BSB80215 Graduate Certificate in Management (Learning)
BSBLED805
Plan and implement a mentoring program
LEARNER GUIDE
Mode | Online/Distance Delivery
Table of Contents
12. 1. Overview 4
13. 2. Unit Description 4
14. 3. Learning outcomes 4
15. 4. Structure and Schedule 4
16. 5. Competency Standards 5
BSBLED805 Plan and implement a mentoring program 5
Foundation Skills 6
Performance Evidence 7
Knowledge Evidence 7
Assessment Conditions 7
17. 6. Recognition of Prior Learning (RPL) 7
18. 7. Assessment Summary 8
19. 8. Learning Resources 8
Prescribed text 8
Recommended readings 8
Textbooks 8
Journals/Professional Magazines 9
20. 9. Learning Expectations and Teaching Strategies 9
Learning and teaching arrangements 9
Unit Study Guide and Prescribed Readings and Topic Notes 9
Academic referencing and style guide 10
Communication and consultation 10
21. 10. Lennox Institute Policies and Processes 10
Learners with special needs 10
Recognition of Prior Learning (RPL) and credit transfers 10
Academic policies and procedures 11
Academic misconduct and plagiarism 11
22. 11. Assessment 12
Purpose of assessment 12
Assessment process 12
Submission of assessments 12
Word Count 13
Penalties 13
Assessment tasks and schedule 13
Competency assessment matrix 14
Assessment Tasks and competency coverage 14
Specific performance requirements 14
12. Assessment tasks 15
Assessment cover sheet 15
Assessment Task 1: 16
Assessment Task 2: 18
Assessment Task 3: 20
Unit of Competency : BSBLED805 Plan and implement a mentoring program
Total Delivery Hours : One Hundred Forty Four (144)
Schedule : Classroom or Distance Delivery
Cluster/Term : TBC
12. 1. Overview
Welcome to the Unit Outline for BSBLED805 Plan and implement a mentoring program, a unit of competency in the qualification BSB80215 Graduate Diploma of Strategic Leadership. This document provides you with essential information on competency standards, learning outcomes, delivery schedule, assessment tasks and learning resources for this unit of competency.
13. 2. Unit Description
This unit primarily describes the skills and knowledge required by a leader to plan and implement a mentoring program for a particular section, project or group within an organisation, or for a specific business purpose or objective that may span functions or collaborative partnership that encompass more than one organisation (such as a value chain, joint- venture, regional or industry-specific need).
Our study will focus on mentoring as part of a peer learning strategy. While the focus is on mentoring many of the issues are interchangeable with planning a coaching strategy for an organisation. In fact appreciating the relevance of coaching often distinguishes the critical importance of mentoring. This is important as global studies confirm that when implemented effectively peer to peer learning strategies that systematically plan both mentoring and coaching can significantly enhance the rapid transfer of critical skills and knowledge while enhancing the workforce capabilities and the organisation’s capacity to respond to future opportunities. Moreover, individuals actively seek organisations that promote their development and deploy formally structured peer-based learning strategies.
While our study will be less on the applied techniques to conduct peer learning, you will establish how to lead the development of a mentoring learning strategy through a cycle of analysis, design, implementation and improvement. Study will disclose how the leader can use peer learning to help the businesses transfer knowledge that is tacit and often ‘locked’ in the context or certain individuals’ experiences. You will also uncover what makes mentoring and coaching successful at the interpersonal level while ensuring it is planned and resourced in a manner that will develop performance and future opportunities for the individual and the business.
14. 3. Learning outcomes
On completion of this unit, you should be able to:
1. Determine the benefit and strategic role of a mentoring program
2. Develop tools and materials to support a mentoring program
3. Plan and develop a mentoring strategy
15. 4. Structure and Schedule
This unit has 12 main topics as outlined in the study schedule below.
The following is the delivery schedule for this unit. While working with the structure and times for a topic times, facilitators may expand or modify activities. However, assessment tasks – progressive and submitted – are set and can only be modified by the student in consultation with the trainer.
Topic title Activities to Note
1. Introduction to mentoring and coaching Tool 1.1 Coachability index
Tool 1.2 Manager as a coach
2. The value of coaching: individual and organisational Tool 2.1 Kolb LSI
3. The value of mentoring: individual and organisational Tool 3.1 Individual Development Plan
Tool 3.2 Performance Improvement Plan
Tool 3.3 Personal Career Plan
Tool 3.4 Personal development questionnaire
Tool 3.5 Summary Development Plan
4. The principles and practice of mentoring and coaching in an organisation Tool 4.1 Planning a coaching topic
Tool 4.2 Planning a mentoring topic
Tool 4.3 Coaching scenarios
Tool 4.4 Small group peer learning evaluation tool
5. Integrating coaching and mentoring into strategic people management systems Tool 5.1 Identifying an individual peer learning plan
6. A systematic approach to implementing a coaching or mentoring strategy Tool 6.1 Organisational Mentoring Coaching Strategy Planning Template
7. Planning a mentoring and coaching strategy (Action planning) Tool 7.1 PLS Action Planning
Tool 7.2 PLS Target Audience Tool
Tool 7.3 Outsourced Resources
8. Analysing and designing a mentoring strategy Tool 8.1 Stakeholder analysis
Tool 8.2 PLS Goal Template
Tool 8.3 RASCI template
Tool 8.4 Coached or mentee profile template
Tool 8.5 Mentor Skills Checklist
9. Implementing and evaluating a mentoring strategy Tool 9.1 Mentor-Mentee Agreement
Tool 9.2 Mentee Satisfaction Check
Tool 9.3 Mentoring Meeting Reporting Tool
Tool 9.4 Mentoring or coaching strategy reporting template
10. Analysing and designing a coaching strategy Tool 10.1 Coaching leader questionnaire
11. Implementing and evaluating a coaching strategy Tool 11.1 Coach skills checklist
12. Advanced approaches to mentoring and coaching
16. 5. Competency Standards
This unit is derived from the Business Services Training Package (BSB), for packaging of the qualification BSB80215 Graduate Diploma of Strategic Leadership (view course).
