Peer Learning Strategy Toolbox for Desklib

This toolbox has been primarily developed to provide optional tools that will support applied learning, reflective practice and assignment activities to be completed in support of the unit BSBLED805 Plan and implement a mentoring program. It is designed to be used to support completion of study this unit as part of a postgraduate level learning and teaching program (i.e. in a graduate certificate, graduate diploma or Masters program).

[BSBLED805]
Planandimplement
a
mentoringprogram
Peer Learning Strategy
Toolbox
Postgraduate
Studies Distance
Education

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PEER LEARNING STRATEGY
TOOLBOX
Contents
Introduction...................................................................................................................................... 1
Tool 1.1–CoachabilityIndex............................................................................................................. 2
Tool 1.2– Manager asacoach.......................................................................................................... 4
Tool 2.1 – Kolb LearningStylesInventory.......................................................................................6
Introduction to the learning style inventory andyourscores..............................................................6
HowAdultsLearn.............................................................................................................................. 7
Scoring theLearning-StyleInventory................................................................................................7
Instructions................................................................................................................................... 8
Scoring......................................................................................................................................... 8
Learning -styleprofile..................................................................................................................... 11
Norms for thelearning-styleinventory............................................................................................. 11
Identifying Your LearningStyleType............................................................................................. 13
Learning stylestypegrid................................................................................................................. 14
Individuallearningstyles.............................................................................................................. 14
Tool 3.1 — Individual Development Plan(IDP)Template.............................................................15
Tool 3.2 — PerformanceImprovementPlan..................................................................................16
OverallPerformanceRating......................................................................................................... 17
Tool 3.3 — Personal Career Plan - Personal and work context(PCP)Template........................18
Tool 3.4 — Template for Personal development questionnaire determining future skill and
developmentneeds
.........................................................................................................................................................
19
Ratingscales............................................................................................................................... 20
Tool 3.5—Summary DevelopmentPlan–Template.......................................................................21
Tool 4.1– Coaching sessionplanningtemplate............................................................................22
Tool 4.2– Mentoring sessionplanningtemplate...........................................................................24
Tool 4.3–Scenariowork.................................................................................................................. 26
Planning a workplace coaching ormentoringsession.....................................................................26
Scenario 1: Coachingpoorperformance.........................................................................................26
Coaching in an emotionallychargedcontext................................................................................26
Manager’s checklist for debriefing or reviewing amentoring/coachingsession............................29
Scenario 2: Mentoringstrugglingexecutive.....................................................................................30
Tool 4.4–Small Group Peer Learning SessionEvaluationTools.................................................32
Assessing your Small Group Mentoring of Coaching Session –TheGroup....................................32
Assessing your Small Group PL Session – TheMentor/Coach......................................................33
Tool 5.1 Identifying an individual peerlearningplan....................................................................34
Tool 6.1 – Mentoring/Coaching StrategyPlanningTemplate.......................................................35
Tool 7.1 – Peer Learning StrategyGoalsTemplate........................................................................1

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PEER LEARNING STRATEGY
TOOLBOXTool 7.2 – PLS TargetAudienceTemplate.......................................................................................2
Tool 7.3 –OutsourcedResources.................................................................................................... 3
Provider sourcingandallocation.................................................................................................... 3
Tool 8.1 –Stakeholderanalysis........................................................................................................ 4
Step 1: Chart commitment & influenceofstakeholders.....................................................................4
Step 1: Chart commitment & influenceofstakeholders.....................................................................5
Step 2: Analyse nature of strategic support or resistance of key stakeholders and identify
stakeholders for whom you want to develop aninfluenceplan
........................................................................................................................................................
6
Step 3: Confirm how to communicate with and influencekeystakeholders......................................7
Tool 8.2 – Peer Learning StrategyGoalsTemplate........................................................................8
Tool 8.3 –RASCITemplate............................................................................................................... 9
Tool 8.4 – Coachee or Menteeprofilingtool..................................................................................10
Tool 8.5 – MentorSkillsChecklist..................................................................................................12
Tool 9.1–Mentor-MenteeAgreement............................................................................................. 14
Tool 9.2 – MenteeSatisfactionCheck............................................................................................ 15
Scoring the MenteeSatisfactionAudit.......................................................................................... 16
Making sense ofthescores.......................................................................................................... 16
Tool 9.3 – Mentoring MeetingReportingTool...............................................................................17
Tool 9.4 –Mentoring or Coaching StrategyReportingTemplate.................................................18
Tool 10.1– Leader asCoachQuestionnaire...................................................................................20
Tool 11.1 – CoachingSkillsChecklist............................................................................................22

Introduction
Thistoolboxhasbeenprimarilydevelopedtoprovideoptionaltoolsthatwillsupportappliedlear
ning,
reflectivepracticeandassignmentactivitiestobecompletedinsupportoftheunitBSBLED805Pla
nand
implementamentoringprogram.Itisdesignedtobeusedtosupportcompletionofstudythisunit
aspartof apost-
graduatelevellearningandteachingprogram(i.e.inagraduatecertificate,graduatediplomaor
Mastersprogram).
ThetoolboxmayalsobeusedtosupportstudyintheunitBSBLED806Planandimplementac
oaching strategy.
Thetoolboxcontainstemplatesandinstrumentsthatmaybeusedforpracticeorwhenleadingthepl
anning
andimplementationofapeerlearningstrategy.Whiledesignedtosupportateachingandlearningpr
ogram,
eachtoolisdealtwithinasequencetypicallyfoundinasystematicapproachtotheanalysis,desi
gn,
implementationandimprovementofapeerlearningprogram.Nevertheless,thetoolsmaybeu
sedina
standalonemodeorasrequiredcontingentonthecontext,learninganddevelopmenttask,individu
alinvolved andtheorganisation’sneeds.

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PEER LEARNING STRATEGY
TOOLBOX
Tool 1.1– Coachability Index
Thisquicktesthasbeendesignedtoindicatehowopenyouaretobeingcoachedandtoimproveperfo
rmance. Justasyoumayliketobecoachedinadifferentmanner,sowillthoseyoucoach.
For each statement circle the score that best represents your response.
Statements 1
Neve
r
2
Rarely
3
Sometim
es
4
Regularl
y
5
Always
1. I desire performance feedback
2. I solicit suggestions for improvement
3. I listen to others’ point of view
4. I am receptive to constructive feedback
5. I am supportive of others’ successes
6.Iamwillingtoacquirenewknowledg
e, skills andcompetencies
7.Iamreceptivetonewtechnologya
nd improvementtechniques
8.Iamwillingtoparticipateingrowthan
d developmentplans
9.Iamwillingtocomparemyselfwithhi
gh achievers
10.Iamwillingtothinkaboutwayso
f improvingmyperformance
Sub
total
TOTAL
Add up your scores.
Everyresponseoneachlineisvaluedatthenumericvaluerepresentedatthetopofthecolumn(a
tickin column1scores1,incolumn2itisworth2andsoonuptofive.
Ascoreof40-
50indicateshighcoachability.Itislikelythatyouareenthusiasticaboutcoachingandseek
learningopportunitiesinordertofurtheryourcareer.Youareabletoseekconstructivefeedbac
kand arewillingtoconsiderhowyoumayimproveinthefuture.
Ascorebetween30or40indicatesmoderatecoachability.Attimesyoumaybequiteenthusi
asticabout
coachingandlearningfromothersbutmaynotseethevalueofthisactivityinallcircumstan
ces.
Moreoveryoumaywellprefertolearnaloneornothaveothersviewyourinabilitytocompleteata
sk.
Ascoreof30orbelowindicateslowcoachability.Thissuggeststhatyoumayprefertousetradi
tional
methodsofachievingobjectives.Itislikelythatyoudonothaveahighopinionofeitherbeingcoa
ched orhavingtocompletetraininganddevelopmentthatistiedtowork-

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PEER LEARNING STRATEGY
TOOLBOXbasedperformanceoutcomes.
Self-Reflection
1. Doyouagreewithyourscoreandtheinterpretation?
Asitisonlyashorttestitisonlymeantto
startyouthinkingabouthowyouapproachcoachinginyourworkplace.

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2. Considerthefollowingpoints:
a. Areyoupersonallycommittedtocoachingandlearningfromothers?
b. Doyouseekconstructivefeedback?
c. Areyoupreparedtochangeyourbehaviourifnecessary?
d. Areyoutypicalofother’sinyourteamorworkplace?
Reflectonyourresponses.Whenyouenterintotheworkshopconsiderhowcoachingforperformanc
ewill
notjustbeaboutyouasacoach,buthowyouarecoachedandhowothersrespondtoyouastheirc
oach.

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Tool 1.2– Manager as a coach
Timing:Thisactivitywilltakearound15minutestocomplete.Theaimistoidentifyyourperspect
ive
asamanagerontheroleofbeingacoach.Ifyouaren’torneverhavebeenamanagerthe
njust examinethetoolandhowitmaybeutilised.
Instructions
Trytoanswerthesequestionshonestly;thencheckyourscoreofthenextpage.Selecto
ne statementthatbestfitsyou.
1. Duringatypicalmonth,doyoudevoteatleasttwohoursofyourtimetodevelopinge
ach of yourstaff?
a. Rarely, ifever.
b. Occasionally,whenthingsworkoutthatway
c. Itryhardtoandusuallysucceed
d. Ialwaysspendmorethanthatamountoftimeondevelopmentofothers
2. Doyou:
a. Planinadvancespecific‘assignment’orlearningopportunitiesforyourstaff
b. Keepaneyeopenforsituationswhichyoucanuseforlearningpurposes?
c. Letyourstafflearnbytheexperienceswhichcometheirwayinthenormalco
urse ofbusiness?
d. Consciouslycreatelearningsituationsevenattheexpenseofsomeimm
ediate operationalefficiency?
3. Whodoesmostoyourworkwhenyouareawayonleave,orotherwiseabsentfr
omthe job?
a. Someonealwayspicksuptheurgentthings;therestcanwait
b. Yourboss
c. Yourstaff
d. Nobody.Ifthejobistobedoneproperly,onlyyoucandoit –
soyoutackleit whenyougetback
4. Iftheperformanceofamemberofyourstaffonaparticularassignmentclearlyindic
atesa
weaknessinanareawhereyouyourselfhavespecialexpertisewouldyourinclinatio
nbe to:
a. Tellhimexactlywhatheoughttohavedoneandensurethatsomeonesuper
vises himcloselynexttime?
b. Avoiddelegatingthattypeofworktohiminthefuture?
c. Sendhimonacourse?
d. Gethimtotackleanotherassignmentofthesamesort,askhimtoreportprog
ress periodicallyandreviewanddiscusshisproblemsastheyarise?
5. Ifamemberofyourstaffcomesandaskyouwhatheshoulddoaboutaproble
mwhich hasariseninconnectionwithataskdelegatedtohim,doyou:
a. Tellhimtocomebackinacoupleofdays,whenyouhavethetimetothinkabo
ut it?
b. Tellhimpolitelythatitishisjobtofindtheanswers,notyours?
c. Tellhimwhatheshoulddo?
d. Askhimwhathewouldsuggestshouldbedone,andhow?

