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BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 1
Leadership in the Workplace
BOOK OF READINGS Version 1.1 (1 June 2016)
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 2
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 3
How this book works
This Book of Readings has three sections: Intention, Extension and Retention
INTENTION
This is the content that we “intend” to cover as part of
the training. This content forms part of the requisite
information needed to complete this unit. This section
includes key concepts, definitions and examples to
support the learners through the material and is
arranged in the order of the delivery.
EXTENSION
This section provides more in-depth explanations of the
key course content. It includes additional readings,
references and examples to extend and elaborate upon the
initial learning. It provides an enduring resource for future
referral and use.
RETENTION
This section is designed for you to reflect upon your own
learning and add any action items that will help you
transfer the concepts and techniques learned in the course
to your own settings. This may include tips, tricks,
templates or websites to review.
This Book of Readings is copyright. Apart from any fair dealing for the
purposes of private study, research, criticism or review, as permitted under
the Copyright Act, no part may be reproduced by any process without the
written consent of the copyright owner.
© 2016 MRWED Training and Assessment
ABN 97 126 082 376
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 4
Leading Teams and Relationships Cluster
BSBMGT401 Show leadership in the workplace
BSBLDR401 Communicate effectively as a workplace
leader
BSBWOR404 Develop work priorities
TAEDEL404A Mentor in the workplace
The units in this cluster focus upon developing leadership skills for the
workplace and include role modelling good practice through effective
planning, communication and support through mentoring.
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 5
CONTENTS INTENTION ............................................................................................................................. 7
Showing Leadership in the Workplace ..................................................................................... 8
Requirements ............................................................................................................. 8
Standards and Values .................................................................................................. 8
Performance Plans ...................................................................................................... 9
Relationships ............................................................................................................ 10
Effective Communication .......................................................................................... 10
What is Communication? .......................................................................................... 10
Identifying the Context for Communication ............................................................... 11
Barriers to Communication ....................................................................................... 11
Examples of Communication Channels ...................................................................... 12
Verbal and Non-Verbal Communication..................................................................... 13
Why is Non-verbal Communication Important? ......................................................... 13
Active Listening ......................................................................................................... 14
Characteristics of Effective Listening .......................................................................... 14
Providing Feedback ................................................................................................... 15
Feedback Models ...................................................................................................... 18
Some Final Tips on Providing Feedback...................................................................... 19
Role Modelling .......................................................................................................... 20
Top 5 Qualities of Role Models .................................................................................. 20
Managing Work Priorities ..................................................................................................... 23
Preparing a Work Plan .............................................................................................. 23
Prioritising Activities ................................................................................................. 24
Ideas to help you to prioritise .................................................................................... 24
Weekly Schedule Example ......................................................................................... 26
Time Management .................................................................................................... 27
Time Savers .............................................................................................................. 27
Business Technology Applications to Support Planning and Scheduling ...................... 28
Planning and Accessing Professional Learning ............................................................ 29
Sample Professional Learning Action Plan .................................................................. 30
Methods that could be used to evaluate own performance ....................................... 31
Mentoring in the Workplace ................................................................................................. 31
What is Mentoring? .................................................................................................. 31
What are the Benefits of Mentoring? ........................................................................ 33
What are the Rights and Responsibilities of the Mentor? ........................................... 33
What is the Mentoring Process? ................................................................................ 35
How do we Initiate a Mentoring Relationship? .......................................................... 36
How do we Develop a Mentoring Plan? ..................................................................... 36
Mentoring Plan Template .......................................................................................... 37
Facilitate Mentoring Relationship .............................................................................. 39
How can the Mentoring Relationship be Maintained? ................................................ 41
Mentoring Models .................................................................................................... 42
G.R.O.W.................................................................................................................... 43
How do we Record the Progress of the Mentoring? ................................................... 43
How do we Review the Effectiveness of Mentoring? .................................................. 45
Concluding the Mentoring Relationship ..................................................................... 45
How do we Record Reviews of the Mentoring? .......................................................... 46
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 6
EXTENSION ........................................................................................................................... 49
Leadership in the Workplace ..................................................................................... 50
Attributes of an Effective Workplace Leader .............................................................. 51
Communication ........................................................................................................ 52
Feedback .................................................................................................................. 53
Work Prioritisation ................................................................................................... 55
Mentoring in the Workplace ..................................................................................... 56
RETENTION ........................................................................................................................... 57
ACTION ITEMS ............................................................................................................. 58
Appendix A: Effectiveness Grid .................................................................................... 61
Appendix B: Performance Plan Template ..................................................................... 62
Appendix C: Work Plan Template ................................................................................. 63
Appendix D: Weekly Schedule Template ...................................................................... 64
Appendix F: Identify the Mentoring Relationship Template .......................................... 66
Appendix G: Mentoring Plan Template ......................................................................... 67
Appendix H: Mentoring Meeting Minutes Template ..................................................... 69
Appendix I: Sample Mentoring Records ........................................................................ 70
TRAINING EVALUATION SHEET .............................................................................................. 79
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 7
INTENTION
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 8
Showing Leadership in the Workplace
Effective leadership in the workplace centres on a demonstrated knowledge of
the business requirements (and expectations), the building of positive and
productive relationships and the role modelling of best practices.
These three Rs are explained in more detail in the following sections:
Requirements
Standards and Values
Requirements relate to the standards and values that drive an organisation
forward.
A Standard is a level of quality of attainment; something we use to
measure comparisons between actual and desired performance.
A Value is an important and lasting belief or ideal shared by the
members of a culture about what is good or bad and desirable or
undesirable. Values have major influence on a person's behaviour
and attitude and serve as broad guidelines for how to perform.
We use standards and values to set the right direction and atmosphere for
work. They are also useful during recruitment to find people with the right “fit”
for the organisation.
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 9
Performance Plans
The best leaders look for ways to help their team to improve. But what does it
mean to improve, and how do you achieve measurable progress?
Performance plans are a formalised way to help employees get on track and
stay on track. A good plan should be fully understood by all parties and used to
effectively measure improvement.
A Performance Plan has three parts:
1) Goal: A description of what the employee needs to do in their job;
2) Measurement of how an employee does their job; and
3) Competencies that describe the behaviours that an employee is
expected to demonstrate when successfully performing their job.
The Key Performance Indicator (KPI) is the Goal broken up into its
ACTION and OUTCOME.
Example:
Performance: Accounts Payable
1) Goal: Pay departmental invoices (ACTION) in accordance with the
company payment policies and standards (OUTCOME). 2) Measurement:
• Periodic review of accounts payable indicates invoices are being
paid in line with company payment policies and standards.
• Any inability to meet the standards is brought to the manager’s
attention prior to timelines established in the payment standards. 3) Competencies:
• Record Keeping
• Computerised accounting
• Communication (written and verbal)
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 10
Relationships
When you get the relationship right, the rest will follow. Positive and
productive relationships are built when there is effective communication, two-
way feedback and a culture of mutual respect.
Effective Communication
Effective communication is a key interpersonal skill and learning how you can
improve your communication has many benefits. Effective communication is
the glue that helps you deepen your connections with others and helps to
improve functions such as teamwork, decision making and problem solving.
What is Communication?
Communication is a two-way process of reaching mutual understanding, in
which participants not only exchange (encode-decode) information, news,
ideas and feelings but also create and share meaning.
In business, it is a key function of management - an organisation cannot
operate without communication between levels, departments and employees.
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 11
Identifying the Context for Communication
• Identify reason and context for communication
• Identify persons relevant to the communication context
• Clarify specific environment and personnel factors that may impact on
the success of the communication
• Identify and clearly understand the desired outcome of the
communication
• Evaluate available methods of communication against their suitability for
the specific communication requirements
• Identify potential barriers to effective communication and develop
solutions to minimise impact
• Incorporate relevant business policies, procedures, regulations and
legislation into communication processes.
Barriers to Communication
There are many barriers to effective communication. Below is a list of some of
the common ones:
• The use of jargon. Over-complicated, unfamiliar and/or technical terms.
• Emotional barriers and taboos. Some people may find it difficult to express
their emotions and some topics may be completely 'off-limits' or taboo.
• Lack of attention, interest, distractions, or irrelevance to the receiver.
• Differences in perception and viewpoint.
• Physical disabilities such as hearing problems or speech difficulties.
• Physical barriers to non-verbal communication. Not being able to see the
non-verbal cues, gestures, posture and general body language can make
communication less effective.
• Language differences and the difficulty in understanding unfamiliar
accents.
• Expectations and prejudices which may lead to false assumptions or
stereotyping. People often hear what they expect to hear rather than what
is actually said and jump to incorrect conclusions.
