

intention to work cooperatively with others, to be part of a team .

Level 1

• Define and communicate team goals clearly

• Communicate opinions in team situations

• Contribute openly and share best practices

• Offer thanks and recognize a job well done

• Participate in team projects

• Follow and support management direction

• Seek mutual respect among team members

• Describe the importance of teamwork in own job

• Acknowledge opinion and ideas of others

• Cooperate with team members to achieve team goals

Level 2

• Seek first to understand, then to be understood

• Celebrate team’s success

• Participate in brainstorming groups

• Ask for input from others on projects

• Accept assignments given by other team members

• Accept responsibility for team performance, as well as, individual

performance

• Assist in resolving team conflicts

• Participate in developing team goals and objectives

• Ascertain the needs and sensitivities of team members

• Manage personal conflict with win-win in mind

Level 3

• Success as team success without seeking personal spotlight or

seeking personal reward

• Empower others to take well-considered risks

• Express ideas for the team to consider

• Accept and take on a leadership role within the team when conditions

require it

• Identify roles and responsibilities, goals and objectives in group

settings


44 | introduction

• Adjust personal style to optimize interactions with others

• Engage others in becoming part of the group process

• Seek consensus in team decisions

• Help establish team ground rules based on standards and on the

nature of the team objectives and tasks

Level 4

• Delegate work and projects to recognize and/or strengthen the

skills and talents of others

• Organize teambuilding exercises

• Define clear team goals, consistent with Aveda’s mission

• Facilitate the resolution of conflict among team members

• Create an environment for members to become mentors to other

team members

• Coach others to improve the effectiveness of the team and keep

them on focus

• Set standards for continuous improvement on the team

• Build team identity and commitment

• Identify talented people to contribute to the team

• Coach team members to continually improve performance

• Prioritize initiatives for teams

Level 5

• Create a system for teaching the teamwork process at all levels of

the organization

• Establish, exemplify and communicate standards for team

decorum and “how we accomplish work together”

• Establish standards for team roles and responsibilities and a

process for defining and assigning them

• Align team with organization and common goal

• Develop new teambuilding concepts and exercises

• Intervene in highly volatile situations and maintain/regain harmony

Notes

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introduction | 45

Technical/Functional Knowledge You can excel in a position only when you are clear on your responsibilities and demonstrate high technical skill .

Level 1

• Explain Technical/Functional area process

• Describe your job responsibility in your Technical/Functional area

• Recognize successful performance within your Technical/

Functional knowledge

Level 2

• Apply your Technical/Functional knowledge to produce acceptable

results with assistance of others

• Assist others in completing activities within your Technical/

Functional area

Level 3

• Produce results using your Technical/Functional knowledge and

abilities with little or no assistance

• Utilize existing Technical/Functional area work process in

producing results

Level 4

• Teach others the aspects of the Technical/Functional area and its

associated activities

• Delegate Technical/Functional area activities to your work team

• Manage day to day responsibilities as they relate to this

Technical/Functional area

Level 5

• Establish new procedures/guidelines within the Technical/

Functional area

• Foster an environment where the Technical/Functional knowledge/

activities are understood and fully adhered to

• Model Technical/Functional expertise in performing Technical/

Functional related activities

Notes

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46 | introduction

extend | building the intern schedule

You will now build a detailed schedule that includes modules, observation

and project assignment due dates . The next pages include a sample

schedule and blank schedule, for your use .

refine | 360° Feedback

Review 360° Feedback Form page 52. Use the Success Factors as a guide for

refining your own performance and gauging your progress .

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introduction | 47

perform | commitments

Share your commitments to the learning process:

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48 | introduction

(Example)Educator Internship Schedule (week 1-6)

Educator Introduction

Tour of the Institute

Begin Internship Introduction Lesson Plan

Educator Introduction Lesson Plan (continued)

Review format of Classroom and Clinic floor observation

AM-Guided Classroom Observation

PM-Guided Clinic Floor Observation

Guided Client check-in procedure and Clinic Floor Observation

Educator Orientation

New Class Begins

Attend New Student Orientation

Introduction Lesson Plan

Classroom ObservationIntro 1 Classroom Educator

Introduction


Introduction



Educator Orientation

Orientation lesson Plan (continued)



AM-Guided Classroom Observation

PM-Guided Clinic Floor Observation

Guided Client check in procedure and Clinic Floor Observation

Aveda Curriculum

Technical Mastery Lesson Plan

Classroom/Clinic Observation time spent in Intro II




Aveda Curriculum

Work on Projects

Classroom/Clinic Observation time spent in Alpha I

The Aveda CurriculumTechnical Training Lesson Plan (continued)