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How do you rate?
Scoring A B C D Your
Interpreting your results:
0 – 10 Youreallyneedtoworkatdevelopingemployeesorotherindivi
duals
11 –
16
You are within reach of being a good developer of others
17 –
20
You are consciously sharing your skill and knowledge with other
s
Reflecting on your results:
Thereislittlescientificrigourinthistool.Neverthelessitisintendedtostimulatethinkingast
o
yourcurrentactivityasacoach.Ifyouarenotemployed,orworkinginaknowledgeintensive
job
thatdoesnothavepeerrelationshipsoragroupworkcontext,thiswillquiteobviouslylackdi
rect relevance.Butyouitstillcanstimulatereflection.Areyouagoodcoach?
Doyouwanttobea goodcoach?
Dothescoresindicateanythingyouneedtonotebeforewemoveonwithourstudy?
score
Q1 1 2 3 4
Q2 4 2 1 3
Q3 2 3 4 1
Q4 2 1 3 4
Q5 3 1 2 4
Total

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Tool 2.1 – Kolb Learning Styles Inventory
Introduction to the learning style inventory and your scores
The following activity is based on the original and now very popular Learning Styles Inventory developed by
David Kolb in the early 1980s.1
TheLearningStyleInventory(LSI)isasimpleself-
descriptiontest,basedonexperientiallearningtheory,which
isdesignedtomeasureyourstrengthsandweaknessesasalearner.Experientiallearninginconceiv
edasa fourstagecycle:
(1)immediateconcreteexperienceisthebasisfor(2)observationandreflection;(3)these
observationsareassimilatedintoa“theory”fromwhichnewimplicationsforactioncanbededucted
;(4)
theseimplicationsorhypothesesthenserveasguidesinactingtocreatenewexperiences.Theeffect
ive learnerreliesonfourdifferentlearningmodes-
ConcreteExperience(CE),ReflectiveObservation(RO),
AbstractConceptualisation(AC),andActiveExperimentation(AE).Thatis,hemustbeabletoinvolve
himself
fully,openly,andwithoutbiasinnewexperiences(CE),hemustbeabletoreflectonandobserve
these
experiencesfrommanyperspective(RO),hemustbeabletocreateconceptsthatintegratehisobser
vations
intologicallysoundtheories(AC),andhemustbeabletousethesetheoriestomakedecisionsan
dsolve problems(AE).
TheLSImeasuresyourrelativeemphasisonthefourlearningmodesbyaskingyoutorankorder
aseriesof
fourwordsthatdescribethesedifferentabilities.Forexample,onesetoffourwordsisfeeling,watchi
ng,
thinking,doing,whichreflectsCE,RO,AC,andAE,respectively.Theinventoryyieldssixscores:CE,R
O,AC,
andAEplustwocombinationscoresthatindicatetheextenttowhichyouemphasiseabstractne
ssover concreteness(AC-
CE)andtheextenttowhichyouemphasiseabstractnessoverconcreteness(AC-CE)andthe
extenttowhichyouemphasiseactiveexperimentationoverreflection(AE-RO).
OnewaytobetterunderstandthemeaningofyourscoresontheLSIistocomparethemwiththes
coresof
others.The“target”onthenextpagegivesnormsonthefourbasicscales(CE,RO,AC,AE)for1,933ad
ults,
rangingfrom18to60yearsofage.Abouttwothirdsofthegrouparemenandthegroupasawholei
shighly
educated(twothirdshavecollegedegreesorhigher).Awiderangeofoccupationsandeducatio
nal
backgroundsarerepresented,includingteachers,counsellors,engineers,salespersons,manager
s,doctors andlawyers.
Therawscoresforeachofthefourbasicscalesarelistedonthecrossedlinesofthetarget.Bycirclingy
our
rawscoresonthefourscalesandconnectingthemwithstraightlinesyoucancreateagraphicreprese

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ntation
ofyourlearningstyleprofile.Theconcentriccirclesonthetargetrepresentpercentilescoresfor
the
normativegroup.Forexample,ifyourrawscoreonConcreteExperiencewas15,youscoredhighero
nthis
scalethanabout55%ofthepeopleinthenormativegroup.IfyourCEscorewas22orhigher,yous
cored
higherthan99%ofthenormativegroup.Thereforeincomparisontothenormativegroup,theshape
ofyour
profileindicateswhichofthefourbasicmodesyoutendtoemphasiseandwhicharelessemphas
ised.
1Kolb,D(1981)‘Learningstylesanddisciplinarydifferences’,TheModernAmericanCollege,Jossey-
Bass,Chickering&Associates:San
Francisco.OriginalLSIaspresentedhereinmadeavailableforfreeforeducationalpurposesonly1991.

Concrete
Experience
Testingconcepts
in newsituations
Observation
andreflection
Formulating abstract
concepts andgeneralisations
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How Adults Learn
Employeesaroundyouandthoseyoumaycoachwillhaveapreferredwaytolearn.Thiswillimpactho
wthey
respondtoinstructionstocompletetaskstheyareunfamiliarwith,orifthenatureofthetaskfallsoutsi
deof
their‘learningstyle’.Theaimistoidentifywhatlearningstyleyouhaveandraiseyourawarenes
sthat
differentindividualsneeddifferentsituationsortaskstomaximisetheircomfortzone.Thiswillalsoe
nhance theirlearningandmotivationtoperformandcompletenewtasks.
Scoring the Learning-Style Inventory
The inventory is designed to assess your method of learning. As you take the inventory, give a high rank to
thosewordswhichbestcharacterisethewayyoulearnandalowranktothewordswhichareleastcharacteristic of your
learningstyle.
You may find it hard to choose the words that best describe your learning style because there are no right or
wrong answers. Different characteristics described in the inventory are equally good. The aim of the inventory

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is to describe how you learn, not to evaluate your learningability.

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Instructions
There are nine sets of four words listed below. Rank order each set of four words assigning a 4 to the word
which best characterises your learning style, a 3 to the word which next best characterises your learning style,
a2tothenextmostcharacteristicword,anda1tothewordwhichisleastcharacteristicofyouasalearner.Be sure to
assign a different rank number to each of the four words in each set. Do not make ties or mark up more
thanone.
Be honest; work quickly and do not modify based on what you think should be the best response.
1. discrinimating
tentative
2. receptive
relevant
3. feeling
watching
involved
analytical
thinking
practical
impartial
doing
4. accepting risk-
taker evaluative
aware
5. intuitive
productive
6. abstract observing
7. present-oriented reflecting
8. experience
observation
9. intense reserved
logical
concrete
future-
oriented
conceptualisation
rational
questioning
active
pragmatic
experimentation
responsible
Scoring
Thefourcolumnsofwordsabovecorrespondtothefourlearningstylescales:CE,RO,AC,andAE.Tocompute your
scale scores, write your rank numbers in the boxes below only for the designated items. For example, in
thethirdcolumn(AC),youwouldfellintheranknumberyouhaveassignedtoitems2,3,4,5,8and9.Compute your scale
scores by adding the rank numbers for each set ofboxes.
Score items: Score items: Score items: Score items:
2 3 4 5 7 8 1 3 6 7 8 9 2 3 4 5 8 9 1 3 6 7 8 9
CE = RO= AC = AE =

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Plot your score for each of the four dimensions on the ‘target diagram’ on the following page.
40 35 30 25 20 15 10 5
40
35
30
25
20
15
10
5
5 10 15 20 25 30 3540
5
10
15
20
25
30

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Learning - styleprofile
Norms for the learning-style inventory
Theconcentriccirclesrepresentpercentilescoresbasedonthecombinedresponsesof127practicingmanagers and
512 Harvard and M.I.T. graduate students in management. (For example, a raw score of 21 on Abstract
Conceptualisation means you scored higher on this dimension than 80 percent of the managers and students
tested,whileascoreof24wouldindicateyouscoredhigherthananyoneinthepopulationonwhichthesenorms
arebased.)
AhighscoreonCONCRETEEXPERIENCErepresentsareceptive,experiencebasedapproachtolearningthat relies
heavily on feeling-based judgement. High CE individuals tend to be empathetic and “people oriented”. They
general find theoretical approaches to be unhelpful and prefer to treat each situation as a unique case. They
learn best from specific examples in which they can become involved. Individuals who emphasise
CONCRETEExperiencetendtobeorientedmoretowardspeersandlesstowardsauthorityintheirapproachto learning,
and benefit most from feedback and discussion with fellow CElearners.
A high score on ABSTRACT CONCEPTUALISATION indicates an analytical, conceptual approach to learning
that relies heavily on logical thinking and rational evaluation. High AC individuals tend to be oriented more
towards things and symbols and less towards other people. They learn best in authority-directed, impersonal
learning situations that emphasise theory and systematic analysis. They are frustrated by and benefit little from
unstructured “discovery” learning approaches like exercises and simulations.
A high score on ACTIVE EXPERIMENTATION indicates an active, “doing” orientation to learning that relies
heavily on experimentation. High AE individuals learn best when they can engage in such things as projects,
homework, or small group discussions. They dislike passive learning situations such as lectures. These
individuals tend to be extroverts.
A high score on REFLECTIVE OBSERVATION indicates a tentative, impartial and reflective approach to
learning. High RO individuals rely heavily on careful observation in making judgements, and prefer learning
situations such as lectures that allow them to take the role of impartial observers. These individuals tend to be
introverts.
Tocomputethetwocombinationscores,subtractCEfromACandsubtractROfromAE.Preservene
gative signs if theyappear.
AC= CE= AE= RO=
AC-CE = AE-RO =

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Accommodator
-12
-10
-8
-7
-6
-5
-4
-3
-2
-1
0
1
2
Diverger
17 15 13 12 11 10 9 8 7 6 5 4 2 1 0 -1 -2 -3 -4 -5 -6 -7 -8 -9 -11
Converger
4
5
6
7
8
9
10
11
12
13
14
16
18
Assimilator
100 9080 70 60 403020 10 0
Identifying Your Learning Style Type
It is unlikely that your learning style will be described accurately by just one of the four preceding paragraphs.
This is because each person’s learning style is a combination of the four basic learning modes. It is therefore
more meaningful to describe your learning style by a single data point that combines your scores on the four
basic modes. This is accomplished by using the two combination scores, AC-CE and AE-RO. These scales
indicate the degree to which you emphasise abstractness over concreteness and action over reflection,
respectively.
The grid below has the raw scores for these two scales on the crossed lines (AC-CE on the vertical and AE-
RO onthehorizontal)andpercentilescoresbasedonthenormativegrouponthesides.Bymarkingyourrawscores
onthetwolinesandplottingtheirpointofinterceptionyoucanfindwhichofthefourlearningstylequadrantsyou fall into.
These four quadrants, labelled Accommodator, Diverger, Converger, and Assimilator, represent the four
dominant learning styles. If your AC - CE score were -4 and your AE-RO score were +8, you would fall strongly
in the Accommodator quadrant. An AC-CE score of +4 and an AE-RO score of +3 would put you only slightly in
the Converger quadrant. The closer your data point is to the point where the lines cross the more
balancedisyourlearningstyle.Ifyourdatapointisclosetoanyoneofthefourcounters,thisindicatesthatyour rely heavily
on one particular learningstyle.
Percentiles
0
10
20
30
40
60
70
80
90
AE-RO
AC - CE Percentiles