Competency standards for this unit are made up of unit descriptor, performance criteria, required skills, required knowledge, and embedded employability skills components, assessment requirements and evidence guide.
The full competency can also be viewed online at training.gov.au (View Unit).
BSBLED805 Plan and implement a mentoring program
Element Performance criteria Relevant topic
1 Plan mentoring program 1.1 Determine benefits of, and need for, a mentoring program 1,2,3
1.2 Define mentoring program purpose and objectives 4,6,7
1.3 Develop mentoring program plan with appropriate outcomes, in consultation with key stakeholders 7
1.4 Establish relevant management structures and wider support requirements 5,6,7
1.5 Determine mentoring program modes and methods 2,9
1.6 Determine methods and resources required to report mentoring program outcomes 7,8
2 Develop tools and materials to support mentoring program 2.1 Develop range of tools and resources appropriate to mentoring program modes and methods 6,7,8,11
2.2 Establish mentor and mentee selection criteria, procedures and tools 5,8,9
2.3 Establish formal requirements for mentor-mentee relationship and communicate these requirements to all parties 8,9
2.4 Establish rules, procedures and requirements encompassing key accountabilities and responsibilities 5,8,9
2.5 Develop means to report and collate outcomes from mentor–mentee relationship 6,9
3 Coordinate mentor and mentee relationships 3.1 Implement strategies for recruiting and accurately matching mentors with mentees 1,3,5
3.2 Induct mentors and mentees into program 6,9
3.3 Ensure plans required for personal growth are developed by mentors and mentees 9
3.4 Cultivate rapport, mutual trust and teamwork in mentoring relationship 3,6,9
3.5 Consider and address cultural differences and diversity issues in all mentor-mentee communications 3
3.6 Use data and reporting tools supporting program to monitor mentor-mentee relationship 9,12
Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.
Skill Performance
Criteria Description
Reading 1.1-1.6, 2.1-2.5, 3.1-3.3, 3.6, 4.1-4.3 Interprets textual information obtained from a range of sources and determines how content may be used to meet requirements
Writing 1.1-1.6, 2.1-2.5, 3.1, 3.2, 4.1-4.3 Communicates complex relationships between ideas and information by creating reports
Documents results of mentoring program using required organisational formats
Oral Communication 1.3, 2.3, 2.5, 3.1, 3.2, 3.4, 3.5, 4.2 Uses appropriate language to provide information and encourage discussions
Applies listening and questioning techniques to check and confirm understanding
Navigate the world of work 4.1 Adheres to organisational policies and procedures
Interact with others 1.3, 2.3, 3.2, 3.4, 3.5, 4.2 Tailors communication to achieve its purpose, demonstrating understanding of needs of particular audiences
Collaborates with others to set and facilitate shared outcomes
Invests time and energy in building rapport with others as an integral part of interactions
Get the work done 1.1-1.6, 2.1, 2.2, 2.4, 2.5, 3.1, 3.6, 4.3 Plans, organises and implements tasks required for mentoring program, including coordinating schedules for interviews and topics with others
Identifies and analyses issues to aid in decisions about appropriate modes, methods and resources
Evaluates outcomes of decisions, considering results from a range of perspectives and identifying key concepts and principles that may be adaptable to future situations
Uses digital tools to store, access and organise information about the mentoring program
Performance Evidence
Evidence of the ability to:
• develop a mentoring program plan in consultation with others including:
o establishing a management structure
o determining support structures
o establishing methods and resources to achieve designated outcomes
o mentor and mentee selection process
• develop appropriate tools and resources for a mentoring program
• establish mentor-mentee policies and procedures
• coordinate mentor-mentee communications
• Evaluate and document results of mentoring program.
Knowledge Evidence
To complete the unit requirements safely and effectively, the individual must:
• explain the purposes and benefits of a mentoring program
• outline the components of a mentoring program plan
• explain mentoring program design principles
• explain the roles of a mentor and a mentee
• explain criteria that could be used to screen and match mentors and mentees
• identify legislation and organisational policies relevant to mentoring, including confidentiality and privacy requirements
• explain how resource requirements vary according to the mentoring program mode
• describe how mentoring program data is collected and where data is stored
• Outline methods for evaluating and reporting on mentoring programs.
