Leaders-in-Training Youth Initiative

Regional District of Nanaimo

Evaluation Proposal

By Sarah Simmons
In partial fulfillment of ECUR 809
Dr. Jay Wilson
August 17th, 2018

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 Table of Contents

Introduction and Background ​…………………………………………….....................Pg 4

Program Details………………………………………………………………………………..….Pg 5
Visions, Values, and Objectives………………………………………………………..…….Pg 5
Values……………………………………………………………………………....……….Pg 5
Guiding Principles…………………………………………………………....…...…...Pg 5-6
Mission Statement……………………………………………………………….….....Pg 6
Value Statements………………………………………………………………….…....Pg 6
Objectives…………………………………………………………………...……….…....Pg 6
Logic Model……………………………………………………………………………………….....Pg 7
Evaluation Decisions and Questions​……………………………………………...…..Pg 7-8
Audience​………………………………………………………………….……………………........Pg 8
Clients……………………………………………………………………………………………....….Pg 9
Stakeholders…………………………………………………………………………………...…...Pg 9-10
Guiding Questions​…………………………….…………………………………………...…...Pg 10-11
Methodology​…………………………………………………………………………………...….Pg 11
Evaluation Model and Process………………………………………………………...…….Pg 11
Sampling………………………………………………………………………………………...……Pg
11-12
Instrumentation…………………………………………………………………………..………Pg 13
Short-Term Objectives …………………………………………………….…………Pg 13-15
Mid-Term Objectives……………………………………….………………………….Pg 15
Long-Term Objectives…………………………………….…………………………..Pg 15-16
Limitations ​……………………………………………………………...………………………...Pg 16
Attendees ……………………………………………………….………………………...Pg 16
Availability of Volunteering Opportunities …………….…………………...Pg 16
Financial Support ……………………………………………….……………………..Pg 17
Assumptions ……………………………………………………….…………………….Pg 17
External Factors to Consider ………………………………….…………………..Pg 17
Evaluation Management ​…………………………………………………...……………….Pg 18
Timeline ……………………………………………………………………..…………….Pg 18
Budget Estimate ………………………………………………………..………………Pg 18-19
Ethical Considerations …………………………………………………..…………..Pg 19-20
Appendix A Logic Model​..…………………………………………………………….……..Pg 21
Appendix B LIT Survey​……….……………………………………………………….……..Pg 22-24
Appendix C Mentor Survey...​……………………………………………………....……...Pg 25-29
Appendix D Employee Survey​….……………………………………………….………..Pg 30-31

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Appendix E Community Survey.​………………………………………………....…….. Pg 32-33
Appendix F LIT/Mentor Quick Interview​…………………………………………....Pg 34
Appendix G Observation Sheet ​………………...………………………………………....Pg 35
Appendix H Mentor Log​………………………………………………………………..……. Pg 36

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Introduction and Background

The Leaders in Training (LIT) program has been providing youth with the
opportunity to learn and develop leadership skills, all while giving back to the community
through volunteer work. “The Regional District of Nanaimo​ ​Recreation and Parks
department believes that youth should have the opportunity to develop leadership skills in
programs that will benefit themselves and their community” (Valade, 2017).

The program offers participants basic training in areas such as customer service,
public speaking and strategies for working with children (behaviour management, leading
games and crafts). The goal is to provide a supportive and supervised environment for
young people to learn and try out these skills as they discover more about themselves and
their community (Valade, 2017).

The Regional District of Nanaimo stretches from Nanoose Bay in the south all the
way up to Deep Bay in the North. This is a vast area and it includes the towns of Parksville,
Qualicum Beach, and Bowser, and offers a varied amount of both urban and rural settings.
This is a very large geographic area with diverse socio-economic and ethnic communities.

The purpose of this evaluation is to provide the Regional District of Nanaimo with
information on how they can better create, prepare, and deliver their leaders in training
summer volunteer program. This program is established and has run for years but the
RDN is looking for ways to increase LITs entering the program by using feedback from
current participants. Information will be gathered through a series of surveys, interviews,
and observations and will work towards creating a program that best meets the needs of
the youth seeking out leadership skills as they enter into the workforce. While this program
is integral to the development of youth, it also heavily benefits the community that it
supports through volunteer time, donations of materials, and community engagement.