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Learning styles type grid
Individual learning styles
The accommodator has the opposite
learning strengths of the assimilators. She is best at
CE and AE. Her greatest strength lies in doing
things, in carrying out plans and experiments and
involving herself in new experiences. She tends to
be more of a risk taker than people with the other
three learning styles. We have labelled this style
accommodator because she tends to excel in
situations where she must adapt herself to specific
immediate circumstances. In situations where the
theory or plans do not fit and facts she will most
likely discard the plan or theory; (Her opposite style
type, the assimilator, would be more likely to
disregard or re- examine the facts). The
accommodator is at ease with people but is
sometimes seen as impatient and “pushy”. Her
educational background is often in technical or
practical fields such as business. In organisations
people with this learning style are found in action-
orientated jobs, often in marketing or sales.
Thedivergerhastheoppositelearningstrengt
hs of the converger. She is best at CE and RO.
Her greatest strength lies in her imaginative
ability.
Sheexcelsintheabilitytoviewconcretesituations
from many perspectives. We have labelled this
style diverger because a person with this style
performsbetterinsituationsthatcallforgeneration of
ideas such as a “brainstorming” session.
Divergers are interested in people and tend to be
imaginative and emotional. They have broad
cultural interests and tend to specialise in the arts.
Our research shows that this style is characteristic
of managers from humanities and liberal arts
backgrounds. Personnel managers tend to be
characterised by this learningstyle.
Theconverger’sdominantlearningabilitiesareA
C and AE. Her greatest strength lies in the practical
application of ideas. We have called this learning
style the converger because a person with this style
seems to do best in situations such as conventional
intelligence tests, where there is a single correct
answer or solution to a question or problem. Her
knowledge is organised in such a way that, through
hypotheticaldeductivereasoning,shecanfocusiton
specific problems. Convergers are relatively un-
emotional, preferring to deal with things rather than
people.Theytendtohavenarrowtechnicalinterests
and choose to specialise in the physical sciences.
Our research shows that this learning style is
characteristic of manyengineers.
Theassimilator’sdominantlearningabilities
are AC and RO. Her greatest strength lies in her
ability to create theoretical models. She excels in
inductive reasoning in assimilating disparate
observations into an integrated explanation. She,
like the converger, is less interested in people and
more concerned for abstract concepts, but she is
less concerned with the practical use of theories.
For her it is more important that the theory be
logically sound and precise. As a result, this
learning style is more characteristic of the basic
sciences rather than the applied sciences. In
organisationsthislearningstyleisfoundmostoften in
the research and planningdepartments.
1. Reflectonyourlearningstyle.Howdoesthiscomparewithmembersofyourteamorindivi
duals youworkorinteractwith?

Tool 3.1 — Individual Development Plan (IDP) Template
Employee
Name:
Position:
Manager’s
Name:
Date: To
Function: Department/
Team:
Development Goal
What skills, knowledge
or behaviours
Learning or Development Activity
What training, education,
coaching,
jobrotationorotherstrategiesastobeaccessed
List any special
resources or support
required
Progress review
Whattomonitororwhentoevaluat
e progress (eg.meeting)
Dates
Bywhen –
tocheck or
signoff
1.
2.
3.
4.
5.
6.
Leader Signature: Employee Signature:
The form would also be part of an overall package to identify strategic, personal and work group targets and measures for a planning period.

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PEER LEARNING STRATEGY
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Tool 3.2 — Performance Improvement Plan
Employee
Name:
Position:
Manager’s
Name:
Date:
Function: Department/
Team:
JobPerformancePlanningPeriod From// through to//
Result Areas: Review Date &
Performance
Goal/Strategic Objective/ Indictor Date Candidate’s
own
Score*
Date Manage
r’s
Score*
1. / /20 / /20
2. / /20 / /20
3. / /20 / /20
4. / /20 / /20
5. / /20 / /20
6. / /20 / /20
7. / /20 / /20
8. / /20 / /20
9. / /20 / /20
* Scoreisallocatedbyemployeeandbythemanager(appraiser).Thesescorescanbecompletedtogetherorindepe
ndently.

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The1to5scoringscalesareprovidedoverleaf©HuonInstitute1994CopyontoA3paperorcreateanelectro
nicversion

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Overall Performance Rating
Rating 5 Excellence
Performanceconsistentlyexceedsthestandardexpectedoffullyeffectiveemployeeatthislevelofemployment.Thelevelindicatesthatthecandidatehasd
elivered exceptionalresultsagainstallindicators.
Rating 4 Superior
Performanceexceedsthestandardexpectedoffullyeffectiveemployeeatthislevelofemployment.Thislevelindicatesthatthecandidatehasdeliveredsati
sfactoryor betterresultsagainstmostindicators.
Rating 3 Effective
Performancefullymeetsthestandardexpectedofemployeeatthislevelofemployment.Thislevelindicatesthatthecandidateroutinelydeliverssatisfactor
yresults against mostindicators.
Rating 2 Foundation
Performancejustmeetsthestandardexpectedofemployeeatthislevelofemployment.Thislevelindicatesthatthecandidatehasdeliveredsatisfactoryre
sultsagainst
mostindicatorscoveringroutinetaskcompletion.Itcouldbeexpectedthatsomeinexperiencedemployeeswouldberatedadequatebeforeacquisitionofa
fullrange ofcompetencies.
Rating 1 Unsatisfactory
Performancedoesnotmeetthestandardexpectedatthislevelofemployment.Thislevelindicatesthatthecandidatehasfailedtodeliversatisfactoryresults
againsta significantnumberofindicatorscoveringroutinetaskcompletion.
© Copyright the Huon Institute 1994, 2001. Actual form would be on A3 or larger folio paper or available electronically

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Tool 3.3 — Personal Career Plan - Personal and work context (PCP) Template
Employee
Name:
Position:
Manager’s
Name:
Date: ...…............. to ...............……...
Function: Department/
Team:
Category
Aspirations and
Goals
Rank the challenge
and/or reward
forachievingthisoutcom
e (1islow&5ishigh)
Achievements
(Whathasbeenthegreat
est
successinthiscategory?)
Career Goals
(What do you want to
achieve?)
Over whatduration
(timeframetoachievegoal
=1, 2ormoreyears-
specify)
1 2 3 4 5
For me
For work
For my
management
and
leadershiprole
For my
professiona
l/ technical
skills
My other needs
Leader Signature: Employee Signature:
The form would also be part of an overall package to identify strategic, personal and work group performance and development targets for a planning period.

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© Copyright the Huon Institute 1994, 2001. Actual form would be on A3 or larger folio paper or available electronically

ListTheMajorChan
ges that will
Impact Your Work
Roles
Whatarethemajorskills
you
willneedtohave?
Do you have
these skills to
the level
required?
1.
2.
3.
4.
5.
Rank the Responses (1 is low & 5 is
high)
Importance DifficultytoAcqui
re
1 2 3 4 5 1 2 3 4
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Tool3.4—
TemplateforPersonaldevelopmentquestionnairedeterminingfutureskillanddevelopmentne
eds
Employee
Name:
Position:
Manager’s
Name:
Date:
Function: Department/
Team:
If you were in a workplace team, forms such as this can assist with the framing of meaningful outcomes/goals.
The form would also be part of an overall package to identify strategic, personal and work group targets and measures for a planning period.
© Copyright the Huon Institute 1994, 2001. Actual form would be on A3 or larger folio paper or available electronically

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Rating scales
OVERALL PERFORMANCE
RATING
Rating Definition Description
5 Mastery Performanceconsistentlyexceedsthestandardexpectedoffullyeffectiveemployeeatthislevelofemployment.Thelevelindicatesthat
the candidatehasdeliveredexceptionalresultsagainstallindicators.
4 Advanced
Competence
Performanceexceedsthestandardexpectedoffullyeffectiveemployeeatthislevelofemployment.Thislevelindicatesthatthecandida
tehas deliveredsatisfactoryorbetterresultsagainstmostindicators.
3 Effective
Competence
Performancefullymeetsthestandardexpectedofemployeeatthislevelofemployment.Thislevelindicatesthatthecandidatero
utinely deliverssatisfactoryresultsagainstmostindicators.
2 Adequate
competence
Performancejustmeetsthestandardexpectedofemployeeatthislevelofemployment.Thislevelindicatesthatthecandidatehasdelive
red
satisfactoryresultsagainstmostindicatorscoveringroutinetaskcompletion.Itcouldbeexpectedthatsomeinexperiencedemployees
would beratedadequatebeforeacquisitionofafullrangeofcompetencies.
1 Unsatisfactory
competence
Performancedoesnotmeetthestandardexpectedatthislevelofemployment.Thislevelindicatesthatthecandidatehasfailedto
deliver satisfactoryresultsagainstasignificantnumberofindicatorscoveringroutinetaskcompletion.

Competency development targets - Now (Title/Code)
1.
2.
3.
4.
5.
Competency Achieved Last Development Period
(Title/Code)
1.
2.
3.
4.
5.
PersonalCareerDevelopmentOptions
Next6Months
Transfer to: Promotion to: Relocation to: Project on: Assume roles for:
Within12Months
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Tool 3.5—Summary Development Plan –Template
Employee
Name:
Position:
Manager’s
Name:
Department/
Team:
Time in
Present
Position::
Last
Development
Appraisal:
/ /
Strategies to Achieve Development
1. ..............................................................................................
2. ...............................................................................................
3. ...............................................................................................
4. ...............................................................................................
5. ...............................................................................................
© Copyright the Huon Institute 1994, 2001. Actual form would be on A3 or larger folio paper or available electronically.