Assessment Conditions
Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:
• office equipment and resources
• relevant legislation and workplace documents
• case studies and, where available, real situations
• Interaction with others.
17. 6. Recognition of Prior Learning (RPL)
Recognition of Prior Learning (RPL) is available for all Units of Competency. The learning outcomes of each unit provide the RPL benchmarks. Candidates may receive full recognition or advanced standing for the competencies required for a course or module.
Individuals enrolling in a vocationally accredited qualification may later opt to apply for RPL. RPL is a formal process conducted through national RPL Guidelines and procedures all RTOs must have in place. It is offered to assist those who may have previous experience or skills to gain recognition and formal qualifications without repeating or undertaking unnecessary training.
Before you commence complete the Skills Check for this unit to see if you do have prior knowledge, skills or experience.
Learners requesting RPL must obtain and lodge an application for -Recognition of Prior Learning- with the course coordinator. Learners receive the RPL Guide prior to enrolment which includes the application documentation as well as a step by step guide of what is required.
RPL will enable Participants to:
• Receive recognition of current levels of skills and knowledge
• Increase understanding of how to achieve qualifications
• Improve confidence in their current level of skills and knowledge
• Undertake fewer units/modules of training by gaining ‘credits’ or advanced standing (higher education)
• Save time and accelerate attainment of a qualification.
18. 7. Assessment Summary
The following table indicates where course content and relevant assessment activities have been developed to satisfy the requirements for recognition against the national unit of competency and can be recognised by a formal credential. Full details of assessment requirements and process are outlined in the Assessment and Recognition of Prior Learning Kit for this unit and the qualification.
National Competency: BSBLED805 Plan and implement a mentoring program
Elements of Competency Assessment tasks: Formative & Summative
Self-paced tasks Submitted Tasks
1. Plan mentoring program Tool: 6.1,.2,5.1,7.1,7.2,7.2 Assessment 1, Assessment 3
2. Develop tools and materials to support mentoring program Tools: 2.1,3.1,3.2,3.3,3.4,3.5, 4.2,4.4, 5.1 Assessment 2, Assessment 3
3. Coordinate mentor and mentee relationships Tools: 6.1,7.1,7.2,7.3,8.1,8.2,
8.3,8.4,8.5,9.1, 9.2,9.3,9.4 Assessment 3, Assessment 2
19. 8. Learning Resources
Prescribed text
While there is no prescribed textbook for this unit two readings are highly recommended. Each of the twelve topics in this unit are supported by two recommended texts: one a guide, the other more academic in its orientation. Each topic has a set of notes drawn from the eBook:
Bowles, M. 2014, Planning Mentoring: A Guide, 2th end. Skillworks, Sydney.
While having significant overlap with the above we strongly recommend you use the following textbook when completing this unit:
Allen, T.D., Finkelstein, L.M. & Poteet, M.L. 2009, Designing workplace mentoring programs: An evidence-based approach, Talent Management Essentials, Chichester, U.K.; Malden, MA: Wiley-Blackwell. ISBN-10: 1405179902 ISBN-13: 978-1405179904
This text can be purchased online in hardcopy or Kindle edition from Amazon or on ordered through the cooperative bookshop.
Recommended readings
A recommended reading is a resource that you can use to broaden your understanding of the topics covered in this unit. You may also find a recommended text helpful when conducting research for assessments. The following are additional reading and references that may be useful.
Textbooks
• Allen,T.D. & Eby, L.T. 2007, The Blackwell Handbook of Mentoring: A multiple perspectives approach, Oxford, Blackwell Publishing.
• Altschuld, J.W. & Kumar, D.D. 2010, Needs Assessment: An Overview, Thousand Oaks, CA: Sage Publications.
• Connor, M. & Pokora, J. 2012, Coaching and Mentoring at Work: Developing Effective Practice, London, Open University Press, McGraw-Hill.
• de Haas, E. 2005, Learning with colleagues: An action guide for peer consultation, London, Palgrave.
• Hargrove, R. 2000, Masterful Coaching Field Book, San Francisco: Jossey-Bass Pfeiffer.
• Hunt, J.M. & Weintraub, J.R. 2006, The Coaching Organization: A Strategy for Developing Leaders, New York, Sage Publications.
• Johnson, B.W. and Ridley, C.R. 2004, The Elements of Mentoring, New York, Palgrave MacMillan.
• MacDonald, J. & Creanor, L. 2011, Learning with Online and Mobile Technologies: A Student Survival Guide, London, Gower.
• Ragins, B.R. & Kram, K.E. 2009, The Handbook of Mentoring at Work: Theory, Research, and Practice, Sage Publications, New York.
• Whitmore, J. 2002, Coaching for Performance, 3rd Edition, and People Skills for Performance, London, and Nicholas Brealey.
• Zachary, L.J. 2005, creating a mentoring culture: The Organizational Guide, Jossey-Bass, San Francisco.
Journals/Professional Magazines
The following are useful sources of support materials and research.