• Cultural differences. The norms of social interaction vary greatly in
different cultures, as do the way in which emotions are expressed. For
example, the concept of personal space varies between cultures and
between different social settings.
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 12
Examples of Communication Channels
Electronic Non-Electronic
• Broadcast Media
TV, radio and loud speakers all fall
within the broadcast media
communication channel. When a
message intended for a mass
audience and can be enhanced by
being presented in a visual or
auditory format, a broadcast
channel could be used.
• Face-to-Face
This could include conducting
personal presentations, leading
team meetings or participating in
a one-to-one conversation.
Physical presence, the tone of the
speaker's voice and facial
expressions help recipients to
interpret the speaker’s message.
• Mobile Communication
Could include mobile phones,
tablets and hand-held radio
devices. A mobile channel allows
for an interactive exchange and
gives the recipient the added
benefit of interpreting the
speaker's tone along with the
message.
• Written
Written communication should be
used when a message that does
not require interaction needs to
be communicated to an employee
or group. Policies, letters, memos,
manuals, notices, posters and
announcements are all messages
that work well for this channel.
• Other Electronic Communication
This could include use of email,
Internet, intranet and social
media platforms. This channel can
be used for one-on-one, group or
mass communication. It is a less
personal method of
communication but can be more
efficient.
• Warning Signs
This could include the use of short
phrases, symbols, colour and
lights to identify caution or to
highlight safety concerns. This
channel is effective where noise
or distance makes other channels
redundant. It is also useful when
language is a barrier.
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 13
Verbal and Non-Verbal Communication
Verbal communication refers to the use of sounds and language to relay a
message. This includes – but it not limited to:
• voice
• pace
• pitch
• pause
• intonation
• volume
• singing
• non-language sounds (e.g. humming, whistling)
Non-verbal communication involves sending and receiving messages in a
variety of ways without the use of verbal codes (words). It is both intentional
and unintentional. It includes — but is not limited to:
• touch
• glance
• eye contact (gaze)
• proximity
• gestures
• facial expression
• dress
• posture
Why is Non-verbal Communication Important?
• It can be used to repeat the verbal message (e.g. point in a direction
while stating directions.)
• Often complement the verbal message but also may contradict. e.g.: a
nod reinforces a positive message; a “wink” may contradict a stated
positive message.
• Regulate interactions (non-verbal cues covey when the other person
should speak or not speak).
• May substitute for the verbal message (especially if it is blocked by noise,
interruption, etc.) — i.e. gestures (finger to lips to indicate need for
quiet), facial expressions (i.e. a nod instead of a yes).
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 14
Active Listening
Active listening is a communication technique used in training and conflict
resolution, which requires the listener to feedback what they hear to the
speaker, by way of re-stating or paraphrasing what they have heard in their
own words, to confirm what they have heard and moreover, to confirm the
understanding of both parties.
Characteristics of Effective Listening
Ineffective Effective
Non-Verbal Behaviour
Listener looks bored or
uninterested, avoids eye
contact, displays distracting
mannerisms.
Listener maintains positive
posture, avoids distracting
mannerisms, keeps focus on
the speaker and nods and
smiles when appropriate.
Focus of Attention Listener shifts focus of
attention to themselves. Listener keeps focus on the
speaker.
Acceptance Listener fails to accept the
speaker’s ideas and feelings. Listener accepts ideas and
feelings.
Empathy
Listener fails to empathise
with the speaker. (e.g. “I
don’t see how you could
feel that way.”)
Listener empathises with
the speaker. (e.g. “So when
that happened you felt
angry.”)
Paraphrasing
Listener fails to check the
accuracy of communication
by restating the speaker’s
important points in their
own words.
Listener paraphrases to
guarantee that they have
understood correctly and to
assure the speaker that this
is so.
Summarising Listener fails to summarise. Listener summarises the
progress of the
conversation from time to
time.
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 15
Providing Feedback
The Role of Feedback
From the classroom to the boardroom, feedback is a vital component of
communication and effective talent development. Most people in the
workplace suffer from a lack of performance feedback, yet feedback is essential
in supporting staff progress and improvement. Feedback is the cheapest, most
powerful management tool that we have at our disposal. However, it is often
underused, or provided in ways that are geared toward compliance, rather
than meaningful performance improvement.
Methods of Feedback
Here are six ways to support the provision of on-going feedback:
1. Create feedback logs using mobile devices. Log comments with photos
and video which could be shared later. They can also be reviewed side-by-
side to see incremental improvement over time. 2. Closed social networking groups could be established to share general
feedback to your group (e.g. Google Groups, LinkedIn, Facebook). 3. Create response banks. (XL spreadsheets could be developed with drop
down boxes with ideal comments for workers based on common
performances). 4. Planning feedback “touch points” throughout the period, not just at the
end. Consider how you will ensure that you provide regular feedback to
staff and what formats that may take. 5. Link with the organisation to “triangulate” the feedback.
6. Use just-in-time feedback (e.g. instant messaging, push notifications, text
to mobile services)
Supervisor
Worker
Peers
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 16
Performance Feedback
Performance feedback can be given two ways: through constructive criticism
or through positive praise. However, it is important to understand when to use
each method.
1. Constructive criticism is information-specific, issue-focused and based
on observations. It is factual in nature.
2. Positive praise is a personal judgment about a performance effort or
outcome, and is designed to build the confidence of the receiver.
However, this feedback tends to be more opinion than tangible fact.
3. Be direct when delivering your message. Get to the point and avoid
beating around the bush otherwise you may confuse the candidate.
4. Be sincere and avoid giving mixed messages. Sincerity says that you
mean what you say with care and respect. Mixed messages are referred
to as "yes, but" messages. For example, "John, you have worked hard on
this project, but. . . ." What follows is something the person is not doing
well and is the real point of the message. The word "but," along with
words such as "however" and "although," when said in the middle of a
thought, create contradictions or mixed messages.
5. In positive feedback situations, express appreciation. Appreciation
alone is praise. Yet when you add it to the specifics of constructive
feedback, your message carries an extra air of sincerity. For example:
"Sue, your handling of all the processing work while John did the call-
backs made for an efficient effort and showed good teamwork.
Everything you did was accurate, as well. Thanks so much for helping
out. Such initiative is a real value to the team."
6. In negative feedback situations, express concern. A tone of concern
communicates a sense of importance and care and provides the
appropriate level of sincerity to the message. The purpose of negative
feedback is to create awareness that can lead to correction or
improvement in performance. If you can't give negative feedback in a
helpful manner, in the language and tone of concern, you defeat its
purpose.
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 17
Some Tips:
• Detach the situation from the person. This distinction is crucial. Take the
person out of the equation and focus on the behaviour / action /
situation / issue at hand.
• Comment on the issue. For example, “The report is incomplete” rather
than “You are lazy for not finishing the report” or “The food is oily”
rather than “You are a bad cook”.
• Don’t use active voice; use passive voice. For example, “The
presentation you gave needed more structure.” vs. “You gave a poorly
structured presentation.” Notice that the passive voice shifts the
attention away from the person and brings it to the subject matter.
• Give them something that they can work on. For example, “Let’s review
the report and add some additional information to make it easier to read
and more accurate”.
Key words used to connect with candidates:
• Words for Effort
Overcome, succeed, excel, achieve, grasp, generate, develop, design,
accomplish, produce, create, resolve, triumph, initiate.
• Words for Quality
Organise, improve, excellence, exceptional, striking, brilliant, elegant,
sophisticated, intuitive, strong, outstanding, talent, distinction.
• Words for Attitude
Thoughtful, responsible, enthusiastic, resourceful, motivated, dedicated,
reliable, vibrant, flexible, versatile, consistent, considerate, passionate,
tenacious.
• Words for Leadership
Capable, visionary, navigate, command, conduct, champion, role-model,
respect, direction, insight, inspiring, courageous, engaging.
• Words for Teamwork
Helpful, supportive, dependable, reliable, prepared, cooperative, fortify,
sponsor, advocate.
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 18
Feedback Models
IDEA
The I.D.E.A. model essentially provides a simple, easy-to-remember structure
to help you prepare for and manage potentially difficult conversations. An
overview of the model is presented below:
Developed by Greg Mitchell - Charles Sturt University
CORBS
C.O.R.B.S. is another tool for giving effective feedback and is focused on drilling
down on actionable items.
Clear statement – give clear and concise information.
Owned by the person speaking – your own perception, not the ultimate truth.
How it made you feel. Use terms such as “I find” or “I felt” and not “You are”.
Regular – give immediately or as close to the event as possible. NEVER delay.
Balanced – balance negative and positive feedback. DO NOT overload with
negative feedback.
Specific – base your feedback on observable behaviour. Behaviours that the
recipient can change.