Tool 4.1– Coaching session planning template
Components Notes
1. Define the purpose Business optimization is the process
which helps in the identification of the
implementations of business that helps
the business to be more efficient and cost
effective. In this project the coaching of
this topic has been explained. This project
explains the models and methods used
for this topic. In this project the method
used for the learning session is the PISA
which is also known as Programme for
international student assessment. PISA in
this learning template explains the range
capacity of building and peer-learning
activities. With the help of PISA the
participating candidates are successful in
learning in a large scale which gives
assessments and analysation for the
utilization of the results which is needed
for supporting the policy. In this coaching
session the topic discussed is business
optimization, this allows the individuals to
understand the ways in which the
business can be optimized (Cordero,and
Pedraja, 2019).
UseGROW,refertoPISAifrequired.Whyarewehere?
Whatis itabout?Whatisthetopicandtimelimits?
Whatisoutof scope?
Topicsandapproachtocoachingsessionareagreed.
2. Choose the structure,
competencies and objectives
The students in this coaching session will
firstly learn about the purpose of the
business optimization and then it will help
the learners with different data and
information about the topic. Then the
individual will be helped with the
providence of reflective analysis and
them the assessment of the outcome will
be made. This coaching session will
address the behavioral performance of
the business. The targeted competencies
are related to the business optimization
which affects the outcomes of the
business. In this session the focus in over
HowwillIstructurethesession?
Areyoutryingtoaddress
performancethatisphysicalorbehavioural?
Whatarethe competencies being targeted? Are you
trying to focus on
business,individualorothertypesoroutcomes?
Inwhatway
canthesessionbegroundedineasilymeasuredoutco
mes?

the business.
3.Considerthecontextandindividualsin
volved
The context of this topic is business
optimization and the other details related
to it. The situation is definitely different to
the classification as it is regarding the
business optimization. Yes, I have
understood the different types of learning
competencies which included the world
wood, learning styles, disabilities,
intellectual and even physical constraints.
This learning session shows how certain
differences in the students affect the
learning out comes of the learning
method in more than one way (Rozgonjuk
and Täht, 2017).
Whatisthecontext?
Ismyviewofthesituationdifferenttothe participants?
Whatwillbetheindividual’sperspective?-HaveI
thoughtaboutworkload,learningstyles,disabilities,intellec
tual orphysicalconstraints,timing,resourceissues,etc?
4. Introduce the session The purpose of the learner is to
understand the ways in which the
business optimizes itself and with the use
of PISA learning template that explains
the topic with the range of its capacity
and measures the success with the
learning scale to the provided evidence.
The approach of PISA is an international
programme of learning which can easily
understand the benefits of the students
and the use of the international platform.
Provideaclearstatementofthepurpose,objectiveasy
ou
understandthemandsolicitinvolvementfromthepersonbei
ng
coached.UseapproacheslikePISAorGROWmayhelph
ere.
5. Give (each) participants time to
prepare
It is very important to understand that the
learner learning this topic will require
decent amount of time which will allow it
to understand the learning session. This
happens because the amount of
information provided is very high which
needs require high amount of time for the
learners to understand the topic which is
related to the business optimization. From
my point of view understanding business
optimization can be very difficult for the
students and understand and thus they
need extra bit of time.
Participants may need time consider and respond
to the
topic/issuesathand.Doesyourviewpointandinterpretati
on requiretimetodigest?

6. Enter into the session The method of coaching that has been
learnt is PISA which is a very effective
way of understanding a certain topic. This
is a way which is known to be providing
the of the coaching and feedback which
will help the learners understand their
strength and also the weaknesses. This
method of coaching is very effective as it
believe in the concept of competitiveness
in the organization which can improve the
students very effectively.
Conduct the session sensitive to all you have learnt
about coaching and feedback.
7. Action or Demonstration
If required give a demonstration of the required
skill or
behaviour.Breakdowntheskillsandknowledgetomanag
eable componentsandexplaineach.
8. Confirm understanding using
individual reflection
anddiscussion
For the collection of the feedback the best
way is considered as the self-reflection
which provides proper knowledge about
the individual learning that can help the
teacher learn more about the teaching of
the individual. This will allow the learning
session to encourage the individuals
which have provided reflection that shows
the effect of the learning sessions. In
these scenarios where the reflection
contains about the applied outcomes of
the study there is the need of the
involvement of the tutor.

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Istheretimetopractice,gainfeedbackandmakeobservation
s, debriefeachother?
Promoteindividualconfirmationofwhat has been
understood through the session. Encourage the
individual(s)toreflectonthesession.Hasthesessionlinke
d discussionwithappliedoutcomes?
Doothersneedtobecome involved?
9.Debriefandassessoutcomesorplana
ctions
The reflection of different learners can
have mutual agreement related to a
certain topic which will be beneficial for
the employees in having the unresolved
matters which are the correct form of
session. Before continuing to any
decisions this session wants to make sure
that the all the learners have provided
feedback and are clear to the situation.
After the feedbacks have been received it
the time for a follow-up to all the
students. This will then help in the
creation of a action plan which will be
effective and provide different obstacles
and constraints for the consideration of
the addressed topic (Yalcin, 2017).
Canwemutuallyagreeonactionsorbenefit/
unresolvedmatters fromthesession?
Haseveryonebeenabletocontributefreely
andhadthisfeedbackconsideredbeforewemakedecisio
ns? Are opportunities for follow-up practice required?
Have we
achievedanactionplanthatisworthwhileandrealistic?
Are obstaclesorconstraintsconsideredandaddressed?
Doweneed followup,ifsowhenandhow?
Table 1 GROW Approach: planning a session
GROW What do I do?
Goal
set specific objectives at the start of each session
Reality
checktherealityofwherethetrainee/
coacheefeelstheyareatandshareyourreality(Action, Impact,
DesiredOutcome)
Options
Togetheryouexplorealloptionsandthetrainee/
coacheeisencouragedtoexerciseself-
accountabilityandmakethefinalchoicethemselves
Way Forward
commit to action and goals/means to review
Table 2 PISA approach: What to do in a session
PISA What will I say or do?
Purpose Describe the specific performance gap or give examples:
 Poorconduct:‘Youwerelatetostartworkthelastthreedaysthisweek.’
 Skillgap:‘youareincorrectlycompletingtheOHSchecklistbeforeyoustartwork’
Impact Explaintheconsequencesoftheperformancegap.Forexample‘Thisiscausingcustome
rstowait

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your arrival’; ‘you are at risk of injury’
Situation Discusswiththeemployeewhyitishappening.Discussthesituationandconfirmifastructured
session isrequired.
Action Workwiththeemployeetogeneratestrategiesforfixingtheperformancegaporaddressingthei
ssue. Developaclearactionplanthatstateswhodoeswhat,andbywhen.
Move agreed actions into the basis after the meeting.
Agree on a time frame for action.

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Tool 4.2– Mentoring session planning template
Components Notes
DETAILS
When: (Time & Date)
Mode: (face-to-face, telephone, online, etc.)
1. GOAL
Defineandagreetothepurposeandstructureofthesessi
on.
2. REALITY CHECK
Provideaclearstatementofthepurpose,goalsassetandif
these are still agreed and shared by the each/every
party. Debrief on previous agreed actions and
progress of the mentoring relationship sofar.
3. FEEDBACK-DISCUSSION
Mentee(s)mayneedtimeconsiderandrespondtothesess
ion
purpose.Opendiscussionandprovidefeedbackonimp
act
(currentorfuture).Establishanychangedsituationorvariabl
es
impactingtherelationship,immediategoalsorpreviousagre
ed goals/actions?
4. OPTIONS
Discusswhatshouldhappennext.Confirmanyactionsorg
oals
thatshouldcarryoverorbeaddedtothenextsession.
5. WAY FORWARD
Close off session and agree to mutual and individual
actions, next session date, and any support or
ongoing followup.

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The above template is based on a modified GROW with consideration of a PISA feedback
approach included in part 3.
Table 3 GROW Approach: planning a session
GROW What do I do?
Goal
set specific objectives at the start of each session
Reality
checktherealityofwherethetrainee/
coacheefeelstheyareatandshareyourreality(Action, Impact,
DesiredOutcome)
Options
Togetheryouexplorealloptionsandthetrainee/
coacheeisencouragedtoexerciseself-
accountabilityandmakethefinalchoicethemself
Way Forward
commit to action and goals/means to review
Table 4 PISA approach: What to do in a session
PISA What will I say or do?
Purpose Describe the specific performance gap or give examples:
 Poorconduct:‘Youwerelatetostartworkthelastthreedaysthisweek.’
 Skillgap:‘youareincorrectlycompletingtheOHSchecklistbeforeyoustartwork’
Impact Explaintheconsequencesoftheperformancegap.Forexample‘Thisiscausingcustome
rstowait
your arrival’; ‘you are at risk of injury’
Situation Discusswiththeemployeewhyitishappening.Discussthesituationandconfirmifastructured
session isrequired.
Action Workwiththeemployeetogeneratestrategiesforfixingtheperformancegaporaddressingthei
ssue. Developaclearactionplanthatstateswhodoeswhat,andbywhen.
Move agreed actions into the basis after the meeting.
Agree on a time frame for action.

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Tool 4.3– Scenario work
Planning a workplace coaching or
mentoring session Scenario 1: Coaching
poor performance
Coaching in an emotionally charged context
Inthisactivityyouwillbeplacedintoasituationwherebyalinemanagerhastoplanandconductacoac
hing
session.Thiswillbringtogethertwolearningstreams:Usingatemplatetoplanacoachingsessio
n,and
assistingmanagerswheretheyaregoingtobeconductingcoachingintheworkplaceandwithemplo
yeesthat mayhavedifficultorveryemotionalresponsestothetopicofthesession.
Instructions
This can be done alone or in a small group
 UsetherelevantToolsprovidedtoprepareforthesession.Youmayalsochoosetouse
the coachingsessionplantemplateprovidedoranalternateyousource.
(35minutes)
 Realitycheckyourplan(10minutes)
 Besensitivetothefactthesessionwillmostlikelybehighlyemotional.Youmustaddresst
hisin yourplanning.
Background
BruceisaleadingHandHeavyEquipmentFitterintheMineMaintenancearea.Heisnowondays
hift.Heis
welllikedbyteammembersandverymotivated.Hehasnoproblemswithteammembersandhadpre
viously
instructedapprenticesandnewemployeeswhentheycametoworkatMineMaintenance.
BruceholdsalltradecertificatesandhasoftenrepresentedtheMineMaintenanceareaatmana
gement
meetingswhentheseniorsupervisor,Lindahasbeenaway.LindahasbeenBruce’ssupervisorforthr
eeyears.
Situation
LindabecamesickonMondaymorningandhadtogotohospital.BrucetookoverLinda’sdutiesa
ndall
workershopedLindawouldreturnfromhospitalverysoon.UnfortunatelyonWednesdayLinda
diedin hospitalfromashortbutseriousillness.
AnurgentjobarrivedfromtheminefaceonTuesdaymorning.Brucepromisedtorepairtheload
erby Thursday lunchtime.
TheMineManager(operationsCEO)calledBruceintohisofficeon5.30pmonWednesdayaftertheda
yshift
finished.ThemanagertoldBrucehewasappointedasthenewsupervisorand,“Congratulation
s”.
OnThursday,Brucearrivedtofindfourmoretrucksinforrepairs,andthreeforgeneralservice.Theni
ght shifthadnotfinishedtheLoader.