• Mentoring and Tutoring: Partnership in learning (journal)
• International Journal of Evidence Based Coaching and Mentoring
• Journal of Vocational Behaviour
• Journal of Workplace Learning
• Journal of Leadership & Organizational Studies
• International Journal of Learning and Change
• International Journal on E-Learning
• International Journal of Training Research
20. 9. Learning Expectations and Teaching Strategies
Learning and teaching arrangements
This unit is designed largely for self-study. There are sufficient resources and activities in the study package (study guide, presentation, tools and readings) to allow you to progress largely by self-study, but you are encouraged to engage with fellow learners and your lecturer(s) through the unit’s online presence.
Unit Study Guide and Prescribed Readings and Topic Notes
The Study Guide supporting each topic in this unit is your ‘road map’ for study. It explains what you need to do (the activities), the learning resources you will need, and other information to guide your studies. It is presented as a series of modules (see the Unit Schedule later in this Outline for more details).
The Study Guide will direct you to sections of the prescribed textbook and/or the prescribed readings. Readings are included for the following reasons; firstly, a single textbook generally does not cover all topics adequately in terms of breadth and/or depth, as each textbook has its own biases and management ‘world view’. Thus the provision of readings helps to give you a fuller and/or broader understanding of each topic, without you having to purchase additional textbooks! Secondly, readings can clarify perspectives and issues that may have been unclear in the text. Thirdly, ‘practitioner’ style articles/readings received strong positive feedback in end-of-semester learner evaluations as being useful in assessments and in ‘real’ corporate life!
The readings are accessible online using the link provided or can be mailed to you on a digital storage device (typically a USB) upon request. Contact learner administration to arrange this option.
Academic referencing and style guide
Some assessments will indicate the need to use academic referencing and style. In such cases essays, reports and written texts must conform in a consistent manner to a known style guide. Before starting their assessments, learners are advised to familiarise themselves with the following electronic resources.
Many guides exist but it is recommended learners use Harvard Referencing System Style Guide. An excellent source for guidance is provide by a number of universities but the University of Tasmania library has one available online: http://utas.libguides.com/content.php?pid=27520&sid=199808. The Harvard style is the appropriate referencing style for this unit and the guide provides information on presentation of assessments, including referencing styles. In your written work you will need to support your ideas by referring to scholarly literature, works of art and/or inventions. It is important that you understand how to correctly refer to the work of others and maintain academic integrity.
More general information on formatting, writing and referencing for written assessments can be found at:
• http://www.amc.edu.au/alt/mlm/toolbox/ (model assessments- note they use a Chicago style)
• http://www.lib.unimelb.edu.au/recite/ (referencing guide)
• http://www.easybib.com/ (generating a bibliography to conform with different styles)
• https://www.youtube.com/watch?v=19-E1OCdvbY (video how to use MSWord 2013 referencing tool)
Communication and consultation
To keep up with announcements regarding this unit
Check the Online News tool for this unit and course at least once every two days. The unit News will appear when you first enter our unit’s online site. Alternatively, click on the News button at any time.
When you have a question
Other learners may have the same question that you have. Please go to the Q&A Forum on our course’s online site. Check the posts that are already there – someone may have answered your question already. Otherwise, add your question as a new topic. Learners are encouraged to support each other using this forum – if you can answer someone’s question, please do. We will attempt to respond to questions within 48 business hours. If your question is related to a personal issue or your performance in the unit, please contact the appropriate teaching staff member by email instead.
When you have an issue that will impact on your studies or the submission of an assessment task
If you have a personal question related to your studies or your grades, please contact teaching staff by email.
IMPORTANT: The unit trainer/assessor and other staff can receive a lot of emails. Be realistic about how long it might take for us to respond. Allow for time differences if you are studying by distance across the globe. For instance, allow at least two (2) business days to reply. Staff are not required to respond to emails where learners do not directly identify themselves, are threatening or offensive, or come from unregistered or unknown email accounts.
21. 10. Lennox Institute Policies and Processes
Learners with special needs
If learners have any special needs (e.g. physical disability, learning difficulty) regarding assessment, they should be directed to discuss these with the Course Coordinator. The college will endeavour to make all possible and reasonable adjustments to any aspect of assessment in order to address those needs.
Recognition of Prior Learning (RPL) and credit transfers
Learners may apply for Recognition of Prior Learning (RPL) by providing evidence that they have the required skills and knowledge in the specific areas of competency through work/industry experience and/or completed eligible assessments in equivalent or higher qualification.
Appropriate credit transfer may be granted to eligible learners against each unit of competency on evidence to successful completion of the same unit in an equivalent or higher nationally endorsed qualification. Credit transfer learners will finish the course in a shorter duration and are advised to consult appropriate authorities/bodies for applicable criteria if planning further study or stay in Australia.
Applicants who have completed formal training or who have relevant and current work or life experience and consider they are able to meet the unit purpose may seek recognition.
The college acknowledges skills and knowledge obtained through:
? Formal training (conducted by industry or educational institutions in Australia or overseas)
? Work experience
? Life experience
The main focus is on the learning outcomes of these experiences, not on how, when or where the learning occurred.
To be granted RPL, applicants will be asked to:
1. Present evidence of their achievement;
and/or
2. Undertake a challenge test;
and/or
3. Attend an interview with specialist staff.
This evidence will be validated through either satisfactory supporting documentation of support from a recognised industry or workplace representative or challenge testing
Academic policies and procedures
Applicable policies and procedure related to this course including plagiarism, assessments, appeals and complaints, can be found with the course coordinator as well as in the “Policies and Procedures” section of the college’s website.
