BSBLED805: Peer Learning Strategy Toolbox for Postgraduate Studies

This document presents a comprehensive peer learning strategy toolbox designed to support the unit BSBLED805, focusing on planning and implementing a mentoring program. It includes various tools and templates applicable to postgraduate studies, particularly in graduate certificate, diploma, and master's programs. The toolbox covers a range of topics, including a coachability index, manager as a coach assessment, Kolb learning styles inventory, individual development plan (IDP) templates, performance improvement plans, personal career plan templates, and personal development questionnaires. Furthermore, it provides tools for coaching and mentoring session planning, scenario work, small group peer learning session evaluation tools, and mentoring strategy planning. Additional tools address stakeholder analysis, RASCITemplate, coachee/mentee profiling, mentor skills checklists, and mentor-mentee agreements, along with tools for evaluating and reporting on mentoring sessions. The toolbox culminates in leader-as-coach questionnaires and coaching skills checklists, offering a complete resource for effective mentoring and coaching strategies.

[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