Assessment Task Report: Develop a Mentoring Strategy
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Assessment Task 3
Assessment Task Report: Develop a Mentoring Strategy
Schedule TBC
Learning Outcome Alignment 1,2 & 3
Competency Element Alignment 1,2,3
Length 2500 words maximum excluding attachments
Value (% of 100 overall unit marks) 45
Description and requirements
1. Prepare and present a complete Mentoring Peer-to-Peer (P2P) Learning Strategy covering
peer-to-peer learning within a defined organisation or entity (real or conceptual). The report may be
framed as a report to the executive decision makers in a business. The Mentoring strategy should include the following to support program implementation:
a. Executive summary
b. A management structure, including
i. Resources required
ii. Mode and how communication will occur between the mentor and
mentee
c. Mentor and mentee selection process, including
i. Commentary on induction and how candidates will be matched
ii. Mentor and mentee selection criteria, procedures and tools
d. Support structures, including
i. establishing methods and resources to achieve designated outcomes
ii. Tools to be used
iii. Addressing potential cultural differences or diversity issues in mentor-mentee relationships
e. Action Plan
f. Program evaluation, including how data will be collected
g. A conclusion, including any recommendations based on the planned outcomes and the next
steps
On approval from your course coordinator or unit lecturer this topic may be extended to cover a
coaching strategy instead of mentoring.
Note: This is a report. See the report assessment criteria sheet on the following page for information
about the assessment criteria by which your work will be judged. It should include a clear and logical structure for a P2P learning strategy (e.g. as provide in Handout 6.1 – Mentoring/Coaching
Strategy Planning Template). The report can be based on a real or simulated organisation and
their specific needs. You should use relevant academic references to support your strategy and
approach when constructing this report.
Assessment Rubric and Feedback Form
Task 3: Report: Develop a Mentoring Strategy
Learner ID:
Unit title: BSBLED805 Plan and implement a mentoring program Assessment Task No.: 3
Assessor’s Name:
Assessment criteria Sophisticated/ exemplary*
Competent/sound* Not yet competent*
1. Comprehensive nature of the peer learning strategy Main sections competed and information is
highly relevant
Range of tools and resources used with discrimination
A number of important and components overlooked or information is incomplete.
Limited discriminate use of tools
or resources
Majority of the key components and issues not addressed or misunderstood
Poor or no use of tools or resources
2. Quality of performance
2.1 Integration of relevant ideas to support answer Well integrated argument to support conclusions
Conclusions generally supported Answer lacking a sound evidence base
2.2. Application of tools to solve problems/issues All tools applied with
precision
Most tools applied proficiently Most important tools not applied (appropriately)
2.3 Relevance to context Effectively ties strategy
to contextual needs
Generally ties strategy to contextual needs
Insufficient link between strategy to contextual needs
2.4 Depth of analysis of key factors and strategy evaluation Identifies the significance of all relevant factors
Evaluation process clear
and suggests it will
work effectively
Identifies most factors & their significance
Evaluation process generally clear
and it will most likely work effectively
Most factors and their inter-relationships
overlooked
Little attempt to consider evaluation process
3. Quality of communication
3.1 Logical structure & organisation of strategy Organisational methods
effectively used to faciliGenerally organised to facilitate
understanding
No meaningful organisation
tate understanding
Clear & coherent flow
of strategy through
main components
In the main clear and logical flow
of strategy through most components
Generally strategy components illogical &
unclear
3.2 Clarity & succinctness of report conclusions/ recommendations Crystal clear, precise &
conclusions/ recommendations
In the main clear & appropriate
conclusions/ recommendations
Generally unclear &/or inappropriate conclusions/ recommendations
4. Conformance to formatting guidelines and referencing standards
4.1 Formatting Follows all requirements and distinct executive summary, body
of the report and conclusions
In the main requirements followed
executive summary, body of the
report and conclusions format
Requirements largely ignored
Assessor comments
Learner’s Performance Satisfactory Assessor’s signature: Date:
Not Satisfactory Academic
Grade:
* Please note that the criteria listed above are not necessarily of equal weighting, nor are they
all-inclusive; they give an indication of your competency. For more comprehensive description
of referencing and preparation of a postgraduate assessment access the academic style guide
(see the unit outline)
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