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Brucecalledalltheworkerstogether.HetoldthemaboutLindaandhowsorryhewasforLinda’sfamily
and
alltheotherworkerswhohadworkedwithLinda.Brucetheninformedtheteamoftheproblemstheyf
aced
gettingtheLoaderandthetrucksrepaired.Allmembersoftheteamagreedtoworkhardandme
etthe deadlines.
Bruceassignedjobstotheresponsiblefittersandmechanicsandthensatdowninthesmallsiteo
fficeto
checkhisnewpositionresponsibilities.Healsocheckedtheinventorytomakesurepartsandspares
were availabletocompletecurrentrepairsandmaintenancerequirements.
Theminepitrangtosaytherewasabreakdowninthefieldonamajortruck.Sinceeveryoneelsewasw
orking
onassignedtasksandtheproblemfittedhisskillsetBrucedecidedtogointothefieldandfixthepr
oblem himself.

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Anhourandahalflaterhereturnedtofindtheworkshopinchaos.Workonthreeofthefourjobsha
d
stopped.DespitetheavailabilityofthepartsLindahadestablishedasystemwherebythesupervisor
(now
Bruce)hadtosignoutthepartforanyrepairs.Twomoreurgentjobshadarrivedfromthemineandthe
Mine
SupervisorwasextremelyupsethisLoaderhadnotarrived.Alltheseproblemswereimpacting
mine productionandcostingthecompanymoney.
TheMineManagerhasreceivedacallfromtheirateMineSupervisorsuggestingmajordelaysareocc
urring
inrepairinghisequipment.HesuggestsinaroundaboutwaythatthenewsupervisorBrucemaynotb
eupto thejob.
WhiletheMineManagerknowsBruceandthinkheisanexcellentemployeeaquickcheckofBruce’s
personnelfileuncoversarecentfilenote(Seebelow)madebyLinda.
YouringBruceandaskhimtoattenda‘coaching’meetingwithyouthatisscheduledinonehour’s
timeat youroffice(onlyashortdrivefromtheMaintenanceSheds).
File note by Superintendent Linda Gratz on Bruce Parker HR File.
File Note:
Employee Name: Bruce Parker
Team:EngineeringDept.,MineMainten
ance Date Presented: Last
Tuesday April 2010 Supervisor:
LindaGratz
PoorBehaviour/Conduct: 
PoorPerformanceBreach: £
Action: Immediate feedback and brief coaching session
Agreed Goals – Informal Action Plan agreed by both parties:
1. Nottoovercommit.
2. ReviewjobdescriptionandrequirementsforHandHeavyEquipmentFitter,includingreconfir
mingthat acceptingworkistheroleofthesupervisor,notthefitter
3. ConfirmedrepeatperformancewouldtriggerformalcounsellingunderGrievanceandCo
unselling Process.
Employee Comments:
Agreed to all measures but expressed in the strongest terms:
 ContractorpersonnelweretoblameandtheMinesupervisorwhoeffectively‘forcedtheissue’
 TheSupervisorofoperationsconfirmedtheimperativetohavetheequipmentfixed
 Iwasoffsiteandreturnedback4hourslateduetoworkcommitments
 Hehasneverhadanyperformanceissuesin15yearsofemployment
 Bruceexpressedhisviewsinaveryemotionalmannerandwasquite‘pissed’hewastobesanct
ioned andformalprocesseswerethreatenedifhediditagain.

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Summary used as the incident requiring a follow up coaching session:
OnreturningtoMainSiteforitwasfoundaBIG2-334machinefromMineoperationswasbeingworkedoninthe
maintenanceshed.Thiswasnotscheduledworkandall3heavyequipmentfitterswereworkingonitandnottheir
scheduled worktasks.

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My‘discussion’withBruceconfirmedheagreedtotaketheequipmentintofix.Hedidnotwaituntilmyarrivaland
did understand‘procedure’requiresI,assupervisor,acceptnewworkandschedulefitterstoajob.
Bruceconfirmedtheequipmenthadbrokenatacriticalpointwhenthecontractorswerepreparinganewminedri
llsite.
ThecontractorscouldnotfixtheequipmentandtheMineSupervisorhadpersonallybroughttheequipmen
ttothe
MaintenanceShedforrepairs.HehadbeenVERYinsistentthatthedelayswereimpossibletoacceptandhadde
manded
immediateeffortstofixtheequipment.Youhadtriedtogethimtowaitbuthedemandedaresponse.Brucehadtri
edto
ringmebutIwasoutofrange.NoattemptwasmadetoringotheremployeesortheMine2ICtogetapprovals
whenI
didnotturnup.After2hoursfromfirstlodgingamaintenancerequestA33formtheMineSupervisor(JayOv
erstep)
becameverydemanding.Heconfirmedthecontractorswereduetofinishtheirworksthatdayandthecostofnot
fixing theequipmentandhavingthemforanotherdaywasunacceptable.
InvestigationdiscoveredtheMineSupervisor’sstatementwasuntrueandthecontractorsdidn’thavetoleavethenex
t day.
ExaminationoftherosterconfirmedBrucewasthemostseniorfitteronsiteinmyabsence.Butheandtheother2
fitters
shouldhavebeenworkingonageneratorRoadEngineeringlistedasapriorityjobthattheywantedtopickupatth
eend of theday.
Roadengineeringdidnotgettheirgeneratoruntil16hourslater,andultimatelytheBIG2-
Brucemayhavefeltpleasedtobeappointedsupervisorbutnowhereallyhadsecondthoughtsaboutta
king onthejob.Steppingintothesupervisor'sjobforthefirsttimewasnoteasy.
1. ActingastheMineManager,plananappropriatecoachingsessionofnomorethan2ho
urs.Be
suretoestablishhowthecompetingdemandsabovecanbedealtwithandhowbestyouca
nskill
Brucetobetterassumehisnewresponsibilitiesandcompletehishigherleveltasks.
2. YoumaywishtousetheGROW,PISAandthecoachingsessionplanningtemplateprovide
dwith your studynotes
Thechecklistonthefollowingpagemayalsoserveasabasisforconsiderationastohowyoumaycom
pletea post-sessionevaluation.

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Manager’s checklist for debriefing or reviewing a
mentoring/coaching session
Thefollowingchecklistisderivedfrompersonalreflectionbythemanagerontheirperformanceinap
eer
learning(coaching/mentoring)session,orasabasisforjointreviewofasession.Itcanhelpstimulatet
he
givingandreceivingoffeedback.Itincludesconsiderationoftowhatextentemotionswereremoved
during thesession.
Peer learning feedback stages Left at an
emotional
level
Emotions
defused
Not
addressed
Step 1 Raised and
confirmed the issue
Step 2 Described the
specifics
Step 3 Requested a
change in
behaviour/described the
required skills
Step 4 Agreed on an action
plan
Step 5 Followed up (how
will we know the actions
have worked)
All parties should now consider the following:
1. Wasthereason/
situationpriortothesessionclearlyestablished
(summarised/paraphrased)?
2. Wereopportunitiescreatedforfeedbackandopenandclearfeedback
fromthe
staffmemberonthenature/differentperspectiveonthesubjec
t/issue?
3. Dideveryonemanagetocontroltheiremotionsduringthesession
4. Whatyouwoulddodifferentlyinthefuture?

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Scenario 2: Mentoring struggling executive
Instructions
This can be done alone or in a small group
 UsetherelevantToolsprovidedandprepareforthesession.Youmayalsochoosetous
ethe mentoringsessionplantemplateoranalternateyousource.
(35minutesifdoneinasmallgroup)
 Realitycheckyourplan(10minutesifdoneinasmallgroup)
Background
DrMaryFrostisanAustraliancitizen,authorof8booksandover62publications.Herbackground
isinlaw
andphysicswithherPhDandresearchcentredonbiotechnologyR&Dprocessesandaspecialisedint
erestin
legalandethicalaspectsofnanotechnologies.ShehasreturnedtoAustraliatoassumetheDirectors
hipofa
universitydepartment.WhileMaryhasaverystrongbackgroundinresearchshehasbeenpromoted
quickly andat42istheyoungesttoeverholdtheProfessorial-
level,DirectorofDepartmentatthisinternationally
renowneduniversity.ForMarythisisherfirsttimebackinAustraliaafteradecadefilling3differe
nt appointmentsatuniversitiesintheUKandUS.Herlastappointmentwasleadingamulti-
milliondollar internationalresearchprojectbasedoutofDukeUniversity.
Maryhasalwaysbeenanacademicandshehasneverheldalinemanagementrole,norledanac
ademic department.
Maryisthreemonthsintoherappointment.Shehasassumedresponsibilityforaresearchprogramm
evalued
atover$11mperannum,35fulltimestaff(19academics,10higherdegreeresearchstudentsan
d6
administrationstaff),and10casualoradjunctacademics.Whilerecognisingherownweaknessinth
eareaof
leadershipandmanagement,sheacknowledgedtheneedtodosomethingimmediatelywhenher‘b
oss’,the Pro-
ViceChancellorofResearch,gavehertwoveryheatedphonecallsforher‘failure’toproducethe
Department’sfuturestrategicplanontimeandtocorrectlysubmitandprocesstheDepartment’sbu
dgetand
Senatepapers.Oneoftheconsequencesbeingthefailuretosecurethe$500,000requiredtoupgrad
ethe
roofofthemainbuildingwherethecentreislocated.Shewillnowhavetowait12monthsbefores
hecan reapplyforfacilitiesfunding.
Academicmembersarealsoverydemanding,evenaggressive,intheireffortstoinfluenceMaryasto
future researchprioritiesandtheallocationofexistingfunding.
Maryhadneverfailedatanythingbefore.Thisisveryupsettingandforceshertoquestionifshewillev
erbe readytoleadormanageallthejobrequirements.
Situation
SinceherappointmentMaryhasfacedafulldiaryandaconstantbarrageofdemandsforhertime.InM
ary’s
opiniontimeconstraintsthereforeruleoutattendingagoodqualitymanagementandleadershipco
urse.But
shedidthinkamentoringoptionwassomethingthatcouldhelp.Previousexperiencementoringearl
ycareer
researchershadleftherwiththepositivebeliefthateveryoneinvolvedhadbenefitedgreatly.