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Program Details

Visions, Values and Objectives

The following information has been pulled from the Youth Recreation Strategic Plan
2011-2016 (2010). ​https://tinyurl.com/yaq3vfsq

The desired future and vision of the RDN is to have youth engaging in healthy
experiences while developing infinite possibilities for their future. The core purpose of the
RDN Youth program is to promote and contribute to a vibrant youth recreation network.

VALUES: We believe in…

1. LISTENING: Hearing and respecting youth voice.

2. ENGAGING: Supporting and encouraging youth participation in recreation.
3. RESPONDING: Responding to the changing interests of youth and community.
4. OPEN-MINDEDNESS: Recognizing what is working well and exploring possibilities.
5. DIALOGUE: Encouraging ongoing community conversation focusing on youth
recreation.
6. INCLUSION: Reducing barriers to participation: cost, transportation and
accessibility.
7. DIVERSITY: Respecting a wide variety of youth interests.
8. EXPERIENCE: Fostering experiences for physical and social wellbeing.
9. LIFE SKILLS: Helping youth develop adaptive and positive behaviours that will
enable them to meet the demands and challenges of everyday life.
10. LEADERSHIP: Promoting leadership development across the youth network.
11. COLLABORATION: Working together increases opportunities for youth recreation.
12. QUALITY: Striving for excellence in youth recreation.

GUIDING PRINCIPLES: In our services, we will…

1. ​Recognize youth voice and involvement as vital to the success and sustainability of
quality youth recreation.
2. Actively seek and build collaborative community partnerships with the common
goal of enhancing youth recreation opportunities.
3. Build respectful and trusting relationships.
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 4. Share the responsibility for the creation and implementation of youth recreation.
5. Respect the unique differences reflected in District 69, defined by region, culture,
age and socio-economic status.
6. Adapt creatively to changes in youth culture, technology, and resource availability.
7. Design youth recreation with respect to the stages of youth development.
8. Foster emotional and physical safety within youth recreation.
9. Support the development of socially and fiscally responsible youth recreation.

Mission Statement

RDN Recreation and Parks believe that young adults should have the opportunity to
develop leadership skills in programs that will benefit themselves and their community.
The Leaders in Training program endeavors to develop tangible leadership skills,
self-confidence and nurture self-esteem. Developing these skills in local youth that will
benefit and support the community is a continued success of the Regional District of
Nanaimo.

Value Statements

1. Offer challenges at a rate appropriate to each individual’s developmental level.

2. Operate in a caring and safe environment.
3. Allow progressively increased levels of responsibility and successes.
4. Be aware of and responsible to individual needs and abilities.
5. Be experimental in nature.

Objectives
1. Experience working with a team
2. Learn a repertoire of games and crafts
3. Learn tools and tricks for managing groups
4. Understand how to choose and plan age-appropriate activities
5. Work with mentors who are supportive and provide guidance
6. Develop tangible leadership skills
7. Experience the expectations of a real job

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Logic Model
An expanded version of this model is available in Appendix A:

Evaluation Decision and Questions

The purpose of this evaluation will be to provide the Regional District of Nanaimo
with feedback from youth and volunteers on the functionality of the program and suggest
any improvements which might be made.
This evaluation will be focused on assessing the effectiveness of the LIT program
through an in-depth look at the responses from LIT’s, mentors, employees, and engaged
community members. This information will be critical to outlining where future changes
might need to be made to best suit the community and the responsive programming
necessary in a large rural and urban area. The key areas this evaluation will be looking to
assess will be:

1. How effective is the Leadership in Training (LIT) program in meeting the needs of
new leaders?
2. What changes need to be made to the program to make it more effective?

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 3. Do new LITs feel this is a successful program and one that gives them the skills they
need to enter the workforce?

A number of decisions were made in relation to this evaluation early on. The
decision was made to collect data from all attending LITs. There is a slightly smaller group
of Spring and Summer LITs this year, only numbering a total of 26 total participants. Due to
this sample, all participants will be asked to complete the surveys and interviews to allow
for the greatest amount of feedback. LITs will be emailed the surveys at the mid point
completion of their volunteer hours and also at the end of the LIT program. This will allow
for the evaluator to see the personal progression of the LITs over the course of their 45
volunteer hours. The use of online surveys has been deliberate to allow for LITs and
mentor LITs to complete the surveys at their leisure. The intent will be to collect all data
before the end of the summer to allow time for identifying outcomes and trends in the final
report. The community event organizers who seek out the support of the LITs will also be
given surveys to assess how they see the progression of the leadership skills within the LIT
program. They will also receive personalized surveys and on-site interviews to allow for
the data to be collected easily. Ensuring the collection of data is a seamless and easy
process will lead to people to be more willing to provide this service. Also, including this as
a requirement of acquiring the support of the LIT program will allow for community
organizers to see their feedback being applied to further support and develop this program.