Academic misconduct and plagiarism
Academic misconduct includes cheating, plagiarism, allowing another learner to copy work for an assessment or an examination, and any other conduct by which a learner:
1. seeks to gain, for themselves or for any other person, any academic advantage or advancement to which they or that other person are not entitled; or
2. Improperly disadvantages any other learner.
The intentional copying of someone else’s work as one’s own is a serious offence punishable by penalties that may range from a fine or deduction/cancellation of marks and, in the most serious of cases, to exclusion from a unit, a course, or all further study. Learners engaging in any form of academic misconduct may be dealt with under the Ordinance of Learner Discipline.
Plagiarism is a form of cheating. It is taking and using someone else’s thoughts, writings or inventions and representing them as your own, for example:
• using an author’s words without putting them in quotation marks and citing the source;
• using an author’s ideas without proper acknowledgment and citation; or
• Copying another learner’s work.
It also means using ones’ own work from previously submitted assessment items if repeating a unit.
If you have any doubts about how to refer to the work of others in your assessments, please consult your trainer or a staff member for relevant referencing guidelines, and the model assessment or style guide provided with your online resources.
All faculty have, at all times, authorisation to submit your assessable works to a plagiarism checking service, to obtain a report on possible instances of plagiarism. With extensive national and online services offering to write assessments academic institutions across the globe have now cooperated to develop and use an international reference database.
22. 11. Assessment
Purpose of assessment
Assessments for this unit have been developed by taking into account assessment guidelines as provided in the Business Services Training Package and evidence requirements stipulated in this unit of competency. Assessment is an ongoing process of gathering evidence to determine what each learner/learner knows, understands and can do in order to inform teaching and support learning of the intended curriculum.
The purposes of this assessment are to:
• collect evidences that demonstrate competency across the scope of the unit of competency
• provide feedback to the learners/trainees indicating the areas of improvement and professional development
• measure the effectiveness of the delivery plan and evaluate the learning outcomes
Assessment work and resulting evidence guidelines are provided in the last section. The required assessment criteria are provided in each assessment task for the learner’s information. Decisions on competency are made through the assessment criteria for each task and recorded in the relevant checklist.
To successfully complete this unit, learners must demonstrate that they have the skills and knowledge needed as indicated in the Competency Standard.
Assessment process
Assessment can be both a formative and summative process. Formative assessment is used to provide feedback to learners and teachers to promote further learning. Summative assessment contributes to the judgement of learner learning for competency/award purposes. Formative tasks are more reflective while the summative are essential requirements, providing the assessor with the sufficient evidence that the learner has attained the competency to the standard required.
The following assessment methods are available to collect the aforementioned evidence to demonstrate satisfactory performance in this unit:
? Written Assessment Tasks
? Practical/Analytical Tasks
? Test/Examinations
? Projects
? Observation
Submission of assessments
All the written works must be submitted in electronic form to the nominated trainer/assessor. If requested by the trainer/assessor a printed, hard copy may be submitted. All submitted assessments must have an attached “Assessment Cover Sheet” signed and completed by the learner. Each Assessment Cover Sheet must be signed by the learner submitting the work and must contain learner details (learner number/ID) and date of submission.
All written assessments must be typed, be to the agreed format and referencing requirements, and must demonstrate care and attention to detail, such that the learner inspires confidence that the work is being undertaken competently.
Where soft copy/electronic files are submitted, learners are encouraged to name the files according to established procedure. This would typically include a course or unit code, assessment or submission code, and in the case of multiple files an alphanumeric identifier. It is strongly recommended documents be saved in a universal, locked format that will ensure format remains consistent when read on different devices (e.g. .pdf).
Please follow submission guidelines in each assessment task for specific instructions (Section 13).
Word Count
Most assessment items have a specified word count to which learners must comply, with a 10% allowance against the total word limit specified. Adherence to word count is a critical practice in terms of both academic and professional practice. Learners are required to state an accurate total word count on the title page of their assessment. The following items are excluded from the word count: the assessment question, title page, abstract, table of contents, end list of references and appendices.
Penalties
Penalties may be applied for submissions that exceed the maximum word limit.
Where academic referencing is required or specified format is detailed and the submission ignores these instructions the highest possible result is 30% of the assessment allocated marks.
Assessment tasks and schedule
All assessments will be graded Not Yet Competent (NYC) or Competent (COM). Resubmission of written work for reassessment is permitted
Where assessments carry weight with regards credit/advanced standing into higher education units each assessment will also include a graded mark. In such cases the option to resubmit written work graded as Competent (marks at 50% or above) for reassessment may not be available in order to assure conformance with university assessment policy and procedures.
Grading for higher education purposes will, if required, occur as follows:
Competency Progress Not Yet Competent Competent Superior Standard Advanced Standard Expert Standard
Grade Fail Pass Credit Distinction High Distinction
Mark (%) 50 50-59 60-69 70-79 80+
These summative tasks as supported by formative tasks and trainer /assessor feedback.