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DoingsomelatenightinvestigationMarysoughtandfoundaleadershipmentoringprogramwasava
ilable
fromtwosources:theuniversityhadaprofessionaldevelopmentunitthatran‘executivementoring
sessions’
forsenioracademicsandanotheronewasrunbythelocalchapterofthebusinesscouncil.Maryo
ptedfor
thelaterastheinternalPDprogramwasrunbystaffthatwerenotonlyjuniortoher,butlackedexperie
nce
inanacademicleadershiprole.Sheinherentlyfeltmorecomfortableworkinginarelationshipwithso
meone
thatoperatedatherlevelofmanagementand,hopefullyhadabackgroundinthetypeofworksh
ewas expected tocomplete.
Maryfoundthelocalbusinesscouncilhadanexcellentprogramandselectionofmentors.Thebestop
tion,
ProfessorGaryAlexander(BSc.,MSc,PhD),previousworkedatthesameuniversityandwasthe
Deanof
CommerceandBusinesswhenheretired.Aquickexaminationofhisprofileonlineshowedhehadreti
red4
yearsearlierandoriginallycamefromafoodsciencebackground.Whileworkingattheuniversityfor
over8
yearshisresearchpublicationlistwasnotoutstanding.Neverthelesshehadspentovertwodecades
working
inindustryandincludedseniorrolesatSimplot,CSIROandWesfarmers.Hestillconsultstoindustrya
ndholds

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positionsonboardsofmanagementfortwomajorlistedcompaniesandamajorstategovernmentregu
latory body.Heis62yearsold.
1. AssumetheretiredDean,Gary,acceptstheinvitationtomentorMary.ActingasGary,map
out
whatyouthinkthefirstmentoringmeetingshouldcover,whereitshouldoccur(mode),and
some basicdetailsthatcanbeincludedinamentoringsessionplan.
2. ReflectonandconsidertheimplicationsofMary’sbackground,situationandcurrentchal
lenges. WhatissueswillGaryhavetoaddressfirst?
RememberMarymayhaveanemotionalresponse regardingherinitial‘failures’.
3. Reflectonandconsiderhowthisrelationshipshouldbestrengthenedandthemutualadv
antage eachpartymayreceivefromengagingintheexchange.
4. Thechecklistontheprevioussection(manager’schecklistordebriefingsessionreview)
mayalso serveasabasisforconsiderationastohowapost-
firstsessionevaluationcouldoccur.

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Tool 4.4–Small GroupPeer Learning Session Evaluation
Tools
Assessing your Small Group Mentoring of Coaching Session –
The Group
This is a check list to evaluate the small group peer learning session.
Tickthenumberontheratingscalethatcorrespondstoyourevaluationofthesmallgrouppeerle
arning
sessionineachofthefollowingcategories.Forexample,ifyoufeelthatresponsibleparticipationwas
lacking,
tick1;ifyoufeelthatresponsibleparticipationwaspresent,tick7;ifyoufeelthattheresponsibleparticipati
on ofthegroupwassomewhereinbetween,tickanappropriatenumberonthescale.
1 2 3 4 5 6 7
1. RESPONSIBLEPARTICIPATION
was
lacking. We served our own
needs. We watched from
outside the group. We were
“grinding our own axes”
2. LEADERSHIPwasdominate
dby oneormorepersons
3. COMMUNICATIONOFIDEAS
was
poor,wedidnotlisten.Wedi
d not understand. Ideas
were ignored
4. COMMUNICATION OF
FEELINGS
waspoor.Wedidnotlistena
nd
didnotunderstandfeelings.
No onecaredaboutfeelings
5. AUTHENTICITYwasmissing.
We
werewearingmasks.Wewe
re
beingphoneyandactingpart
s.
Wewerehidingourrealselv
es
6. ACCEPTANCEOFPERSONS
was missing. Persons were
rejected, ignored,
orcriticised
7. FREEDOM OF PERSONS
was stifled. Conformity was
fostered.
Peoplewerenotfreetoexpre
ss their individuality. They
were manipulated
8. CLIMATEOFRELATIONSHIP
was oneofhostilityorsuspicionor
politeness or anxiety or
superficiality
9. GOALSwerefuzzy,contradictory,
orjustplainmissing.Weweren’t
sureofwhereweweregoing
10. PRODUCTIVITYwaslow.Wewere proud,
fat, and happy, just
coastingalong.Ourmeetingwas
irrelevant;therewasnoresultthat justified
the time spent in the session

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RESPONSIBLE PARTICIPATION
was present.
We were sensitive to
the needs of our group.
Everyone was “on the
inside” participating
LEADERSHIP was
shared among the
members according to
their abilities and
insights
COMMUNICATION OF IDEAS was
good.
Welistenedandunderstoo
doneanother’s ideas.
Ideas were vigorously
presented
andacknowledged
COMMUNICATION OF FEELINGS
was good.
We listened and
understood and
recognisedfeelings.Feeli
ngswereshared
andaccepted
AUTHENTICITY was
present. We were
revealing our honest
selves. We were engaged in
authentic self-revelation
ACCEPTANCEOFPERSONSwasanac
tive partofourgive-and-
take.Wereceivedone another,
recognising and respecting the
uniquenessofeachperson
FREEDOMOFPERSONSwasenhance
dand encouraged. The creativity
and
individualityofpersonswasrespecte
d
CLIMATE OF RELATIONSHIP was one of
mutualtrust.Evidenceofrespectforon
e
anotherwasapparent.Theatmosph
ere wasfriendlyandrelaxed
GOALSwerecleartoall.Wehadadefinit
e sense ofdirection
PRODUCTIVITY was high. We were
earnestlyatworkonatask.Wecreate
d
andachievedsomethingthatjustifiedt
he
timespentonthepeerlearningsessio
n

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Instructions for use in a group or team PL setting:
1. Haveeachindividualcompletetheaboveratingsindependently.
2. Onacleansheetrecordalltheresponsesfromthoseinvolvedandaveragetherankingsfo
reach categoryfromalltheindividualresponses.
3. Prepareagroupprofile.
Assessing your Small Group PL Session – The Mentor/ Coach
Thisformisdesignedtohelpyouthinkaboutyourbehaviourasacoach/mentorinasmallgroup/
team
session.ItwillusuallybecompletedbyanindependentobserverafterviewingyoucompleteaPLsess
ion. Youmayalsouseittoself-assessaPLactivity.
First,readoverthescalesandoneachonecheck(X)indictingtheplaceonthescalethatdescribe
sthe
contributionandperformanceinthegroupsession.Pleaseonlyuseonemarkperlinefortherati
ng.Be
objective,donottrytodefendorguesswherethecontributioncouldhavebeeneffected.Onlyrecord
what
actuallyoccurredinthegroup.Completethisforyourselfandthenhaveapeercompletethesamefor
m.
Once done, reflect on your overall score and criteria where you can improve.
Criteria Lo
w
0
1 2 3 4 5 6
Hig
h
7
1.Listenedtoothersinanunderstandin
gway
2.Ability to influence others in the
group
3.Contributedtodiscussionsthatbuilt
onthe
ideasofothergroupmembers
4.Empathyandabilitytolistentoot
hers opinions andideas
5.Preparednesstodiscussfeelingsand
motives with thegroup
6.Desiretosetcleargroupgoalsanda
void unstructureddiscussion
7. Desire to lead the group
8.Awarenessandcapacitytoidentif
yand
supportthefeelingsofothers
9.Capacitytotolerateconflictandantag
onism in thegroup

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10. Demonstrated tolerance to opinions
opposed to your own

Low Moderate
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Tool 5.1 Identifying an individual peer learning plan
Itmaybenecessaryforamentor(oranindependentlycontractedcoach)toestablishadevelopment
planfor
theindividualbeingmentored.ThismayalsobeusedwhereanIndividualDevelopmentPlan(IDP)do
esn’t
exist.Thisinitialplancanbeproducedusingthefollowingtemplateduringtheinitialdiscussionsbet
weena
mentor/coachandanemployee.Thissortofformcanbedoneonlineandtiedtothelearningmanage
ment system,HR/personnelrecordsandotherHRormanagementsystems.
Employee Name:
Job Code and Title:
Function/ Team Area:
Manager details: Location/Contact: Role Impact: H
Competency requirements Skill Knowledge Behaviour Trait Gap
Ratin
g
etc….
Prioritytraininganddevelopmentactivities For the period// to//
Priority competency gaps Development Action Support required Due
by:
1.
2.
3.
4. etc….
Sign off Signed Date & Comment
Employee
Manager
Key:
Gap rating:=Nogap 1=High,shorttermpriority 2=Medium,mediumtermpriority 3=Low-Longtermpriority
Role impact:
Impact of role on other jobs, productivity and customer outcomes.
Hig
h

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Tool 6.1 – Mentoring/Coaching Strategy Planning
Template
The following template represents a comprehensive set of headings that constitute a
strategic or organisational-
levelmentoringstrategy(orcoachingstrategy).Thesecanbemodified,reducedorexpanded
contingentontheorganisationandtheneed.Completionofthissortoftemplateformstoproduc
ea mentoring(strategy)isthebasisforthemajorassignment.
Organisation/
Entity: Mentoring
StrategyTitle:
Step 1: Strategic Analysis
1.1 Vision/Purpose Statement
1.2 Strategic Alignment: Organisational values and goals
1.3 Drivers: Workforce development plan, Needs assessment/analysis, etc.
1.4 Governance: Key roles and responsibilities
1.5 Program description and schedule
1.6 Mentoring/Coaching Strategy Goals and Objectives
Step 2: Design requirements
2.1 Stakeholders: Target audience, who is involved, who needs to be involved
2.2 Capability Alignment: Skills, knowledge, behaviours, competencies or other attributes
addressed.
2.3 Resource requirements: faculty, facilities, resources or other support requirements
Step 3: Implementation
3.1 Communication Plan
3.2 Participant Requirements and Selection
3.3 Coach/Mentor Requirements and Selection
3.4 Coach/Mentor Training Requirements

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3.5 Peer Matching Methods/Tools (Coach/Mentor with
mentee/coachee/trainee/protégé)

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3.6 Support Tools and Resources
Step 4: Improvement/Evaluation
4.1 Monitoring and Review Process
4.2 Data Collection and Reporting
4.3 Evaluation

Tool 7.1 – Peer Learning Strategy Goals Template
ThistemplateisusedforaverybroadactionplanintendedtosupportapeerLearningStrategy.Forassessmentpurposesatleastoneofthegoalsyouhaveidentifiedinth
e Mentoring/Coaching LearningStrategy.
Learning StrategyGoal KPIs/Measures/Objective Who When
[Insertintothissectionthegoalforthecoachingormentoring
strategy]
[Insertintothissectionthemeasurementswhichwillbeusedtoassesswhetherthegoalhasbeensuccessfully
achieved]
[Confirm the person
responsible for goal
attainment or monitoring
progress]
[Confirm duration, start-end
time/date for goal attainment]
1. 1.1
1.2
1.3
Resources Required
2. 2.1
2.2
2.3
Resources Required
3. 3.1
3.2
3.3
Resources Required
Etc…