Audience: Clients and Stakeholders

Clients
This report is being completed for the Regional District of Nanaimo, Recreation
Division. This group is responsible for the creation and running of the LIT program and for
securing the LIT mentors and summer LIT program employees. Feedback from the RDN as
well as the LIT, Mentors, employees, and community members will be critical to the success
of this program. The report will be delivered to the RDN no later then the end of October to
allow for them to use it in preparatory planning for the 2019 year.

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Stakeholders

The primary stakeholders for this project are identified as:

1. Leaders in training and Mentor Leaders

2. Employees at the RDN
3. Board of Directors at the Regional District of Nanaimo
4. The public within the communities of the RDN

The Leaders-in-training program are youth aged 14-17 in the greater Nanaimo
Regional District. These youth participate in the program run by the RDN employees
alongside the summer leader mentors. The purpose of the program is to offer youth the
opportunity to learn key leadership and life skills that will benefit them as they grow and
enter into the workforce. The program is designed to offer youth leaders the opportunity to
choose placements within the community where they might be able to offer support and
guidance. These might be opportunities working with children, adults, or seniors.

Understanding how the youth are engaging with the goals of this program will be
critical with developing a better understanding of the effectiveness of the program.
Feedback from LITs both before and after their volunteering opportunities will allow the
RDN the chance to critically view the program through the lens of anonymous feedback.
The information gathered from LITs and LIT Mentors will be invaluable for moving the
program forward. The youth that chose to become involved in this program come from
varied geographical and socioeconomic backgrounds. Understanding how this program will
best meet their needs and how they determine the value of the program will be critical for
the RDN. This group will be consistently engaged throughout this proposal by:
1. Providing feedback and information
2. Responding to all surveys, interviews, and other data gathering objectives

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 The employees of the RDN are stakeholders as well as providing critical information
and feedback on the LIT program throughout. This group will be consistently engaged
throughout this proposal by:
1. Providing feedback and information
2. Providing background information and documentation
3. Offering key program understandings
4. Act as contacts for LITs, mentors, and key community groups

The Board of Directors for the RDN are the governing body for the employees of the
RDN. This group is responsible for overseeing the work that is being done in the RDN and
are the governing group that manages and directs the employees. This group will receive
the information from the report, but will not be directly accessed to support this report
unless requested by the RDN. As this program is partially funded through public funds, the
Board of Directors will be provided with the report. This group will be engaged in a limited
manner in this proposal by:
1. Providing feedback on the final report
2. Offering background information if needed

The communities within the RDN are being considered a stakeholder in this work as
they are the primary users of the LIT program and they are the also financially supplying
some of the monies put towards these programs based on their tax dollar contributions.
This group will be consistently engaged throughout this proposal by:
1. Supporting the LIT program by having LITs at their community events
2. Completing surveys and Interviews about the LITs

Guiding Questions

This evaluation will seek to answer the following questions:

1. How effective is the Leadership in Training (LIT) program in meeting the needs of
new leaders?
2. What changes need to be made to the program to make it more effective?
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 3. Do new LITs feel this is a successful program and one that gives them the skills they
need to enter the workforce?

These questions have been designed with the assistance of Kelly Valade, the
Recreation Programmer for the Regional District of Nanaimo. The goal of this evaluation
is to collect evidence from the LITs as well as the mentor LITs to offer evidence that can
be used to further develop and create the program. Each of these questions has been
developed with the thoughts that the information collected will feed back into the
iterative design that the RDN utilizes. A constantly evolving program, these questions will
seek to establish information and feedback that will allow for meaningful and realistic
changes to be made for future LITs.

Methodology

Evaluation Model and Process

The model that has been chosen to be used on this evaluation will be the Scriven
Goal Model with a focus on summative assessment. This program has well stated goals that
it is working towards throughout the term of the training. The focus on the summative
assessment will allow the team leaders and RDN employees to focus on how feedback can
be gathered and applied iteratively to the next round of leadership training. This model has
been specifically chosen because the RDN already has very clearly defined tasks and goals
in place. The purpose of this evaluation is to assess how the LIT program might be tweaked
to more fully meet the outcomes stated.

