BSBLED401: Assessment 4 - Coaching, Mentoring, and Learning Plans

This assignment solution addresses BSBLED401 Assessment 4, which requires the student to conduct a coaching and mentoring session within a legal firm scenario. The task involves preparing for the session, including providing the team member with the mentoring and coaching plan from a previous assessment. The student must also prepare questions to guide the team member in setting mentoring goals and selecting coaching activities. During the session, the student is expected to collaborate on the learning plan, take notes, encourage negotiation of goals, and set realistic timeframes. The solution emphasizes the importance of clearly identifying oneself and the purpose of the call, incorporating the team member's suggestions, and documenting changes. The assignment culminates in uploading evidence of the session, such as a verification form, to demonstrate the application of coaching and mentoring skills. The solution also includes a reference to a relevant academic paper.

BSBLED401: Assessment 4
What you need to do
In this assessment you will conduct a coaching and mentoring session and negotiate
modifications to a learning plan.
This assessment allows you to demonstrate your skills and knowledge identifying and
implementing learning opportunities for others.
Scenario
You are the team leader at the busy legal firm, Flounder and Associates. You are responsible
for the learning and development of the small administrative team you lead.
Part of your role involves providing coaching and mentoring assistance to facilitate individual
and team achievement of competencies. The role also requires you to give and receive
feedback.
Task
Conduct mentoring and coaching
For this task, you are required to conduct a mentoring and coaching session with the same
team member from previous assessments.
Once again, you can ask a work colleague or a teacher (phone) to play the role of the team
member. Remember to organise a specific time to meet/phone.
Step 1 - Before the meeting/call
Provide a copy of the following to the team member before your meeting:
 The mentoring and coaching plan you drafted in Assessment 3, Task 2 Mentoring
and coaching plan
Practise and prepare the following:
 How you will greet the team member and explain what the call is about
Assessment 4, LA023553, Unit code BSBLED401, Edition number 3 1
© New South Wales Technical and Further Education Commission, 2018 (TAFE NSW), Archive version 1, June 2018

 Questions which help the team member to set mentoring goals which facilitate their
(and their team’s) learning
 Questions which encourage the team member to suggest and select coaching
activities
Step 2 - During the meeting/call
While you are working on the plan with your team member, remember to do the following:
 Take notes of the changes/additions to the mentoring plan
 Encourage collaboration and negotiation of goals and activities
 Ask the questions you prepared
 Set realistic timeframes for goals and their review
Step 3 – Assessment submission
Following the collaboration session, please upload evidence you conducted this session to the
OLS:
 If you completed the session with a work colleague, please upload the completed
verification form. This form can be found on the OLS.
 If you completed the session with a teacher, please upload the verification form the
teacher emailed you after the session.
Answer:
The first thing when calling teammates is to ensure that you identify yourself to the
teammates. This is important as it will help the teammates to identify with the caller. The
next thing is to ensure that you make the reason for calling very clear to the teammates. After
this, asking the teammates to suggest any topics that they find necessary or that they would
want to be covered in the coaching session is also crucial. Ensuring that the suggestion of the
teammates is put into consideration is very crucial (Zhang et al., 2018). Taking notes of the
changes that the teammates want made on the mentoring plan is very important. This will
2 Assessment 4, LA023553, Unit code BSBLED401, Edition number 3
© New South Wales Technical and Further Education Commission, 2018 (TAFE NSW), Archive version 1, June 2018

help the teammates feel appreciated and also feel as a part of the process altogether. Setting
realistic timeframes will also be important.
Checklist
I have:
 Collaborated on the learning plan with my team member
 Amended the learning plan as discussed
 Saved a signed copy of the final plan
If you are unable to complete this task for a specific reason, please contact your teacher to
discuss alternative arrangements for demonstrating your skills and knowledge.
Assessment 4, LA023553, Unit code BSBLED401, Edition number 3 3
© New South Wales Technical and Further Education Commission, 2018 (TAFE NSW), Archive version 1, May 2018

Reference
Zhang, Y., Adebayo, Y., Baklanov, A., & App, G. (2018, April). Development of a Guide on
Training and Best Practices for Chemical Weather/Air Quality Forecasting (CW-
AQF) Using 3-D Numerical Models. In EGU General Assembly Conference
Abstracts (Vol. 20, p. 19657).
4 Assessment 4, LA023553, Unit code BSBLED401, Edition number 3
© New South Wales Technical and Further Education Commission, 2018 (TAFE NSW), Archive version 1, June 2018