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Tool 7.2 – PLS Target Audience Template
Thistemplateisusedtoconfirmtheaudienceforwhomthepeerlearningstrategy(mentoring/
coachinglearningstrategy)andrelatedgoalswillapply.
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HighModerate
Thetemplateallowsanycompetenciesorcapabilitiesrequiredtobelisted,howmanytraineeswillbeinvolved,thepriorityandestablishestheintendedaudience(ANZSC
O,job
codes,occupations,locations,names,etc.).Thisisthefirststep.ItassuresalignmentofneedstoPLSgoalsandthencetotheorganisation’sprioritiesandgoals.
Learning
Need
(List Capability, Competency or Other)
Number
of staff
(to be involved
in coaching/
mentoring)
Priority Target Audience
Job code, etc…
Priority may be numbered to reflect Learning Strategy Goal priorities or coded as follows:Lo
w

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Tool 7.3 – Outsourced Resources
This template is used to confirm the audience for whom the peer learning strategy (mentoring/coaching learning strategy) and related goals will
apply.
Provider sourcing and allocation
ManyorganisationshaveproviderpanelswithcertainRTOsoreducationalprovidersalreadyappointedthroughaselectionprocesstocompletedeliveryofcertaintypes
or
competenciesorstructuredtrainingsolutions.ButaprovidermayneedtobeallocatedtoalearningsolutionsandtherequirementsestablishedintheLearningSt
rategy.
Learning
Solution
Provider Mode Cost Timeframe Requirements

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Tool 8.1 – Stakeholder analysis
ThisToolprovidesatemplateandseriesofstepsthatwillassistidentify,visualiseanddeterminehowbesttocommunicatewithstakeholderstoinfluencetheirsupport/
actions.
Theimportanceofcommitmenttoastrategiccourseofactionandresultingchangewillvarydependingonthelevelofpotentialinfluenceoftheindividualorentity.Thec
hallenge forastrategicmanagerormanagementteamwillbeto:
 'neutralise'orconvinceopposing/influentialstakeholdersofthevalueofthestrategy
 'harness'thesupportofinfluentialhighlysupportivestakeholders
 ensureappropriateattentionispaidtothemostcriticalstakeholders
Step 1: Chart commitment & influence of stakeholders
Identifystakeholderswhocanhavesignificantpositiveornegativeinfluencesonprojectoutcomesbychartingtheirlevelsofinfluenceagainsttheirdegreesofsupport/
opposition.
CategoryAidentifiesstakeholderswhosesupportmaybe‘harnessed’tobuildsupportforthestrategy.Theyhavemoderatetostronglevelsofinfluence
andsupport.
Category B identifies stakeholders who combine various levels of influence with various degrees of opposition to the strategy.
Step2:Analysenatureofstrategicsupportorresistanceofkeystakeholdersandidentifystakeholdersforwhomyouwanttodevel
opaninfluence plan
1. Identifythenatureofthesupportorresistanceofkeystakeholders.
2. Notetheirlevelofsupportorresistance.
3. Basedonthenatureandlevelofstakeholdersupportorresistance,
a. Decidewhethertodevelopanindividual“planofinfluence”tobestleveragetheirsupport
b. Decidewhethertodevelopanindividual‘planofinfluence’tochangetheiropposingposition.
Step 3: Confirm how to communicate with and influence key stakeholders
A communication and influence plan needs to take into account the major concerns of the stakeholder as well as
 theirexpectationsandneeds
 thedegreeorlevelofchangeresultingfromthestrategicmanagementc
hoices Yourcommunicationandinfluenceplandocuments
 thestakeholder

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 howtheyshouldbecommunicatedwith
 actionstobetaken

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 thepersonresponsibleforthataction
 thetimeframeforexecutingtheaction
Oncompletionexamineofcommunicationandinfluenceactionscanapplytomorethanonestakeholder.Confirmtheoverlapandavoidduplicationoractionsan
dexpenses.
Step 1: Chart commitment & influence of stakeholders

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Step2:Analysenatureofstrategicsupportorresistanceofkeystakeholdersandidentifystakeholdersforwhom
youwantto developaninfluenceplan
Stakeholder What are their
expectations?
Level of Support or
Resistance
High, Medium or
Low?
Whocanhe
lp
influencet
his
stakeholde
r?
Howcantheybeengagedi
nthe strategy?
Who is the potential stakeholder? How are they involved and what do they expect
from the learning strategy?
What level of engagement
is appropriate?
Whocaninfluencethelevel
of this stakeholder’s
engagementorsupport?
How will the stakeholder be engaged?

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Step 3: Confirm how to communicate with and influence key stakeholders
Stakeholder Communication Plan For:
Date Span:
Description of communication plan in brief:
Stakeholder Mainideastoconvey/
influencetoachieve
Metho
d
(How)
Timeline
(When)
Accountable
Manager
(Who)
DateIssued: By: Version:

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Tool 8.2 – Peer Learning Strategy Goals Template
ThistemplateshouldbecompletedforatleastoneofthegoalsyouhaveidentifiedinthePeerLearningStrategy.Duplicatethetableorpageforeachgoalinthe
Mentoring/Coaching LearningStrategy.
Learning Strategy Goal:
KPIs/Measures Strategies (Immediate Actions)
[Insertintothissectionthemeasurementswhichwillbeusedtoassesswhetherthegoalhas been
successfullyachieved]
[Insertintothissectionthestep-by-stepactionsthatneedtobeundertakenintheplanningperiodtoachievethegoaltotheagreed
measures]
Resources
required
[List or confirm the infrastructure and resources (investment, technology, facilities, etc.) required to achieve the planned outcomes or attach details (e.g. budget)]

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Tool 8.3 – RASCI Template
To assist the members of a learning governance team achieve the desired strategy goals and outcomes it is
important to defined and allocate roles. The roles should be delegated to individuals in a manner that will secure
attainment of the given Mentoring/Coaching Strategy and action plan.
List the major
Learning
Governance
tasks/ activities
Key
Roles
KEY – Indicate responsibilities using the following:
R=Responsible A=Accountable S =Supportive
C=Consulted I =Informed

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Tool 8.4 – Coachee or Mentee profiling tool
Thistoolisusedtobuildaprofileofthepersonthatwillbecoachedormentoredbyanotherperson.Thepro
file isintendedtobeusedtooptimise:
 individualneeds
 planningfordevelopmentprioritiesacrossagroup
 matchingthementee/coacheewithamentorandcoach
 backgroundinformationavailabletothementor/coach
Name:
Employee No. Current
Manager:
Current
Position:
Grade:
Appointme
nt Date:
{Confirm commencement date in current job} Next
Desired
Job:
{Confirm the next job you wish to
secure}
Location: Current
Date:
Qualifications
:
{List all professional and educational qualifications or certifications held}
Experience: {List all previous jobs and relevant experience}
Priority
Developmen
t Need
(Domain):
Technical Personal Experience Leadership Manageme
nt
Rating^
Qualifications
Sought:
{List all professional and educational qualifications or certifications being sought in the next 12 months}
List Specific
Skills
Strengths:
{List skills, knowledge, behaviours and other attributes you consider as personal strengths}
List Specific
Skills
Weaknesses:
{List skills, knowledge, behaviours and other attributes you consider you are in need of developing}
Individual
Developm
ent Goals
{ExamineyourIndividualDevelopmentPlanorsimilarandlistyourdevelopmentgoalsasagreedwithyourmanagerfort
henext 12months}

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Personal
Improvem
ent Goals
{ExamineyourPersonalDevelopmentPlanorsimilarandlistyourpersonaldevelopmentgoalsforthenext12mon
ths}
Areyourated
as a
HighPotenti
al
employee?
Yes No
Do you have
higher
leadership
aspirations?
Yes No
Comments: {Addanyothercommentsyoumaywishtonotewithregardsthisformalmentoring/
coachingprocessforthenext12months}
^ Rating
Technical typically relates to job, occupational or professional skills required to complete a task or perform in a job role.
Personal typically relates to behaviours, traits or attributes that are more about you than the task or a job.
Experiencerelatestochallenges,jobrotations,exchangesorsuchlikethatarestructuredtoensureunderstandingandmean
ingare derivedfromdirectpersonalexperience.
Leadershipisaboutleadingothersandsettingstrategicpurpose(e.g.Fosterapositiveculture),whileManagementismoreop
erationally basedrelatingtodaytodayactivities(e.g.Managingpeople).
High Mediu
m
Low

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Tool 8.5 – Mentor Skills Checklist
Withinaformalmentoringprocessamentorshouldbepreparedtohonestlyevaluationiftheyhavetheb
road rangeofattributesnecessarytosuccessfullybuildamentoringrelationship.
Thefollowingisaverybroad,indicativechecklistforyoutoassessyourownabilitytomentorothersande
nter intothisveryimportantrelationship.
Traits attributes (Personality-based) Ratin
g
Notes
Honest and candid
Good listener
Patient
Non-judgemental
Networker/connected
Competency attributes Ratin
g
Notes
Prepare for a mentoring session
Mentor others
Exchange expert insights and knowledge
Provide ongoing support for a mentee
Report and evaluate mentoring sessions
and relationships
Behavioural attributes Ratin
g
Notes
Active listening
Integrity and trust
Empathy
Peer relationships
Interpersonal savvy
Rating scale:
Thefollowingscaleisusedtoself-
rateyourowncapabilitytoactasamentor.Itbalancespersonalandtask
relatedattributestodetermineyourabilitytoenterintoamentoringrole.
1 Very poor 2 Poor 3 Satisfactory 4 Good 5 Excellent
Itisnotascoredchecklistassuch.Ratheritisaskingyoutoprovideanhonestinsightintoyourownreadi
ness
toundertaketheimportantroleasamentor.Afteryoufinishratingyourattributesmakenotesont
hose
attributesyoumayneedtoaddressorconsiderwhenselectingorworkingwithamentee.Youmayalso

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wish toconsiderwhoyouaremostcomfortablementoringgivenamentee’slevelofprogress.

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Whatmenteesdoyouwanttoworkwithgiventhei
rrange ofcareer/professionalprogress?
Early career (entry level)
Competent professional/Emerging leader or manager
Advanced professional/Middle manager
High level professional/Senior manager
Executives
Any level
Finally, as a mentor what do you think are the greatest attributes you can bring to a mentoring
relationship?