Sampling

The participants from this evaluation plan will be placed into three separate groups
that will all have individualized scenarios for the evaluation. The leaders in training will be
assessed throughout the month of August and September offering numerous evaluation
opportunities. LITs must complete four mandfatory days of training before being allowed
to select the volunteering opportunities of their choice. They must complete a minimum of

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45 volunteering hours before the end of summer to complete the LIT program. The
assessments for the LITs would be ideally be collected as the students completed the
program, but assessments should remain open for a period of time after the program has
completed to allow for people to complete their surveys and assessments as their
timetables allow.

The mentor trainers data will be collected at the end of August. This will allow for a
timely collection before many of these students return to their studies or further work
opportunities. A suggestion has been made to the RDN to build in time for these mentors to
complete their surveys during working hours while the experiences are fresh in their
minds and they have time to complete them. This will hopefully reduce potential stress and
allow for mentors to complete the assessment before leaving to increase overall
participation in the evaluation process..

The employees will also be given a survey of the program to assess where they
might see flaws and changes that need to be made. Some of the employees will need to have
their assessment completed before the end of the summer as their employment is often
terminated with the conclusion of the program. Employees that are full year employees can
complete the survey outside of the summer months as they continue to work after the
conclusion of the program.

All three of these groups present specific challenges for assessment. The largest
group will be the LITs and the goal is to achieve an 80% completion rate for this group as
their ages range from 14-17 and not all LITs will have access to an email. The mentor LITs
are significantly older and offer a smaller group to assess. The full time and summer
employees are a small group numbering less than a dozen people. All of the identified
groups are appropriate for the evaluations that have been created. The sample size is also
large enough that is should garner enough information to allow for the evaluator to identify

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the themes within the data and support the RDN with the development of new goals for
their LIT program for the following year.

Instrumentation

Short-Term Outcomes

1. LIT Survey: This document will be given to the LITs at the completion of their
volunteering time with the RDN. It will be an online survey that can be emailed out
to participants. The online aspect and length of the survey will be critical as both are
considerations when looking at collecting data from youth. Due to the fact that the
survey will be completed online ensures the reliability of collecting the data as well
as the validity of the data as it will be sent directly to the recipient and returned to
the evaluator. As the survey is intentionally being kept shorter, this will allow for the
survey to be completed in a more expeditious manner and the data can be collected
and compiled for the client. This survey is anonymous to allow for greater freedom
and honesty. For further information please see Appendix B.
2. Mentor Survey: The mentor survey will be similar in manner and layout to the LIT
survey with the key difference being that the mentors will be given time in their
schedule to complete the survey before completing their work in the summer. This
is key as many of the mentor students might be completing studies outside of the
RDN and it is critical to complete the survey before they leave. This survey is
anonymous to allow for greater freedom and honesty. For further information
please see Appendix C.
3. Employee Survey: This survey will also be online and will be sent out to the relevant
employees within the RDN. The time sensitivity on this survey is not as critical as
the majority of the staff continue after the summer. For the staff members that are
contracted for the summer months, they will be given time to complete the survey
during a work day to expedite the survey being completed in a timely manner. This

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 survey is anonymous to allow for greater freedom and honesty. For further
information please see Appendix D.
4. Volunteer Community Surveys: These surveys will be created and sent out to the
community organizations that have had LIT participants at their events. These
surveys will seek to see how the LITs are performing at the event and how well the
LITs are using their skills when volunteering. The community participants are
supportive to the LIT program and are likely to offer support by completing the
surveys. For further information please see Appendix E.
5. LIT Interviews: These casual interviews will be established to collect information
and data from the LITs during their training and volunteering opportunities. These
interviews are short and easy to manage, often only consisting of one or two
questions. These interviews and the subsequent feedback offers the opportunity for
some formative feedback during the program. The LITs could be supported with
learning opportunities during their work based on how they respond to the
feedback and this could be critical to moving their learning forward. While these
interviews are not anonymous, they should be relatively quick and painless for the
responder as well as the interviewer. It might be logical to have the responses
recorded with videos for ease as well. For further information please see Appendix
F.
6. Mentor Interviews/Group Sessions: These interviews will be slightly more in depth
than the LIT interviews and will offer a greater opportunity to delve more deeply
into specific parts of the LIT program. This offers the RDN the opportunity to study
aspects of the LIT program that are working well and see if there are ways to offer a
more unique or specialized learning experience. These could be run as group
brainstorming sessions as well to further build and develop the leadership potential
of the mentor LITs as well. These sessions could be video or audio recorded as well.
For further information please see Appendix F.
7. Observations: The observations recorded during the training week will be critical
for the RDN. These observations will be unbiased and will be focusing on collections