Developed by Peter Hawkins and Robin Shohet
in their book Supervision in the Helping Professions (2007)
Identify specific behaviour/s that requires feedback
Describe impact of behaviours
Encourage continuation or change
Agree to next step/action plan
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 19
SBI
The Situation – Behaviour – Impact (S.B.I.) Feedback tool helps you deliver
more effective feedback. It focuses your comments on specific situations and
behaviours, and then outlines the impact that these behaviours have on others.
Developed by Centre for Creative Leadership
What does Meaningful Feedback look like?
• Be specific as possible.
• The sooner, the better.
• Address the worker’s advancement towards the goal.
• Present feedback carefully.
• Involve the workers in the process.
Some Final Tips on Providing Feedback
• Focus on the performance, not the person.
• Concentrate on one ability at a time.
• Provide a model or an example to support practice.
• Have them participate in their own evaluation.
SITUATION Describe the situation. Be
specific about when and where it
occured .
BEHAVIOURDescribe the
observed
behaviour.
IMPACTDescribe the
consequences of the behaviour on you and others.
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 20
Role Modelling
A role-model is a person who serves as an example of the values, attitudes and
behaviours associated with a role. They are someone who is prepared to “walk
the talk” and their example can be followed or repeated by others.
A good role model is one who possesses both integrity and credibility.
Integrity is the hallmark of a person who demonstrates sound moral and
ethical principles and is one of the fundamental values that employers seek in
the employees that they hire.
Credibility refers to the quality of being trusted and believed in. This is critical
for a leader, if they are to build respect and encourage others to follow their
lead.
Top 5 Qualities of Role Models
Marilyn Price-Mitchell in her book Tomorrow's Change Makers: Reclaiming the
Power of Citizenship for a New Generation (2015) identified the top five
qualities of role models.
1. Passion and Ability to Inspire
Role-models show passion for their work and have the capacity to encourage
others to become passionate about what they do and who they help.
2. Clear Set of Values
Role-models live their values. People admire those who act in ways that
support their beliefs. It helps them understand how their own values can be
integrated into work.
3. Commitment to Community
Role-models are often active in their communities, freely giving of their time
and talents to benefit others. Role-models are other-focused as opposed to
self-focused. People admire those who are generous with their time, who put
other people’s needs ahead of their own and who readily accept those who are
different from them.
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 21
4. Ability to Overcome Obstacles
Booker T. Washington once said, “Success is to be measured not so much by
the position that one has reached in life but by the obstacles which one has
overcome.” Not surprisingly, we admire people who show us that success is
possible.
5. Decisive
Role-models have the ability to make decisions quickly and effectively. This
helps them to build the confidence and trust of their team. Being able to make
good decisions most of the time is an important leadership skill. Below is a
four-step decision making process cycle which will support you in making
better decisions.
1.
Identify relevent information
2.
Examine options and associated
risks
3.
Obtain input from relevant people
4.
Make and communicate the
decision in a timely way
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 22
Summary
Below is a list of seven traits/abilities that will improve your leadership in the
workplace:
1. Commitment. Leaders want followers who don’t sag or, worse, quit
when the going gets tough. And that goes double for what followers
want in leaders.
2. Communication ability. Every member of a team or department needs
to be able to explain to every other member what he or she is doing and
why. This ability becomes even more important in a leader, whose job is
to explain to everyone where the group is going and how to get there.
3. Critical thinking. Leaders can’t assume that just because someone tells
them something, it’s correct. There’s a high price to pay for leading a
team down a rat hole that someone claimed was a door to success. But
followers who make such assumptions can also cost the team dearly by
wasting time and resources.
4. Empathy. Team members shouldn’t make excuses for each other, but
they should try to understand when problems – personal — personal or
business — arise in others’ lives. And leaders definitely need to be able
to feel the pain of those they lead.
5. Respect. Sometimes brilliant employees treat co-workers with
contempt for being less intelligent or capable than themselves. If such a
person is promoted into leadership, that lack of respect will cause
resentment and even rebellion.
6. Sense of humour. Sure, what you’re doing is important, sometimes
very important. However, whether follower or leader, the ability to step
back and have a chuckle at yourself takes the pressure off and relaxes
the kind of tension that can get in the way of results.
7. Vision. The most effective followers are those who know how to keep
their nose to the grindstone, but also know how to lift it occasionally and
try to figure out where they’re going long-term. Needless to say, the
latter ability is absolutely essential in leaders.
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 23
Managing Work Priorities
Preparing a Work Plan
A work plan is an outline of a set of goals and processes by which a team
and/or person can accomplish those goals, offering the reader a better
understanding of the scope of the project. Work plans, whether used in
professional or academic life, help you stay organised while working on
projects. See below for a sample work plan.
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.
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 24
Prioritising Activities
The underlying concept behind every piece of time management advice you’ve
ever received is that you should spend more focused time on what matters
most and less or no time on distractions from what matters most. The trouble
is that that choice is rarely black and white but, rather, filled with all sorts of
things that matter in different shades of grey.
You need a way to think about these shades. The 40-30-20-10 rule will do that
for you and give you a framework for allocating your time.
The 40-30-20-10 rule: Spend
• 40% of your time on your most important priority
• 30% on your second priority
• 20% on your third
• 10% on everything else combined
Inherent in this are choices around:
1) focusing on your top three priorities
2) prioritising within those three, and
3) setting aside some time for everything else – but not too much time.
Some tips to help you on the journey:
• Make a list of things to do
• Use a diary
• Write things on a shared whiteboard
• Set aside time to do tasks and projects
• Involve the right people in the team to help.
Ideas to Help You to Prioritise
While setting priorities, avoid the temptation to clear up small things first.
Rather than starting at the bottom and working your way up to the important
tasks, flip it and start with your highest value targets first. Don’t allow yourself
to get bogged down in low-priority activities. In essence, the things that matter
most should never be left at the mercy of the things that matter least.
Unfortunately, it is human nature to follow the Law of Least Resistance. In time
management and personal work, this means that we tend to start on small
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 25
tasks, thinking that as soon as we get warmed up, we will launch into our big
tasks and increase productivity.
However, we know that when we start on little tasks, they have an ability to
multiply. Moreover, you seem to attract more and more of these small tasks to
work on which, in the end, does not increase productivity.
Here are 5 key questions for setting priorities:
These are questions you can ask yourself regularly to ensure that you are
working on your top priorities and getting the very most done that is possible
for you.
1. Why am I on the payroll? Ask yourself if what you are doing right now is
the most important thing that you have been hired to do. If your boss
were sitting across from you watching you, what would you be doing
differently from what you are doing at this moment?
2. What are my highest value activities? Remember, there are only three
things that you do that account for most of the value of your work.
Which of your activities contribute the greatest value to your company?
3. What are my key result areas? What are the specific results that you
have to get in order to do an excellent job? Of all those key result areas,
which are most important?
4. What can I, and only I, do that if done well will make a real difference?
What is the one thing, hour by hour, that only you can do and, if you do
it well, will make a significant contribution to your business? This is
something that no one else can do for you. If you don’t do it, it won’t be
done. Doing this task, doing it well and doing it promptly can have a
major impact on the business, your co-workers and your career.
5. What is the most valuable use of my time, right now? This is the key
question in time management.
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 26
Weekly Schedule Example
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BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 27
Time Management
In reality, time management is about controlling events to make the best use
of our time and talents to achieve work and personal goals.
Do you recognise poor time management?
� Rushing around
� Never completing tasks
� Putting off unpleasant tasks
� Spending too long on some tasks
� Being late for meetings
� Missing deadlines and demands
Time Savers
• Take time to make lists and plans
• Do one task at a time
• Keep instructions simple
• Communicate clearly
• Maintain accurate records
• Allow time for interruptions
• Delegate effectively
• Coach and train your staff
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 28
Business Technology Applications to Support Planning and Scheduling
Collaboration
Tools
• Google Hangouts (https://hangouts.google.com/)
• Hip Chat (www.hipchat.com)
• Today’s Meet (www.todaysmeet.com)
• Simple Meet Me (www.simplemeet.me)
Project
Management
Tools
• Base Camp (www.basecamp.com)
• Freed Camp (www.freedcamp.com)
• Mavenlink (www.mavenlink.com)
• Proofhub (www.proofhub.com)
Scheduling
Tools
• Microsoft Outlook Calendar
• iCal
• Doodle (www.doodle.com)
• Setmore (www.setmore.com)
Video Sharing
Tools
• You Tube (www.youtube.com)
• Khan Academy (www.khanacademy.org)
• Daily Motion (www.dailymotion.com)
• Vimeo (https://vimeo.com/)
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 29
Planning and Accessing Professional Learning
Professional learning should be an essential component of your career growth
and plans. With business in a constant state of change and evolution, keeping
your skills and knowledge current will give you a competitive advantage in
achieving your career goals. As with your other life goals, it is recommended
that you develop a personalised action plan designed to help you achieve your
goals. A plan with explicit goals will provide structure for your future learning.