# Assessment Task/Activity Type Due Date* Weighting
(Total 100%) Alignment to Learning Outcome Assessment Method
1 Assessment 1: Essay Individual TBA 25 1,2 & 3 Written
2 Assessment 2: Essay Individual TBA 30 2,3 Written
3 Assessment 3. Report Individual TBA 45 1,2,3 Written
* Assessments due date is on or before 5pm (1700hr), Australian Eastern Standard Time the day listed.
Competency assessment matrix
The following table maps the assessment undertaken in BSBLED805 Plan and implement a mentoring program. All assessment is mapped against the national unit of competency elements and performance criterion.
Assessment Tasks and competency coverage
1. Essay: Analyse and plan a peer-learning topic to optimise business and participant benefit
2. Essay: Planning a mentoring program
3. Report: Develop a Mentoring Strategy
COMPETENCY TITLE: BSBLED805 Plan and implement a mentoring program Assessment Tools (AT)
AT1 AT2 AT3
Element 1: Plan mentoring program
Performance Criteria
1.1. Determine benefits of, and need for, a mentoring program ?
1.2. Define mentoring program purpose and objectives ?
1.3. Develop mentoring program plan with appropriate outcomes, in consultation with key stakeholders ?
1.4. Establish relevant management structures and wider support requirements ?
1.5. Determine mentoring program modes and methods ?
1.6. Determine methods and resources required to report mentoring program outcomes ?
Element 2: Develop tools and materials to support mentoring program
Performance Criteria
2.1. Develop range of tools and resources appropriate to mentoring program modes and methods ? ?
2.2. Establish mentor and mentee selection criteria, procedures and tools ? ?
2.3. Establish formal requirements for mentor-mentee relationship and communicate these requirements to all parties ?
2.4. Establish rules, procedures and requirements encompassing key accountabilities and responsibilities ?
2.5. Develop means to report and collate outcomes from mentor–mentee relationship ? ?
Element 3: Coordinate mentor and mentee relationships
Performance Criteria
3.1. Implement strategies for recruiting and accurately matching mentors with mentees ? ?
3.2. Induct mentors and mentees into program ? ?
3.3. Ensure plans required for personal growth are developed by mentors and mentees ? ?
3.4. Cultivate rapport, mutual trust and teamwork in mentoring relationship ? ?
3.5. Consider and address cultural differences and diversity issues in all mentor-mentee communications ? ?
3.6. Use data and reporting tools supporting program to monitor mentor-mentee relationship ?
Specific performance requirements
In order to pass this unit you must submit all the required assessment items and obtain a Competent outcome for each assessment and overall.
The assessor may contact you to discuss verbally, or require further evidence to clarify the content of any or all of your submitted assessment.
12. Assessment tasks
Assessment cover sheet
The following sheet must be completed and attached to each and every assessment submitted for assessment.
Learner ID Number: Preferred email address:
Your name and return postal address: Unit code:
Unit Trainer:
Assessment no.:
Due Date: Date submitted:
Checklist
? Assessment confirms to the agreed format and referencing guidelines
? Each page is numbered
? A Reference page is included at the end of the assessment
? Assessment has been read to check for spelling errors and careless construction
? The word count is clearly visible on the cover page (exclude assessment question, abstract and list of references in word count)
? You have kept a copy of this assessment for your own records
Plagiarism Declaration:
*By attaching this cover sheet to the submitted assessment, in whatever form (electronic or physical), you are deemed to have made the declaration set out below.
I declare that all material in this assessment is my own work except where there is clear acknowledgment or reference to the work of others and I have complied with and agreed to the College’s requirements stated in the Unit Outline and available online.
Signature: Date: / /
Office Use Only
Extension date: Date dispatched:
Date Received: Date returned:
Assessment Task 1:
Assessment Task Essay: Analyse and plan a peer-learning topic to optimise business and participant benefit
Schedule TBC
Learning Outcome Alignment 1, 2 & 3
Competency Element Alignment 1
Length 1600 words maximum excluding attachments
Value (% of 100 overall unit marks) 25
Description and requirements
1. Access Handout 4.3 – Coaching scenario. This has been provided with your Study Guide and resources supporting Topic 4 in this unit. This assessment mixes application of tools with a short essay providing an academic justification for a peer learning plan.
A. Use Handout 4.2 – Planning a mentoring topic template or, if you are focussing on coaching, Handout 4.1 – Planning a coaching topic template to plan and structure a peer learning topic. [10 marks]
B. Research and write a succinct academic justification for your planned mentoring topic. Be sure to cover:
a. Why you choose the modes and methods for the topic.
b. The important individual or resource considerations you felt needed to be addressed given the information provided.
c. How you planned approach conforms to current research and thinking on the conduct of a workplace mentoring topic.
[15 marks]
On approval from your course coordinator or unit lecturer this topic may be extended to cover coaching instead of mentoring.
See the essay/report assessment criteria sheet on the following page for information about the criteria and the standards by which your work will be judged. You should use at least eight relevant academic references when addressing Part B, the academic justification component of this assessment. The essay can be based on a real or simulated organisation and their needs.