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 thoughts and developing questions based on what has been observed. When
possible, video observations will be critical as this will allow for the RDN to observe
situations without having to consider the lens of the observer. These observations
will be recorded for the duration of the training and the volunteering opportunities.
For further information please see Appendix G.
8. Photos/Videos: Photos and videos will be taken during observation times to allow
for the RDN to have the opportunity to see some of the LITs in action. This is critical
to understanding how these youth use and employ the skills that they are learning
and how they might be interacting with community members and organizers. These
pictures and videos will be available only to specified RDN Staff to ensure
confidentiality.
9. Mentor Journal/Log: Mentor LITs will be asked to keep a weekly log of their working
with the LITs. They will have simple guiding questions that will help the employees
to better understand how the mentors are interacting with the LITs and where
positive changes could be made. For further information please see Appendix H.

Mid-Term Outcomes

At this point there are no specific plans established for mid-term outcomes. It would
be beneficial for the RDN to modify one of the surveys to be used for a later evaluation with
the LITs. This survey could be created to seek out a greater understanding of how the LITs
have used, or not used, their leadership skills since the fulfillment of their training and
volunteering time. Ideally, this survey would be sent out six months after the volunteering
hours has been completed . This information would allow for the RDN to develop a better
understanding of the skills that are being used on a more common, daily basis with the
LITs.

Long-Term Outcomes

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 At this point in time there are no established plans for looking into long-term
outcomes. Many of the long term outcomes will be dependent on the feedback and trends
from the final report. Once the information has been collected and discussed, the RDN can
begin to make changes to their programming. The feedback may dramatically alter their
approach to LIT programming and this report has the potential to have long term impacts if
they are not able to make changes to their programming or if the client feedback raises
more questions that need to be answered.

Limitations
There have been three areas defined as possible limitations for this work. The LITs
and mentors that are attending, the types of volunteering events available for the LITs, and
outside financial support for the program. The assumptions being made about the program
and the external factors are also listed as a considerations for the evaluation.

Attendees

This has been identified as a possible limitation because the people that apply for
the LIT leadership program or the students that apply as mentors is currently unknown. If
the program has a low enrollment for the year being evaluated this could have an impact
on the outcome of the data collection and the evaluation. Also, the attendees themselves
can have an impact on the evaluation. If the majority of the attendees are 14 years old and
this is their first time in a LIT type program, they might be initially hesitant to offer their
honest feedback. An LIT group that is comprised of older students that have potentially
attended in the past might be more willing to provide feedback to the evaluator.

Availability of Volunteering Opportunities

The amount and type of volunteering opportunities is also a limitation that needs to
be considered for the evaluation. If the majority of the community opportunities are limited

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to similar events where the LITs don’t get a variety of choices, this also could have an
impact on the evaluation. If the events being offered for the LITs mainly deal with
managing young children and offer little other engagement chances, this could be reflected
in the feedback from the LITs as they won’t have had the opportunity to try and variety of
leadership learning opportunities.

Financial Support

The financial support being offered by the Regional District of Nanaimo is a

limitation if the program loses the funding. The funding is secured each year and is
dependent on the program having a basis of support in the community and having active
participants. While each LIT pays a small fee for the summer program, the majority of the
operating expenses come from the RDN. Should this program no longer receive the funding
it would not be able to self sustain with the monies collected for registration.

Assumptions
● LITs will be engaged in the work
● LITs will turn up and complete all activities
● Community events will try and access LITs
● There will be enough LITs signing up for the program to be feasible
● There will be enough returning LITs to offer support and guidance
● There will be people that have completed the LIT training and want to participate as
mentors
● LITs return to the program for multiple years, further cementing growth in
leadership skills

External Factors to Consider

● LITs will have enough community experience to show growth in leadership skills
● There is enough of a demand in the community for LITs to work with seniors and
youth
● There is employees that have been tasked with running the LIT program in the RDN
● There is money being contributed towards the RDN to support the LIT program
● LITs continue to demonstrate growth after being in the program
● The community demonstrates an appreciation for the LIT program and continues to
seek support from it for community events

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Evaluation Management

Timeline of Evaluation

The clients have requested that the work is completed by the end of September so
that they can begin to work on making changes to the program before the spring release of
new programming. Having all available information and feedback prior to this time will be
key to allowing the employees of the RDN to fully enact and build upon the trends shown in
the final report.