Life-long learning is the key to growth and advancement.
Professional learning can come in a variety of forms. This includes, but is not
limited to:
• Participation in workshops, webinars and conferences
• Membership of professional associations
• Conducting research
• Writing articles, blogs and whitepapers
• Developing a professional dialogue in relevant leadership and
management communities/groups. (e.g. LinkedIn groups)
• Sitting on a panel or reference group
• Acting as a mentor or coach
• Being involved with “stretch” projects.
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 30
Sample Professional Learning Action Plan
Goal:
Improve public speaking skills.
Relevance to job:
My current job requires me to occasionally give oral presentations to internal
and external clients. By gaining proficiency in this area, I will build my
confidence, which will result in more effective and persuasive
communication and will reduce my anxiety when called upon to speak
publicly.
What are the steps or
strategies I will take?
What is the realistic
timeframe to
accomplish the step
or strategy?
How will I evaluate
each step or
strategy?
How will I know the
step or strategy has
been accomplished?
Enrol in a public
workshop on
presentation skills.
Complete the workshop
within six months.
After the workshop, I
will test my knowledge
in the fundamentals of
public speaking.
Upon course completion.
Read at least two
intermediate-level books
on presentation skills.
Three months.
After reading the
books, I will measure
my knowledge on
more advanced
presentation
techniques.
The two books identified
will have been informative
and helpful in educating
me on more advanced
presentation skills.
Join Toastmasters
International to
frequently practice my
newly acquired
presentation skills.
Join within the next
three months;
participate in weekly
meetings for at least six
months.
I will measure progress
by soliciting feedback
from other
Toastmaster
participates; pursue
certification.
Through frequent practice,
my skill level should
improve. At a minimum, I
will become more
proficient in preparing for
presentations and
reducing anxiety.
Seek out new
opportunities to present
information and reports
in a team setting.
Immediately.
I will measure progress
by soliciting feedback
from team members
and my manager.
By giving at least one oral
presentation per month at
staff meetings.
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 31
Methods that Could Be Used to Evaluate own Performance
• Self-evaluation
• Performance checklists
• Tracking chart
• 360 degree evaluation
• Peer Review.
Mentoring in the Workplace
What is Mentoring?
Facilitating individual learning involves the application of techniques that
centre on the development of interpersonal relationships between the
facilitator and the learner, focusing on the learner’s goals, their learning style
and the learning content.
The role of the facilitator is to advise, guide, support and respond to the needs
of the learner.
Mentoring is one of three frequently identified techniques for facilitating
individual learning. The differences between the three techniques are
illustrated in the following table.
Two of the major techniques used to facilitate individual learning are derived
from mentoring and coaching methodologies. A third technique, tutoring, is
also used. Many people confuse the roles of mentor, coach and tutor. While
these roles are interrelated, they are not the same thing.
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 32
The table below highlights the differences between these facilitation
techniques.
Mentoring Mentors, in either a formal or informal relationship, focus on
the person and their career, and provide support for individual
growth and maturity. Mentoring can be defined as a “mutually
beneficial relationship which involves a more experienced
person helping a less experienced person to achieve their goal”.
Coaching A coach is job-focused and performance oriented, attempting
to direct a person to some end result. The term ‘coaching’ is
often heard in the context of sports. However, it is a concept
that is very relevant to the work situation. A coach usually has
a set agenda to reinforce or change skills and behaviours in
order to achieve a set outcome.
Tutoring A tutor is usually subject-centred and focuses quite clearly on
helping to improve specific knowledge or skills. A tutor will
often work with the learner to solve a particular problem and
seeks to reduce gaps between the required skills and
knowledge and the learner’s actual skills and knowledge.
The three facilitation techniques do not live in independent silos. A strong
mentoring relationship will thrive if the mentor is part-coach and sometimes
even a tutor on subject matter issues where they have expertise.
Mentoring
•Almost exclusively goal-setting and strategy focus
•Very personal relationship
•Relatively long-term
•Broad range of issues expored
•Focus on identifying new goals and big picture issues
•Irregular and casual conversations to enable success although it is difficult to quantify
Coaching
•Goal-setting and strategy is important but most time is spent on improving skills
•Moderately personal
•Typically medium-term in duration
•Content limited to defined area
•Subject matter changes as goals are reviewed
•Regular meetings working towards defined measurable milestones
Tutoring
•Almost exclusively subject matter focus
•Relatively impersonal
•Usually short-term
•Very specific subject focus
•Subject matter is reviewed in a logical and well-defined sequence
•Regular meetings to enable positive outcomes in frequent tests
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 33
Mentoring focuses on developing positive outcomes through a series of
interactions between a more experienced person (usually called the Mentor)
and a less experienced person (usually called the Mentee, but sometimes called
the Learner or Protégé or Student or Trainee).
What are the Benefits of Mentoring?
People of all levels of work carry out individual learning facilitation. It does not
necessarily have to be exclusively for supervisory positions or senior roles
within an organisation. The process may be used to help an individual:
• meet personal job goals
• learn new skills and knowledge, or
• develop new behaviours
Essentially, mentoring provides benefits to the mentee in giving them regular
access to an identified appropriately experienced person who is regularly
available to help them. Perhaps more importantly, mentoring is customised to
the needs of the individual learner. That is, mentoring provides flexibility to the
mentee so that they can receive help and advice when they need it for the
individual challenges they are facing at any given point of time. It is about
providing the mentee with the “right help from the right person at the right
time”.
What are the Rights and Responsibilities of the Mentor?
The success of the mentoring relationship will depend in part upon the
mentor’s ability to balance their rights and responsibilities. They also need to
ensure that there is a common shared understanding about these rights and
responsibilities with the mentee. This is not as easy as many mentors might
assume, especially if the mentee is inexperienced in participating in mentoring,
as is often the case. The mentor needs to take a leading role in deliberately
having discussions with the mentee to make sure they are on the “same page”
with respect to how the two parties will inter-relate during the mentoring.
The content of the following table presents a good starting point for identifying
the rights and responsibilities of the mentor that should apply to any specific
mentoring relationship.
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 34
Balancing the Rights and Responsibilities of the Mentor’s Role
Rights Responsibilities
1. You have the right to expect ethical
and professional behaviour from your
mentee.
1. You have the responsibility to
model ethical and professional
behaviour for your mentee.
2. You have the right to use your
professional expertise in the ways
you believe best meet your mentee’s
needs.
2. You have the responsibility to
remain open and consider viewpoints
and methods for meeting your
mentee’s needs. You have the
responsibility of acting flexibly to
provide appropriate support to your
mentee.
3. You have the right to expect
sound, though developing, work
practices from your mentee.
3. You have the responsibility to
direct your mentee’s growth in ways
deemed appropriate by the
profession. You have the
responsibility to help your mentee
deepen their practice in ways that
enhance your mentee’s personal
satisfaction.
4. You have the right to provide
evaluative feedback to the mentee
regarding their development.
4. You have the responsibility to give
feedback that is frequent, honest and
caring.
Reference: Adapted from Maximum Mentoring: An Action Guide for Teacher
Trainers and Cooperating Teachers, by Gwen Rudney and Andrea Guillaume.
Thousand Oaks, CA: www.corwinpress.com.
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 35
What is the Mentoring Process?
Generally, the mentoring process follows the flow chart shown below, although
variations will occur due to specific circumstances.
Identify mentor
Research mentoring options
Plan mentoring program
Schedule meetings
Conduct mentoring meetings
Exchange feedback with mentee
Obtain organisation feedback
Review effectiveness
Terminate mentoring
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 36
How do we initiate a Mentoring Relationship?
For a mentoring relationship to become established, a need must first be
identified.
The need may be:
• proposed by the mentee, a manager or a department in the organisation
• proposed by the mentor after observing scope for them to assist the
mentee
• a requirement of management for learners to participate in a mentoring
program
• a request from the mentee for additional support to enhance learning
Once the learning need is established, the learning goals can be identified.
These may include: career advancement or redirection, increasing productivity,
learning a new skill, setting personal directions or developing relationships. As
a specific example, the learner may have key performance indicators that have
to be set in conjunction with their employer.
How do we develop a Mentoring plan?
Planning and preparation is essential to any learning program, whether it is in a
classroom, via distance, or work-based learning activities. By finding out about
the workplace and the mentee’s needs through discussions with them and
potentially other stakeholders, the mentor will have a better chance of
implementing a successful work-based learning pathway.