Clinic floor participation and feedback


Presentation and Facilitation

Presentation and Facilitation Skills Lesson Plan

Classroom/Clinic Observation time spent in Alpha II

Presentation and Facilitation Skills Lesson Plan (continued)









introduction | 49

(Example)Educator Internship Schedule (week 7-12)

Classroom Management

Begin Classroom Management Lesson Plan

Classroom/Clinic Observation time spent in Beta I

Classroom Management Lesson Plan (continued)








Classroom Management

Classroom/Clinic Observation time spent in Beta II





Clinic Management

Begin Clinic Management Lesson Plan

Classroom/Clinic Observation time spent in Gamma

Clinic Management Lesson Plan (continued)








Clinic Management

4MAT™ Teaching Methodology

Classroom/Clinic Observation time spent in Salon Life







Work on refining lesson plans


4MAT™

4MAT™ Teaching Methodology Lesson Plan

Continue 4MAT™ Teaching Methodology Lesson Plan

Project completion and lesson plan preparation

Continue 4MAT ™Teaching Methodology Lesson Plan


Continue 4MAT™ Teaching Methodology Lesson Plan, as needed


Continue 4MAT™ Teaching Methodology Lesson Plan, as needed


Study Skills/ Test Preparation

Begin Study Skills & Test Preparation Lesson Plan


Continue Lesson Plan Continue Lesson Plan Mock State Board Exam Refine Mock Exam Results


50 | introduction

Topic

Internship schedule


introduction | 51

Topic

Internship schedule


52 | introduction


introduction | 53


54 | introduction


Wellness

Aligning your ChakrasThe chakras are centers of energy that emanate from within our body

and extend out into the world . Your chakras are visible through special

photography, called Kirlian photography. The seven chakras are each

associated with specific body areas and connected qualities and ideas .

Meditation for aligning chakra energy:

Imagine the chakra in each area of the body as a wheel that is turning .

Notice the color and the speed that each wheel is turning . Beginning at the

root chakra, notice the color and how fast or slow the energy is moving .

Breathe deeply and imagine the color becoming brighter and extending

out from your body . Continue this process for each chakra, moving up your

body . When you reach your crown chakra, imagine all seven of the energy

centers in your body moving in sync . Visualize the light emanating from your

body, reaching out into the world .

For more information on chakras, you may want to read Horst Rechelbacher’s

book titled Rejuvenation: A Wellness Guide for Women and Men .

introduction | 55


Chakra Related Body Area Qualities & Ideas

Crown Pineal Gland, brain and central nervous system

Inspiration and spirituality

Brow “third eye”

Pituitary gland, nose and ears Intuition, imagination and creativity

Throat Thyroid gland, hypothalamus, throat and mouth

Communication and speaking truthfully

Heart Heart, lungs, thymus, lungs, arms, hands, circulatory system

Unconditional love, compassion and harmony

Solar Plexus

Stomach, pancreas, liver, gallbladder, muscles, nervous system, adrenal glands

Willpower, confidence, physical energy

Sacral Spleen, womb, ovaries, genitals, bladder

Sexual desire, pleasure, change

Root Kidneys, colon, spinal column, legs, bones

Survival, passion, courage

56 | introduction

Lesson #2: Mission Alignment

The Concept is AlignmentOverview: In this module, you will explore the Aveda mission and belief

statements . You will also have an opportunity to reflect upon your personal

mission, as an Aveda Institute Educator .

Main Entry: align1

1 : to bring into line or alignment .

2 : to array on the side of or against a party or cause .

“Our mission at Aveda is to care for the world we live in, from

the products we make to the ways in which we give back to society .

At Aveda, we strive to set an example for environmental leadership

and responsibility—not just in the world of beauty, but around

the world .”

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1Source: www.webster.com

To Do List:• Learn the Aveda Mission by

memory .

• Develop your personal

educator mission statement .

• Develop an Aveda Mission

PowerPoint® presentation .


introduction | 57

connect | alignment

When have you experienced being truly aligned? Perhaps, it was a sense

of being in the flow or being on the right path? Perhaps, it was when your

actions truly mirrored your beliefs? Or, when you were part of a great team?

Think of a time when you experienced alignment . Write your story .

attend | your alignment experience

Share your story . What contributed to alignment? How did it feel?