Budget Estimate

The clients have requested a simple budget outline to ascertain the projected costs
of this project. This is necessary as the funds to cover this evaluation will be provided by
the RDN and must be agreed upon by the Board of Directors. All cost projections are
estimates and could be altered through the course of the evaluation. The RDN will be kept
apprised of all costs and will receive a monthly listing of expenses.

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 Item June July Aug Sept Total
Evaluator 15 hrs @ 15 hrs @ 15 hrs @ 25 hrs @ $5250.00
$75.00/hr $75.00/hr $75.00/hr $75.00/hr
= = = =
$1125.00 $1125.00 $1125.00 $1825.00

Mentor LITs Supplied by Supplied by Supplied by Supplied by $0

RDN RDN RDN RDN

RDN Employee Supplied by Supplied by Supplied by Supplied by $0

Wages RDN RDN RDN RDN

Total Wages $5250.00

Expenses June July Aug Sept Total

Transportation $250.00 $250.00 $250.00 $250.00 $1000.00

Copying $25.00 $25.00 $25.00 $25.00 $100.00

Computer Provided by Provided by Provided by Provided by $0

Evaluator Evaluator Evaluator Evaluator

Video Materials https://tinyurl.com/y9dphh4e $199.99

Meeting These materials will be variable and will be dependent on the $500.00
Materials meetings being offered. When working with LITs or mentors the
evaluator would like to offer light refreshments. Also, should any of
the meetings have brainstorming in them they will require some
limited office materials. The cost associated with the meetings will be
divided between the summer months and will be used as needed. Any
funds remaining will be returned to the RDN at the conclusion of the
evaluation.

Total Expenses $1799.99

Evaluation Proposed Total $7049.99

Ethical Considerations

The two ethical considerations being brought forward in this evaluation are
working with children, and the working in the community. Both of these present challenges
that need to be considered deeply. The student LITs will have signed an agreement with the

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RDN when they sign up for the program and must have parent support and signatures to
attend the program throughout the summer. Having said this, careful consideration will be
placed on all materials pertaining to youth being anonymous and secure. The surveys and
interviews are voluntary and the participants or guardians of those participants can refuse
to participate at any point. Any observations collected during the evaluation will be coded
and any faces captured will be altered to ensure anonymity.
Working with the community also has ethical considerations. It will be important to
ensure that all people that contribute information and feedback are kept anonymous and
protected. This will ensure that community event organizers are protected should they
have any negative feedback for the program. By keeping everything anonymous, the
evaluators will ensure that identities are protected and that people can engage in the
surveys and feedback opportunities with the utmost honesty. Having a clearly defined plan
of confidentiality will support the success of the data collection and subsequent trends and
findings.

References:
Smith, Neil. (2016). Youth Recreation Strategic Plan 2011-2016. Retrieved from
https://www.rdn.bc.ca/cms/wpattachments/wpID128atID4012.pdf

Valade, Kelly. (2017). BCRPA Powerpoint Presentation. Retrieved from

https://docs.google.com/presentation/d/1PJt-rPvuKNoIA8Bk0sbFcBh2NqnvIO1Ch
TOCi-gG83I/edit#slide=id.p3

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Appendix A

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Appendix B: LIT Survey

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Appendix C: Mentor Survey

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Appendix D: Employee Survey

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Appendix E: Community Survey

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Appendix F: LIT/Mentor Interview Sheet

LIT/Mentor Quick Interview 

What was one leadership skill that you did really well at today? 
 
 
 
 
 
 
 
 
 
What was one leadership skill that needed more work today? 
 
 
 
 
 
 
 
 
 
What leadership skill are you going to focus on tomorrow? 
 
 
 
 
 
 
 
 
 
 

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Appendix G: LIT/Mentor Observation Sheet

LIT/Mentor Observation Sheet 

What is happening: 
 
 
 
 
 
 
 
 
 
Skills being used: 
 
 
 
 
 
 
 
 
 
 
Thoughts/Wonders/Conclusions: 
 
 
 
 
 
 
 
 
 
 

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Appendix H: Mentor Journal/Log

Mentor Journal/Log 
Date 
What happened today? 
 
 
 
 
 
 
 
 
What do you need to think about for next time? 
 
 
 
 
 
 
 
 
 
What else? 
 
 
 
 
 
 
 
 
 

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