A successful launch of the mentoring relationship will require the mentor to
help the mentee identify their goals. They will then need to measure where the
learner is against their goals. The difference in the targets and the learner’s
current status is known as the ‘gap’. The objective for each party will be to
mutually determine ways to decrease this gap.
Development of a mentoring plan can be achieved by answering the types of
questions listed in the Mentoring Plan Template shown on the next two pages.
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 37
Mentoring Plan Template
CONTACT INFORMATION
Mentor Mentee
Name:
Address:
Phone:
Email:
MENTORING LOGISTICS
How often will you meet,
taking into account
vacations and peak work
periods?
How and where will you
meet?
What are the shared
expectations in terms of
response time when one
of you requests support
from the other?
MENTORING GOALS
What are the mentee’s
goals for this mentoring?
What are the mentor’s
goals for this mentoring?
Will the mentoring focus
upon only work issues or
will personal challenges
also be discussed?
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 38
GROUND RULES
Who is responsible for
arranging each meeting?
Who is going to pay the
costs for the meetings?
How will any concerns
about privacy and
confidentiality be
addressed?
What considerations will
need to be made to
comply with relevant
legislation, policy and
procedure?
What preparation is
required prior to each
meeting?
How will the
effectiveness of the
mentoring be reviewed?
When will the mentoring
arrangement be
concluded?
What other ground rules
have been agreed?
A completed example of a Mentoring Plan using this template is provided in
Appendix I of this Book of Readings.
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 39
Facilitate Mentoring Relationship
Regardless of whether the relationship involves a mentor, a coach or a tutor,
the basic principles of facilitating adult learning will be the same. At the core of
any effective learning relationship is mutual respect and trust. This is
established through effective communication, interpersonal skills, and an
active awareness of several other factors that will affect the mentoring
relationship.
Communication Skills - Good communication skills involves building rapport
with the learner, using effective verbal and non-verbal language, using critical
listening skills, providing constructive and supportive feedback and providing
clear and concrete options and advice.
Interpersonal Skills - Sound interpersonal skills will include:
• showing respect for the expertise and background of the learner
• demonstrating sensitivity to diversity, disability, culture, gender, age and
ethnicity
• modelling positive facilitation and learning behaviours
• engaging in two-way interaction
• encouraging the expression of diverse views and opinions
• negotiating complex discussions by establishing a supportive
environment
• using language and concepts appropriate to cultural differences
• accurately interpreting non-verbal messages
• using humour where appropriate
The relationship that is developed with an individual learner will have many
different aspects. Investing time in exploring all these will ultimately contribute
to its success. This will include consideration of the individual’s preferred
learning style, learning characteristics, cross-difference learning implications,
the context for learning as well as barriers to achieving outcomes.
Learning Styles - It is well-established that there are several different learning
styles and an understanding of how the learner prefers to learn will affect the
program and the activities chosen. According to learning style theory, there are
three main ways that people learn – visual, auditory or tactile/kinaesthetic.
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 40
Learner Characteristics - In addition to identifying the learner’s learning style, it
is also necessary to identify any of their characteristics that may impact on
their learning. Learner characteristics include things like:
• employment status
• past learning experiences
• level of maturity
• confidence
• cultural background and needs
• level of formal schooling
Cross-difference Learning Implications - While mentors and mentees always
differ in some ways, when the differences seem particularly large to one or
both parties, it is known as ‘cross-difference learning’.
Cross-difference learning or mentoring is an exciting opportunity for both the
learner and facilitator to experience and learn new things. It is important to see
it as an opportunity for professional development.
When involved in a cross-difference learning relationship, it may be necessary
to consider whether additional support is needed for the learner. For example,
the learner may have needs that call for:
• language, literacy or numeracy support
• disability support
• Aboriginal and Torres Strait Islander support
• ethnic support service
• interpreting services
• employment support services
• counselling services
• community support
The context for learning - Different contexts for learning may be:
• determined by the area of learning
• determined by the facilitator and the learner
• defined by the work or learning activities being discussed
• defined by the time requirements for the mentoring
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 41
Barriers to success
During the process of working out how the individual learning facilitation
relationship will occur, it is critical to consider the boundaries and expectations
that both parties bring to the relationship. Facilitators and learners typically
enter their relationships with assumed expectations of each other. If
expectations are not met, people can become irritated and disappointed, not
only with each other, but with the whole learning process.
To prevent this, and to help with planning, the mentor’s expectations should be
established in consultation with the mentee. Discuss these expectations early
in the learning partnership and include agreed additions or modifications to the
expectation list as the relationship progresses.
How can the mentoring relationship be maintained?
The key to maintaining the learning/facilitation relationship is preparation. For
each of the sessions undertaken with the learner, it is important that the
facilitator is prepared. Being prepared means:
• planning for each meeting or session
• being organised for each meeting or session
• reflecting on the outcomes of the previous meeting or session
• being punctual
• identifying “where we are” at the start
• appearing relaxed and confident
• providing a relaxing and non-threatening environment.
The key to success in any learning session is preparation. In preparing for a
learning session, the facilitator will need to take into account previous
meetings and/or sessions and reflect on their outcomes. There may be a
change in direction necessary, or some reinforcement of learning that has
already taken place.
Proactively identifying learning outcomes for mentoring meetings will ensure
that the sessions have some direction. An outcome is a very clear description of
the skills, knowledge and attitudes that the learner should be able to
demonstrate as a result of facilitation.
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 42
Mentoring Models
1. One-On-One Mentoring
The most common mentoring model, one-on-one mentoring matches one
mentor with one mentee. Most people prefer this model because it allows both
mentor and mentee to develop a personal relationship and provides individual
support for the mentee. Availability of mentors is the only limitation.
2. Resource-Based Mentoring
Resource-based mentoring offers some of the same features as one-on-one
mentoring. The main difference is that mentors and mentees are not
interviewed and matched by a Mentoring Program Manager. Instead, mentors
agree to add their names to a list of available mentors from which a mentee
can choose. It is up to the mentee to initiate the process by asking one of the
volunteer mentors for assistance. This model typically has limited support
within the organisation and may result in mismatched mentor-mentee pairing.
3. Group Mentoring
Group mentoring requires a mentor to work with 4-6 mentees at one time. The
group meets once or twice a month to discuss various topics. Combining senior
and peer mentoring, the mentor and the peers help one another learn and
develop appropriate skills and knowledge.
Group mentoring is limited by the difficulty of regularly scheduling meetings for
the entire group. It also lacks the personal relationship that most people prefer
in mentoring. For this reason, it is often combined with the one-on-one model.
For example, some organisations provide each mentee with a specific mentor.
In addition, the organisation offers periodic meetings in which a senior
executive meets with all of the mentors and mentees, who then share their
knowledge and expertise.
4. Training-Based Mentoring
This model is tied directly to a training program. A mentor is assigned to a
mentee to help that person develop the specific skills being taught in the
program. Training-based mentoring is limited, because it focuses on the subject
at hand and doesn’t help the mentee develop a broader skill set.
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5. Executive Mentoring
This top-down model may be the most effective way to create a mentoring
culture and cultivate skills and knowledge throughout an organisation. It is also
an effective succession-planning tool, because it prevents the knowledge "brain
drain" that would otherwise take place when senior management retires.
G.R.O.W.
The GROW model is a technique for problem solving or goal setting first
developed in the United Kingdom in the late 1980’s by Graham Alexander,
Alan Fine and Sir John Whitmore. The three are well known because of their
significant contributions in the world of executive coaching. GROW is also well
known in the business arena but it also has many applications in everyday life.
The particular value of GROW is that it provides an effective, structured
methodology which both helps set goals effectively and is a problem solving
process.
G GOAL -This is the end point where the client wants to be. The goal has to be
defined in such a way that it is very clear to the client when they have achieved
it.
R REALITY - This is how far the client is away from their goal. If the client was to
look at all the steps they need to take in order to achieve the goal.
O OPTIONS - There will be obstacles stopping the client getting from where they
are now to where they want to go. If there were no obstacles the client would
already have reached their goal. Once obstacles have been identified the client
needs to find ways of dealing with them if they are to make progress. These are
the Options.
W WAY FORWARD - The Options then need to be converted into action steps which
will take the client to their goal. These are the Way Forward.
How do we record the progress of the mentoring?
One typical way of recording the progress of the mentoring is to keep simple
minutes of each mentoring meeting using a template similar to that shown on
the next page.
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Record Minutes from Meeting Template
MEETING AGENDA
Mentee
Mentor
Location
Date
Time
Topics / Goals 1.
2.
MEETING OUTCOMES
Outcomes / Discussions
Action Item Responsible Party
1 Mentee / Mentor
2 Mentee / Mentor
How has this meeting
assisted the Mentee?