58 | introduction

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extend

practice

Source: Senge, Peter. The Fifth Discipline, The Art and Practice of the Learning Organization, (New York: Doubleday Dell Publishing Group, Inc.) 1990, pp 234-235.As referenced: This diagram appeared originally in C. Kiefer and P. Stroh, “A New Paradigm for Developing Organizations,” in J. Adams, editor, Transforming Work (Alexandria, VA: Miles Riler Press), 1984.

image | aligned energy

“…a collection of individuals with different degrees of “personal power”

(ability to accomplish intended results) headed in different directions in

their lives, the picture might look something like this:”

“ . .when a team becomes more aligned, a commonality of direction

emerges, and individuals’ energies harmonize .”


introduction | 59

inform | aligning beliefs and actions

When our actions mirror our beliefs, we create alignment . This alignment

unleashes energy to impact our lives, our world and others . The greater the

alignment, the greater the energy available to impact change and generate

results .

Our Being Our Doing

-our beliefs -our actions

-our thoughts -our contributions

-our intentions -our work

-our attitudes -our activity

-our perceptions -our results

“I have found that great

people do have in common an

immense belief in themselves

and in their mission . They

also have great determination

as well as an ability to work

hard . At the crucial moment of

decision, they draw on their

accumulated wisdom . Above

all, they have integrity .”

–Yousuf Karsh quotes


60 | introduction

inform | connect aveda lesson 1 aveda mission

You will have an opportunity to experience the Connect Aveda program .

This program is designed to share the important elements and operations

of Aveda that contribute to the Aveda Point of Difference .

Have the interns complete Connect Aveda, Lesson 1 Aveda Mission .

After you experience the Connect Aveda program, reflect on the following

questions:

1 . What do you believe are three key Aveda Points of Difference?

2 . How do you see the role of an Aveda Institute educator contributing to the

Aveda Points of Difference?

perform

refine

inform

image

attend

connect

extend

practice


introduction | 61

practice | aveda beliefs gallery stroll

In the Connect Aveda Lesson 1, you learned how the Aveda Beliefs and

Mission are aligned with the choices and actions of its stakeholders . How

will you align your beliefs, the Aveda beliefs and your actions?

You will find the Aveda Belief statements posted on flip charts around the

room. Under each statement, write how your actions, as an educator, will

align with each Aveda Belief . Your facilitator will give you further directions .

The Aveda Belief Statements1 . We believe in treating ourselves, each other, and the planet with care

and respect .

2 . We believe social responsibility is our responsibility .

3 . We believe ecological and profit goals are mutually achievable .

4 . We believe our authenticity and experience are our points of difference .

5 . We believe in inspiring and educating people to integrate wellness and

beauty in their lives .

6 . We believe in the power of oneness: from our global image to a focused

network .

7 . We believe learning never ends .

8 . We believe in encouraging innovation and empowered decision-making .

9 . We believe our actions, products and services should always embody

excellence .

10 . We believe personal and organizational balance is the key to

sustainable success .

11 . We believe true leadership is delivered with passion and by example .

“If you want to take your

mission in life to the next

level, if you’re stuck and you

don’t know how to rise, don’t

look outside yourself . Look

inside .”

–Bruce Jenner


62 | introduction

extend | my personal mission statement

Your mission statement is designed to articulate your purpose and direct

your actions and thinking . A mission expresses your intention . It is an ideal

that brings you satisfaction and fulfillment in your work and life .

Here is an exercise to get you started in the process of articulating your

mission .

1 . Make a list of 10 unique personality traits you possess (i .e ., sense of

humor, ability to learn, patience or commitment) .

2 . Make a list of 10 unique ways you enjoy expressing these (i .e ., teaching,

talking or writing) .

3 . Write a brief statement of your vision of a perfect world (i .e ., clean air

and water, peace, abundance and joy for every individual) .

4 . Write a sentence using your responses from the previous three steps:

“My mission is to use my _________________, ___________________,

____________________ and ____________________, by ________________,

so that (or to create) ______________________________ .

perform

refine

inform

image

attend

connect

extend

practice


introduction | 63

An example of a completed mission statement:

My mission is to use my creativity, empathy, risk-taking and tenacity by

teaching, writing, presenting and promoting others so that everyone will

feel free to express themselves creatively .

refine | share your educator mission statement

Create a PowerPoint® to share with and engage others in the Aveda

Mission . Include your personal Educator mission in the PowerPoint® .

perform | mission powerpoint®

Share your PowerPoint® with your Institute Team .

“Every person above the ordinary has a certain mission

that they are called to fulfill .” –Johann Wolfgang von Goethe


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Please contact your local recycling program .

©Aveda Corp . Minneapolis, MN 55449-7106

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