Peer Learning Strategy Toolbox [BSBLED805] Plan and Implement a Mentoring Program

[BSBLED805]
Plan and implement a
mentoring program
Peer Learning Strategy Toolbox
Postgraduate Studies
Distance Education

PEER LEARNING STRATEGY TOOLBOX
Copyright:
© Lennox Institute, 2015 All Rights.
© Original Huon Institute Pty. Ltd. 2005, 2009 used with permission
Author: Dr Marcus Bowles
Permitted use
Strictly for Educational Purposes only. You are permitted to reuse this information and tools for your own
personal or non-commercial home use.
Disclaimer
The tools and templates provide in this toolbox are provided to support a learning and teaching experience
supported by an experienced teacher with topic expertise. Students are encouraged to apply and use the
tools in their learning experience but should always consult the teacher when applying them to the study of a
workplace. The workbook contains instructions and information that should not be considered a substitute
for professional consulting or support from a qualified strategic planner or business analyst.
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PEER LEARNING STRATEGY TOOLBOX
Contents
Introduction............................................................................................... 1
Tool 1.1– Coachability Index........................................................................2
Tool 1.2– Manager as a coach......................................................................4
Tool 2.1 – Kolb Learning Styles Inventory....................................................6
Introduction to the learning style inventory and your scores.......................................6
How Adults Learn......................................................................................................... 7
Scoring the Learning-Style Inventory...........................................................................7
Instructions................................................................................................................. 8
Scoring........................................................................................................................ 8
Learning - style profile..............................................................................11
Norms for the learning-style inventory.......................................................................11
Identifying Your Learning Style Type.........................................................13
Learning styles type grid..........................................................................14
Individual learning styles.......................................................................................... 14
Tool 3.1 — Individual Development Plan (IDP) Template.............................15
Tool 3.2 — Performance Improvement Plan................................................16
Overall Performance Rating......................................................................................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 development needs...........................................................19
Rating scales............................................................................................................. 20
Tool 3.5—Summary Development Plan –Template.......................................21
Tool 4.1– Coaching session planning template............................................22
Tool 4.2– Mentoring session planning template..........................................24
Tool 4.3– Scenario work............................................................................26
Planning a workplace coaching or mentoring session................................................26
Scenario 1: Coaching poor performance....................................................................26
Coaching in an emotionally charged context............................................................26
Manager’s checklist for debriefing or reviewing a mentoring/coaching session........29
Scenario 2: Mentoring struggling executive...............................................................30
Tool 4.4–Small Group Peer Learning Session Evaluation Tools.....................32
Assessing your Small Group Mentoring of Coaching Session – The Group..................32
Assessing your Small Group PL Session – The Mentor/ Coach....................................33
Tool 5.1 Identifying an individual peer learning plan..................................34
Tool 6.1 – Mentoring/Coaching Strategy Planning Template........................35
Tool 7.1 – Peer Learning Strategy Goals Template........................................1
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PEER LEARNING STRATEGY TOOLBOX
Tool 7.2 – PLS Target Audience Template.....................................................2
Tool 7.3 – Outsourced Resources.................................................................3
Provider sourcing and allocation.................................................................................3
Tool 8.1 – Stakeholder analysis...................................................................4
Step 1: Chart commitment & influence of stakeholders...............................................4
Step 1: Chart commitment & influence of stakeholders...............................................5
Step 2: Analyse nature of strategic support or resistance of key stakeholders and
identify stakeholders for whom you want to develop an influence plan.......................6
Step 3: Confirm how to communicate with and influence key stakeholders.................7
Tool 8.2 – Peer Learning Strategy Goals Template........................................8
Tool 8.3 – RASCI Template...........................................................................9
Tool 8.4 – Coachee or Mentee profiling tool................................................10
Tool 8.5 – Mentor Skills Checklist...............................................................12
Tool 9.1– Mentor-Mentee Agreement.........................................................14
Tool 9.2 – Mentee Satisfaction Check.........................................................15
Scoring the Mentee Satisfaction Audit......................................................................16
Making sense of the scores.......................................................................................16
Tool 9.3 – Mentoring Meeting Reporting Tool.............................................17
Tool 9.4 –Mentoring or Coaching Strategy Reporting Template...................18
Tool 10.1– Leader as Coach Questionnaire.................................................20
Tool 11.1 – Coaching Skills Checklist..........................................................22
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Introduction
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 post-graduate
level learning and teaching program (i.e. in a graduate certificate, graduate diploma or
Masters program).
The toolbox may also be used to support study in the unit
BSBLED806 Plan and
implement a coaching strategy.
The toolboxcontains templates and instruments that may be used for practice or when
leading the planning and implementation of a peer learning strategy. While designed
to support a teaching and learning program, each tool is dealt with in a sequence
typically found in a systematic approach to the analysis, design, implementation and
improvement of a peer learning program. Nevertheless, the tools may be used in a
standalone mode or as required contingent on the context, learning and development
task, individual involved and the organisation’s needs.

