Plan and Implement a Mentoring Program - Peer Learning Strategy Toolbox

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

PEER LEARNING STRATEGY TOOLBOX
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For educational use only
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
Tool 7.2 – PLS Target Audience Template...............................................................................................2
Tool 7.3 – Outsourced Resources..............................................................................................................3

PEER LEARNING STRATEGY TOOLBOX
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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

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 toolbox contains 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
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For educational use only
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
Sometimes
4
Regularly
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.
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.

PEER LEARNING STRATEGY TOOLBOX
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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.

PEER LEARNING STRATEGY TOOLBOX
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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?
c. Tell him what he should do?
d. Ask him what he would suggest should be done, and how?

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How do you rate?
Scoring A B C D Your
Interpreting your results:
0 – 10 You really need to work at developing employees or other individuals
11 – 16 You are within reach of being a good developer of others
17 – 20 You are consciously sharing your skill and knowledge with others
Reflecting on your results:
There is little scientific rigour in this tool. Nevertheless it is intended to stimulate thinking as to
your current activity as a coach. If you are not employed, or working in a knowledge intensive job
that does not have peer relationships or a group work context, this will quite obviously lack direct
relevance. But you it still can stimulate reflection. Are you a good coach? Do you want to be a
good coach? Do the scores indicate anything you need to note before we move on with our study?
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