NEXT MEETING
Topics / Goals
Location
Date
Time
A completed example of recording the minutes from a meeting using this
template is provided in Appendix I of this Book of Readings.
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How do we review the effectiveness of mentoring?
There are many reasons why the participants in a mentoring relationship
should undertake regular reviews of their relationship and achievements,
including:
• to decide whether to continue the mentoring relationship
• to improve planning and access to resources
• for the mentee to have an opportunity to reflect on their own learning
and contributions to the mentor
• to undertake self-assessment and reflection, and to identify
opportunities for improvement as a mentor
• for accountability, legitimacy and promotion of the mentoring
relationship within an organisation
• to meet the needs to any external stakeholders involved in supporting
the mentoring
• to comply with any legislative or regulatory requirements.
Much like other forms of delivery and facilitation, mentoring can be evaluated
through:
• direct observation
• questionnaires
• verbal questioning
• third-party reports
• other stakeholder feedback
• review of performance records
Concluding the mentoring relationship
At some stage in the learning relationship, a decision needs to be made
regarding the learner’s ability to progress without further assistance from the
mentor. If the learner is achieving all their goals, becoming more in control of
their own development, relying less on the input of the mentor and is
establishing new relationships with others who can support their development,
it could be time to close the relationship.
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Various tools and signals will indicate that it is time to end the learning
relationship. These may include:
• a self-assessment taken by the learner
• a measure of improvement in the areas of interest explored during the
mentoring
• a level of independence in learning and advancing forward
• readiness to maintain learning through other means or modes
• an expressed preference by the mentor to devote their energies to other
pursuits
• the agreed time period has come to an end
Separation and closure is the final stage of the mentoring relationship. Rather
than letting the relationship dwindle, it is usually important to formally
separate the mentor and mentee.
If an organisation is coordinating the mentoring then it is usually valuable for
the mentor and mentee, prior to separation, to provide formal feedback on
their mentoring experience to assist the on-going improvement of the
organisation’s learning and development systems.
How do we record reviews of the mentoring?
It is almost always valuable to record the effectiveness of the mentoring, either
during the mentoring feedback or after the relationship has concluded. One
popular way of doing this in a way that is minimally threatening to the
mentoring participants is to have them individually record their thoughts,
which can then be shared. The reflection notes templates on the following two
pages provide examples of the types of questions that can be asked during a
review process.
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Reflection Notes Template (to be completed by the MENTOR)
THIS SECTION IS TO BE COMPLETED BY THE MENTOR
Overall, has the
mentoring relationship
produced positive work
results for the Mentee so
far?
What specific successes
can be attributed to the
mentoring program?
What problems have
occurred during the
mentoring program?
Do you feel that you
have developed a
productive relationship
with the mentee?
What personal
experiences and
knowledge did you share
with the mentee?
What personal benefits
have you derived from
participating in the
mentoring program?
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Reflection Notes Template (to be completed by the MENTEE)
THIS SECTION IS TO BE COMPLETED BY THE MENTEE
How did Meeting 1 assist
you?
How did Meeting 2 assist
you?
How did Meeting 3 assist
you?
Overall, has the
mentoring relationship
produced positive work
results for you so far?
What specific successes
can be attributed to the
mentoring program?
What problems have
occurred during the
mentoring program?
Do you feel that you
have developed a
productive relationship
with the mentor?
What personal benefits
have you derived from
participating in the
mentoring program?
A completed example of reflection notes from a mentor and a mentee using
these templates is provided in Appendix I of this Book of Readings.
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EXTENSION
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Leadership in the Workplace
The workplace is one environment where effective leadership is incredibly
important. It can mean the difference between success or failure for the
organisation, growth or loss for the business and satisfaction or general
discontent among the employees.
Effective leadership in the workplace is about much more than just
management: assigning tasks, setting work directions and establishing financial
goals. It is a comprehensive responsibility which involves inspiring and
motivating, giving confidence and encouragement, while also providing
constructive feedback. Managing relationships – and of course, ensuring that
all employees understand and share the organisation’s long-term goals.
One of the key steps to becoming an effective leader in the workplace is
reviewing your own leadership style and becoming more aware of your own
strengths and weaknesses.
Questions to ask yourself include:
• What leadership style do I have?
• Does my leadership style impact negatively on employees within the
organisation?
• Do the decisions I make benefit the whole team or only a few?
• Does what I say as a leader match up with what I ask my team members
to do?
Leading by example is one of the most important factors in becoming an
effective workplace leader. How you conduct yourself as a leader will send out
constant messages to your followers – for example, if you come to work only to
sit in an executive office, shut away from your team by a closed door and a
closed mind, then your followers will be getting the message that you can’t be
bothered about them or their concerns.
Conversely, if you are familiar with your employees’ daily responsibilities and
concerns and show that you recognise that each of them play an important
part in the overall functioning of the organisation, then this sends out the
message that everyone on the team is valued.
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In particular, leaders in workplace environments should take time to explore
the reasons behind any operational or employee problems and be honest
about whether any issues cropping up could be due to problems at the top.
Attributes of an Effective Workplace Leader
Most effective leaders in the workplace share several attributes in common
which ensure that they are successful in their leadership roles. Naturally, these
different attributes may be more important in different work situations and
with different groups of people, but a core group of traits and characteristics is
seen again and again in effective leaders across different workplace scenarios:
• Team-building skills – recognition and acknowledgement are two of the
most powerful motivators in human behaviour; a leader who gives credit
where it is due, shares it around the team and rewards followers for their
contribution will build a more cohesive and successful team.
• Flexible leadership style – an effective leader is one who can adapt their
leadership style to suit different scenarios and different groups of
people.
• Courage and determination – effective workplace leaders have the
confidence to stand behind what they believe in and the drive to inspire
their team to overcome challenges.
• Open Mind – effective leaders take risks; they are not afraid of
innovative ideas which challenge the status quo and welcome these from
their team.
• Integrity – leadership cannot succeed without trust and respect and
these two can only be given when a leader shows great integrity and
ethics.
• Good communication skills – probably the most important trait of all, as
without the ability to communicate well, all the other traits might well be
useless. An effective leader will not only express himself/herself clearly
and persuasively but will also be a good listener.
Effective leadership in the workplace is more important than many people
realise. For many employees, good leadership within their company can be
more important than financial benefits – in fact, people are willing to leave a
company and good benefits, for the lack of good leadership.
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Communication
Regardless of whether you’re talking about business, politics, sports or the
military, the best leaders are first-rate communicators. Their values are clear
and solid, and what they say promotes those values. Their teams admire them
and follow their lead. Likewise, if you want your company to reach new
benchmarks of achievement, you must master the art of clear communication.
So, how do you do it?
First, you must realise and accept that clear communication is always a two-
way process. It’s not enough to speak clearly; you have to make sure you’re
being heard and understood. To facilitate this, use the following two-way
communication primer:
1. Prepare how you’ll communicate
• Clarify the goal of the communication.
• Plan carefully before sending it or meeting in person.
• Anticipate the receiver’s viewpoint and feelings.
2. Deliver the message
• Express your meaning with conviction.
• Relate the message to your larger goals.
• Identify the action to be taken.
• Confirm the other person understands.
3. Receive the message
• Keep an open mind.
• Identify key points in the message.
• Value constructive feedback and use it to grow.
• Confirm your understanding.
4. Evaluate the effectiveness of the communication afterwards
5. Take corrective action as necessary
Primers, of course, aren’t enough. You must go deeper and determine why
internal communications are poor or ineffective, considering any potential
barriers. Once the barriers have been identified, you’ll see where to improve.
Additionally, you’ll inevitably realise the stakes are high when it comes to
communicating — if you fail to do this properly, you can poison the
atmosphere between you and a colleague, as well as your company’s morale.
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So the next time you’re drafting a letter, e-mail or policy statement, before you
send it, stop and consider these common barriers to clear communication:
• Lack of respect by either party for the other.
• Poorly defined purpose for the communication.
• Failure to establish the best medium for the communication (e-mail
and cell phones are NOT the best ways to communicate serious
material).
• Assumption that the listener receives the message.
• Ignored emotions or sensitivities.
• Failure to get on the listener’s level of understanding.
• Intimidation by either party.
Feedback
Effective and timely feedback is a critical component of a successful
performance management program and should be used in conjunction with the
setting of performance goals. For instance, if effective feedback is given to
employees on their progress towards their goals, employee performance is
more likely to improve. People need to know in a timely manner how they're
doing, what's working, and what's not.