Assessment Rubric and Feedback Form
Task 1: Essay: Analyse and plan a peer-learning topic to optimise business and participant benefit
Learner ID:
Unit title: BSBLED805 Plan and implement a mentoring program Assessment Task No.: 1
Assessor’s Name:
Assessment criteria Sophisticated/ exemplary* Competent/sound* Not yet competent*
Application of template to derive a planned, structured and logical approach to the PLS Intended coaching/ mentoring topic is well planned, logical and conforms to agreed templates Intended coaching/ mentoring topic is generally well planned, logical and conforms to agreed templates Intended coaching/ mentoring topic consistently lacks detail or conformance to accepted structures, approaches or templates
2. Quality of performance
2.1. Depth & breadth of knowledge demonstrated Main concepts and issues covered
Range of resources used with discrimination A number of important and issues overlooked or insufficiently described
Limited use of quality resources Majority of key concepts and issues not addressed or misunderstood
Little/no evidence of use of resources
2.2 Depth of analysis &/or evaluation Identifies the significance of all relevant factors
Critically & comprehensively evaluates evidence, experiences, practice Identifies most factors & their significance
To varying depth, evaluates core evidence, experience, practice Overlooks a number of important factors &/or inter-relationships
Shallow evaluation of evidence, experience, practice
2.1 Use of research and robust methods to identify, review and peer learning methods and trends Main ES design issues and trends covered
Range of research sources used with discrimination to support review A number of important ES design issues or trends overlooked or insufficiently described
Limited use of quality research to support review Majority of key ES design issues or trends not addressed or misunderstood
Little/no evidence of use of research to support review
3. Quality of communication
3.2 Clarity & succinctness of research focus and justification Crystal clear, precise & conclusions/ recommendations In the main clear & appropriate conclusions/ recommendations Generally unclear &/or weak conclusions/ recommendations
3.1 Logical structure & relevance to topic/ outcomes sought Organisational methods effectively used to facilitate understanding
Clear & coherent flow of response throughout all components Generally organized to facilitate understanding
In the main clear and logical flow of response through most components Organisation needs further work to promote understanding
Generally the response lacked cohesion or logical structure
4. Conformance to formatting guidelines and referencing standards
4.1 Formatting Faultless application of academic style and referencing
Sources acknowledged professionally Consistent use of academic formatting and style with few errors
Sources in the main acknowledged professionally Incorrect academic referencing style and formatting
Sources poorly acknowledged
Assessor comments
Learner’s Performance 0 Satisfactory
Assessor’s signature:
Date:
0 Not Satisfactory
Academic Grade:
* Please note that the criteria listed above are not necessarily of equal weighting, nor are they all-inclusive; they give an indication of your competency. For more comprehensive description of referencing and preparation of a postgraduate assessment access the academic style guide (see the unit outline).
Assessment Task 2:
Assessment Task Essay: Planning a mentoring program
Schedule TBC
Learning Outcome Alignment 2 & 3
Competency Element Alignment 2 & 3
Length 2000 words maximum, excluding attachments
Value (% of 100 overall unit marks) 30
Description and requirements
1. Establish and explain a process that an organisation or entity may use to effectively plan, implement and evaluate a mentoring strategy. Explain how import it is, from both the business and the individual participants’ perspectives, that the strategy creates the opportunity for mentoring relationships to build rapport, mutual trust and teamwork.
Note: Be sure to use academic and professional sources to establish current thinking, practice or tools that may apply to each stage in the process you have chosen to use. The essay may be based on a real or simulated organisation and their mentoring needs.
On approval from your course coordinator or unit lecturer this topic may be extended to cover coaching instead of mentoring.
This is an academic essay. See the essay assessment criteria sheet on the following page for information about the criteria and the standards by which your work will be judged. You should use at least twelve relevant academic references when addressing this assessment. At least half should be new references beyond those provide with your Study Guide and readings.
Assessment Rubric and Feedback Form
Task 2: Essay: Planning a mentoring program
Learner ID:
Unit title: BSBLED805 Plan and implement a mentoring program Assessment Task No.: 2
Assessor’s Name:
Assessment criteria Sophisticated/ exemplary* Competent/sound* Not yet competent*
1. Depth and breadth of knowledge Main concepts and issues covered
Range of resources used with discrimination A number of important and issues overlooked or insufficiently described
Limited use of quality resources Majority of key concepts and issues not addressed or misunderstood
Little/no evidence of use of resources
2. Quality of performance
2.1 Integration of relevant ideas to support answer Well integrated argument to support conclusions Conclusions generally supported Answer lacking a sound evidence base
2.2. Application of theory to solve problems/issues All theory applied with precision Most theory applied proficiently Most important theory not applied (appropriately(
2.3 Use of examples &/or experience Effectively uses a range of illuminating examples Examples generally used to effect Few examples used effectively
2.4 Depth of analysis &/or evaluation Identifies the significance of all relevant factors
Critically & comprehensively evaluates evidence, experiences, practice Identifies most factors & their significance
To varying depth, evaluates core evidence, experience, practice Most factors and their inter-relationships overlooked
Little attempt to evaluate evidence, experience, practice
3. Quality of communication
3.1 Logical structure & organisation Organisational methods effectively used to facilitate understanding
Clear & coherent flow of ideas Generally organised to facilitate understanding
In the main clear & logical
Organisation ineffective
Aspects unclear/illogical
3.2 Clarity & succinctness of writing Crystal clear, precise & appropriate
Technically error-free In the main clear & appropriate
Technically, mostly error-free Frequently unclear &/or inappropriate
Numerous technical errors
4. Conformance to formatting guidelines and referencing standards
4.1 Referencing Faultless application of academic style
Sources acknowledged professionally Academic style applied with few errors
Sources in the main acknowledged professionally Inconsistent application of academic style
Significant lapses in appropriately acknowledging sources
4.2 Formatting Follows all requirements In the main requirements followed Significantly deviates from requirements
Assessor comments
Learner’s Performance 0 Satisfactory
Assessor’s signature:
Date:
0 Not Satisfactory
Academic Grade:
* Please note that the criteria listed above are not necessarily of equal weighting, nor are they all-inclusive; they give an indication of your competency. For more comprehensive description of referencing and preparation of a postgraduate assessment access the academic style guide (see the unit outline).
