Peer Learning Strategy Toolbox for Desklib

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

PEER LEARNING STRATEGY
TOOLBOX
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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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Tool 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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TOOLBOX
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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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basedperformanceoutcomes.
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?