PEER LEARNING STRATEGY TOOLBOX
Tool 1.1–Coachability Index
This quick test has been designed to indicate how open you are to being coached and
to improve performance. Just as you may like to be coached in a different manner, so
will those you coach.
For each statement circle the score that best represents your response.
Statements 1
Never
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. I am willing to acquire new
knowledge, skills and
competencies
7. I am receptive to new
technology and improvement
techniques
8. I am willing to participate in
growth and development plans
9. I am willing to compare myself
with high achievers
10. I am willing to think about
ways of improving my
performance
Sub total TOTAL
Add up your scores.
Every response on each line is valued at the numeric value represented at the top of
the column (a tick in column 1 scores 1, in column 2 it is worth 2 and so on up to five.
A score of 40-50 indicates high coachability. It is likely that you are enthusiastic
about coaching and seek learning opportunities in order to further your career. You
are able to seek constructive feedback and are willing to consider how you may
improve in the future.
A score between 30 or 40 indicates moderate coachability. At times you may be
quite enthusiastic about coaching and learning from others but may not see the
value of this activity in all circumstances. Moreover you may well prefer to learn
alone or not have others view your inability to complete a task.
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PEER LEARNING STRATEGY TOOLBOX
A score of 30 or below indicates low coachability. This suggests that you may
prefer to use traditional methods of achieving objectives. It is likely that you do not
have a high opinion of either being coached or having to complete training and
development that is tied to work-based performance outcomes.
Self-Reflection
1. Do you agree with your score and the interpretation? As it is only a short test it
is only meant to start you thinking about how you approach coaching in your
workplace.
2. Consider the following points:
a. Are you personally committed to coaching and learning from others?
b. Do you seek constructive feedback?
c. Are you prepared to change your behaviour if necessary?
d. Are you typical of other’s in your team or workplace?
Reflect on your responses. When you enter into the workshop consider how coaching
for performance will not just be about you as a coach, but how you are coached and
how others respond to you as their coach.
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PEER LEARNING STRATEGY TOOLBOX
Tool 1.2–Manager as a coach
Timing:
This activity will take around 15 minutes to complete. The aim is to
identify your perspective as a manager on the role of being a coach. If you
aren’t or never have been a manager then just examine the tool and how it
may be utilised.
Instructions
Try to answer these questions honestly; then check your score of the next
page. Select one statement that best fits you.
1. During a typical month, do you devote at least two hours of your time to
developing each of your staff?
a. Rarely, if ever.
b. Occasionally, when things work out that way
c. I try hard to and usually succeed
d. I always spend more than that amount of time on development of
others
2. Do you:
a. Plan in advance specific ‘assignment’ or learning opportunities for
your staff
b. Keep an eye open for situations which you can use for learning
purposes?
c. Let your staff learn by the experiences which come their way in
the normal course of business?
d. Consciously create learning situations even at the expense of
some immediate operational efficiency?
3. Who does most o your work when you are away on leave, or otherwise
absent from the job?
a. Someone always picks up the urgent things; the rest can wait
b. Your boss
c. Your staff
d. Nobody. If the job is to be done properly, only you can do it – so
you tackle it when you get back
4. If the performance of a member of your staff on a particular assignment
clearly indicates a weakness in an area where you yourself have special
expertise would your inclination be to:
a. Tell him exactly what he ought to have done and ensure that
someone supervises him closely next time?
b. Avoid delegating that type of work to him in the future?
c. Send him on a course?
d. Get him to tackle another assignment of the same sort, ask him to
report progress periodically and review and discuss his problems
as they arise?
5. If a member of your staff comes and ask you what he should do about a
problem which has arisen in connection with a task delegated to him, do
you:
a. Tell him to come back in a couple of days, when you have the
time to think about it?
b. Tell him politely that it is his job to find the answers, not yours?
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