Assessment Task 3:
Assessment Task Report: Develop a Mentoring Strategy
Schedule TBC
Learning Outcome Alignment 1,2 & 3
Competency Element Alignment 1,2,3
Length 2500 words maximum excluding attachments
Value (% of 100 overall unit marks) 45
Description and requirements
1. Prepare and present a complete Mentoring Peer-to-Peer (P2P) Learning Strategy covering peer-to-peer learning within a defined organisation or entity (real or conceptual). The report may be framed as a report to the executive decision makers in a business. The Mentoring strategy should include the following to support program implementation:
a. Executive summary
b. A management structure, including
i. Resources required
ii. Mode and how communication will occur between the mentor and mentee
c. Mentor and mentee selection process, including
i. Commentary on induction and how candidates will be matched
ii. Mentor and mentee selection criteria, procedures and tools
d. Support structures, including
i. establishing methods and resources to achieve designated outcomes
ii. Tools to be used
iii. Addressing potential cultural differences or diversity issues in mentor-mentee relationships
e. Action Plan
f. Program evaluation, including how data will be collected
g. A conclusion, including any recommendations based on the planned outcomes and the next steps
On approval from your course coordinator or unit lecturer this topic may be extended to cover a coaching strategy instead of mentoring.
Note: This is a report. See the report assessment criteria sheet on the following page for information about the assessment criteria by which your work will be judged. It should include a clear and logical structure for a P2P learning strategy (e.g. as provide in Handout 6.1 – Mentoring/Coaching Strategy Planning Template). The report can be based on a real or simulated organisation and their specific needs. You should use relevant academic references to support your strategy and approach when constructing this report.
Assessment Rubric and Feedback Form
Task 3: Report: Develop a Mentoring Strategy
Learner ID:
Unit title: BSBLED805 Plan and implement a mentoring program Assessment Task No.: 3
Assessor’s Name:
Assessment criteria Sophisticated/ exemplary* Competent/sound* Not yet competent*
1. Comprehensive nature of the peer learning strategy Main sections competed and information is highly relevant
Range of tools and resources used with discrimination A number of important and components overlooked or information is incomplete.
Limited discriminate use of tools or resources Majority of the key components and issues not addressed or misunderstood
Poor or no use of tools or resources
2. Quality of performance
2.1 Integration of relevant ideas to support answer Well integrated argument to support conclusions Conclusions generally supported Answer lacking a sound evidence base
2.2. Application of tools to solve problems/issues All tools applied with precision Most tools applied proficiently Most important tools not applied (appropriately)
2.3 Relevance to context Effectively ties strategy to contextual needs Generally ties strategy to contextual needs Insufficient link between strategy to contextual needs
2.4 Depth of analysis of key factors and strategy evaluation Identifies the significance of all relevant factors
Evaluation process clear and suggests it will work effectively Identifies most factors & their significance
Evaluation process generally clear and it will most likely work effectively Most factors and their inter-relationships overlooked
Little attempt to consider evaluation process
3. Quality of communication
3.1 Logical structure & organisation of strategy Organisational methods effectively used to facilitate understanding
Clear & coherent flow of strategy through main components Generally organised to facilitate understanding
In the main clear and logical flow of strategy through most components No meaningful organisation
Generally strategy components illogical & unclear
3.2 Clarity & succinctness of report conclusions/ recommendations Crystal clear, precise & conclusions/ recommendations In the main clear & appropriate conclusions/ recommendations Generally unclear &/or inappropriate conclusions/ recommendations
4. Conformance to formatting guidelines and referencing standards
4.1 Formatting Follows all requirements and distinct executive summary, body of the report and conclusions In the main requirements followed executive summary, body of the report and conclusions format Requirements largely ignored
Assessor comments
Learner’s Performance 0 Satisfactory
Assessor’s signature:
Date:
0 Not Satisfactory
Academic Grade:
* Please note that the criteria listed above are not necessarily of equal weighting, nor are they all-inclusive; they give an indication of your competency. For more comprehensive description of referencing and preparation of a postgraduate assessment access the academic style guide (see the unit outline).
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