Conversely, the leader/manager needs to obtain timely feedback on their
performance so they are able to make improvements and calculated decisions
on the best movements forward. Feedback can come from many different
sources: managers and supervisors, measurement systems, peers and
customers just to name a few. However feedback occurs, certain elements are
needed to ensure its effectiveness:
Specificity
Feedback works best when it relates to a specific goal. Establishing
performance expectations and goals before work begins is the key to providing
and collecting tangible, objective and meaningful feedback.
Timeliness
If improvement needs to be made on performance, the sooner you find out
about it, the sooner the problem can be corrected. Additionally, if expectations
have been exceeded, the sooner this feedback is received, the more rewarding
it is.
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Manner
Feedback should be given in a manner that will best help improve
performance. Since people respond better to information presented in a
positive way, feedback should be expressed in a positive manner. This is not to
say that information should be sugar-coated. It must be accurate, factual, and
complete. When presented, however, feedback is more effective when it
reinforces what was done right and then identifies what needs to be extended
in the future.
Feedback can be elicited in the following ways:
• Surveys • Interviews • Meetings/discussions • Forums • Focus Groups • Observation • Anecdotal research • Collection of performance data.
Analysing the feedback and using it appropriately is essential to making
the right decisions, improvements and changes within an organisation. There
are a number of tools that can be used to analyse the data, but to get the best
practical outcome from it, ensure that you reserve your judgement until you
have used all of the appropriate information and tools.
Knee-jerk reactions after analysing small amounts of data could prevent you
from attaining an accurate perspective and a sustainable outcome and for the
plan to work effectively, all of the data will need to be analysed.
Organising the data collected in chart form as a comparison between what
should be happening and what actually happened is an important first stage in
feedback analysis. From this, we are able to highlight some key areas for
discussion, review and future strategy. Next, feedback should be divided into
key categories for the purpose of identifying patterns. These patterns will assist
in identifying which actions should be taken first. Finally, feedback should be
reviewed to discover if there are any factors that may impact adversely on the
data collected which could skew the results and thus lead us in the wrong
direction. This is why using multiple sources of feedback is recommended.
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Work Prioritisation
There never seems to be enough hours in the day to complete the tasks and
projects collecting dust on the top of your desk. But managing your time means
working smarter – not longer. In other words, you need to learn how to
prioritise. For many, learning how to establish and maintain priorities is the
single most effective way to increase their performance in the workplace.
Although it sounds simple, there is more involved with prioritisation than
deciding what to do next. Successful prioritisation requires the execution of a
carefully designed plan.
Here is a step-by-step approach to help you get started:
Step 1: Make a List
The first step in prioritising your tasks is to make a to-do list. For the next seven
days, this list will be your primary touch point for completing tasks and
assignments in the workplace. Many people find it helpful to start by writing
down all of their pending projects in no particular order. For now, the
important thing is to just get them on paper and to consolidate all of your little
lists into a single, comprehensive to-do list. Multiple lists are not an option!
Step 2: Establish Due Dates
Beside each item on the list, write down its actual due date. Don't establish due
dates based on when you would like to have them completed. Instead, write
down the date when the task is actually required to be completed. If you are
unsure when a particular task is due, do a little research before you rank them
in order of importance.
Step 3: Assess Interdependent Tasks
Once you have ranked your tasks by due date, the next step is to decide which
– if any – of the tasks on your to-do list significantly impact other people's to-
do lists. For example, if the accounting department is waiting for your
department's expense account figures so they can close out the month, you
may want to consider moving it up on the list, even if it's official due date is
further out.
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Step 4: Consider Consequences
Not all tasks are created equal. You may find you have tasks due immediately
that have minimal consequences should you decide to put them off for a few
extra days. On the other hand, you may also have tasks with extremely
significant consequences that aren't due until next week. In that case, the
smart move might be to put off the tasks with limited consequences so you can
get started on the highly important tasks right away.
Step 5: De-Clutter the List
Most to-do lists are cluttered with relatively small tasks that require little time,
but collectively feel like a ton of bricks hanging over your head. Every now and
then, it is useful to take a half-day to de-clutter the list. By checking off a large
number of little things on the list, your time will be freed up to concentrate on
the things that are most important.
Step 6: Reassess
Priorities change constantly in a busy workplace. As a result, you need to
constantly reassess your to-do list to keep up with your changing priorities.
Once a day is probably too often, but a weekly reassessment of your priorities
is not unreasonable.
Mentoring in the Workplace
Good mentoring relationships can be richly rewarding, not only for the person
being mentored, but for the mentor too. Mentors can, among other things,
provide exceptional learning experiences for their mentees and, in doing
so, expand their mentees' awareness, insight and perspective.
Qualities of successful mentors:
� Genuine interest
� Sensitivity to other’s needs and development
� Excellent listening skills
� Commitment
� Confidentiality
� Excellent coaching and feedback skills.
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RETENTION
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ACTION ITEMS
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ACTION ITEMS
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ACTION ITEMS
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Appendix A: Effectiveness Grid
How do you think you measure up to these values/standards? Individually, rate
yourself against these characteristics from 1-10 (1 being least effective and 10
being most effective). Then, identify 3 areas of strength and 3 areas of
improvement and list these in the spaces provided at the bottom of the page.
1 2 3 4 5.
6 79
89
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3 Greatest Strengths 3 Greatest Areas for Improvement
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Appendix B: Performance Plan Template
Performance:_________________________________
1. Goal:
2. Measurement:
3. Competencies:
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Appendix C: Work Plan Template
Te
am
Wo
rk P
lan
Na
me
of
Ta
sk:
Ob
ject
ive
:
Re
sou
rce
s:
Co
mm
en
ts
Tim
efr
am
e
Wh
o i
s re
spo
nsi
ble
?
Ste
p
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Appendix D: Weekly Schedule Template
We
ek
ly S
che
du
le f
or:
We
ek
Co
mm
en
cin
g:
Su
nd
ay
Sa
turd
ay
Fri
da
y
Th
urs
da
y
We
dn
esd
ay
Tu
esd
ay
Mo
nd
ay
Tim
e
Ea
rly
Mo
rnin
g
8-9
am
9-1
0a
m
10
-11
am
11
am
-
no
on
12
-1p
m
1-2
pm
2-3
pm
3-4
pm
4-5
pm
5-6
pm
Aft
er
Ho
urs
TO
TA
L
HO
UR
S
We
ek
ly t
o-d
os
□
□
□
□
□
□
Pla
nn
ing
fo
r n
ex
t w
ee
k:
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Appendix E: Professional Learning Action Plan Template
Ho
w w
ill
I k
no
w t
he
ste
p o
r
stra
teg
y h
as
be
en
acc
om
pli
she
d?
Ho
w w
ill
I e
va
lua
te e
ach
ste
p o
r st
rate
gy
?
Wh
at
is t
he
rea
list
ic
tim
efr
am
e t
o
acc
om
pli
sh t
he
ste
p o
r
stra
teg
y?
Wh
at
are
th
e s
tep
s o
r
stra
teg
ies
I w
ill
tak
e?
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Appendix F: Identify the Mentoring Relationship Template
What is the name of the mentee (learner)
whom you will be helping?
What is your relationship to the mentee?
Briefly outline the experience and skills you
have that makes you a good-fit as a mentor
for your mentee.
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Appendix G: Mentoring Plan Template
CONTACT INFORMATION
Mentor Mentee
Name:
Address:
Phone:
Email:
MENTORING LOGISTICS
How often will you meet,
taking into account
vacations and peak work
periods?
How and where will you
meet?
What are the shared
expectations in terms of
response time when one
of you requests support
from the other?
MENTORING GOALS
What are the mentee’s
goals for this mentoring?
What are the mentor’s
goals for this mentoring?
Will the mentoring focus
upon only work issues or
will personal challenges
also be discussed?
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GROUND RULES
Who is responsible for
arranging each meeting?
Who is going to pay the
costs for the meetings?
How will any concerns
about privacy and
confidentiality be
addressed?
What considerations will
need to be made to
comply with relevant
legislation, policy and
procedure
What preparation is
required prior to each
meeting?
How will the
effectiveness of the
mentoring be reviewed?
When will the mentoring
arrangement be
concluded?
What other ground rules
have been agreed?
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Appendix H: Mentoring Meeting Minutes Template
MEETING AGENDA
Location
Date Time
Topics / Goals 1.
2.
MEETING OUTCOMES
Action Item Responsible Party
1 Mentee / Mentor
2 Mentee / Mentor
3 Mentee / Mentor
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Appendix I: Sample mentoring records
Identify the Mentoring Relationship
Complete the template below.
What is the name of the mentee (learner)
whom you will be helping?
Pete
What is your relationship to the mentee?
Pete is a newly qualified instructor
at our centre and I am his
supervising instructor.