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Tool 9.1– Mentor-Mentee Agreement
Ment
or
Name
Mente
e
Name
Initial Details
Mentor contact
details
Mentee contact
details
Initial meeting Date: / / Time: Location/Mode:
Planned Details: As Agreed After Initial Meeting(s)
Likelyscheduleforfut
ure meetings {Ifunknownleaveblankuntilfirstmeetingoriflikelytobemonthly,weekly,indicatescheduleandproposeddates}
High level
objectives for
mentoring
relationship
{After first meeting establish agreed objectives both parties agree will form the outcomes from the
relationship}
Barriers
{After first meeting establish any barriers or problems that need to be managed or considered in the
conduct of the mentoring relationship}
Sign Off
Mentor Date:
Mentee Date:
Version

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Tool 9.2 – Mentee Satisfaction Check
Thefollowingisanexampleofasurveyorauditthatcanbeusedtodeterminethementee’ssatisfaction
with
thementoringprogram.Resultscanbeaggregatedandaformalanalysisandmetricreportedonemplo
yee satisfactionwiththeoverallmentoringstrategy.
Key for rating each criteria
The key for rating each criteria:
0
Not known
1
Strongl
y
Disagre
e
2
Disagree
3
Neutral
4
Agree
5
Strongly
Agree
Mentee Satisfaction Category &
Criteria
0 1 2 3 4 5
1. Mentor program information
1. IhaveallthementoringprograminformationIneed
2. Informationonmentorprogramiseasytoaccess
3. Iunderstandwhatisrequiredofme
4. Iknowwheretogetsupportoradvice
5.
Ibelievethementorprogramhaswidemanagement
and organisationalsupport
6. IhavealltheresourcesIneed
7.
Icanmakesuggestionstoimprovethementoringprogram
8. Iunderstandwhytheorganisationsupportsmentoring
Column Subtotals
Category Sub total /40 possible total
2. Relationship with my mentor
1. Mymentorhasstrongempathywithmyneeds
2. Mymentorprovidesagoodbalanceoflifeandwork
advice/insights
3. Mymentorrespectsmeasanindividual
4. Mymentorlistensandprovideshelpfulfeedback
5. Mymentorchallengesandmotivatesme
6. Mymentorisagoodmatchgivenmyneeds
7. Mymentorprovidespositiveguidanceonhowtogetthe
most out of our mentoring relationship
8. Ihavedirectcommunicationwithmymentor
9. Mymentorisaccessibleandstickstoplannedmeetings
10. My mentor sets challenging but attainable goals
11. My mentor encourages new ideas
12. I get a lot out of my mentoring relationship
Column Subtotals
Category Sub total /60 possible total
3. Mentor Capability
1. Mymentorhasanexcellentbalanceofexperienceand
wisdom
2. Mymentorisanexcellentrolemodel
3. Itrustmymentor
4. Mymentorpromotesopenandtwo-
waycommunication
5. Mymentoraddressesproblemssatisfactorily
6.
MymentorhelpsbuildwhatIknowandneedtothinkabout

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Column Subtotals
Category Sub total /30 possible total
4. Mentee outcomes
1. Igetalotoutofbeingmentored
2. Ienjoybeinginamentoringrelationship
3.
Ihaveaccesstonewnetworksandrelationshipsthroug
hmy mentor

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Mentee Satisfaction Category &
Criteria
0 1 2 3 4 5
4. Ihaveadifferentvieworworkandlife
5. Beingmentoredisnotawasteoftime
6. Iwouldlovetobecomeamentor
Column Subtotals
Category Sub total /30 possible total
Scoring the Mentee Satisfaction Audit
Mentee Satisfaction Categories Category
Subtotals
1. Mentor program information /40 possible total
2. Relationship with my mentor /60 possible total
3. Mentor Capability /30 possible total
4. Mentee outcomes /30 possible total
MENTEE SATISFACTION TOTAL
SCORE
/160 possible total
Making sense of the scores
Thistoolisprovidedtomakessenseofdifferentcategoriesofmenteeengagementandsatisfaction.Int
ermsof
thementoringstrategythescoresreflectbroadindicationsofoverallemployeesatisfactionandrating
ofthe contributiontheoverallmentoringstrategyismakingtothem.
YourAverageSc
ore
An initial estimate of satisfaction with the mentor strategy and
program
Level 0 to 41
Embryonic
None or very limited satisfaction and value add.
41 to 80
Developi
ng
Havingdevelopedawarenessandlimitedsatisfactionandbenefitto
mentees involved.
81 to 120
Established
Generally satisfied and enjoying an established, robust
relationship with a
mentorandsuggestingthementoringprogramisdeliveringpersona
lbenefit.
121 and
above
Superior
(Mature)
Strongindicationofsatisfactionandthereforetheinvestedinthestr
ategyis worthwhile.Amaturesetofmentor-
menteerelationshipshaveemerged.

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Tool 9.3 – Mentoring Meeting Reporting Tool
Ment
or
Name
Mente
e
Name
Meeting details
Date: / / Time: Location/Mode:
Planned Details: As Agreed
Review actions
from
previousmeeting(
s)
{Review and make notes as to any carry over or unresolved actions from previous meeting}
New Actions Detail: Any resources/ support required,
People involved, etc. Deliverable/
Outcome
Due by:
Carryover Actions* Detailsofpreviouslyagreedactionsthatstilln
eedto becompletedafterthismeeting Deliverable/
Outcome
Due by:
Notes:
* Actions should be able to be completed in the agreed timelines. No actions may be recorded. This is entirely up to the
participants.

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Tool 9.4–Mentoring or Coaching Strategy
ReportingTemplate
Peer Learning Strategy
Title
Accountable
Executive:
PLS Project Manager:
Prepared By:
Reporting period:
Reporting Date:
(MM/DD/YYYY)
Overall Status:
Green 1
(Controlled)
Yellow 2
(Caution)
Red 3
(Critical)
Reason for Deviation
Goals: ☐ ☐ ☐
Budget: ☐ ☐ ☐
Schedule: ☐ ☐ ☐
Scope: ☐ ☐ ☐
1 Program implementation is within goals & measures, budget, scope and on schedule.
2 Program implementation has deviated slightly from plan.
3Programimplementationhasfallensignificantlybehindgoal/
target,schedule,isforecasttobesignificantlyoverbudget,orhastaken ontasksthatareoutofscope.
Comments:
{Overall issues described}
Scheduled Milestones/ Deliverables
List any Goals or Scheduled Milestones that in the mentoring/Coaching strategy.
Milestone Approved
Schedule
Actual Current
Forecast
Status*

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* Status indicator: Green
(Controlled)
Yellow
(Caution)
Red
(Critical
)
Controls:
Corrective actions: {Summarise or list any actions made to rectify caution or critical (yellow or red)
issues/problems}
Issues: {Summariseorlistanyissuesthatneedtoberecordedimplementationlogforfinalevaluationandprog
ram improvement}
Trends: {Report on any trends that need to be monitored that could affect the overall coaching/mentoring
strategy and outcomes; i.e. ‘watching brief’}
DateofAcceptance: / / Version:

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Tool 10.1– Leader as Coach Questionnaire
Instructions
Trytoanswerthesequestionshonestly;thencheckyourscoreofthenextpage.Selectonestatementth
atbest fitsyou.
1. Duringatypicalmonth,doyoudevoteatleasttwohoursofyourtimetodevelopingeachofyourstaff?
e. Rarely, ifever.
f. Occasionally,whenthingsworkoutthatway
g. Itryhardtoandusuallysucceed
h. Ialwaysspendmorethanthatamountoftimeondevelopmentofothers
2. Doyou:
a. Planinadvancespecific‘assignment’orlearningopportunitiesforyourstaff
b. Keepaneyeopenforsituationswhichyoucanuseforlearningpurposes?
c. Letyourstafflearnbytheexperienceswhichcometheirwayinthenormalcourseofbusiness?
d. Consciouslycreatelearningsituationsevenattheexpenseofsomeimmediateope
rational efficiency?
3. Whodoesmostofyourworkwhenyouareawayonleave,orotherwiseabsentfromthejob?
a. Someonealwayspicksuptheurgentthings;therestcanwait
b. Yourboss
c. Yourstaff
d. Nobody.Ifthejobistobedoneproperly,onlyyoucandoit –soyoutackleitwhenyougetback
4. Iftheperformanceofamemberofyourstaffonaparticularassignmentclearlyindicatesaweaknes
sinan areawhereyouyourselfhavespecialexpertisewouldyourinclinationbeto:
a. Tellhimexactlywhatheoughttohavedoneandensurethatsomeonesuperviseshimcl
osely nexttime?
b. Avoiddelegatingthattypeofworktohiminthefuture?
c. Sendhimonacourse?
d. Gethimtotackleanotherassignmentofthesamesort,askhimtoreportprogressperiod
ically andreviewanddiscusshisproblemsastheyarise?
5. Ifamemberofyourstaffcomesandaskyouwhatheshoulddoaboutaproblemwhichhas
arisenin connectionwithataskdelegatedtohim,doyou:
a. Tellhimtocomebackinacoupleofdays,whenyouhavethetimetothinkaboutit?
b. Tellhimpolitelythatitishisjobtofindtheanswers,notyours?
c. Tellhimwhatheshoulddo?
d. Askhimwhathewouldsuggestshouldbedone,andhow?

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Scoring A B C D Your
How do you rate?
For each question circle the score under your response. Then total your score for every question.
scor
e
Q1 1 2 3 4
Q2 4 2 1 3
Q3 2 3 4 1
Q4 2 1 3 4
Q5 3 1 2 4
Total
Interpreting your results
0–10
Youreallyneedtoworkatdevelopingyourcoachingskillswhenworkingwithordevelopingpe
oplein ateam.
11 –16 You’rewithinreachofbeingagoodcoachingleader/developerorothers.
17 –20 You’reconsciouslyseekingtoshareyourskill,knowledgeandcapabilitieswithothers.

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Tool 11.1 – Coaching Skills Checklist
Withinaformalcoachingprocessacoachshouldbepreparedtohonestlyevaluateiftheyhavethebroa
drange ofattributesnecessarytosuccessfullycoachothers.
Thefollowingisaverybroad,indicativechecklistforyoutoassessyourownabilitytocoachothersande
nter intothisveryimportantrelationship.
Trait attributes (Personality-based) Ratin
g
Notes
Approachability
Technical/Intellectual horsepower
Honest and candid
Non-judgemental
Problem solver
Competency attributes Ratin
g
Notes
Plan and prepare for a coaching session
Coach others
Provide a positive role model in the
workplace
Support peer practice and workplace
learning
Report and evaluate coaching sessions
and relationships
Behavioural attributes Ratin
g
Notes
Active listening
Integrity and trust
Empathy
Interpersonal savvy
Technical learning
Rating scale:
Thefollowingscaleisusedtoself-
rateyourowncapabilitytoactasacoach.Itbalancespersonalandtaskrelated
abilitytoenterintotheroleasacoach.
1 Very poor 2 Poor 3 Satisfactory 4 Good 5 Excellent
Itisnotascoredchecklistassuch.Ratheritisaskingyoutoprovideanhonestinsightintoyourownr
eadiness
toundertaketheimportantroleasamentor.Afterratingeachattributeyoushouldmakenotesonattrib
utes thatneedaddressingoryoushouldconsiderwhenselectingorworkingwithatrainee/

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coachee.Youmayalso
wishtoconsiderifyoumaybemorecomfortablecoachingpeersataparticularlevelofprogress.

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Who are you comfortable coaching
given their
technical/managerialprogress?
Early career (entry level)
Trade level
Technical Specialist
Emerging leader/ manager
Senior leader/ manager
Executive level leader/ manager
Any person, any level
Finally, what do you think are the greatest attributes you can bring when coaching others?