Briefly outline the experience and skills you
have that makes you a good-fit as a mentor
for your mentee.
I have 15 years instruction
experience in the same area in
which Pete will be instructing. I
have obtained TAE40110
Certificate IV in Training and
Assessment, which has helped me
develop confirmed skills in
mentoring and facilitation. Perhaps
most importantly, I have well
developed communication skills,
including strong active listening
skills and I have a dedicated
commitment to prioritising
spending time with our instructors
and helping them improve their
knowledge, skills and confidence.
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 71
Create a Mentoring Plan
Complete the template below.
CONTACT INFORMATION
Mentor Mentee
Name: Steven O’Malley Peter Jamieson
Address: 12 Brohman Drive,
Bridgeman Downs QLD
42 Universe Avenue,
Kenmore QLD
Phone: 0400 322 322 07 3223 6900
Email: [email protected] [email protected]
MENTORING LOGISTICS
How often will you meet,
taking into account
vacations and peak work
periods?
Face-to-face as required, but at least once every fortnight.
By telephone and email contact at least weekly.
How and where will you
meet?
Coffee Club on Tuesday afternoons at 2pm, as scheduled
What are the shared
expectations in terms of
response time when one
of you requests support
from the other?
Response within no longer than 24 hours
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 72
MENTORING GOALS
What are the mentee’s
goals for this mentoring?
Improve instructional knowledge and learn better how to
deal with potentially confrontational situations, as Pete
does not like conflict.
What are the mentor’s
goals for this mentoring?
I expect to be treated respectfully and to benefit from
improving my communication and facilitation skills through
participating in this mentoring arrangement. Additionally,
because Peter is very good at using smartphones and
emerging new technologies I am hopeful of getting an
insight into how the younger generation use devices to
improve productivity.
Will the mentoring focus
upon only work issues or
will personal challenges
also be discussed?
Peter and I have discussed this and concluded that these
choices are solely up to Peter. If he wants to raise personal
concerns and how they might be affecting his work then
that will be welcomed, but he will not be obliged to
volunteer any personal information.
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 73
GROUND RULES
Who is responsible for
arranging each meeting?
Peter will make a table booking and Steven will bring any
materials that he suggests we should review.
Who is going to pay the
costs for the meetings?
Because the company is not funding this mentoring we
have agreed that at every meeting we will pay for our own
food and drinks.
How will any concerns
about privacy and
confidentiality be
addressed?
We have agreed not to discuss any details about the
content of the mentoring meetings with anyone. It is OK to
tell others that they have taken place and give a general
indication as to how they are going, but no details about
the discussed issues. Any feedback to our employer
containing any detailed information about discussion topics
will be presented only in writing after we have both
reviewed and approved it.
What considerations will
need to be made to
comply with relevant
legislation, policy and
procedure?
We will both ensure with our Centre Manager that she is
happy for both of us to take time out of work without any
possible risk of backlash for being off-site.
What preparation is
required prior to each
meeting?
Nil, unless agreed by both parties, except Steven will
document an appropriate session plan so that we have an
approach planned out for each session.
How will the
effectiveness of the
mentoring be reviewed?
Every 3 months we will meet at the bar of the local sports
club to specifically share how we feel the mentoring is
progressing.
When will the mentoring
arrangement be
concluded?
The mentoring agreement can be concluded at any time if
either party comes to two successive meetings and informs
the other that they want to quit the arrangement or if
either party leaves the Centre.
What other ground rules
have been agreed?
To treat each other respectfully at all times and to not
engage in any swearing or name calling. Also, if at any stage
if someone asks the other person to “please calm down”
then we have agreed to take some deep breaths, listen to
the other person and settle down.
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 74
Record Minutes from Meeting
Complete the template below.
MEETING AGENDA
Mentee Peter Jamieson
Mentor Steven O’Malley
Location Coffee Club
Date Tuesday 26/3/2013
Time 2:00pm
Topics / Goals 1. To help resolve ongoing conflict between Peter and
Charlene.
2. To discuss strategies for how Peter can improve his active
listening skills.
MEETING OUTCOMES
Outcomes / Discussions Almost all of the meeting discussed this week’s problems
between Pete and Charlene. We now have a plan of action!
Action Item Responsible Party
1 Peter will organise a coffee with Charlene and ask for
her assistance in helping them improve their working
relationship.
Mentee / Mentor
2 Steven will access resources related to becoming a
better listener.
Mentee / Mentor
How has this meeting
assisted the Mentee?
Peter feels much better after concluding that Charlene is
not actively targeting him and that there should be scope to
improve their interactions if he is more positive in his
dealings with her. He is excited about having a strategy to
approach her and improve their working relationship.
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 75
NEXT MEETING
Topics / Goals To discuss Peter’s progress in moving forward with Charlene
and Steven will continue discussions about helping Pete
improve his active listening.
Location Coffee Club
Date Next Tuesday 4/4/13
Time 2:00pm
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 76
Write Reflection Notes (to be completed by the MENTOR)
Complete the template below.
THIS SECTION IS TO BE COMPLETED BY THE MENTOR
Overall, has the
mentoring relationship
produced positive work
results for the Mentee so
far?
Definitely! Peter is friends with more staff in the office and
this has made participating in work much more fun for him.
His productivity has consequently been much greater.
What specific successes
can be attributed to the
mentoring program?
Peter directly attributes his “Employee of the Month” win
last month to the outcomes we have achieved through this
mentoring program.
What problems have
occurred during the
mentoring program?
I got very frustrated in a couple of our early meetings when
I felt that Peter wasn’t making an effort to participate in the
mentoring process. However, once I understood that Peter
was finding it hard to maintain concentration on what I was
saying and that he was hesitant to interrupt when I was
presenting unfamiliar content we were able to move ahead
confidently.
Do you feel that you
have developed a
productive relationship
with the mentee?
Definitely. I feel that Peter and I are going to be mates for
life and that any chance we get to work together we will be
a lot more productive.
What personal
experiences and
knowledge did you share
with the mentee?
I have shared with Peter lots of stories (some with positive
outcomes and others that had ugly outcomes) about how I
have learnt to improve my skills in dealing with others and
earning the trust of my co-workers.
What personal benefits
have you derived from
participating in the
mentoring program?
I feel my facilitation skills have been enhanced by
participating in this mentoring, especially because of the
formal structure of planning meetings and recording their
outcomes. I have also learnt a lot about smartphone apps.
☺
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 77
Write Reflection Notes (to be completed by the MENTEE)
Complete the template below.
THIS SECTION IS TO BE COMPLETED BY THE MENTEE
How did Meeting 1 assist
you?
It didn’t because I felt very confused and out-of-my-depth.
How did Meeting 2 assist
you?
I started to feel more confident that Steven was genuine in
trying to help me and he gave me good advice about not
requesting to participate in this year’s Managerial Fast-
Track Program.
How did Meeting 3 assist
you?
It was awesome. I am very grateful for Steven helping me
identify why I was so demotivated at work and for giving me
tangible action steps about how to improve my attitude.
This was a watershed moment for me.
Overall, has the
mentoring relationship
produced positive work
results for you so far?
I am more productive and enjoying my work more than
ever.
What specific successes
can be attributed to the
mentoring program?
I now feel that many of the people I work with are friends,
not just people who share the same office oxygen with me
every weekday.
What problems have
occurred during the
mentoring program?
I was very resentful of Steven initially because I felt he was
judging me. When he proved to me that he was serious
about helping me I felt much better.
Do you feel that you
have developed a
productive relationship
with the mentor?
Steven is a star. I trust him and I tell him things that I would
not share with other colleagues. He really listens and he
always tries to help whenever he can.
What personal benefits
have you derived from
participating in the
mentoring program?
I am much happier in the workplace and I am enjoying
setting goals and working towards achieving them.
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 78
BSB42015 - Certificate IV in Leadership and Management (Leadership in the Workplace) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (01/06/2016) Page 79
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QUALIFICATION: Certificate IV in Leadership and Management
CLUSTER Leadership in the Workplace
LOCATION: DATE: / / 20___
LEARNING LEADER/S: __________________________________
Indicate how you felt the presenter performed:
Please tick ���� Excellent Very Good Good Unsatisfactory
(A) Setting positive atmosphere for learning
� � � �
(B) Demonstrating ideas/concepts
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(C) Handling questions from the group
� � � �
(D) Understanding the needs of the group
� � � �
(E) Knowledge of the subject matter
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(F) General presentation of the course
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1. Nominate your favourite parts of the program:
2. Nominate your least favourite parts of the program:
3. What suggestions could you make to improve the program?
4. Overall, did it meet your expectations?
Yes ���� No ����
5. Further comments?
TRAINING EVALUATION SHEET Version 3.2, 9 November 2015